Coping Power Universal for middle school students: The first efficacy study

Pietro Muratori, Iacopo Bertacchi, Gennaro Catone, Francesca Mannucci, Annalaura Nocentini, Simone Pisano, John E. Lochman

Research output: Contribution to journalArticlepeer-review


Introduction: The present study examined the efficacy of the universal prevention version of the Coping Power Program in reducing behavioral and emotional problems and in promoting prosocial behaviors in middle-school classrooms. Methods: The study used a randomized control study design; and the sample included 839 middle-school Italian youths (411 males), attending 40 middle-school classrooms. The students were in seventh or eighth grade, and they had an average age of 13.24 years (SD = .65; range 12–14 years). Ninety students were Africans, the rest were Caucasian. Teachers and parents completed the Strengths and Difficulties Questionnaire, before and after intervention. We used the 24-session universal prevention adaptation of Coping Power, which aims to improve children's emotional regulation and social problem-solving skills. Results: Linear mixed models and effect sizes indicated that behaviors improved as a result of the Coping Power intervention. Specifically, the program was effective in reducing internalizing problems and increasing prosocial behaviors. Conclusions: The Coping Power Universal effectively adapts an existing evidence-based program, and is believed to be a useful strategy also to improve social emotional skills in middle-school students.

Original languageEnglish
Pages (from-to)49-58
Number of pages10
JournalJournal of Adolescence
Publication statusAccepted/In press - Dec 24 2019


  • Conduct problems
  • Coping power
  • Hyperactivity
  • Middle school
  • Prevention

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Social Psychology
  • Developmental and Educational Psychology
  • Psychiatry and Mental health


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