First Adaptation of Coping Power Program as a Classroom-Based Prevention Intervention on Aggressive Behaviors Among Elementary School Children

Pietro Muratori, Iacopo Bertacchi, Consuelo Giuli, Lavinia Lombardi, Silvia Bonetti, Annalaura Nocentini, Azzurra Manfredi, Lisa Polidori, Laura Ruglioni, Annarita Milone, John E. Lochman

Research output: Contribution to journalArticle

Abstract

Children with high levels of aggressive behavior create a major management problem in school settings and interfere with the learning environment of their classmates. We report results from a group-randomized trial of a program aimed at preventing aggressive behaviors. The purpose of the current study, therefore, was to determine the extent to which an indicated prevention program, Coping Power Program, is capable of reducing behavioral problems and improving pro-social behavior when delivered as a universal classroom-based prevention intervention. Nine classes (five first grade and four second grade) were randomly assigned to intervention or control conditions. Findings showed a significant reduction in overall problematic behaviors and in inattention–hyperactivity problems for the intervention classes compared to the control classes. Students who received Coping Power Program intervention also showed more pro-social behaviors at postintervention. The implications of these findings for the implementation of strategies aimed at preventing aggressive behavior in school settings are discussed.

Original languageEnglish
Pages (from-to)432-439
Number of pages8
JournalPrevention Science
Volume16
Issue number3
DOIs
Publication statusPublished - 2015

Keywords

  • Aggressive behavior
  • Coping Power
  • Prevention
  • Pro-social behavior
  • School

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health
  • Medicine(all)

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