This field trial will examine whether the Coping Power prevention program, which has been demonstrated to have preventive effects on youths' substance use and delinquency in prior efficacy and effectiveness studies, can be usefully taken """"""""to scale"""""""" and delivered in an effective manner by existing staff in a range of urban school sites. This study will have substantial policy implications for implementation of prevention programs in real-world settings. The Coping Power program is based on a contextual social-cognitive developmental model, and is designed to be provided to preadolescent children who are at risk for later substance use because of their high levels of aggressive behaviors. The multi-component program impacts mediating processes in the child (social cognitive and self-regulation processes) and family (parenting practices), while working closely with classroom teachers. The Child Component of the Coping Power program is directly derived from an Anger Coping program, which has itself been shown to prevent high levels of adolescent substance use. In this planned field study, existing school staff (school counselors, school psychologists, school social workers, school resource officers) will be trained to use the Coping Power program with high-risk children at the time of transition to middle school in the 5th and 6th grades. This innovative field study will address three primary gaps in the literature: (a) whether this type of prevention program can be taken """"""""to scale"""""""" and produce positive substance use outcomes, good intervention integrity, and sustained use in the years following training; (b) whether the intensity level of training (Coping Power - Intensive Training: CP-IT; versus Coping Power - Basic Training: CP - BT) will impact the intervention outcomes, intervention integrity, and sustained intervention use; and (c) whether organizational and student population characteristics of the schools, and characteristics of the school site staff who will implement the intervention, will impact intervention outcomes, intervention integrity, and sustained intervention use. To address these gaps, this field trial will randomly assign 60 elementary schools to one of three conditions: CP-IT, CP-BT, or Control. Ten children in each school will be screened as being at-risk because of 4th grade teachers' ratings of students' aggressive behaviors, resulting in a total sample of 600 target children (20 schools and 200 children per condition).

Agency
National Institute of Health (NIH)
Institute
National Institute on Drug Abuse (NIDA)
Type
Research Project (R01)
Project #
5R01DA016135-03
Application #
6795553
Study Section
Special Emphasis Panel (ZDA1-MXG-S (04))
Program Officer
Sims, Belinda E
Project Start
2002-09-30
Project End
2007-08-31
Budget Start
2004-09-01
Budget End
2005-08-31
Support Year
3
Fiscal Year
2004
Total Cost
$1,068,061
Indirect Cost
Name
University of Alabama in Tuscaloosa
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
045632635
City
Tuscaloosa
State
AL
Country
United States
Zip Code
35487
Lochman, John E; Powell, Nicole P; Boxmeyer, Caroline L et al. (2015) Counselor-Level Predictors of Sustained Use of an Indicated Preventive Intervention for Aggressive Children. Prev Sci 16:1075-85
Childs, Amber Wimsatt; Fite, Paula J; Moore, Todd M et al. (2014) Bidirectional associations between parenting behavior and child callous-unemotional traits: does parental depression moderate this link? J Abnorm Child Psychol 42:1141-51
Ellis, Mesha L; Lindsey, Michael A; Barker, Edward D et al. (2013) Predictors of engagement in a school-based family preventive intervention for youth experiencing behavioral difficulties. Prev Sci 14:457-67
Barth, Joan M; McDonald, Kristina L; Lochman, John E et al. (2013) Racially diverse classrooms: effects of classroom racial composition on interracial peer relationships. Am J Orthopsychiatry 83:231-43
Lochman, John E; Powell, Nicole; Boxmeyer, Caroline et al. (2012) Adaptations to the coping power program's structure, delivery settings, and clinician training. Psychotherapy (Chic) 49:135-42
Goldstein, Naomi E S; Kemp, Kathleen A; Leff, Stephen S et al. (2012) Guidelines for Adapting Manualized Interventions for New Target Populations: A Step-Wise Approach Using Anger Management as a Model. Clin Psychol (New York) 19:385-401
Schutter, Dennis J L G; van Bokhoven, Irene; Vanderschuren, Louk J M J et al. (2011) Risky decision making in substance dependent adolescents with a disruptive behavior disorder. J Abnorm Child Psychol 39:333-9
Ellis, Mesha L; Weiss, Bahr; Lochman, John E (2009) Executive functions in children: associations with aggressive behavior and appraisal processing. J Abnorm Child Psychol 37:945-56
Lochman, John E; Boxmeyer, Caroline; Powell, Nicole et al. (2009) Dissemination of the Coping Power program: importance of intensity of counselor training. J Consult Clin Psychol 77:397-409
Pardini, Dustin A; Lochman, John E; Powell, Nicole (2007) The development of callous-unemotional traits and antisocial behavior in children: are there shared and/or unique predictors? J Clin Child Adolesc Psychol 36:319-33

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