Abstract

Coping Power (CP) is an evidence-based intervention that reduces externalizing behaviors in students who are identified as aggressive or disruptive. CP is based on a cognitive-behavioral model and involves child-focused group sessions and parent-focused sessions. A large body of research has demonstrated the effectiveness of CP, but to date there has not been a systematic review or meta-analysis of published CP studies. Therefore, the purpose of this work was to conduct a systematic review examining the characteristics, methodological rigor, and social validity of CP studies and to conduct a selective meta-analysis to examine the effects of CP across studies and to identify potential moderators of intervention effectiveness. The 21 studies included in the review indicate that the CP intervention is supported by rigorous research, effectively reduces maladaptive behavior, and has demonstrated multiple indicators of social validity. A selective meta-analysis of 12 studies indicates that CP has resulted in small to moderate reductions in externalizing behavior, although these findings were not statistically significant. Intervention dosage, agent, and parent/caregiverparticipation did not moderate effects. Limitations, implications for future research, and recommendations for clinical practice are provided.

摘要

应对能力 (CP) 是一种基于证据的干预措施，可以减少被认为具有攻击性或破坏性的学生的外化行为。CP 基于认知行为模型，涉及以儿童为中心的小组会议和以家长为中心的会议。大量研究已经证明了 CP 的有效性，但迄今为止还没有对已发表的 CP 研究进行系统回顾或荟萃分析。因此，这项工作的目的是进行系统审查，检查 CP 研究的特征、方法严谨性和社会有效性，并进行选择性荟萃分析，以检查 CP 在研究中的影响，并确定干预有效性的潜在调节因素. 审查中包含的 21 项研究表明 CP 干预得到严格研究的支持，有效地减少了适应不良的行为，并证明了多项社会有效性指标。对 12 项研究的选择性荟萃分析表明，CP 导致外化行为小到中度减少，尽管这些发现在统计学上并不显着。干预剂量、药剂和父母/看护者的参与不会调节效果。提供了局限性、对未来研究的影响以及对临床实践的建议。