Coping Power: Child Group Program Facilitator Guide(Programs That Work)

This is an evidence-based program for dealing with behavioural problems in pre-adolescent children, concentrating on those who are beginning to show signs of severe aggression and social dysfunction at school. Children who begin to exhibit aggression as pre-adolescents are much more likely to have histories of substance abuse, interpersonal violence, and criminal behaviour in their adolescence. By targeting these children before their behaviour has become extremely dangerous or unmanageable, this program has been proven to reduce the occurrence of these problems, and to improve functioning in school. This new edition of the Facilitator Guide provides an overview of the Coping Power Program with an emphasis on the child component; a companion guide provides an overview of the parent component. Child component group sessions can take place at children's schools (after school, before school, or during non-academic homeroom periods) in preventive interventions or when used by school-based mental health clinicians, or at mental health outpatient clinics. The program has primarily been offered in group session format, although it can be used in individual therapy sessions with relatively minor adaptations, as described in this Guide. The Coping Power child component program addresses the emotional regulation and social-cognitive deficits, using a Contextual Social-Cognitive Model. Outcome research from a series of randomized control trials indicate that Coping Power can have lasting effects in reducing children's externalizing and internalizing behavior problems through longer-term follow-up periods. This new edition of the Implementation Guide provides details about how the therapeutic alliance and therapist behaviors can affect the strength of the Coping Power program's outcomes, and how therapists can effectively handle children's difficult behaviors that can arise during group sessions.

Table of Contents:
Chapter 1: Introductory Information for Child Group Facilitators Chapter 2 : What Is Coping Power Based On? Chapter 3: Coping Power Program and Alternative Treatments Chapter 4: Child Group Logistics Chapter 5: Ways to Overcome Obstacles With Intervention Groups for Children With Aggressive and Disruptive Behavior Chapter 6: Individually Delivered Coping Power Chapter 7 : Concise Coping Power - 24 Sessions Coping Power Child Program Year One Session 1: Group Structure and Behavioral Goal Setting Procedure Session 2: Goal Setting - Part I Session 3: Goal Setting - Part II Session 4: Organizational and Study Skills Session 5: Awareness of Feelings and Physiological Arousal Related to Anger - Part I Session 6: Awareness of Feelings and Physiological Arousal Related to Anger - Part II Session 7: Anger Coping and Self-Control Session 8: Using Self-Statements for Anger Coping - Part I Session 9: Using Self-Statements for Anger Coping - Part II Session 10: Using Self-Statements for Anger Coping - Part III Session 11: Relaxation and Overcoming Barriers to Self-Control Session 12: Perspective Taking - Part I Session 13: Perspective Taking - Part II Session 14: Perspective Taking - Part III Session 15: Perspective Taking and Problem Solving Session 16: Social Problem Solving - Part I Session 17: Social Problem Solving - Part II Session 18: Social Problem Solving - Part III Session 19: Social Problem Solving - Part IV Session 20: Group Creates Video Recording - Part I Session 21: Group Creates Video Recording - Part II Session 22: Group Creates Video Recording - Part III Coping Power Child Program Year Two Session 23: Review From Previous Year Session 24: Organizational and Study Skills Review Session 25: Application of Social Problem Solving to Teacher Conflict Session 26: Application of Social Problem Solving to Both Making Friends and Being Friends With Others

About the Author :
John E. Lochman, PhD, ABPP, is Saxon Professor Emeritus of Psychology at The University of Alabama, where he also is Senior Fellow at the Alabama Life Research Institute, and Director Emeritus of the Center for Youth Development and Intervention. Dr. Lochman is a Fellow in the American Psychological Association, the Association for Psychological Science, the Society for Prevention Research, and the Academy of Cognitive and Behavioral Therapies, and he has received distinguished career awards from the Society for Clinical Child and Adolescent Psychology, and the American Board for Clinical Child and Adolescent Psychology. Dr. Lochman has more than 500 publications on social cognition, emotion regulation, peer relations, family process, and intervention and prevention research with children with aggressive behavior problems, including outcome research on the Coping Power intervention. His collaborative Coping Power research in the past 20 years has focused on effectiveness and implementation studies of Coping Power, on studies of adaptation and of Coping Power for different populations and optimization of key intervention mechanisms, on intervention process issues that affect Coping Power outcomes, and on cross-over effects of Coping Power on other outcomes including internalizing outcomes and on suicidal thoughts and behaviors. Karen C. Wells, PhD is Associate Professor Emeritus of Psychiatry and Behavioral Sciences and Director Emeritus of the Family Studies Program and Clinic at Duke University Medical Center in Durham, NC. Throughout her career she has been actively involved in research in the development and treatment of child and adolescent psychological disorders (including ADHD, oppositional defiant disorders, depression, and adolescent suicidality) and especially in family and parenting factors in etiology and treatment. With John Lochman, she contributed to the development of the Coping Power Program and to research on its evaluation and application. She is currently retired and living in North Carolina. Lisa A. Lenhart, PhD, is the founder and owner of the private practice Lisa A. Lenhart, PhD LLC, which was founded in 2013, and is a child clinical psychologist who has provided diagnostic and therapeutic services to children and families for more than 30 years. She provides comprehensive evaluations to children and adolescents, in addition to continuing to provide therapeutic services to individuals with a variety of difficulties, using research-based assessment and treatment models to help individuals with a variety of difficulties function more effectively in life. Prior to that, she was the senior psychologist in the Testing and Tutoring Service at The Treatment and Learning Centers (TLC) in Maryland, where she oversaw the testing department at TLC for approximately 10 years, ensuring the clinical quality of all psychological evaluations and treatment conducted. She has extensive supervision experience, both of professionals and students, and consults with other professionals in an ongoing manner. She was the project coordinator for the Coping Power Program for three years, and continues to implement the strategies developed in this program in her work with children and families.