Systematic Literature Review and Meta-Analysis of Coping Power: Effects and Implications for Implementation

Autor/inn/en	McDaniel, Sara C.; Watkins, Laci; Chow, Jason C.; Fedewa, Megan; Nemer, Sharon
Titel	Systematic Literature Review and Meta-Analysis of Coping Power: Effects and Implications for Implementation
Quelle	In: Journal of Applied School Psychology, 39 (2023) 4, S.350-374 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McDaniel, Sara C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2023.2196946
Schlagwörter	Literature Reviews; Meta Analysis; Coping; Evidence Based Practice; Intervention; Cognitive Processes; Student Behavior; Behavior Problems; Behavior Modification + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Bewältigung; Cognitive process; Kognitiver Prozess; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01