Collateral effects of Coping Power on caregiver symptoms of depression and long-term changes in child behavior / Lissette M. SAAVEDRA ; John E. LOCHMAN ; Antonio A. MORGAN-LOPEZ ; Heather L. McDaniel ; Catherine P. BRADSHAW ; Nicole P. POWELL ; Lixin QU ; Alexa C. BUDAVARI ; Anna C. YAROS in Development and Psychopathology, 37-1 (February 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-1 (February 2025) . - p.94-106 Titre : Collateral effects of Coping Power on caregiver symptoms of depression and long-term changes in child behavior : Development and Psychopathology Type de document : texte imprimé Auteurs : Lissette M. SAAVEDRA, Auteur ; John E. LOCHMAN, Auteur ; Antonio A. MORGAN-LOPEZ, Auteur ; Heather L. McDaniel, Auteur ; Catherine P. BRADSHAW, Auteur ; Nicole P. POWELL, Auteur ; Lixin QU, Auteur ; Alexa C. BUDAVARI, Auteur ; Anna C. YAROS, Auteur Article en page(s) : p.94-106 Langues : Anglais (eng) Mots-clés : Coping Power Program  caregiver depression  disruptive behavior problems Index. décimale : PER Périodiques Résumé : A large body of research demonstrates positive impacts of the Coping Power Program as a preventive intervention for youth behavioral outcomes, but potential collateral effects for caregivers is less known. The current study examined whether the youth-focused Coping Power Program can have a secondary impact on caregiver self-reported symptoms of depression and in turn result in longer-term impacts on child disruptive behavior problems including aggression, conduct problems and hyperactivity. Data from 360 youth/caregiver pairs across 8 waves of data (grades 4 through 10) were analyzed. We used two methodological approaches to (a) assess indirect effects in the presence of potential bidirectionality using timepoint-to-timepoint dynamic effects under Autoregressive Latent Trajectory modeling and (b) estimate scale scores in the presence of measurement non-invariance. Results showed that individually delivered Coping Power (ICP) produced greater direct effects on conduct problems and indirect effects on general externalizing and hyperactivity (through reductions in caregiver self-reported symptoms of depression), compared to group Coping Power (GCP). In comparison to GCP, ICP produced similar direct effects on reductions in caregiver depression. Child-focused prevention interventions can have an indirect impact on caregiver depression, which later shows improvements in longer-term reductions for child disruptive problems. En ligne : https://dx.doi.org/10.1017/S095457942300144X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Collateral effects of Coping Power on caregiver symptoms of depression and long-term changes in child behavior : Development and Psychopathology [texte imprimé] / Lissette M. SAAVEDRA, Auteur ; John E. LOCHMAN, Auteur ; Antonio A. MORGAN-LOPEZ, Auteur ; Heather L. McDaniel, Auteur ; Catherine P. BRADSHAW, Auteur ; Nicole P. POWELL, Auteur ; Lixin QU, Auteur ; Alexa C. BUDAVARI, Auteur ; Anna C. YAROS, Auteur . - p.94-106. Langues : Anglais (eng) in Development and Psychopathology > 37-1 (February 2025) . - p.94-106 Mots-clés : Coping Power Program  caregiver depression  disruptive behavior problems Index. décimale : PER Périodiques Résumé : A large body of research demonstrates positive impacts of the Coping Power Program as a preventive intervention for youth behavioral outcomes, but potential collateral effects for caregivers is less known. The current study examined whether the youth-focused Coping Power Program can have a secondary impact on caregiver self-reported symptoms of depression and in turn result in longer-term impacts on child disruptive behavior problems including aggression, conduct problems and hyperactivity. Data from 360 youth/caregiver pairs across 8 waves of data (grades 4 through 10) were analyzed. We used two methodological approaches to (a) assess indirect effects in the presence of potential bidirectionality using timepoint-to-timepoint dynamic effects under Autoregressive Latent Trajectory modeling and (b) estimate scale scores in the presence of measurement non-invariance. Results showed that individually delivered Coping Power (ICP) produced greater direct effects on conduct problems and indirect effects on general externalizing and hyperactivity (through reductions in caregiver self-reported symptoms of depression), compared to group Coping Power (GCP). In comparison to GCP, ICP produced similar direct effects on reductions in caregiver depression. Child-focused prevention interventions can have an indirect impact on caregiver depression, which later shows improvements in longer-term reductions for child disruptive problems. En ligne : https://dx.doi.org/10.1017/S095457942300144X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Group versus individual format of intervention for aggressive children: Moderators and predictors of outcomes through 4 years after intervention / John E. LOCHMAN in Development and Psychopathology, 31-5 (December 2019)  

Public ISBD [article]  inDevelopment and Psychopathology > 31-5 (December 2019) . - p.1757-1775 Titre : Group versus individual format of intervention for aggressive children: Moderators and predictors of outcomes through 4 years after intervention Type de document : texte imprimé Auteurs : John E. LOCHMAN, Auteur ; Andrea L. GLENN, Auteur ; Nicole P. POWELL, Auteur ; Caroline L. BOXMEYER, Auteur ; Chuong BUI, Auteur ; Francesca KASSING, Auteur ; Lixin QU, Auteur ; Devon E. ROMERRO, Auteur ; Thomas J. DISHION, Auteur Année de publication : 2019 Article en page(s) : p.1757-1775 Langues : Anglais (eng) Mots-clés : aggression  cognitive-behavioral intervention  deviant peers  group format  preadolescent Index. décimale : PER Périodiques Résumé : This study originated in collaboration with Thomas Dishion because of concerns that a group format for aggressive children might dampen the effects of cognitive-behavioral intervention. Three hundred sixty aggressive preadolescent children were screened through teacher and parent ratings. Schools were randomized to receive either an individual or a group format of the child component of the same evidence-based program. The results indicate that there is variability in how group-based cognitive-behavioral intervention can affect aggressive children through a long 4-year follow-up after the end of the intervention. Aggressive children who have higher skin conductance reactivity (potentially an indicator of poorer emotion regulation) and who have a variant of the oxytocin receptor gene that may be associated with being hyperinvolved in social bonding have better outcomes in their teacher-rated externalizing behavior outcomes over time if they were seen individually rather than in groups. Analyses also indicated that higher levels of the group leaders' clinical skills predicted reduced externalizing behavior problems. Implications for group versus individual format of cognitive-behavioral interventions for aggressive children, and for intensive training for group therapists, informed by these results, are discussed. En ligne : http://dx.doi.org/10.1017/s0954579419000968 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412 [article] Group versus individual format of intervention for aggressive children: Moderators and predictors of outcomes through 4 years after intervention [texte imprimé] / John E. LOCHMAN, Auteur ; Andrea L. GLENN, Auteur ; Nicole P. POWELL, Auteur ; Caroline L. BOXMEYER, Auteur ; Chuong BUI, Auteur ; Francesca KASSING, Auteur ; Lixin QU, Auteur ; Devon E. ROMERRO, Auteur ; Thomas J. DISHION, Auteur . - 2019 . - p.1757-1775. Langues : Anglais (eng) in Development and Psychopathology > 31-5 (December 2019) . - p.1757-1775 Mots-clés : aggression  cognitive-behavioral intervention  deviant peers  group format  preadolescent Index. décimale : PER Périodiques Résumé : This study originated in collaboration with Thomas Dishion because of concerns that a group format for aggressive children might dampen the effects of cognitive-behavioral intervention. Three hundred sixty aggressive preadolescent children were screened through teacher and parent ratings. Schools were randomized to receive either an individual or a group format of the child component of the same evidence-based program. The results indicate that there is variability in how group-based cognitive-behavioral intervention can affect aggressive children through a long 4-year follow-up after the end of the intervention. Aggressive children who have higher skin conductance reactivity (potentially an indicator of poorer emotion regulation) and who have a variant of the oxytocin receptor gene that may be associated with being hyperinvolved in social bonding have better outcomes in their teacher-rated externalizing behavior outcomes over time if they were seen individually rather than in groups. Analyses also indicated that higher levels of the group leaders' clinical skills predicted reduced externalizing behavior problems. Implications for group versus individual format of cognitive-behavioral interventions for aggressive children, and for intensive training for group therapists, informed by these results, are discussed. En ligne : http://dx.doi.org/10.1017/s0954579419000968 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412

What builds the bond? Child and therapist behavior in a group intervention for aggression / Robert D. LAIRD in Development and Psychopathology, 38-3 (August 2026)  

Public ISBD [article]  inDevelopment and Psychopathology > 38-3 (August 2026) . - p.1234-1246 Titre : What builds the bond? Child and therapist behavior in a group intervention for aggression Type de document : texte imprimé Auteurs : Robert D. LAIRD, Auteur ; John E. LOCHMAN, Auteur ; Kristina L. MCDONALD, Auteur ; Caroline L. BOXMEYER, Auteur ; Nicole P. POWELL, Auteur ; Lissette M. SAAVEDRA, Auteur ; Lixin QU, Auteur Article en page(s) : p.1234-1246 Langues : Anglais (eng) Mots-clés : Aggression  cognitive-behavioral intervention  deviant peers  group format  preadolescent Index. décimale : PER Périodiques Résumé : The study is the first to examine the effects of children’s and therapists’ in-session behaviors on later therapeutic alliance (TA; i.e., relational bond, task collaboration) as rated by children and therapists in an intervention for children with aggressive behavior. One hundred eighty children (ages 9.3–11.8; 69% male; 78% Black), screened as having aggressive behavior by teacher and parent ratings, received a 32-session group-based cognitive-behavioral intervention (Coping Power) at their schools. TA ratings were collected from children and therapists at mid- and end-of-intervention using the Therapeutic Alliance Scale for Children. Children’s and therapists’ behaviors during the first 16 sessions were coded by independent observers. Children’s negative in-session behaviors predicted lower child- and therapist-rated TA (averaged across mid- and end-of-intervention). Children’s in-session positive behaviors, at both the individual and group-wide level, predicted higher later TA. Therapists’ efforts to manage deviant behavior predicted stronger child-reported ratings of the relational bond and of child- and therapist-rated task collaboration. Exploratory analyses indicate that the effect of children’s in-session behaviors on later TA is moderated by therapists’ skills in managing the group and in managing deviant talk and behavior in sessions. Clinical and research implications of the findings are discussed. En ligne : https://dx.doi.org/10.1017/S0954579425101119 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] What builds the bond? Child and therapist behavior in a group intervention for aggression [texte imprimé] / Robert D. LAIRD, Auteur ; John E. LOCHMAN, Auteur ; Kristina L. MCDONALD, Auteur ; Caroline L. BOXMEYER, Auteur ; Nicole P. POWELL, Auteur ; Lissette M. SAAVEDRA, Auteur ; Lixin QU, Auteur . - p.1234-1246. Langues : Anglais (eng) in Development and Psychopathology > 38-3 (August 2026) . - p.1234-1246 Mots-clés : Aggression  cognitive-behavioral intervention  deviant peers  group format  preadolescent Index. décimale : PER Périodiques Résumé : The study is the first to examine the effects of children’s and therapists’ in-session behaviors on later therapeutic alliance (TA; i.e., relational bond, task collaboration) as rated by children and therapists in an intervention for children with aggressive behavior. One hundred eighty children (ages 9.3–11.8; 69% male; 78% Black), screened as having aggressive behavior by teacher and parent ratings, received a 32-session group-based cognitive-behavioral intervention (Coping Power) at their schools. TA ratings were collected from children and therapists at mid- and end-of-intervention using the Therapeutic Alliance Scale for Children. Children’s and therapists’ behaviors during the first 16 sessions were coded by independent observers. Children’s negative in-session behaviors predicted lower child- and therapist-rated TA (averaged across mid- and end-of-intervention). Children’s in-session positive behaviors, at both the individual and group-wide level, predicted higher later TA. Therapists’ efforts to manage deviant behavior predicted stronger child-reported ratings of the relational bond and of child- and therapist-rated task collaboration. Exploratory analyses indicate that the effect of children’s in-session behaviors on later TA is moderated by therapists’ skills in managing the group and in managing deviant talk and behavior in sessions. Clinical and research implications of the findings are discussed. En ligne : https://dx.doi.org/10.1017/S0954579425101119 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

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