First adaptation of coping power program as a classroom-based prevention intervention on aggressive behaviors among elementary school children.


Journal Article

Children with high levels of aggressive behavior create a major management problem in school settings and interfere with the learning environment of their classmates. We report results from a group-randomized trial of a program aimed at preventing aggressive behaviors. The purpose of the current study, therefore, was to determine the extent to which an indicated prevention program, Coping Power Program, is capable of reducing behavioral problems and improving pro-social behavior when delivered as a universal classroom-based prevention intervention. Nine classes (five first grade and four second grade) were randomly assigned to intervention or control conditions. Findings showed a significant reduction in overall problematic behaviors and in inattention-hyperactivity problems for the intervention classes compared to the control classes. Students who received Coping Power Program intervention also showed more pro-social behaviors at postintervention. The implications of these findings for the implementation of strategies aimed at preventing aggressive behavior in school settings are discussed.

Full Text

Cited Authors

  • Muratori, P; Bertacchi, I; Giuli, C; Lombardi, L; Bonetti, S; Nocentini, A; Manfredi, A; Polidori, L; Ruglioni, L; Milone, A; Lochman, JE

Published Date

  • April 2015

Published In

Volume / Issue

  • 16 / 3

Start / End Page

  • 432 - 439

PubMed ID

  • 24942813

Pubmed Central ID

  • 24942813

Electronic International Standard Serial Number (EISSN)

  • 1573-6695

International Standard Serial Number (ISSN)

  • 1389-4986

Digital Object Identifier (DOI)

  • 10.1007/s11121-014-0501-3


  • eng