Individual and Group Intervention Formats with Aggressive Children

项目总结/摘要 荟萃分析表明，聚集儿童与外化行为， 将问题分组可能会降低预防性措施的有效性。 干预（Lipsey，2006）。文献中有两个主要的空白限制了我们的研究。 理解这一现象。首先，干预内容往往与 干预形式，因此很难清楚地理清这两个问题， 干预效果。很少有研究将儿童随机分配到一个单一的 以组与个人形式进行干预。第二，很少做干预 研究仔细研究了个体对干预措施的反应， 小组会议，以确定具体的过程和事件，可能会提高或减损 干预的有效性（Dishion & Dodge，2006）。本研究提出 在随机试验的背景下做这两件事。这项研究将是最富有成效的 如果它可以测试已经建立的干预措施的格式变化， 证据基础，并具有广泛传播的潜力。当前应用程序将 使用应对能力计划的儿童部分，基于上下文社会- 认知模式，作为重点干预。应对能力预防计划 已被证明对青少年的攻击性，犯罪和 在先前功效和有效性中使用物质（Lochman和威尔斯，2002 a，2002 b， 2003，2004）研究。这项计划中的研究将把有攻击性的孩子随机分配到一个 应对能力子组件的两个版本。儿童应对能力 组件将以通常的小组形式（小组应对）交付 力量：GCP）或新开发的个人格式（个人应对能力：ICP）。 据推测，国际比较方案将使药物使用、儿童的 在一年的随访评估中， 与GCP相比。这项研究还将确定儿童的特征是否 (e.g.,努力控制;结果期望;攻击严重性;冷酷-冷静 特质;冲动决策;同侪拒绝与受害;人口统计学 变量）和组长行为会影响儿童对偏差行为的易感性 GCP条件下的同伴效应（基于录像组的编码 sessons和领导人评级），并削弱干预对物质使用的影响， 犯罪和外化行为问题。

PROJECT SUMMARY/ABSTRACT Meta-analyses suggest that aggregating children with externalizing behavior problems into groups has the potential of reducing the effectiveness of preventive interventions (Lipsey, 2006). There are two major gaps in the literature that limit our understanding of this phenomenon. First, intervention content is often confounded with the intervention format, so it is difficult to clearly disentangle the two issues about intervention effects. Few studies have randomly assigned children to a single intervention delivered in either group vs individual format. Second, rarely do intervention studies carefully study individual responses to an intervention vis a vis direct observation of group sessions, to identifiy specific processes and events that may enhance or detract from the intervention's effectiveness (Dishion & Dodge, 2006). This research proposes to do both within the context of a randomized trial. This research will be most productive if it can test variations in format for an intervention that has already established an evidence base and has the potential for wide dissemination. The current application will use the child component of the Coping Power program, based on a contextual social- cognitive model, as the focal intervention. The Coping Power prevention program has been demonstrated to have preventive effects on youths' aggression, delinquency and substance use in prior efficacy and effectiveness (Lochman & Wells, 2002a, 2002b, 2003, 2004) studies. The planned study will randomly assign aggressive children to one of two versions of the Coping Power child component. The Coping Power child component will either be delivered in the usual small group format (Group Coping Power: GCP) or in a newly-developed individual format (Individual Coping Power: ICP). It is hypothesized that ICP will produce greater reductions in substance use, children's externalizing behavior problems and delinquency at a one-year follow-up assessment, in comparison to GCP. This study will also determine whether children's characteristics (e.g., effortful control; outcome expectations; severity of aggression; callous-unemotional traits; impulsive decision-making; peer rejection and victimization; demographic variables) and group leaders' behaviors will influence children's susceptibility to deviant peer effects in groups in the GCP condition (based on coding of videotaped group sessons and leader ratings), and weaken the intervention's effects on substance use, delinquency and externalizing behavior problems.