Individual and Group Intervention Formats with Aggressive Children

项目摘要/摘要 Meta分析表明，聚集有外化行为的儿童 将问题分成小组可能会降低预防的有效性 干预措施(Lipsey，2006)。文献中有两个主要的空白限制了我们的 对这种现象的理解。首先，干预内容经常与 干预的形式，所以很难清楚地理清关于 干预效果。很少有研究将儿童随机分配到一个 干预是以任何一种形式进行的，还是以个体形式进行的。第二，很少进行干预 研究通过直接观察仔细研究个体对干预的反应。 小组会议，以确定可能增强或削弱的特定过程和事件 来自干预的有效性(Dishion&Dodge，2006)。这项研究提出 在随机试验的背景下做到这两点。这项研究将是最有成效的 如果它可以测试干预的格式变化，该干预已经建立了 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- 认知模型，作为重点干预。应对能力预防计划有 已被证明对青少年的攻击性、犯罪和 先前效力和有效性中的物质使用(Lochman&Wells，2002a，2002b， 2003、2004)研究。这项计划中的研究将随机将攻击性儿童分配到一组 应对能力子组件的两个版本。应对能力强的孩子 组件将以通常的小组形式(小组应对)交付 力量：GCP)或新开发的个人形式(个人应对能力：国际比较方案)。 据推测，国际比较方案将产生更大的物质使用减少，儿童 在为期一年的跟踪评估中将行为问题和犯罪行为外化 与GCP进行比较。这项研究还将确定儿童的特征 (例如，努力控制；结果预期；攻击的严重性；冷酷无情 特征；冲动决策；同伴拒绝和受害；人口统计学 变量)和组长行为会影响儿童对越轨行为的易感性 GCP条件下群体中的同伴效应(基于录像组的编码 圣训和领袖评级)，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.