Implementing Coping Power Adapted as a Universal Prevention Program in Italian Primary Schools: a Randomized Control...

Area of Science:

• Educational Psychology
• Child and School Psychology
• Behavioral Interventions

Background:

• School behavioral problems negatively impact student well-being and academic success.
• A pilot study indicated Coping Power reduced hyperactivity.
• The need to assess Coping Power Universal's feasibility for teacher implementation in diverse Italian schools.

Purpose of the Study:

• To evaluate the successful implementation of Coping Power Universal by teachers in Italian elementary schools.
• To assess the impact of Coping Power Universal on student behavioral problems.
• To determine the efficacy of a multi-tiered prevention model involving teachers.

Main Methods:

• A randomized controlled trial involving 40 classes (901 students) from Italian public schools.
• Intervention group received Coping Power Universal; control group received the standard curriculum.
• Teachers completed the Strengths and Difficulties Questionnaire at assessment periods.

Main Results:

• Intervention classes showed a significant reduction in hyperactive and inattentive behaviors.
• Significant decreases in conduct problems and emotional symptoms were observed in intervention classes.
• Teachers demonstrated the ability to implement intervention skills flexibly.

Conclusions:

• The Coping Power model is effective for universal and targeted prevention in schools.
• Teachers can be trained to deliver intervention skills, reducing complexity and cost.
• This approach supports a flexible, multi-tiered prevention model for student behavior.