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Glenn AL, Lochman JE, Dishion T, Powell NP, Boxmeyer C, Kassing F, Qu L, Romero D. Toward Tailored Interventions: Sympathetic and Parasympathetic Functioning Predicts Responses to an Intervention for Conduct Problems Delivered in Two Formats. Prev Sci 2020; 20:30-40. [PMID: 29308549 DOI: 10.1007/s11121-017-0859-0] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Coping Power is an evidence-based preventive intervention for youth with aggressive behavior problems that has traditionally been delivered in small group formats, but because of concerns about potentially diminished effects secondary to aggregation of high-risk youth, an individual format of Coping Power has been developed. The current study examined whether physiological characteristics of the child may provide information about which intervention delivery format works best for that individual. Indicators of sympathetic and parasympathetic nervous system functioning were examined in 360 fourth-grade children (65% male; 76.4% self-reported African-American) who were randomly assigned to Group Coping Power (GCP) or Individual Coping Power (ICP) (Lochman et al. 2015). Longitudinal assessments of teacher- and parent-reported proactive and reactive aggression were collected through a 1-year follow-up. For children with higher initial levels of aggression, those with lower parasympathetic functioning at pre-intervention showed greater reductions in teacher-rated proactive aggression in the ICP condition than the GCP condition. For children with high parasympathetic functioning, there was no differential effect of intervention format. Regardless of intervention format, youth with lower levels of sympathetic functioning at pre-intervention demonstrated greater reductions in teacher-rated proactive aggression. These findings suggest that physiological indicators may be worth considering in future studies examining which youth respond best to specific types of interventions.
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Affiliation(s)
- Andrea L Glenn
- Center for the Prevention of Youth Behavior Problems, The University of Alabama, Tuscaloosa, AL, USA.
- Department of Psychology, The University of Alabama, Box 870348, Tuscaloosa, AL, 35487, USA.
| | - John E Lochman
- Center for the Prevention of Youth Behavior Problems, The University of Alabama, Tuscaloosa, AL, USA
| | - Thomas Dishion
- Arizona State University, P.O. Box 871104, Tempe, AZ, 85287-1104, USA
| | - Nicole P Powell
- Center for the Prevention of Youth Behavior Problems, The University of Alabama, Tuscaloosa, AL, USA
| | - Caroline Boxmeyer
- Center for the Prevention of Youth Behavior Problems, The University of Alabama, Tuscaloosa, AL, USA
| | - Francesca Kassing
- Center for the Prevention of Youth Behavior Problems, The University of Alabama, Tuscaloosa, AL, USA
| | - Lixin Qu
- Center for the Prevention of Youth Behavior Problems, The University of Alabama, Tuscaloosa, AL, USA
| | - Devon Romero
- Center for the Prevention of Youth Behavior Problems, The University of Alabama, Tuscaloosa, AL, USA
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Miller S, Boxmeyer C, Romero D, Powell N, Jones S, Lochman J. Theoretical Model of Mindful Coping Power: Optimizing a Cognitive Behavioral Program for High-Risk Children and Their Parents by Integrating Mindfulness. Clin Child Fam Psychol Rev 2020; 23:393-406. [PMID: 32086629 DOI: 10.1007/s10567-020-00312-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
This paper describes a theoretical model of Mindful Coping Power, a preventive intervention targeting high-risk children and their parents. Mindful Coping Power integrated mindfulness into Coping Power, an evidence-based cognitive behavioral intervention. Reactive aggression is emotionally driven, impulsive, and often referred to as being "hot-blooded." It has been resistant to change, given the high level of emotional arousal and impulsive angry outbursts. Our premise is that mindfulness impacts the mechanisms of reactive aggression-attentional, cognitive, behavioral, and emotional dysregulation. Also in the model are parents who exhibit emotionally charged interactions with their child. Mindful parenting focuses on parents' own emotional self-regulation and being fully present with their child. Our model sets the stage for incorporating mindfulness into existing interventions, thereby optimizing programs and maximizing effects.
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Affiliation(s)
- Shari Miller
- School of Nursing, University of North Carolina, Chapel Hill, NC, 27299, USA.
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Glenn AL, Lochman JE, Dishion T, Powell NP, Boxmeyer C, Qu L. Oxytocin Receptor Gene Variant Interacts with Intervention Delivery Format in Predicting Intervention Outcomes for Youth with Conduct Problems. Prev Sci 2018; 19:38-48. [PMID: 28303421 PMCID: PMC5600646 DOI: 10.1007/s11121-017-0777-1] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Coping Power is an evidence-based preventive intervention program for youth with aggressive behavior problems that has traditionally been delivered in small group formats. Because of concerns about iatrogenic effects secondary to aggregation of high risk youth, the current study examined whether genetic risk may moderate intervention outcome when youth were randomly assigned to group versus individual formats of an intervention. The oxytocin receptor gene (OXTR) has been associated with social behavior and may influence susceptibility to social reinforcement in general and deviant peer influence in particular. One variant of OXTR (rs2268493) was examined in 197 fourth-grade African-American children (64% male) who were randomly assigned to Group Coping Power or Individual Coping Power (Lochman et al. 2015). Longitudinal assessments of teacher- and parent-reported behavior were collected through a 1-year follow-up. Growth curve analyses revealed a genotype by delivery format interaction. Youth with the A/A genotype demonstrated reductions in externalizing problems over the course of the intervention regardless of intervention format. In contrast, carriers of the G allele receiving the group-based intervention showed little improvement during the intervention and a worsening of symptoms during the follow-up year, while those receiving the individual format demonstrated reductions in externalizing problems. Given the associations between this OXTR variant and social bonding, carriers of the G allele may be more sensitive to social rewards from deviant peers in the group setting. This study suggests that genetic factors may be useful in predicting which type of intervention will be most effective for a particular individual.
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Affiliation(s)
- Andrea L Glenn
- Center for the Prevention of Youth Behavior Problems, Department of Psychology, The University of Alabama, P.O. Box 870348, Tuscaloosa, AL, 35487, USA.
| | - John E Lochman
- Center for the Prevention of Youth Behavior Problems, Department of Psychology, The University of Alabama, P.O. Box 870348, Tuscaloosa, AL, 35487, USA
| | - Thomas Dishion
- Arizona State University, P.O. Box 871104, Tempe, AZ, 85287-1104, USA
| | - Nicole P Powell
- Center for the Prevention of Youth Behavior Problems, Department of Psychology, The University of Alabama, P.O. Box 870348, Tuscaloosa, AL, 35487, USA
| | - Caroline Boxmeyer
- Center for the Prevention of Youth Behavior Problems, Department of Psychology, The University of Alabama, P.O. Box 870348, Tuscaloosa, AL, 35487, USA
| | - Lixin Qu
- Center for the Prevention of Youth Behavior Problems, Department of Psychology, The University of Alabama, P.O. Box 870348, Tuscaloosa, AL, 35487, USA
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Lochman JE, Powell N, Boxmeyer C, Andrade B, Stromeyer SL, Jimenez-Camargo LA. Adaptations to the coping power program's structure, delivery settings, and clinician training. Psychotherapy (Chic) 2012; 49:135-42. [DOI: 10.1037/a0027165] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Lochman JE, Boxmeyer C, Powell N, Qu L, Wells K, Windle M. Dissemination of the Coping Power program: importance of intensity of counselor training. J Consult Clin Psychol 2009; 77:397-409. [PMID: 19485582 DOI: 10.1037/a0014514] [Citation(s) in RCA: 65] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This study examined an important but rarely investigated aspect of the dissemination process: the intensity of training provided to practitioners. Counselors in 57 schools were randomly assigned to 1 of 3 conditions: Coping Power-training plus feedback (CP-TF), Coping Power-basic training (CP-BT), or a comparison condition. CP-TF counselors produced reductions in children's externalizing behavior problems and improvements in children's social and academic skills in comparison to results for target children in both the comparison and the CP-BT conditions. Training intensity was critical for successful dissemination, although the implementation mechanism underlying this effect remains unclear, as condition effects were not significant for completion of session objectives but were significant for the quality of counselors' engagement with children.
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Affiliation(s)
- John E Lochman
- Center for Prevention of Youth Behavioral Problems, Department of Psychology, University of Alabama, Tuscaloosa, AL 35487, USA.
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Lochman JE, Boxmeyer C, Powell N, Wojnaroski M, Yaros A. The use of the coping power program to treat a 10-year-old girl with disruptive behaviors. J Clin Child Adolesc Psychol 2007; 36:677-687. [PMID: 18088223 DOI: 10.1080/15374410701662881] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
This article describes the successful application of the Coping Power program by school-based clinicians to address a 10-year-old girl's disruptive behavior symptoms. Coping Power is an empirically supported cognitive-behavioral program for children at risk for serious conduct problems and their parents. The following case study illustrates the core features of the Coping Power child and parent components while describing the use of assessment data and clinical decision making during the implementation of a manualized intervention.
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Affiliation(s)
- John E Lochman
- Center for the Prevention of Youth Behavior Problems, University of Alabama, Tuscaloosa, AL 35487-0348, USA.
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Lochman JE, Boxmeyer C, Powell N, Roth DL, Windle M. Masked intervention effects: Analytic methods for addressing low dosage of intervention. ACTA ACUST UNITED AC 2006. [DOI: 10.1002/ev.184] [Citation(s) in RCA: 53] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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