Muratori Pietro, Bertacchi Iacopo, Giuli Consuelo, Nocentini Annalaura, Ruglioni Laura, Lochman John E
IRCCS Stella Maris Foundation, Viale del Tirreno 331, 56018, Calambrone, Pisa, Italy.
Associazione Mente Cognitiva, Lucca, Italy.
J Prim Prev. 2016 Aug;37(4):389-401. doi: 10.1007/s10935-016-0435-6.
Aggressive behaviors in schools have the potential to cause serious harm to students' emotional and social well-being and to limit their ability to achieve their full academic potential. Prevention programs developed to reduce children's aggressive behaviors in school settings can provide interventions at a universal or targeted level. The main aim of our randomized control study was to examine the efficacy of Coping Power, adapted as a universal prevention program, in reducing children's behavioral problems and improving school grades. Nine classes participated (184 students, mean age 91 months) from two elementary state schools in Tuscany, Italy. Study findings showed a significant reduction in behavioral problems and an improvement in school grades for the intervention classes relative to the control classes. This study suggests the Coping Power program can be delivered in school settings at both universal and targeted prevention levels, and that in this multi-tiered prevention model, teachers, educators and school psychologists can learn a set of intervention skills which can be delivered with flexibility, thus reducing some of the complexity and costs of schools using multiple interventions.
学校中的攻击性行为有可能对学生的情感和社交福祉造成严重伤害，并限制他们充分发挥学术潜力的能力。为减少儿童在学校环境中的攻击性行为而制定的预防计划可以在普遍或有针对性的层面上提供干预措施。我们的随机对照研究的主要目的是检验作为一种普遍预防计划进行调整后的应对能力计划在减少儿童行为问题和提高学业成绩方面的效果。来自意大利托斯卡纳地区两所公立小学的九个班级参与了研究（184名学生，平均年龄91个月）。研究结果表明，与对照班级相比，干预班级的行为问题显著减少，学业成绩有所提高。这项研究表明，应对能力计划可以在学校环境中以普遍预防和有针对性预防的层面实施，并且在这种多层次预防模式中，教师、教育工作者和学校心理学家可以学习一套可以灵活实施的干预技能，从而降低学校使用多种干预措施的一些复杂性和成本。
