Levantini Valentina, Ala Emanuela, Bertacchi Iacopo, Cristoni Giulia, Maggi Sara, Pontrandolfo Gaelle, Torsellini Monica, Lochman John E, Muratori Pietro
IRCCS Stella Maris, Scientific Institute of Child Neurology and Psychiatry, 56100 Pisa, Italy.
ADHD Piemonte-Famiglie Associate, 10100 Torino, Italy.
Children (Basel). 2021 Sep 22;8(10):832. doi: 10.3390/children8100832.
The coping power universal (CPU) is an evidence-based universal prevention program delivered by teachers, and completely integrated into the school agenda. Previous studies have shown its positive effects, though little is known about its longer-term effects, and no previous study has explored whether teachers' occupational stress could influence the CPU efficacy. The current study aimed to explore the 1 year follow up of the CPU on students' externalizing and internalizing problems and prosocial behavior, and the influence of baseline levels of teachers' stress in a sample of 316 3rd graders and their teachers ( = 32). Results showed that the CPU led to positive effects, not attainable with the standard curriculum. Additionally, improvements in prosocial behavior persisted even one year after the conclusion of the program. However, improvements in internalizing and externalizing problems were not maintained at the follow up, highlighting the need to understand the factors influencing the CPU efficacy. In this regard, our findings showed that high levels of teachers' occupational stress predicted poorer improvements following the CPU, and an increase in students' difficulties at the follow-up assessment. Addressing teachers' stress as part of prevention programs for students could boost their efficacy and yield more lasting results.
应对能力通用计划（CPU）是一项由教师实施的循证通用预防计划，并完全融入学校日程。以往研究已表明其积极效果，不过对其长期效果了解甚少，且此前没有研究探讨过教师的职业压力是否会影响CPU的效果。本研究旨在对316名三年级学生及其32名教师的样本进行为期1年的随访，以探究CPU对学生外化和内化问题及亲社会行为的影响，以及教师压力基线水平的影响。结果显示，CPU产生了积极效果，这是标准课程无法实现的。此外，即使在该计划结束一年后，亲社会行为仍有改善。然而，随访时内化和外化问题的改善并未持续，这凸显了了解影响CPU效果的因素的必要性。在这方面，我们的研究结果表明，教师职业压力水平高预示着在实施CPU后改善较差，且在随访评估中学生会出现更多困难。将解决教师压力作为学生预防计划的一部分，可能会提高其效果并产生更持久的结果。
