Coping Power: Child Group Program: Facilitator Guide

289 Pages·2008·2.92 MB·English

by  John Edward Lochman

Coping Power
editor-in-chief
David H. Barlow, PhD
scientific
advisory board
Anne Marie Albano, PhD
Gillian Butler, PhD
David M. Clark, PhD
Edna B. Foa, PhD
Paul J. Frick, PhD
Jack M. Gorman, MD Programs That Work™
Kirk Heilbrun, PhD
Robert J. McMahon, PhD
Peter E. Nathan, PhD
Christine Maguth Nezu, PhD
Matthew K. Nock, PhD
Paul Salkovskis, PhD
Bonnie Spring, PhD
Gail Steketee, PhD
John R. Weisz, PhD
G. Terence Wilson, PhD
Coping Power
CHILD GROUP PROGRAM
F a c i l i t a t o r G u i d e
John E. Lochman • Karen C. Wells • Lisa A. Lenhart
2008
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CIP data on file
ISBN978-0-19-532787-8Paper
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Printed in the United States of America on acid-free paper
About ProgramsThatWork™
Stunning developments in healthcare have taken place over the last
several years, but many of our widely accepted interventions and strate-
gies in mental health and behavioral medicine have been brought into
question by research evidence as not only lacking benefit, but perhaps,
inducing harm. Other strategies have been proven effective using the
best current standards of evidence, resulting in broad-based recommen-
dations to make these practices more available to the public. Several
recent developments are behind this revolution. First, we have arrived
at a much deeper understanding of pathology, both psychological
andphysical, which has led to the development of new, more precisely
targeted interventions. Second, our increased understanding of devel-
opmental issues allows a finer matching of interventions to develop-
mental levels Third, our research methodologies have improved
substantially, such that we have reduced threats to internal and external
validity, making the outcomes more directly applicable to clinical situ-
ations. Third, governments around the world and healthcare systems
and policymakers have decided that the quality of care should improve,
that it should be evidence based, and that it is in the public’s interest to
ensure that this happens (Barlow, 2004; Institute of Medicine, 2001).
Of course, the major stumbling block for clinicians everywhere is the
accessibility of newly developed evidence-based psychological interven-
tions. Workshops and books can go only so far in acquainting respon-
sible and conscientious practitioners with the latest behavioral
healthcare practices and their applicability to individual patients. This
new series, Programs ThatWork™, is devoted to communicating these
exciting new interventions to clinicians on the frontlines of practice.
v
The manuals and workbooks in this series contain step-by-step detailed
procedures for assessing and treating specific problems and diagnoses.
But this series also goes beyond the books and manuals by providing
ancillary materials that will approximate the supervisory process in
assisting practitioners in the implementation of these procedures in
their practice.
In our emerging healthcare system, the growing consensus is that
evidence-based practice offers the most responsible course of action for
the mental health professional. All behavioral healthcare clinicians
deeply desire to provide the best possible care for their patients. In this
series, our aim is to close the dissemination and information gap and
make that possible.
This facilitator guide is designed to be used by clinicians who are run-
ning a children’s group for the Coping Power Program. Coping Power
is a proven intervention aimed at teaching aggressive children how to
recognize their feelings and display them appropriately without resort-
ing to angry or violent behaviors. Over the course of two school years
and 34weekly group meetings, middle school students meet and partic-
ipate in activities, exercises, and role-plays that reinforce the themes of
the program. Topics include the importance of setting and achieving
goals, using problem-solving methods to resolve conflicts, and using
self-statements, relaxation, and distraction techniques to cope with
anger arousal.
This comprehensive guide uses an easy to follow session-by-session
format to systematically deliver the intervention to children. It provides
the facilitator or group leader with detailed procedures for working
with children, including sample dialogues, role-play exercises, group
activities, and homework assignments.
David H. Barlow, Editor-in-Chief,
ProgramsThatWork™
Boston, Massachusetts
vi
Contents
Chapter 1 Introductory Information for Child 1
Group Facilitators
Chapter 2 Child Group Logistics 31
Coping Power Child Program: Year 1
Chapter 3 Session 1: Group Structure and Behavioral
Goal Setting Procedure 53
Chapter 4 Session 2: Goal Setting – Part I 61
Chapter 5 Session 3: Goal Setting – Part II 67
Chapter 6 Session 4: Organizational and Study Skills 71
Chapter 7 Session 5: Awareness of Feelings and
Physiological Arousal Related to Anger – Part I 79
Chapter 8 Session 6: Awareness of Feelings and
Physiological Arousal Related to Anger – Part II 85
Chapter 9 Session 7: Anger and Self-Control 91
Chapter 10 Session 8: Using Self-Statements for AngerCoping –
Part I 97
Chapter 11 Session 9: Using Self-Statements for
Anger Coping – Part II 103
vii
Chapter 12 Session 10: Using Self-Statements for
Anger Coping – Part III 107
Chapter 13 Session 11: Relaxation and Overcoming Barriers to
Self-Control 115
Chapter 14 Session 12: Perspective Taking – Part I 121
Chapter 15 Session 13: Perspective Taking – Part II 127
Chapter 16 Session 14: Perspective Taking – Part III 135
Chapter 17 Session 15: Perspective Taking and Problem Solving 143
Chapter 18 Session 16: Social Problem Solving – Part I 151
Chapter 19 Session 17: Social Problem Solving – Part II 157
Chapter 20 Session 18: Social Problem Solving – Part III 163
Chapter 21 Session 19: Social Problem Solving – Part IV 169
Chapter 22 Session 20: Group Creates Videotape – Part I 175
Chapter 23 Session 21: Group Creates Videotape – Part II 181
Chapter 24 Session 22: Group Creates Videotape – Part III 185
Coping Power Program: Year 2
Chapter 25 Session 23: Review From Previous Year 191
Chapter 26 Session 24: Organizational and Study Skills
Review 197
Chapter 27 Session 25: Application of Social Problem Solving to
Teacher Conflict 203
Chapter 28 Session 26: Application of Social Problem
Solving to Both Making Friends and Being
Friends With Others 209
viii
Chapter 29 Session 27: Application of Social Problem
Solving to Group Entry and Negotiation
With Peers 215
Chapter 30 Session 28: Sibling Conflict and
Problem Solving 221
Chapter 31 Session 29: Application of Social Problem Solving
to Peer Pressure 227
Chapter 32 Session 30: Refusal Skills 233
Chapter 33 Session 31: Problem Solving About Neighborhood
Problems, Deviant Peer Groups, and Centrality of
Group Membership 239
Chapter 34 Session 32: Group Creates Peer Pressure Poster 247
Chapter 35 Session 33: Positive Quality Development and Peer
Relationships 251
Chapter 36 Session 34: Review and Termination of the Coping
Power Program 255
Chapter 37 End of the Year Party 261
References 263
About the Authors 277
ix