One Year Follow Up Efficacy of the Coping Power Universal and Its Relations with Teachers' Occupational Stress.

Valentina Levantini,Gaelle Pontrandolfo,Monica Torsellini,John Lochman,Pietro Muratori,Sara Maggi,Emanuela Ala,Iacopo Bertacchi,Giulia Cristoni

doi:10.3390/children8100832

Abstract

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 (N = 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.

Highlights

The prevention of adverse outcomes and treatment of students’ psychopathology, along with the promotion of positive development, has become a priority for schools
To further investigate the significant interactions, we explored the effect of time on overall difficulties, externalizing problems, internalizing problems, and prosocial behavior separately for the coping power universal (CPU) and control groups
The current study provides further evidence of the CPU efficacy

Summary

Introduction

The prevention of adverse outcomes and treatment of students’ psychopathology, along with the promotion of positive development, has become a priority for schools In this perspective, there was an increase in the implementation of evidence-based programs (EBPs) in the school context. A vast scientific literature has shown that these programs positively influence the students’ social and emotional skills, reduce behavioral and emotional difficulties, and boost prosocial behavior and academic skills [1,2]. Such results are achieved without draining the already limited schools’ resources (e.g., time, money, available staff). The change of setting made it necessary to make modifications to the original

Methods

Discussion

Conclusion