Skip to main content
SpringerLink
Log in

Cognitive Behavioral Therapy with Angry and Aggressive Youth: The Coping Power Program

  • Protocol
  • First Online:
Cognitive Behavioral Therapy in Youth: Tradition and Innovation

Part of the book series: Neuromethods ((NM,volume 156))

Abstract

This chapter will discuss cognitive behavioral therapy for anger and aggression in youth, focusing on the Coping Power Program. The contextual social-cognitive model of anger and aggression, as well as a variety of risk factors, will be discussed, which present a conceptual framework for the Coping Power Program. An overview of other CBT programs for anger and aggression in youth will be presented, followed by a detailed description of the Coping Power intervention, including sample dialogue and handouts. The Coping Power Program includes both a child and a parent component and was originally developed for late elementary to early middle school children. Coping Power addresses topics including children’s emotion awareness, ability to cope with anger and frustration, and social problem-solving skills, as well as parenting skills related to building positive family relationships and managing children’s behavior. A number of adaptations have examined the Coping Power Program with individuals instead of groups, upwardly and downwardly extended age groups, altered intervention length, and different settings, all collectively indicating that the intervention can be flexibly applied. Research on Coping Power’s efficacy and effectiveness will be discussed, followed by implications for dissemination and optimization of the intervention. Information about intervention manuals, workbooks, and training is available at www.copingpower.com.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Protocol
USD 49.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 109.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 139.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 249.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Kaplow JB, Curran PJ, Dodge KA et al (2002) Child, parent, and peer predictors of early-onset substance use: a multisite longitudinal study. J Abnorm Child Psychol 30:199–216

    Article  PubMed  PubMed Central  Google Scholar 

  2. Lochman JE, Powell N, Clanton N et al (2006) Anger and Aggression. In: Bear G, Minke K (eds) Children’s needs III: development, prevention, and intervention. National Association of School Psychologists, Washington, DC

    Google Scholar 

  3. Conduct Problems Prevention Research Group (1992) A developmental and clinical model for the prevention of conduct disorder: the FAST track program. Dev Psychopathol. https://doi.org/10.1017/S0954579400004855

  4. Crick NR, Dodge KA (1994) A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychol Bull doi. https://doi.org/10.1037/0033-2909.115.1.74

  5. Lochman JE, Dodge KA (1994) Social-cognitive processes of severely violent, moderately aggressive and nonaggressive boys. J Consult Clin Psychol doi. https://doi.org/10.1037/0022-006X.62.2.366

  6. Dunn SE, Lochman JE, Colder CR (1997) Social problem-solving skills in boys with conduct and oppositional defiant disorders. Aggress Behav. https://doi.org/10.1002/(SICI)1098-2337(1997)23:6<457::AID-AB5>3.0.CO;2-D

  7. Pardini DA, Waller R, Hawes SW (2015) Familial influences on the development of serious conduct problems and delinquency. In: Morizot J, Kazemian L (eds) The development of criminal and antisocial behavior: theory, research and practical applications. Springer International Publishing, Cham

    Google Scholar 

  8. Stormshak EA, Bierman KL, McMahon RJ et al (2000) Parenting practices and child disruptive behavior problems in early elementary school. J Clin Child Adolesc Psychol 29:17–29

    Article  CAS  Google Scholar 

  9. Lochman JE, Wells KC (2003) Effectiveness of the Coping Power program and of classroom intervention with aggressive children: outcomes at a 1-year follow-up. Behav Ther 34:493–515

    Article  Google Scholar 

  10. Pardini DA (2008) Novel insights into longstanding theories of bidirectional parent–child influences: introduction to the special section. J Abnorm Child Psychol 36:627–631

    Article  PubMed  Google Scholar 

  11. Lahey BB, Van Hulle CA, Keenan K et al (2008) Temperament and parenting during the first year of life predict future child conduct problems. J Abnorm Child Psychol 36:1139–1158

    Article  PubMed  PubMed Central  Google Scholar 

  12. Lorber MF (2004) Psychophysiology of aggression, psychopathy, and conduct problems: a meta-analysis. Psychol Bull 130:531–552

    Article  PubMed  Google Scholar 

  13. Huebner T, Vloet TD, Marx IVO et al (2008) Morphometric brain abnormalities in boys with conduct disorder. J Am Acad Child Adolesc Psychiatry 47:540–547

    Article  PubMed  Google Scholar 

  14. Foley DL, Eaves LJ, Wormley B et al (2004) Childhood adversity, monoamine oxidase A genotype, and risk for conduct disorder. JAMA Psychiat 61:738–744

    CAS  Google Scholar 

  15. Moffitt TE, Scott S (2008) Conduct disorders of childhood and adolescence. In: Rutter M, Bishop DVM, Pine DS et al (eds) Rutter’s child and adolescent psychiatry, 5th edn. Blackwell, Oxford, pp 543–564

    Chapter  Google Scholar 

  16. Barry TD, Dunlap ST, Cotton SJ et al (2005) The influence of maternal stress and distress on disruptive behavior problems in children. J Am Acad Child Adolesc Psychiatry 44:265–273

    Article  PubMed  Google Scholar 

  17. Fite PJ, Winn P, Lochman JE et al (2009) The effect of neighborhood disadvantage on proactive and reactive aggression. Am J Community Psychol 37:542–546

    Article  Google Scholar 

  18. Thomas DE, Bierman KL, Thompson C et al (2009) Double jeopardy: child and school characteristics that predict aggressive-disruptive behavior in the first grade. Sch Psychol Rev 37:516–532

    Article  Google Scholar 

  19. Lochman JE, Wells KC (2002a) Contextual social-cognitive mediators and child outcome: a test of the theoretical model in the Coping Power Program. Dev Psychopathol 14(4):945–967

    Article  PubMed  Google Scholar 

  20. Lochman JE, Wells KC (2004) The Coping Power Program for preadolescent boys and their parents: outcome effects at the 1-year follow-up. J Consult Clin Psychol 72:571–578

    Article  PubMed  Google Scholar 

  21. Lochman JE, Wells KC (2002b) The Coping Power Program at the middle school transition: universal and indicated prevention effects. Psychol Addict Behav 16:S40–S54

    Article  PubMed  Google Scholar 

  22. Lochman JE, FitzGerald DP, Gage SM et al (2001) Effects of social-cognitive intervention for aggressive deaf children: the Coping Power Program. J Am Deaf Rehabil Assoc 35:39–61

    Google Scholar 

  23. Zonnevylle-Bender MJS, Matthys W, van de Wiel NMH et al (2007) Preventive effects of treatment of DBD in middle childhood on substance use and delinquent behavior. J Am Acad Child Adolesc Psychiatry 46:33–39

    Article  PubMed  Google Scholar 

  24. Schuiringa H, van Nieuwenhuijzen M, Orobio de Castro B et al (2017) Effectiveness of an intervention for children with externalizing behavior and mild to borderline intellectual disabilities: a randomized trial. Cogn Ther Res 41:237–251

    Article  Google Scholar 

  25. Mushtaq A, Lochman JE, Tariq PN et al (2017) Preliminary effectiveness study of Coping Power program for aggressive children in Pakistan. Prev Sci 18:762–771

    Article  PubMed  Google Scholar 

  26. Helander M, Lochman J, Högström J et al (2018) The effect of adding Coping Power Program-Sweden to Parent Management Training-effects and moderators in a randomized controlled trial. Behav Res Ther 103:43–52

    Article  PubMed  Google Scholar 

  27. Muratori P, Giuli C, Bertacchi I et al (2017) Coping Power for preschool-aged children: a pilot randomized control study. J Early Interv 11:532–538

    Article  Google Scholar 

  28. Lochman JE, Boxmeyer CL, Powell N et al (2009) Dissemination of the Coping Power program: importance of intensity of counselor training. J Consult Clin Psychol 77:397–409

    Article  PubMed  Google Scholar 

  29. Lochman JE, Boxmeyer CL, Powell NP et al (2012) Coping power dissemination study: intervention and special education effects on academic outcomes. Behav Disord 37:192–205

    Article  Google Scholar 

  30. Lochman JE, Powell NP, Boxmeyer CL et al (2009) Implementation of a school-based prevention program: effects of counselor and school characteristics. Prof Psychol Res Pract 40:476–482

    Article  Google Scholar 

  31. Lochman JE, Powell NP, Boxmeyer CL et al (2015) Counselor-level predictors of sustained use of an indicated preventive intervention for aggressive children. Prev Sci 16:1075–1085

    Article  PubMed  PubMed Central  Google Scholar 

  32. Miller S, Boxmeyer CL, Lochman JE et al (2018) Optimizing the Coping Power preventive intervention for children with reactive aggression by integrating mindfulness. Paper presented in a symposium (S. Miller, Chair), at the Annual Meeting of the Society for Prevention Research, Washington, DC

    Google Scholar 

  33. Dishion TJ, Kavanagh K (2005) Intervening in adolescent problem behavior: a family-centered approach. The Guilford Press, New York, NY

    Google Scholar 

  34. Herman KC, Reinke WM, Bradshaw CP et al (2012) Integrating the family check-up and the parent Coping Power program. Adv School Ment Health Promot 5:208–219

    Article  Google Scholar 

  35. Stirman SW, Crits-Christoph P, DeRubeis RJ (2004) Achieving successful dissemination of empirically supported psychotherapies: a synthesis of dissemination theory. Clin Psychol Sci Pract 11:343–359

    Article  Google Scholar 

  36. Lochman JE, Baden RE, Boxmeyer CL et al (2014) Does a booster intervention augment the preventive effects of an abbreviated version of the Coping Power program for aggressive children? J Abnorm Child Psychol 42:367–381

    Article  PubMed  PubMed Central  Google Scholar 

  37. Lochman JE, Boxmeyer CL, Jones S et al (2017) Testing the feasibility of a briefer school-based preventive intervention with aggressive children: a hybrid intervention with face-to-face and internet components. J Sch Psychol 62:33–50

    Article  PubMed  PubMed Central  Google Scholar 

  38. Lochman JE, Dishion TJ, Powell NP et al (2015) Evidence-based preventive intervention for preadolescent aggressive children: one-year outcomes following randomization to group versus individual delivery. J Consult Clin Psychol 83:728–735

    Article  PubMed  PubMed Central  Google Scholar 

  39. Glenn AL, Lochman JE, Dishion T et al (2018) Oxytocin receptor gene variant interacts with intervention delivery format in predicting intervention outcomes for youth with conduct problems. Prev Sci 19:38–48

    Article  PubMed  PubMed Central  Google Scholar 

  40. Glenn AL, Lochman JE, Dishion T et al (2019) Toward tailored interventions: sympathetic and parasympathetic functioning predicts responses to an intervention for conduct problems delivered in two formats. Prev Sci 20:30–40

    Article  PubMed  PubMed Central  Google Scholar 

  41. Hanf C (1969) A two-stage program for modifying maternal controlling during mother-child (M-C) interaction. Paper presented at the meeting of the Western Psychological Association, Vancouver, BC

    Google Scholar 

  42. Webster-Stratton C, Reid M (2003) The incredible years parents, teachers, and children training series: a multifaceted treatment approach for young children with conduct problems. In: Kazdin AE, Weisz JR (eds) Evidenced-based psychotherapies for children and adolescents. Guilford, New York, NY, pp 224–240

    Google Scholar 

  43. McMahon RJ, Forehand RL (2003) Helping the noncompliant child: family-based treatment for oppositional behavior, 2nd edn. Guilford, New York, NY

    Google Scholar 

  44. Brinkmeyer MY, Eyberg SM (2003) Parent-child interaction therapy for oppositional children. In: Kazdin AE, Weisz JR (eds) Evidenced-based psychotherapies for children and adolescents. Guilford, New York, NY, pp 204–223

    Google Scholar 

  45. Patterson GR, Reid JB, Jones RR et al (1975) A social learning approach to family intervention: families with aggressive children, vol 1. Castalia, Eugene, OR

    Google Scholar 

  46. Sanders MR (1999) Triple p-positive parenting program: towards an empirically validated multilevel parenting and family support strategy for the prevention of behavior and emotional problems in children. Clin Child Fam Psychol Rev 2:71–90

    Article  CAS  PubMed  Google Scholar 

  47. Kazdin AE (2003) Problem-solving skills training and parent management training for conduct disorder. In: Kazdin AE, Weisz JR (eds) Evidence-based psychotherapies for children and adolescents. Guilford, New York, NY, pp 241–262

    Google Scholar 

  48. Larson J, Lochman JE (2011) Helping schoolchildren cope with anger: a cognitive-behavioral intervention, 2nd edn. Guilford, New York, NY

    Google Scholar 

  49. Lochman JE, Wells KC, Lenhart LA (2008) Coping Power child group program: facilitator guide. Oxford University Press, New York, NY

    Book  Google Scholar 

  50. Wells KC, Lochman JE, Lenhart L (2008) Coping Power parent group program: facilitator guide. Oxford University Press, New York, NY

    Book  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Psychology, The University of Alabama, Tuscaloosa, AL, USA

    Sara L. Stromeyer & John E. Lochman

  2. Trauma and Grief (TAG) Center, Psychology Department, Texas Children’s Hospital/Baylor College of Medicine, Houston, TX, USA

    Francesca Kassing

  3. Department of Counseling, University of Texas at San Antonio, San Antonio, TX, USA

    Devon E. Romero

Authors
  1. Sara L. Stromeyer
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. John E. Lochman
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Francesca Kassing
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Devon E. Romero
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sara L. Stromeyer .

Editor information

Editors and Affiliations

  1. Pacific Graduate School of Psychology, Palo Alto, CA, USA

    Robert D. Friedberg

  2. Department of Psychology, University of Hawaii at Manoa, Honolulu, HI, USA

    Brad J. Nakamura

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Science+Business Media, LLC, part of Springer Nature

About this protocol

Check for updates. Verify currency and authenticity via CrossMark

Cite this protocol

Stromeyer, S.L., Lochman, J.E., Kassing, F., Romero, D.E. (2020). Cognitive Behavioral Therapy with Angry and Aggressive Youth: The Coping Power Program. In: Friedberg, R., Nakamura, B. (eds) Cognitive Behavioral Therapy in Youth: Tradition and Innovation. Neuromethods, vol 156. Humana, New York, NY. https://doi.org/10.1007/978-1-0716-0700-8_6

Download citation

  • DOI: https://doi.org/10.1007/978-1-0716-0700-8_6

  • Published:

  • Publisher Name: Humana, New York, NY

  • Print ISBN: 978-1-0716-0699-5

  • Online ISBN: 978-1-0716-0700-8

  • eBook Packages: Springer Protocols

Publish with us

Policies and ethics

Search

Navigation