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Adaptations to the coping power program's structure, delivery settings, and clinician training.

机译：适应应对能力计划的结构，交付设置和临床医生培训。

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This article describes the conceptual framework for the Coping Power program that has focused on proximal risk factors that can actively alter preadolescent children's aggressive behavior. The results of initial controlled efficacy trials are summarized. However, consistent with the theme of this special section, some clinicians and workshop participants have indicated barriers to the implementation of the Coping Power program in their service settings. In response to these types of concerns, three key areas of programmatic adaptation of the program that serve to address these concerns are then described in the article. First, existing and in-process studies of variations in how the program can be delivered are presented. Existing findings indicate how the child component fares when delivered by itself without the parent component, how simple monthly boosters affect intervention effects, and whether the program can be reduced by a third of its length and still be effective. Research planned or in progress on program variations examines whether group versus individual delivery of the program affects outcomes, whether the program can be adapted for early adolescents, whether the program can be delivered in an adaptive manner with the use of the Family Check Up, and whether a brief, efficient version of the program in conjunction with Internet programming can be developed and be effective. Second, the program has been and is being developed for use in different settings, other than the school-based delivery in the efficacy trials. Research has examined its use with aggressive deaf youth in a residential setting, with Oppositional Defiant Disorder and Conduct Disorder children in outpatient clinics, and in after-school programs. Third, the article reports how variations in training clinicians affect their ability to effectively use the program. (PsycINFO Database Record (c) 2012 APA, all rights reserved).
机译：本文介绍了应对能力计划的概念框架，该框架的重点是可以主动改变青春期前儿童的攻击行为的近端危险因素。总结了初始对照疗效试验的结果。但是，与本节的主题一致，一些临床医生和研讨会的参加者在其服务环境中指出了实施应对能力计划的障碍。针对这些类型的关注，文章中随后介绍了用于解决这些关注的程序的程序调整的三个关键领域。首先，介绍了有关如何交付程序的现有和正在进行的研究。现有的发现表明，子部分在没有父部分的情况下单独交付时的表现如何，每月简单的助推器如何影响干预效果，以及该程序是否可以减少其长度的三分之一并仍然有效。计划中的或计划中的有关程序变化的研究将检查程序的分组交付与个人交付是否会影响结果，是否可以将程序适应于早期青少年，是否可以通过使用家庭检查来以自适应方式交付程序，以及是否可以开发一个简短，有效的程序版本以及Internet编程，并使其有效。其次，该程序已经并且正在开发以用于不同的环境，而不是在疗效试验中基于学校的交付。研究已经研究了它在居住环境中对侵略性聋青年的使用，以及在门诊诊所和课后计划中与反对性违抗品格障碍和品行障碍儿童一起使用的情况。第三，文章报告了培训临床医生的差异如何影响他们有效使用该程序的能力。 （PsycINFO数据库记录（c）2012 APA，保留所有权利）。

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