Introduction
In the realm of educational interventions, evidence-based programs (EBPs) have emerged as powerful tools to address students' emotional and behavioral challenges while fostering prosocial behaviors. The Coping Power Universal (CPU) program is one such intervention that has garnered attention for its integration into school curricula. A recent study titled "One Year Follow Up Efficacy of the Coping Power Universal and Its Relations with Teachers’ Occupational Stress" sheds light on the long-term efficacy of the CPU and the impact of teachers' stress on its outcomes.
Study Overview
The study involved 316 third-grade students and their 32 teachers in Italy, assessing the CPU's impact on students' internalizing and externalizing problems and prosocial behavior over a year. Teachers' occupational stress levels were also evaluated to determine their influence on the program's efficacy. The CPU, delivered by teachers, aimed to enhance students' self-control, emotional awareness, and problem-solving skills through 24 weekly sessions.
Key Findings
- Prosocial Behavior: The CPU significantly improved students' prosocial behavior, with these gains persisting a year after the program's conclusion.
- Internalizing and Externalizing Problems: While initial improvements were observed in these areas, they were not sustained at the follow-up, indicating a need for further exploration of factors affecting long-term efficacy.
- Teachers' Occupational Stress: High levels of stress among teachers were linked to reduced improvements in students' outcomes, highlighting the importance of addressing teacher well-being in educational interventions.
Implications for Practitioners
For practitioners in the field of speech-language pathology and education, these findings underscore the importance of integrating EBPs like the CPU into school settings. However, the study also emphasizes the need to consider teachers' occupational stress as a critical factor influencing program success. By supporting teachers through stress management interventions, such as mindfulness-based programs, the efficacy of EBPs can be enhanced, leading to more sustainable outcomes for students.
Future Directions
The study calls for further research to explore the long-term effects of the CPU and the mechanisms by which teachers' stress impacts its efficacy. Additionally, incorporating direct observations and multi-method approaches in future studies can provide a more comprehensive understanding of students' behavioral and emotional outcomes.
Conclusion
The CPU has demonstrated its potential to improve prosocial behavior and address behavioral challenges in students. However, the influence of teachers' stress on program outcomes highlights the need for a holistic approach that includes teacher support as part of educational interventions. By fostering a supportive environment for both teachers and students, we can create lasting positive impacts in educational settings.
To read the original research paper, please follow this link: One Year Follow Up Efficacy of the Coping Power Universal and Its Relations with Teachers’ Occupational Stress.
