An Exploratory Analysis of an Adapted Coping Power for Use in an Afterschool Program

The primary goal of this study was to examine the effects of a modified Coping Power program implemented to 3^rd, 4^th, and 5^th grade students in an afterschool program. Specifically, research questions examine the effectiveness of the modified Coping Power program at reducing aggressive, disruptive behaviors in students, improving students’ prosocial, respectful behaviors and the social validity of the modified Coping Power program. A paired-samples t-test, a two-way repeated measures ANOVA, and descriptive statistics was used to examine the effects of the modified Coping Power on students’ aggressive behaviors and prosocial behaviors. There was a statistically significant difference in the reduction of students’ aggressive behaviors from before the intervention when compared to after the intervention. There was no statistically significant difference in students’ pro-social behaviors from before the intervention when compared to after the intervention. Student completion of researcher-modified social validity scale indicated that the students enjoyed the modified Coping Power program and learned skills that helped students cope and manage their emotions effectively during the sessions and outside the program.