Gina Meccariello Using Cognitive Relaxation Coping Skills: to decrease the amount of violent behaviors in a Colorado Junior High School
Jan 20, 2016
Gina Meccariello
Using Cognitive Relaxation Coping
Skills: to decrease the amount of violent
behaviors in a Colorado Junior High
School
The community need is that Colorado is experiencing too much youth violence due to heightened cognitive, physiological, and emotional sensations, therefore they need a program that will step in and stop this problem from occuring.
Community Need
Deffenbacher, Jerry L., Rebekah S. Lynch, Eugene R. Oetting, and Calvin C. Kemper, "Anger Reduction in Early Adolescents", Journal of Counseling Psychology, Vol. 43, No. 2, 1996, pp. 149 -157.
2.6
97.4
Current rate of Violent Youth vs. Non-Violent
Youth in Montbello
Violent YouthNon-Vio-lent Youth
Montbello Neighborhood in
Denver, Colorado: rate of violent crime among
youth
http://www.cdc.gov/violenceprevention/ace/pdf/denver-a.pdf
The Cognitive Relaxation Coping Skills program focuses on heightened cognitive, emotional, and physiological sensations. The goals of the program is to increase children's ability to control their emotions such as anger and depression. In the program students are taught methods for relaxation and attitude change.
What is Cognitive Relaxation Coping Skills?
Logical Approach WorksheetPROBLEM OR ISSUE RESOURCES ACTIVITIES OUTPUTS
SHORT- TERM OUTCOMES
LONG-TERM OUTCOMES IMPACT
The Community Need In order to accomplishIn order to address our
We expect that once
We expect that if accomplished
We expect that if accomplished
We expect that if accomplished
This is the problem we our set of activities weproblem or asset we will
accomplished these these activities these activities these activities
are trying to solvewill need the following:
accomplish the following
activities will produce
will lead to the following
will lead to the following
will lead to the following
activities:the following evidence changes in 1–3 changes in 4–6
changes in 7–10 years:
or service delivery: years: years:
In a Junior High in Colorado, there is too much violent behavior
among the youth population. The rate is
currently 178 out of 694 students between ages 9-11. It would be
much better to be closer to 70 out of 694. This problem is a result
of heightened cognitive, emotional,
and physiological sensations such as
depression. (Deffenbacher, Jerry L.,
Rebekah S. Lynch, Eugene R. Oetting, and Calvin C.
Kemper, "Anger Reduction in Early Adolescents", Journal of Counseling
Psychology, Vol. 43, No. 2, 1996, pp. 149 157. )
Executive Director, Teachers,
Counselor, Books, Computer,
Assessment tests, 3 classrooms, one main office, and
post office space.
Children ages 9-12 will participate
in Cognitive Relaxation Coping
Skills. It is a program that
teaches students different ways to cope with their
feelings of anger and teaches them
how to relax during a stressful
situation.
The outputs will be a monthly count of how many children
ages 9-12 sign up for and
participate in the program.
The percent of depression among youth will be lower
for those participating in the
program as compared to those not participating in
the program.
The percent levels of depression and
anxiety in youth will be lower for those participating in the
program as compared to those not participating in
the program.
The community problem, youth
violent behavior, will decline from the current amount of
178 out of 694 students closer to the desired lower level of 70 out of
694 students.
“Coping reactions to stressful events are important links between difficult experiences and the emergence of psychopathology.”
“Generally, the research indicates that negative coping—internalized (e.g., crying, worrying), externalized (aggressive acting-out), and avoidance (e.g., distancing, distraction) strategies—are associated with mental health difficulties.”
Boxer, Paul, et al. "Coping With Stress, Coping With Violence: Links To Mental Health Outcomes Among At-Risk Youth." Journal Of Psychopathology & Behavioral Assessment 34.3 (2012): 405-
414. SocINDEX with Full Text. 20 Apr. 2015.
Literature Review
“The premise of the program is that as students apply these skills and learn how to relax, or if they avoid becoming angry in the first place, they are better able to deal effectively with frustrating situations.”
“Similarly, for depression, CRCS participants reported significantly less depression than control students”
Literature Review
Continued
Deffenbacher, Jerry L., Rebekah S. Lynch, Eugene R. Oetting, and Calvin C. Kemper, "Anger Reduction in Early Adolescents", Journal of Counseling Psychology, Vol. 43, No. 2, 1996, pp. 149 -157.
“Determining the child’s problem behavior pattern can be difficult. One factor complicating this process is that behaviors such as violence, abusing substances, skipping school, and being sexually promiscuous typically co-occur with other mental health problems.”
“The promotion of positive youth development has been shown to be a promising method for preventing problem behavior in some adolescents.”
Bradshaw, Catherine P., Jennifer S. Brown, and Stephen F.
Hamilton. "Bridging Positive Youth Development And Mental Health Services For Youth With Serious Behavior Problems." Child & Youth Care Forum 37.5/6 (2008): 209- 226. SocINDEX with Full Text. 20 Apr. 2015.
Literature Review
Continued
“African American and Latino youth who reside in inner-city communities are at heightened risk for compromised mental health, as their neighborhoods are too often associated with serious stressors, including elevated rates of poverty, substance abuse, community violence, as well as scarce youth-supportive resources, and mental health care options.”
“Adolescents with elevated mental health needs may experience impaired judgment, poor problem-solving skills, and conflictual interpersonal relationships.”
Literature Review
ContinuedAlicea, Stacey, et al. "Step-Up: Promoting Youth Mental Health And Development In Inner-City High Schools." Clinical Social Work Journal 40.2 (2012): 175 186. SocINDEX. 21 Apr. 2015.
Assessment
Row Labels Average of depression among youth (continuous varable)
Not in the Program 11.41242938
In the Program 13.19240506
Grand Total 12.35113485
Not in the Program In the program10.5
11
11.5
12
12.5
13
13.5
Group Statistics
In Program (1) vs Not in Program (0) N Mean Std. Deviation
violent behaviors among youth (continuous variable)
0 354 11.41 7.380
1 395 13.19 7.383
T-Test
Group Statistics
In Program (1) vs Not in Program (0)
Std. Error Mean
violent behaviors among youth (continuous variable)
0 .3921 .371
Independent Samples Test
Levene's Test for Equality of Variances
t-test for Equality
of Means
F Sig. tviolent behaviors among youth (continuous variable)
Equal variances assumed .008 .927 -3.295
Equal variances not assumed
-3.295
Independent Samples Test
t-test for Equality of Means
df Sig. (2-tailed) Mean Difference
violent behaviors among
youth (continuous variable)
Equal variances assumed 747 .001 -1.780
Equal variances not assumed 738.180 .001 -1.780
Independent Samples Test
t-test for Equality of Means
Std. Error Difference
95% Confidence Interval of the Difference
Lower Upperviolent behaviors among youth (continuous variable)
Equal variances assumed .540 -2.841 -.719
Equal variances not assumed
.540 -2.841 -.719
It is significant that participants in the program increase in rate of violent behaviors compared to those not in the program.
Regression
ModelVariables Entered
Variables Removed Method
1 In Program (1) vs Not in Program (0)b
. Enter
Model Summary
Model R R SquareAdjusted R
SquareStd. Error of the
Estimate1 .120a .014 .013 7.381
ANOVAa
Model
Sum of
Squares df Mean Square F Sig.
1 Regression 591.489 1 591.489 10.856 .001b
Residual 40701.163 747 54.486 Total 41292.652 748
Coefficientsa
Model
Unstandardized Coefficients
Standardized
Coefficients
t Sig.B Std. Error Beta1 (Constant) 11.412 .392 29.090 .000
In Program (1) vs Not in Program (0) 1.780 .540 .120 3.295 .001
Regression