(PS5-95) Student Knowledge, Attitudes, and Experiences of Receiving a Universal, Preventative, Coping Intervention Adapted for Delivery in Rural Upper Elementary and Middle Schools

 
Student Knowledge, Attitudes, and Experiences of Receiving a Universal, Preventative, Coping Intervention Adapted for Delivery in Rural Upper Elementary and Middle Schools

The U.S government announced that children are facing a mental health crisis (The White House, 2022). It is estimated that 13% of children and adolescents are experiencing a diagnosable mental health or behavioral condition (HRSA, 2020a). In response to only half of these children receiving appropriate mental health services and interventions (CDC, 2022b), national guidelines recommend embedding universal, evidence-based preventative programs in schools that target social and emotional learning on a large scale (Cardona & Neas, 2022). However, research on student knowledge, everyday use, and student views on usefulness of these programs are limited (Foulkes & Stapley, 2022; Kuyken et al., 2013). The current study aims to address gaps in the literature by investigating changes in youth’s coping skill knowledge, behaviors, attitudes, and perspectives towards the Coping Power-Rural (CP-R) program, a 12-week preventative, universal, classroom-based intervention that has been adapted from Coping Power (Lochman & Wells, 2002) for delivery in rural upper elementary and middle schools. The CP-R program is currently being tested in several schools across multiple states (Nguyen et al., 2024) with the present study being conducted in one rural, Appalachian, elementary school. It is hypothesized that receiving the CP-R program will significantly increase youth’s coping skill knowledge and adaptive coping behavior. Another project goal is to understand whether the CP-R program aligns with the mental health support that youth want in their schools. In addition, students’ self-rated application of the skills, attitudes, and evaluations of the program will be assessed. CP-R program implementation in this school began in January 2024 and is scheduled to conclude in May 2024. Pre-program data collection was completed in February 2024. Pre- and post-program surveys are being used to assess coping skill knowledge, attitudes, application of, and evaluation of CP-R skills. Upon completion of the program, interviews will be conducted to assess youth’s perspectives on the CP-R curriculum. 

On pre-program surveys (N = 10; 70% male, 30% female), students answered an average of 41% of questions designed to assess coping power skill knowledge correctly. Results from the Profile of Coping Dimensions (PCDC) indicated that overall, youth reported higher levels of adaptive coping behaviors versus maladaptive coping behaviors. Despite this, 80% of youth also reported that when they are upset or worried they “find it hard to stop thinking about it”, suggesting that they could benefit from the coping skills included in CP-R. We hope this preliminary data will support the use of CP-R, prompting evaluation with more students and ultimately contribute to the development of universal, school-based mental health interventions in line with rural student needs. 

Keywords: Coping, Rural, School-based mental health, Coping Power, Prevention