Pilot Evaluation of the POWER Program: Positive Outcomes with Emotion Regulation

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Author(s)Zakszeski, Brittany
Author(s)Cain, Michelle
Author(s)Eklund, Katie
Author(s)Heurich, Lissy
Author(s)Friedman, Reagan
Author(s)Ward, Ashleigh
Author(s)Zhou, Jingwen
Date Accessioned2024-09-05T18:32:45Z
Date Available2024-09-05T18:32:45Z
Publication Date2024-03
DescriptionThis article was originally published in School Mental Health. The version of record is available at: https://doi.org/10.1007/s12310-024-09641-1. © The Author(s) 2024 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. This research was featured in UDaily on 8/22/2024 at: https://www.udel.edu/udaily/2024/august/back-to-school-wellbeing-education/
AbstractThe Positive Outcomes With Emotion Regulation (POWER) Program is a transdiagnostic intervention for adolescents at risk of developing emotional disorders. The POWER Program was designed to be implemented in secondary schools, by school personnel with or without specialized mental health training, as a Tier 2 intervention. In this pilot study, the POWER Program was implemented by school psychologists and school psychologists-in-training and evaluated across four focal student participants using a multiple-baseline-across-participants single-case design. Program efficacy was assessed using systematic direct classroom observations of student negative affect and social engagement as well as student and caregiver ratings of emotional and behavioral symptoms. Program usability was assessed through rating scales completed by intervention facilitators and student participants. Overall, results provide evidence of the POWER Program’s small- to large-sized effects on students’ emotional and behavioral functioning as observed in the classroom and self-reported by students. In addition, results suggest implementation facilitators’ and students’ positive impressions of the program, evident in ratings of high understanding, feasibility, and acceptability across groups. Study limitations are highlighted with attention to opportunities to further refine and evaluate the POWER Program.
SponsorThis research was funded through [grant information redacted for review].
CitationZakszeski, B., Cain, M., Eklund, K. et al. Pilot Evaluation of the POWER Program: Positive Outcomes with Emotion Regulation. School Mental Health 16, 387–402 (2024). https://doi.org/10.1007/s12310-024-09641-1
ISSN1866-2633
URLhttps://udspace.udel.edu/handle/19716/34918
Languageen_US
PublisherSchool Mental Health
dc.rightsAttribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
Keywordsschool mental health
Keywordssecondary students
Keywordstier 2
Keywordsemotion regulation
TitlePilot Evaluation of the POWER Program: Positive Outcomes with Emotion Regulation
TypeArticle
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