{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/12765"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/12765","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"Testing the Impact of Social Acceptance on Outcomes: Comparing Two Forms of an Intervention for Aggressive Youth","abstract":"Coping Power is an empirically supported school-based intervention for children at risk for aggression and associated problems. Recent studies have tested individual- and program-level factors that may enhance or hinder meaningful CP outcomes. Some factors, such as inhibitory control and genetic factors, have supported administering CP in an individual format (ICP) instead of group format (GCP). Peer acceptance, as well as concordance between one's actual and perceived acceptance, may impact outcomes depending on intervention format. Further, functional subtypes of aggression (i.e., reactive, proactive) have differential relationships with peer acceptance. This study thus aimed to test whether effects of two intervention formats (group and individual) on aggression outcomes (total, proactive, reactive) differed based on children's actual peer acceptance (aim 1a), or on the agreement between their actual peer acceptance and self-perceived acceptance (aim 1b). To address these questions, secondary data analyses were conducted from a large-scale study that included 360 children with elevated levels of aggression and were randomly assigned to ICP or GCP. Results showed that those who underestimated their peer acceptance relative to actual acceptance performed better in the group format at follow-up when controlling for postintervention aggression, whereas those who had low actual acceptance and accurately perceived their peer acceptance as low performed better in the individual format, especially regarding proactive aggression outcomes. These findings offer important insight into the impact of social acceptance on CP outcomes for different functional subtypes of aggression under distinct intervention formats.","abstract_html":"Coping Power is an empirically supported school-based intervention for children at risk for aggression and associated problems. Recent studies have tested individual- and program-level factors that may enhance or hinder meaningful CP outcomes. Some factors, such as inhibitory control and genetic factors, have supported administering CP in an individual format (ICP) instead of group format (GCP). Peer acceptance, as well as concordance between one's actual and perceived acceptance, may impact outcomes depending on intervention format. Further, functional subtypes of aggression (i.e., reactive, proactive) have differential relationships with peer acceptance. This study thus aimed to test whether effects of two intervention formats (group and individual) on aggression outcomes (total, proactive, reactive) differed based on children's actual peer acceptance (aim 1a), or on the agreement between their actual peer acceptance and self-perceived acceptance (aim 1b). To address these questions, secondary data analyses were conducted from a large-scale study that included 360 children with elevated levels of aggression and were randomly assigned to ICP or GCP. Results showed that those who underestimated their peer acceptance relative to actual acceptance performed better in the group format at follow-up when controlling for postintervention aggression, whereas those who had low actual acceptance and accurately perceived their peer acceptance as low performed better in the individual format, especially regarding proactive aggression outcomes. These findings offer important insight into the impact of social acceptance on CP outcomes for different functional subtypes of aggression under distinct intervention formats.","abstract_has_math":false,"creators":["Heilman, Meagan Elizabeth"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Cundiff, Jenny M","Lochman, John E","McDonald, Kristina L","Barth, Joan M"],"advisors":["White, Bradley A"],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023","date_published":"2023","updated_at":"2026-07-27T18:44:25Z","subjects":["Aggression","Coping Power","Intervention","Outcomes","Prevention","Social Acceptance"],"languages":["en_US","English"],"rights":["All rights reserved by the author unless otherwise indicated."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["http://purl.lib.ua.edu/188259","u0015_0000001_0004778","Heilman_alatus_0004D_15108"],"render_values":[{"text":"http://purl.lib.ua.edu/188259","href":"http://purl.lib.ua.edu/188259","code":true},{"text":"u0015_0000001_0004778","href":null,"code":true},{"text":"Heilman_alatus_0004D_15108","href":null,"code":true}]}]},"links":{"outbound_url":"https://ir.ua.edu/handle/123456789/12765","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cundiff, Jenny M","Lochman, John E","McDonald, Kristina L","Barth, Joan M"]},{"key":"dc:contributor.advisor","label":"Advisor","values":["White, Bradley A"]},{"key":"dc:creator","label":"Author","values":["Heilman, Meagan Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-11-30T15:21:26Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-11-30T15:21:26Z"]},{"key":"dc:date.issued","label":"Date","values":["2023"]},{"key":"dc:publisher","label":"Institution","values":["University of Alabama Libraries"]},{"key":"dc:type","label":"Dc Type","values":["thesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Aggression","Coping Power","Intervention","Outcomes","Prevention","Social Acceptance"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved by the author unless otherwise indicated."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["http://purl.lib.ua.edu/188259","u0015_0000001_0004778","Heilman_alatus_0004D_15108"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://ir.ua.edu/handle/123456789/12765"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Electronic Thesis or Dissertation"]},{"key":"dc:description.abstract","label":"Abstract","values":["Coping Power is an empirically supported school-based intervention for children at risk for aggression and associated problems. Recent studies have tested individual- and program-level factors that may enhance or hinder meaningful CP outcomes. Some factors, such as inhibitory control and genetic factors, have supported administering CP in an individual format (ICP) instead of group format (GCP). Peer acceptance, as well as concordance between one's actual and perceived acceptance, may impact outcomes depending on intervention format. Further, functional subtypes of aggression (i.e., reactive, proactive) have differential relationships with peer acceptance. This study thus aimed to test whether effects of two intervention formats (group and individual) on aggression outcomes (total, proactive, reactive) differed based on children's actual peer acceptance (aim 1a), or on the agreement between their actual peer acceptance and self-perceived acceptance (aim 1b). To address these questions, secondary data analyses were conducted from a large-scale study that included 360 children with elevated levels of aggression and were randomly assigned to ICP or GCP. Results showed that those who underestimated their peer acceptance relative to actual acceptance performed better in the group format at follow-up when controlling for postintervention aggression, whereas those who had low actual acceptance and accurately perceived their peer acceptance as low performed better in the individual format, especially regarding proactive aggression outcomes. These findings offer important insight into the impact of social acceptance on CP outcomes for different functional subtypes of aggression under distinct intervention formats."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["electronic"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Testing the Impact of Social Acceptance on Outcomes: Comparing Two Forms of an Intervention for Aggressive Youth"]}]}],"canonical_facts":{"dc:contributor":["Cundiff, Jenny M","Lochman, John E","McDonald, Kristina L","Barth, Joan M"],"dc:contributor.advisor":["White, Bradley A"],"dc:creator":["Heilman, Meagan Elizabeth"],"dc:date.accessioned":["2023-11-30T15:21:26Z"],"dc:date.available":["2023-11-30T15:21:26Z"],"dc:date.issued":["2023"],"dc:description":["Electronic Thesis or Dissertation"],"dc:description.abstract":["Coping Power is an empirically supported school-based intervention for children at risk for aggression and associated problems. Recent studies have tested individual- and program-level factors that may enhance or hinder meaningful CP outcomes. Some factors, such as inhibitory control and genetic factors, have supported administering CP in an individual format (ICP) instead of group format (GCP). Peer acceptance, as well as concordance between one's actual and perceived acceptance, may impact outcomes depending on intervention format. Further, functional subtypes of aggression (i.e., reactive, proactive) have differential relationships with peer acceptance. This study thus aimed to test whether effects of two intervention formats (group and individual) on aggression outcomes (total, proactive, reactive) differed based on children's actual peer acceptance (aim 1a), or on the agreement between their actual peer acceptance and self-perceived acceptance (aim 1b). To address these questions, secondary data analyses were conducted from a large-scale study that included 360 children with elevated levels of aggression and were randomly assigned to ICP or GCP. Results showed that those who underestimated their peer acceptance relative to actual acceptance performed better in the group format at follow-up when controlling for postintervention aggression, whereas those who had low actual acceptance and accurately perceived their peer acceptance as low performed better in the individual format, especially regarding proactive aggression outcomes. These findings offer important insight into the impact of social acceptance on CP outcomes for different functional subtypes of aggression under distinct intervention formats."],"dc:format.medium":["electronic"],"dc:format.mimetype":["application/pdf"],"dc:identifier.other":["http://purl.lib.ua.edu/188259","u0015_0000001_0004778","Heilman_alatus_0004D_15108"],"dc:identifier.uri":["https://ir.ua.edu/handle/123456789/12765"],"dc:language":["English"],"dc:language.iso":["en_US"],"dc:publisher":["University of Alabama Libraries"],"dc:rights":["All rights reserved by the author unless otherwise indicated."],"dc:subject":["Aggression","Coping Power","Intervention","Outcomes","Prevention","Social Acceptance"],"dc:title":["Testing the Impact of Social Acceptance on Outcomes: Comparing Two Forms of an Intervention for Aggressive Youth"],"dc:type":["thesis","text"]},"updated_at":"2026-07-27T18:44:25Z"}