2 Targeted (Tier 2) Interventions for Youth At-Risk of Various Mental Health Concerns or Exhibiting Mild to Moderate Symptoms Program Name Age/ Grade Level SMH Tier Level of Service Areas of Concern Details Program CBT Components Evidence-Base Aggression Replacement Training (ART; Glick & Gibbs, 2011)/Available for purchase at: 12 to 17 Targeted Aggression 10 weekly 60 min sessions. Up to 10 students to a group. Each week all three topics are covered- prosocial skills, anger management, and moral reasoning. Role-play, cognitive restructuring, homework, exposures EMSH Anger Coping Program (Lochman, Nelson, & Sims, 1981; Smith, Lochman, & Daunic, 2005)/Available in book form from Guilford Press (Larson & Lochman, 2010) Elementary or middle school aged youth Targeted Anger Management Two formats--12 or 18 sessions; 45–60 mins each; 4–6 participants. Each week includes specific goals, objectives, and homework. Lessons seek to enhance perspective-taking skills, affect recognition, (through inhibitory and coping self-statements), social problem solving, and social Peer feedback, in-vivo experiential learning, Sessions included and activities that generate affective arousal. Reinforcement and feedback are used to support skill acquisition. Lochman, 1985; Lochman, 1992; Lochman, Coie, Underwood, and Terry, 1993; Lochman, Curry, Dane, & Ellis, 2001 self- control
Children of Divorce Intervention Program (CODIP; Pedro-Caroll & Cowen, 1985)/Available for purchase at K to 8th grade Targeted Issues related to Divorce: Outcomes effective for: School-related behaviors and competencies, Behavioral and emotional adjustment to divorce, anxiety, and attitudes and feelings about family 12-15 weekly group sessions, 40-60 minutes each. Designed to help youth accept their feelings and thoughts about their parents' separation and reduce any anxiety/worries concerning the impact of the divorce on them and their family. Psychoeducation, emotion recognition, cognitive restructuring SAMHSA Cognitive Behavioral Interventions for Trauma in Schools * (CBITS; RAND Corporation, the University of California at Los Angeles and the Los Angeles Unified School for free download with registration at 10 to 15 Targeted Trauma 10 group 1 hour, weekly session, with 6 to 8 students per group. Also includes 2 parent education sessions and 1 teacher education session Education about reactions to trauma, relaxation, cognitive restructuring, exposures, and problem solving ESMH & SAMHSA Coping Cat/ C.A.T. Project (Kendall, 2006)/Available for purchase at Amazon and other online retailers 8 to 13; Targeted Anxiety 16, 1 hour, weekly sessions. 14 sessions with the youth and two with the parents; Teaches the child how to identify anxious Psychoeducational, cognitive restructuring, problem solving skills, relaxation techniques, and exposure therapy Beidas, Edmunds, & Kendall, 2010; Kendall & Hedtke, 2006a, 2006b,
feelings and then how to cope with these feelings. The Coping Cat is divided into two sections: (1) psychoeducation and (2) exposure to anxiety- provoking situations ESMH & SAMHSA Coping Power Program (Lochman, Wells, Murray, Tolan, Szapocznik, & Sambrano, 2007)/Available for purchase at 9 to 11 Targeted Risk factors for substance abuse and delinquency The main focus of the program are on social competence, self regulation, and positive parental involvement. Recommended to have up to 6 group participants. The group meets once per week and the full program lasts 15 to 18 months (usually delivered in 2 school years). The main components include anger management, social problem solving, and practicing skills to resist peer pressure. Psychoeducation, problem solving, exposures to practice using skills ESMH based
Coping with Stress Course (Clarke & Lewinsohn, 1995)/Available for free download at research.kpchr.org/ High school Targeted Depression 15 weekly, 45 minute sessions. The sessions consist of active guidance by group leaders and structured activities for participants. A participant workbook, including exercises for practice outside of the group. The specific skills the youth are taught include monitoingr daily moods, identifying activating events, cognitive restructuring, connection between thoughts, feelings, behavior, and how to problem solve and cope with stress. Psychoeducation, cognitive restructuring and problem solving skills, role plays, and group discussions. Clarke, Hawkins, Murphy, Sheeber, Lewinsohn, & Seeley, 1995 Creating Opportunities for Personal Empowerment (COPE; Melyn, Small, Morrison-Beedy, Strasser, Spath, Kreipe, & O’Haver 2007)/Available for 7 to 11 years old, 11 to 18 years old, 18 to 24 years old Targeted Anxiety, Depression, Healthy Choices (physical activity, food intake) 7 sessions, 50 minute sessions, weekly or a 15 session version, 50 minute sessions, Cognitive Behavioral Therapy-based (CBT) programs are designed to help children, teens and Cognitive restructuring There have been 14 intervention studies over past 8 years supporting positive effects. Articles can be found in Hetrick et al., 2015
purchase at http:// www.cope2thrive.com. young adults deal with anxiety, stress and depression by showing them how to develop the skills needed to stop negative thoughts and start thinking and behaving in more positive ways. First Steps to Success (Walker, Kavanagh, Stiller, Golly, Severson, & Feil, 1998)/Name changed to First Step Next in 2015; Available for purchase at https:// pacificnwpublish.com/ K to 3rd grade Targeted or Intensive Aggression, Designed for that are at risk of developing aggression and other antisocial behaviors. This intervention involves a trained behavior coach working with the identified students in the classroom, with the teacher, and parent training for about 50 to 60 hours across three months. There is a screening implemented classwide, then teacher training, and parent training components. Heavy on the B in CBT. Behavior analyst coaches teacher and parents how to teach replacement behaviors and reinforce these behaviors. What Works Clearinghouse evidence-based program
(Match-ADTC; Chorpita & Weisz)/Available for purchase in an online, interactive format or in book form at students' needs. There are 45 treatment materials that are the most common elements of practices for treating these concerns. There is an online subscription for easy access to the materials. The flowcharts to help decide which modules to implement are very helpful. while Conduct problems has the best behavioral practices for treating these concerns Penn Resiliency Program (Gillham, Reivich, Freres, Chaplin, Shatte, Samuels…Seligman, 2007)/Available through a model with in a classroom-based format, via online learning, or video based. For more information see: 5th to 8th grade; years of age Universal or Targeted Program has been used to address anxiety, conduct disorders & depression 12, 90 minute lessons or 18-24 60 minute lessons. Resilience concepts and skills are taught through skits, role playing, short stories or cartoons. Also there is practice with hypothetical examples that are relevant to real-world situations. Weekly homework is assigned to encourage use of new skills in daily life. Includes cognitive restructuring, relaxation, emotion regulation, assertiveness, coping skills, negotiation, social skills, creative and social problem-solving, decision-making 12 trials reported in 11 studies in the Hetrick et al. (2015) found consistent positive significant results based
Prepare Curriculum (Goldstein, 1999)/Available for purchase at Amazon and other online retailers Middle and High school, can be adapted for younger youth Targeted Addresses prosocial behaviors This has 10 courses on reducing stress, reducing aggression, and reducing prejudices. The series is a set of psychoeducational courses that are made to teach various prosocial psychological concepts. There are many supplementary exercises involving games, role plays, reading and writing, drawing, brainstorming, group discussion, relaxation, tape recordings, photography, and other hands-on activities. It is suggested by the authors that the materials from the curriculum that are chosen are fit to the prosocial deficiencies of the youth in need. Problem solving, psychoeducation, cognitive restructuring, moral reasoning training, relaxation Goldstein & Glick, 1987; Goldstein, Glick, & Gibbs, 1998; Goldstein & Pentz, 1984; McGinnis & Goldstein, 1984
Primary Project (Cowen, 1991)/Available for purchase through Amazon in book form (Hightower & Cowen, 1996) preschool to 3rd grade; 4 to 9 years old Targeted or Intensive Early warnings of school maladjustment; increased task orientation, behavior control, and social skills; school adjustment including anxiousness and assertiveness 10-14 weekly sessions, approximately 30 minutes each. Unclear if can implement in group setting or individual level, but it is recognized as to prevent mental health problems in this population as an indicated Tier II intervention. It includes a screener, and then a one on one trained paraprofessional works with the youth through play and relationship building skills. Communication skills Evidence-based ESMH & SAMHSA Skills for Academic and Social Success (SASS; Masia, Beidel, Albano, Rapee, Turner, Morris et al., 1999)/Described in Fisher, Masia Warner, & Klein (2004); available from Carrie Masia Warner, NYU Child Study Center High School Targeted Reduce anxiety Involves youth and their parents over a period of three months; 12 weekly sessions each lasting forty minutes. Also includes two individual sessions (15 mins each), four weekend social events, two 45 min parent group sessions, Psychoeducation, realistic thinking, social skills training, exposure, and relapse prevention. Clearinghouse for Military Family Readiness, 2014
and two 45 min teacher meetings Structured Psychotherapy for Adolescents Responding to Chronic Stress (SPARCS; DeRosa, Habib, Pelcovitz, Rathus, Sonnenklar, Ford, et al., 2006)/SPARCS training described at: ; contact Mandy Habib, Psy.D./ Victor Labruna, Ph.D. Address: Adelphi University, Institute for Adolescent Trauma Treatment & Training, One South Avenue, Garden City, NY 11530 Phone number: / Email: or vlabruna @ sparcstraining.com 12 to 19 old Targeted Trauma 16 weekly sessions, 60 mins each. Target population is students who have experienced a history of chronic interpersonal trauma or are living with significant ongoing stressors; may or may not meet full criteria for PTSD and exhibit functional impairment. Targeted areas of change include affect regulation and impulsivity, relationships, somatization, dissociation, numbing and avoidance, and struggles with their own purpose and meaning in life as well as worldviews that make it difficult for them to see a future for themselves. There are several goals of the program Primary theoretical base of the program is CBT DeRosa, R., Habib, M., Pelcovitz, D., Rathus, J., Sonnenklar, J., Ford, J., ... & Labruna, V. (2006).
including teaching how to cope with stress in the moment, self-efficacy skills, connecting and maintaining supportive relationships, awareness, and create meaning in life. Taking Action (Stark & Kendall, 1996)/ Available for purchase at Amazon and other online retailers; workbook also available 9 to 13 years old Targeted or Intensive Depression, Dysthmia 18 child sessions, 11 family sessions, 4 to 6 youth in 1 hour sessions, held twice a week for the first 4 weeks for faster symptom relief of depression. Affective education, problem solving, coping skills, cognitive restruturing Currently, there is no research that has examined the effectiveness of the Taking Action program. However, it is a CBT program, and there is evidence to suggest the effectiveness of treatments (CBT) on depression for children and adolescents.
Teaching Kids to Cope (Lamb, Puskar, Sereika, & Corcoran, 1998)/Training available through contacting Kathryn Puskar, Ph.D. 415 Victoria Building 3500 Victoria St. Pittsburgh, PA Phone: (412) 624-6933 Email: Website: 12 to 18 Targeted Social Skills, Depression, Coping with Stress and Problems Ten, 1 hour group sessions are taught by a trained professional. Youth are taught to explore distorted thinking patterns and to then test their thoughts against reality. Problem solving is also taught, perspective taking, and different ways of responding. Cognitive restructuring but has more of an emphasis on behavioral skill building including social skills training, assertiveness training, conflict resolution and CBT relaxation; bibliotherapy, and group exercises such as buddy assignments, and role playing situations from school as well as art activities Puskar, Sereika, & Mumford, (2003); Lamb, Puskar, Sereika, & Corcoran, (1998). Think First (Larson, 2005)/Available for purchase in book form from Amazon and other online retailers 13 to 18 years old Targeted Anger 15 sessions, weekly, 1 hour in a group setting. The youth typically have exhibited discipline problems, aggressive behavior, and trouble managing conflict with others, and possibly substance abuse. The anger management program is taught through role plays, discussions, weekly goal setting and monitoring. Emotional recognition and coping, cognitive restructuring of social processes Larson, 1992