Gina Meccariello

The community need is that society 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.

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.

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

Logical Approach Worksheet PROBLEM OR ISSUE RESOURCESACTIVITIES OUTPUTS SHORT- TERM OUTCOMES LONG-TERM OUTCOMES IMPACT The Community Need In order to accomplish In order to address our We expect that once We expect that if accomplished This is the problem we our set of activities we problem or asset we will accomplished these these activities are trying to solve will need the following: accomplish the following activities will produce will lead to the following activities: the following evidence changes in 1–3changes in 4–6 changes in 7–10 years: or service delivery: 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 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 ) Executive Director, Teachers, Counselor, Books, Computer, Assessment tests, 3 classrooms, one main office, and post office space. Children ages 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): SocINDEX with Full Text. 20 Apr

 “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): SocINDEX with Full Text. 20 Apr

Row LabelsAverage of depression among youth (continuous varable) Not in the Program In the Program Grand Total

Group Statistics In Program (1) vs Not in Program (0)NMeanStd. Deviation violent behaviors among youth (continuous variable) T-Test Group Statistics In Program (1) vs Not in Program (0) Std. Error Mean violent behaviors among youth (continuous variable) Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means FSig.t violent behaviors among youth (continuous variable) Equal variances assumed Equal variances not assumed Independent Samples Test t-test for Equality of Means dfSig. (2-tailed)Mean Difference violent behaviors among youth (continuous variable) Equal variances assumed Equal variances not assumed Independent Samples Test t-test for Equality of Means Std. Error Difference 95% Confidence Interval of the Difference LowerUpper violent behaviors among youth (continuous variable) Equal variances assumed Equal variances not assumed It is significant that participants in the program increase in rate of violent behaviors compared to those not in the program.

Regression Model Variables Entered Variables RemovedMethod 1 In Program (1) vs Not in Program (0) b.Enter Model Summary ModelRR Square Adjusted R Square Std. Error of the Estimate a ANOVA a Model Sum of SquaresdfMean SquareFSig. 1Regression b Residual Total Coefficients a Model Unstandardized Coefficients Standardize d Coefficients tSig. BStd. ErrorBeta 1(Constant) In Program (1) vs Not in Program (0) Regression