Methods: To address these core research questions, Lochman, Dishion and colleagues (2017) coded leader and participant behavior in 938 video-recorded GCP sessions from this sample. The behavioral coding system used in the analyses included two clusters of behaviors for children (positive; negative) and two for the primary group leaders (group management; clinical skills). Growth spline models suggested that high levels of children’s negative behaviors predicted increases in teacher and parent rated aggressive and conduct problem behaviors during the one-year follow-up period in the three of the four models. Therapist use of clinical skills (e.g., warmth, nonreactive) predicted less increase in children’s teacher-rated conduct problems. In the planned presentation we will extend the prior findings in three key ways.
Results: First, we will examine how condition (GCP vs ICP) may have long-term effects on youths’ slopes of externalizing behaviors through a four-year follow-up when the youth are in high school. Second, we will also determine how condition may affect other indicators of serious conduct problems, namely youth self-report of delinquency and substance use; preliminary analyses do suggest that children seen in ICP have lower rates of general delinquency than do children seen in GCP. Finally, we will examine whether group leaders’ and youths’ in-session behaviors predict these long-term delinquency and externalizing outcomes.
Conclusions: These findings highlight the importance of clinical training in the effective delivery of evidence-based practices, particularly when working with high-risk youth in groups.