Paper_Essay

Hayes, C. & Morgan, M. (2005). Evaluation of a psychoeducational program to help adolescents cope. Journal of Youth and Adolescence. 32, 2, 111-121. Article Critique Helping Adolescents Cope Program (HACP) was adapted from the Coping with Stress Course (CSS) developed by Albano, et al. CSS was developed to address depression, anxiety, and substance abuse, however its psychoeducational, skills training, exposure, and parental components made it an optimal program in which to model HACP. The designers of this evaluation study made relevant changes to the program that suited the needs as described by the stakeholders (guidance counselors, parents and school principals). The program consisted of group sessions twice a week for 8 weeks. The groups were led by the school guidance counselor which was explained in the theoretical framework as optimal conditions for student learning about these issues. The groups consisted of 8-10 students age 12-14. Each session contained specific goals, practice exercises, and evaluations. This ongoing evaluation process contributed to the summative evaluation process in that evaluations were performed for each module and could be used to pinpoint which models were effective and which ones were not. The authors thoroughly explained the theoretical framework for which a coping program lead by school counselors could be a viable solution for addressing stress and coping for adolescents. In addition to providing a solid framework to support the use of such programs for this population, the authors also gained the support of important stakeholders who were interested in the outcomes of the program and who were interested in ensuring participant success. Parents, school counselors, principals as well as the students were all involved in the evaluation of the program from the beginning (needs identification) to the end of the program (evaluation of coping schools 6 months later). The use of qualitative and quantitative methodologies in gathering data allowed the researchers to yield an expansive database of knowledge from which to draw conclusions about the program’s effectiveness. The authors used several instruments to measure students’ coping behaviors, depression levels, and problem behaviors prior to the start of the program, during the program and six months after the program ended. Measures were also taken from parents and school officials to trace changes. The authors also created comparison groups from which to compare changes in coping behaviors and levels of depression. In creating these comparison groups, the significant changes in coping behavior can take into account participation in the HACP program. This strengthens the credibility and transferability of the evaluation of the HACP. Qualitative methods were given with the use of open ended questions which allowed the participants to express in “their own words” how the program helped or hindered their ability to cope in appropriate ways. These findings are useful in learning how the program can be improved and can provide recommendations for future use. In general, the article gave a sound evaluation of the HACP program and used credible methods from which to gather appropriate information for the assessment of the program. The authors utilized all of the stakeholders interested in improving how adolescents cope in stressful situations. This “buy-in” on the part of the stakeholders perhaps more than the program itself could be a factor in explaining why the program was so successful (in improving coping skills). The authors did however utilize several perspectives to get an accurate view of the impact of the HACP program before, during and after the program ended. Overall, I think this program does show promise of increasing positive coping in adolescents, with unbridled support of all stakeholders. This would be an important consideration if the HACP program were to be used in other school settings.