Date of Award

12-7-2007

Degree Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

Committee Chair

Susan Tinsley Li, Ph.D.

Second Advisor

Sydney S. Ey, Ph.D.

Third Advisor

Michel Hersen, Ph.D., ABPP

Rights

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 3.0 License

Abstract

The purpose of this study was to examine the effects of a treatment program called Later 'Gator, which was designed to encourage the use of social coping skills characteristic of Asian American Youth. Later 'Gator was implemented with a small group of Asian American children in an elementary school in southeast Portland, Oregon. The program was originally designed as a modification to the empirically tested New Beginnings 11 Program (NBP; Lustig, Wolchik, & Weiss, 1999; Weiss & Wolchik, 1998) by attempting to incorporate coping skills that would make it more applicable to Asian American children (Chang, 2005). Specifically, Later 'Gator was intended to augment the children's coping skills repertoire to include avoidance, distancing, and restraint coping tehniques. This study examined the program's impact on a group of 3 elementary school boys who identified themselves as being Vietnamese-American. This study examined their reactions along the Kirkpatrick (1994) Model of Learning and monitored how they changed their coping skill usage, changed their sense of optimism and pessimism, and how they changed the quality of their social relationships. End results showed that overall, the children enjoyed the program, and one in particular' showed changes in his coping skill usage. Changes in optimism and pessimism were not consistent across the group. All children seemed to improve the quality of their social relationships with parents and with peers through the program. Although the results were mixed that showed Later 'Gator to have potential as a viable treatment program and begin to address the relative dearth of literature regarding Asian American children.

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