OBJECTIVE The study examined the effects of therapeutic alliance (TA; relational bond, task collaboration) on externalizing behavior outcomes, how TA can operate differently when children are seen in individual versus group sessions, and how therapist-child disagreement in perceptions of TA affects outcomes. METHOD Three hundred sixty children (Ages 9.2-11.8; 65% male; 78.1% Black) identified as having high rates of aggressive behavior by the fourth-grade teachers, and their 20 elementary schools were randomized to group versus individual delivery of the cognitive behavioral intervention, Coping Power. TA ratings were collected from children and therapists at mid and end of intervention using the Therapeutic Alliance Scale for Children. Teacher ratings of children's externalizing and internalizing behavior problems were collected prior to intervention and at 1-year follow-up after intervention using the Behavior Assessment System for Children. RESULTS Children receiving the intervention individually reported significantly higher trait-like levels of task collaboration than did children seen in groups. Independent of intervention format, higher trait-like levels of therapist-rated bond and task collaboration predicted reduced levels of externalizing problems, and higher trait-like levels of child- and therapist-rated task-collaboration and therapist-rated bond predicted reduced levels of internalizing problems. Differences between therapist and child reports of bond predicted weaker reductions in internalizing behavior for children seen in groups. CONCLUSIONS It is essential to train therapists to develop and assess for TA by midintervention with children with aggressive behavior problems, especially if they are seen in small groups, and to determine if therapists may misperceive the strength of TA. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

中文翻译：

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与治疗联盟和结果相关的干预形式和治疗师-儿童协议。


目的 该研究检查了治疗联盟 （TA;关系纽带、任务协作） 对外化行为结果的影响，当儿童在个人与小组会议中看到时，TA 如何运作不同，以及治疗师与儿童对 TA 的看法不一致如何影响结果。方法 360 名儿童（9.2-11.8 岁;65% 男性;78.1% 黑人）被四年级教师确定为攻击性行为发生率高，他们的 20 所小学被随机分配到认知行为干预 Coping Power 的小组与个人实施。使用儿童治疗联盟量表在干预中期和结束时从儿童和治疗师那里收集 TA 评分。在干预前和干预后 1 年随访时使用儿童行为评估系统收集教师对儿童外化和内化行为问题的评分。结果 接受干预的儿童单独报告的任务协作特征水平明显高于群体中观察到的儿童。与干预形式无关，治疗师评定的纽带和任务协作的较高特质样水平预示着外化问题的水平降低，而儿童和治疗师评定的任务协作和治疗师评定的纽带的较高特质水平预示着内化问题的水平降低。治疗师和儿童之间的纽带报告之间的差异预示着群体中儿童的内化行为减少较弱。 结论 必须培训治疗师通过对有攻击性行为问题的儿童进行中期干预来发展和评估 TA，尤其是当他们以小组形式出现时，并确定治疗师是否可能误解 TA 的力量。（PsycInfo 数据库记录 （c） 2024 APA，保留所有权利）。