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) 2023 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 该研究探讨了治疗联盟（TA；关系纽带、任务协作）对外化行为结果的影响，当儿童在个人治疗与团体治疗中被看到时，TA如何以不同的方式运作，以及治疗师与儿童对 TA 看法的分歧如何影响结果。方法 三百六十名儿童（年龄 9.2-11.8 岁；65% 为男性；78.1% 为黑人）被四年级教师认定具有较高的攻击行为发生率，他们的 20 所小学被随机分为小组与个人传递认知行为干预，应对能力。使用儿童治疗联盟量表在干预中期和结束时收集儿童和治疗师的 TA 评级。使用儿童行为评估系统，在干预前和干预后一年的随访中收集教师对儿童外化和内化行为问题的评分。结果 接受单独干预的儿童的任务协作能力水平显着高于团体儿童。独立于干预形式，较高的治疗师评价的联系和任务协作的特质样水平预示着外化问题水平的降低，而儿童和治疗师评价的任务协作和治疗师评价的联系的较高的特质水平则预示着外化问题水平的降低。内化问题。治疗师和儿童关于联系的报告之间的差异预示着团体中儿童的内化行为减少较弱。结论 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 非常重要，尤其是当他们出现在小团体中时，并确定治疗师是否可能会误解 TA 的强度。（PsycInfo 数据库记录 (c) 2023 APA，保留所有权利）。