This study examined the feasibility and potential efficacy of the Resilience Education Program (REP), a Tier 2 school-based internalizing intervention. REP represents a hybrid intervention approach, incorporating both small-group cognitive-behavioral instruction and a check-in/check-out reinforcement-based mentorship program. A randomized controlled trial research design was employed, in which students (grades 4–7) were randomly assigned to treatment (n = 21) or waitlist control (n = 17) groups. Given the early phase of REP research, the trial was underpowered but capable of generating unbiased effect size estimates that could inform subsequent fully powered efficacy trials. Outcomes of interest included student internalizing concerns (as reported by teacher and self-report measures) and the change mechanisms by which REP was theorized to influence internalizing concerns (i.e., emotional control and social support). Primary MANCOVA findings indicated that although non-statistically significant, between-group differences in youth self-reported and teacher-reported internalizing concerns corresponded to large effect sizes (η_p² = .15–.19). A follow-up MANCOVA inclusive of change mechanism variables was also non-statistically significant, but representative of a large effect (η_p² = .38). Following trial completion, REP implementers positively rated the acceptability of the REP intervention as a Tier 2 intervention for addressing internalizing concerns in the school setting.

这项研究检查了基于第二层学校内部化干预的复原力教育计划（REP）的可行性和潜在功效。REP代表一种混合干预方法，结合了小组认知行为指导和基于签入/签出强化的指导计划。采用了一项随机对照试验研究设计，其中将学生（4-7年级）随机分配到治疗组（n  = 21）或候补名单对照组（n = 17）组。考虑到REP研究的早期阶段，该试验的功效不足，但能够生成无偏的效应量估计值，从而可以为后续的完全有力的功效试验提供依据。感兴趣的结果包括学生的内在关注（如教师和自我报告的措施所报告），以及REP被理论化以影响内在关注的改变机制（即情绪控制和社会支持）。初级MANCOVA研究结果表明，虽然非统计学显著，组间在青年自我报告和教师报告的内在化的担忧的差异对应于大尺寸的效果（η _p ² = .15–.19）。后续MANCOVA包容变化的机制变量也是非统计学显著，但具有代表性的有大的影响（η _p ²  = 0.38）。在试验完成之后，REP实施者将REP干预的可接受性作为解决学校环境中内部化问题的第2层干预给予了积极的评价。