Hostname: page-component-586b7cd67f-gb8f7 Total loading time: 0 Render date: 2024-11-24T20:36:58.325Z Has data issue: false hasContentIssue false
  • English
  • Français

Coping skills training: Implications for educational practice

Published online by Cambridge University Press:  29 October 2015

Linda Huxley ,
Elizabeth Freeman  and
Erica Frydenberg
Linda Huxley
Affiliation:
University of Melbourne, Australia
Elizabeth Freeman*
Affiliation:
University of Melbourne, Australia
Erica Frydenberg*
Affiliation:
University of Melbourne, Australia
*
Faculty of Education, University of Melbourne, Carlton, VIC 3010, Email:[email protected]
Faculty of Education, University of Melbourne, Carlton, VIC 3010, Email:[email protected]
Get access

Abstract

During the last decade there has been a call for schools to become more active in the promotion of students’ social and emotional learning (SEL). Given that teachers are significant adults in young people’s lives, they are often in the best position to deliver SEL programs. This small in-depth study investigated the impact of implementing a specific SEL program, “The Best of Coping”, on both the teacher and a class of 26 Year 9 (15-16 years) students. The study used a mixed methodology to evaluate the impact of the program. Both quantitative and qualitative data, including two case studies and entries from the teacher’s reflective journal, are reported. Changes in coping for both teacher and students as well as a positive impact on relationships between teachers and students were demonstrated. The study highlights the importance of the teacher’s role in implementing SEL programs and the challenges for teachers of delivering these programs. Issues associated with the implementation of school-based coping skills programs and the role of educational psychologists in supporting teachers in this work are discussed.

Keywords

coping trainingcoping skills programeducational practicesocial and emotional learning
Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 24 , Issue 2 , 2007 , pp. 44 - 68
Copyright
Copyright © Australian Psychological Society 2007

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ayotte, V., Saucier, J., Bowen, F., Laurendeau, M., Fournier, M., & Blais, J. (2003). Teaching multiethnic urban adolescents how to enhance their competencies: Effects of a middle school primary prevention program on adaptation. The Journal of Primary Prevention, 24, 7–22.CrossRefGoogle Scholar
Benard, B. (1997). Turning it around for all youth: From risk to resilience, (ERIC Document Reproduction Service No. ED412–309).Google Scholar
Beresford, J. (2003). Developing students as effective learners: The student conditions for school improvement. School Effectiveness and School Improvement, 14, 121–158.CrossRefGoogle Scholar
Bordens, K.S., & Abbott, B.B. (1991). Research design and methods: A process approach. California: Mayfield.Google Scholar
Bugalski, K., & Frydenberg, E. (2000). Promoting effective coping in adolescents “at- risk” for depression. Australian Journal of Guidance and Counselling, 10, 111–132.CrossRefGoogle Scholar
Burke Johnson, R., & Onwuegbuzie, A.J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26.CrossRefGoogle Scholar
Burns, J.M., Andrews, G., & Szabo, M. (2002). Depression in young people: What causes it and can we prevent it? Medical Journal of Australia, 177 (Suppl. 7), 93–96.CrossRefGoogle Scholar
Collaborative for Academic, Social and Emotional Learning [CASEL] What is SEL: Basics: Definition. Retrieved November 23, 2007, from http://www.casel.org/basics/index.phpGoogle Scholar
Collaborative for Academic, Social and Emotional Learning [CASEL] (2003). Safe and sound: An education leader’s guide to evidence-based social and emotional learning (SEL) programs. Retrieved August 13, 2007 from http://www.casel.org/projects_products/safeandsound.phpGoogle Scholar
Cotta, A., Frydenberg, E., & Poole, C. (2000). Coping skills for adolescents at school. The Australian Educational and Developmental Psychologist, 17(2), 103–106.CrossRefGoogle Scholar
Cripps Clark, J., & Walsh, J. (2002, December). Elements of a model of effective teachers. Paper presented at the Australian Association for Research in Education (AARE) Conference, Brisbane. Retrieved 13 August, 2007 from http://www.aare.edu.au/02pap/wal02220.htmGoogle Scholar
Cunningham, E.G., Brandon, C.M., & Frydenberg, E. (2000, April). The development of coping resources in pre-adolescence within the context of whole-school curriculum. Paper presented at the Annual American Educational Research Association Meeting, New Orleans.Google Scholar
Day, C. (2002). School reform and transitions in teacher professionalism and identity. International Journal of Educational Research, 37, 677–692.CrossRefGoogle Scholar
Dumont, M., & Provost, M.A. (1999). Resilience in adolescents: Protective role of social support, coping strategies, self-esteem, and social activities on experience of stress and depression. Journal of Youth and Adolescence, 28, 343–363.CrossRefGoogle Scholar
Ebata, A.T., & Moos, R.H. (1991). Coping and adjustment in distressed and healthy adolescents. Journal of Applied Developmental Psychology, 12, 33–44.CrossRefGoogle Scholar
Ebata, A.T., & Moos, R.H. (1994). Personal situational and contextual correlates of coping in adolescence. Journal of Research on Adolescence, 4, 99–125.CrossRefGoogle Scholar
Elias, M.J. (2003). Academic and social-emotional learning. Educational Practices Services, 11, International Academy of Education, Retrieved November 11, 2003, http://www.ibe.unesco.org/International/Publications/EducationalPractices/EducationalPracticesSeriesPdf/praclle.pdfGoogle Scholar
Elias, M.J., Zins, J.E., Graczyk, P.A., & Weissberg, R.P. (2003). Implementation, sustainability, and scaling up of social-emotional and academic innovations in public schools. School Psychology Review, 32, 303–309.CrossRefGoogle Scholar
Ferrari, L., Nota, L., Soresi, S., & Frydenberg, E. (2007). The Best of Coping: Improving coping strategies in Italian adolescents. In Gates, G. (Ed.), Emerging thought and research on student, teacher and administrator stress and coping (pp. 49–75). Stress and Coping in Education Series. Greenwich: Information Age Publishing.Google Scholar
Heming, J.E., & Bay, M. (2004). Social emotional learning in teacher preparation standards. In Zins, J.E.Weissberg, R.P.Wang, M.C. & Walberg, H.J. (Eds.), Building academic success on social emotional learning (pp. 94–112). New York: Teachers College Press.Google Scholar
Freeman, E., Strong, D., Cahill, H., Wyn, J., & Shaw, G. (2003). Enhancing professional practice: An innovative professional development strategy to support teachers in school-based mental health promotion. Journal of In-service Education, 29(2), 277–293.CrossRefGoogle Scholar
Frydenberg, E. (1997). Adolescent Coping: Research and theoretical perspectives. London: Routledge.Google Scholar
Frydenberg, E. (2002). Beyond coping: Some paradigms to consider. In Frydenberg, E.(Ed.), Beyond coping: Meeting goals, visions and challenges (pp.1–16). New York: Oxford University Press.Google Scholar
Frydenberg, E., & Brandon, C. (2007a). The Best of coping: Developing coping skills for adolescence: Instructor’s manual. Melbourne: ACER Press.Google Scholar
Frydenberg, E., & Brandon, C. (2007b). The Best of coping: developing coping skills for adolescence: Student workbook. Melbourne: ACER Press.Google Scholar
Frydenberg, E., Bugalski, K., Firth, N., Kamsner, S., & Poole, C. (2006). Teaching young people to cope: Benefits and gains for at risk students. The Australian and Developmental Psychologist, 23(1), 91–110.Google Scholar
Frydenberg, E. & Lewis, R. (1993). Adolescent Coping Scale. Camberwell: Australian Council for Educational Research.Google Scholar
Frydenberg, E., & Lewis, R. (1997). Adult Coping Scale. Camberwell: Australian Council for Educational Research.Google Scholar
Frydenberg, E., & Lewis, R. (1999). Things don’t get better just because you’re older: A case for facilitating reflection. British Journal of Educational Psychology, 69(1), 81–94.CrossRefGoogle Scholar
Frydenberg, E., & Lewis, R. (2002a). Adolescent well-being: Building young people’s resources. In Frydenberg, E. (Ed.), Beyond coping: Meeting goals, visions and challenges (pp.175–194). New York: Oxford University Press.CrossRefGoogle Scholar
Frydenberg, E., & Lewis, R. (2002b). Coping in the Australian context: Do managers do it differently? Journal of Managerial Psychology, 17(8), 640–654.CrossRefGoogle Scholar
Frydenberg, E., Lewis, R., Bugalski, K., Cotta, A., McCarthy, C., Ludscombe-Smith, N., & Poole, C. (2004). Prevention is better than cure: Coping skills training for adolescents at school. Educational Psychology in Practice,.20(2), 117–13.CrossRefGoogle Scholar
Fuller, A. (1998). From surviving to thriving: Promoting mental health in young people. Melbourne: ACER Press.Google Scholar
Fuller, A., Johnston, G., Bellhouse, B., & McGraw, K.Start: School transition and resilience training. Victoria: Department of Education and Training, 2002.Google Scholar
Galaif, E.R., Sussman, S., Chou, C-P., & Wills, T.A. (2003). Longitudinal relations among depression, stress, and coping in high risk youth. Journal of Youth and Adolescence, 32, 243–258.CrossRefGoogle Scholar
Greenberg, M.T., Weissberg, R.P., O’Brien, M.U., Zins, J.E., Fredericks, L., Resnik, H., & Elias, M.J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional and academic learning. American Psychologist, 58, 466–474.CrossRefGoogle ScholarPubMed
Greenglass, E.R. (2002). Proactive coping and quality of life management. In Frydenberg, E. (Ed.), Beyond coping: Meeting goals, visions and challenges (pp. 37–62). New York: Oxford University Press.CrossRefGoogle Scholar
Hargreaves, A. (Ed.). (1997). Rethinking educational change with heart and mind. Alexandria, Virginia: ASCD.Google Scholar
Johnson, D.W., & Johnson, R.T. (2002). Coping with adversity: The three Cs. In Frydenberg, E. (Ed.), Beyond coping: meeting goals, visions and challenges (pp. 37–62). New York: Oxford University Press.Google Scholar
Lewis, R., & Frydenberg, E. (2002). Concomitants of failure to cope: What we should teach adolescents about coping. British Journal of Educational Psychology, 72, 419–431.CrossRefGoogle ScholarPubMed
Lewis, R., & Frydenberg, E. (2004). Students’ self-evaluations of their coping: How well do they do it? In Frydenberg, E. (Ed.). Thriving, surviving or going under: Coping with everyday lives (pp.25–44). Greenwich: Information Age Publishing.Google Scholar
McGrath, H., & Noble, T. (2003). Bounce Back: A classroom resiliency program for schools. Book 1: The Teacher’s Handbook. Sydney: Pearson Education.Google Scholar
McNeely, C.A. (2001). School connectedness: The relationship among promoting academic success, reducing risky behavior and increasing civic responsibility. In Council of Chief State School Officers & the Forum for Youth Investment (Eds.), Students continually learning: A report of presentations, student voices and state actions (pp. 69–72). Washington, DC: Council of Chief State School Officers. Retrieved April 3, 2004 from http://www.fommfoiyouthinvestment.org/scl2schoolconnect.pdf.Google Scholar
McNeely, C.A., Nonnemaker, J.M., & Blum, R.W. (2002). Promoting school connectedness: Evidence from the National Longitudinal Study of Adolescent Health. Journal of School Health, 72, 138–146.CrossRefGoogle ScholarPubMed
MindMatters: A mental health promotion resource for secondary schools. Retrieved 13 August, 2007 from http://cms.curriculum.edu.au/mindmatters/index.htmGoogle Scholar
Onwuegbuzie, A., & Leech, N. (2004). Enhancing the interpretation of “significant” findings: The role of mixed methods research. The Qualitative Report, 9(4), 770–792.Google Scholar
Parsons, A., Frydenberg, E., & Poole, C. (1996). Overachievement and coping strategies in adolescent males. British Journal of Educational Psychology, 66, 109–114.CrossRefGoogle ScholarPubMed
Printz, B.L., Shermis, M.D. & Webb, P.M. (1999). Stress-buffering factors related to adolescent coping: A path analysis. Adolescence, 34, 715–726.Google ScholarPubMed
Queensland Department of Education (n.d). Student Health and Wellbeing Curriculum Framework. Retrieved July 30, 2007 from http://education.qld.gov.au/schools/healthy/framework/index.htmlGoogle Scholar
Shochet, I.M., Dadds, M.R., Holland, D., Whitefield, K., Harnett, P.H., & Osgarby, S.M. (2001). The efficacy of a universal school-based program to prevent adolescent depression. Journal of Clinical Child Psychology, 30, 303–315.CrossRefGoogle ScholarPubMed
Seligman, M.E. (1995). The optimistic child. Milsons Point, N.S.W: Random House.Google Scholar
Seligman, M.E.P. & Csikszentmihalyi, M. (2000). Positive psychology. The American Psychologist, 55, 5–14.CrossRefGoogle ScholarPubMed
Slade, M. (2001). What is a “good teacher”?: The views of boys. International Education Journal, 2, 240–253.Google Scholar
Smart, D., & Sanson, A. (2003). Social competence in young adulthood, its nature and antecedents. Family Matters, Autumn, 4–10.Google Scholar
Spence, S.H., Sheffield, J.K., & Donovan, C.L. (2003). Problem solving programme implemented by teachers may prevent depression in the short term, but longer term benefits are unclear. Evidence-Based Mental Health, 6, 82–84.Google Scholar
Tasmanian Department of Education (2003). Essential learnings: Introduction to the frameworks and standards. Retrieved July 30, 2007 from http://www.ltag.education.tas.gov.au/references.htm#ELsresourcesGoogle Scholar
Taylor, G.R., & Trumbull, M. (2000). Major similarities and differences between two paradigms. In Taylor, G.R. (Ed.), Integrating quantitative and qualitative methods in research (pp. 171–178). New York: University Press of America.Google Scholar
Tollit, M.A. (2002). Assessing the effectiveness of “The Best of Coving Program” with young female adolescents. Unpublished Master of Education thesis, University of Melbourne, Melbourne, Australia.Google Scholar
Van Veen, K., & Sleegers, P. (2006). How does it feel? Teachers’ emotions in a context of change. Journal of Curriculum Studies, 38 (1), 85–111.CrossRefGoogle Scholar
Victorian Department of Education and Training (2004, November). Blueprint for Government Schools. Retrieved August 13, 2007 from http://www.sofweb.vic.edu.au/blueprint/default,aspGoogle Scholar
Weare, K. (2000). Promoting mental, emotional and social health: A whole school approach. London: Routledge.CrossRefGoogle Scholar
Weissberg, R.P. (2005, August 20). Social emotional learning for school and life success. Presentation at American Psychological Association Awards Ceremony. Retrieved 20 November, 2007 from http://www.casel.org/downloads/apa08.20.05.ppt#451,l, Social and Emotional Learning for School and Life SuccessGoogle Scholar
Zins, J.E., Weissberg, R.P., Wang, M.C., & Walberg, H.J. (Eds.), (2004). Building academic success on social and emotional learning. New York: Teachers College Press.Google Scholar