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Home List of Titles The development of coping resources in pre-adolescence within the context of whole-school curriculum
Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/54312
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- The development of coping resources in pre-adolescence within the context of whole-school curriculum
- Cunningham, Everarda G.; Brandon, C. M.; Frydenberg, E.
- This paper examines the effectiveness of a universal school-based prevention program designed to increase coping resources in preadolescents through the modeling and teaching of optimistic thinking skills in response to real and hypothetical events. Six classroom teachers implemented the program in grades five and six within the regular school curriculum. Pre- and post-program questionnaires were completed on self-efficacy, coping, and attributional style. Children reported significant improvements in optimistic thinking and self-efficacy, as well as a reduction in the use of non-productive coping strategies of worry, wishful thinking, not coping, ignoring the problem, and self-blame after participation in the program. The results support the feasibility of implementing low-cost, non-intrusive programs in school settings that address the emotional health of all young people. By teaching children to think more optimistically, they also learn to use fewer maladaptive coping strategies.
- Publication type
- Conference paper
- Paper presented at 'Creating knowledge in the 21st century: insights from multiple perspectives', the American Educational Research Association Conference, New Orleans, Louisiana, United States, 24-28 April 2000
- Publication year
- Adolescents; Coping resources; Curriculum development; Preadolescents; School curriculum; Self efficacy; Skill development
- American Educational Research Association
- Copyright © 2000 Everarda Cunningham, C. Brandon and E. Frydenberg. Paper reproduced here in accordance with the copyright policy of the publisher.
- Full text
- Peer reviewed