Prevention is better than cure: coping skills training for adolescents at school

By Erica Frydenberg *, R. Lewis, Kerry Bugalski, Amanda Cotta, C. McCarthy, Neringa Luscombe‐smith, C. Poole. 2004

128 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/146aa40d005f015f70fb8b81f5188559eaf41b1f

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In Clinical Psychology

In Education

In Safety Research

Citations in the corpus

Educational Psychology: The distinctive contribution (2006, background): “Improving self-management can, therefore, include the teaching of coping skills which children and young people can use at school and beyond, and also helping them to minimise the use of common but self-defeating adolescent strategies such as self-blame, worry and opting-out (see Sukhodolsky, Solomo”
Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: A randomized clinical trial. (2009, background): “Specifically, research suggests a need to implement programs to enhance health promotion, emotional well-being, and use of adaptive coping skills to reduce the use of nonproductive coping skills (e.g., self-harming behaviors; Frydenberg et al., 2004).”
Effectiveness of Mindfulness Interventions for Mental Health in Schools: a Comprehensive Meta-analysis (2017, background): “A number of stress management studies have found that school-based programs are particularly beneficial when teachers are involved in the training and delivery of the program, as they are in a position to ensure consistency and connectedness with the students over time (Frydenberg et al. 2004; Garci”
Belonging: a review of conceptual issues, an integrative framework, and directions for future research (2021, background): “…interventions that target (a) characteristics of the individual including personality, social skills, and cognitions (e.g., Durlak et al., 2011; Frydenberg et al., 2004; Walton & Cohen, 2011); (b) their social relationships (e.g., Aron et al., 1997; Kanter et al., 2018); or (c) the environment…”
Stress level and coping strategies of college students (2013, background): “Due to numerous pressures of the 21st century, adolescents are having difficulty in coping, and are requesting for educational programs in schools to help teach them how to cope with such stressors (Frydenberg et al., 2004).”
School bullying by one or more ways: Does it matter and how do students cope? (2011, background): “…experienced by adolescents at school (e.g. social and academic pressures) and at home (e.g. relationship conflicts and loss of family members) is highlighted by Frydenberg et al. (2004) who emphasized the need to implement programmes that can assist young people in coping with stressful problems.”
SEARCH: A Meta-Framework and Review of the Field of Positive Education (2019, background): “With respect to other wellbeing outcomes, coping skills interventions were shown to increase social skills (Mishara and Ystgaard 2006), assertiveness (Schinke et al. 1987) and self-efficacy (Frydenberg et al. 2004, Study 3).”
The Role of Peer Bystanders in School Bullying: Positive Steps Toward Promoting Peaceful Schools (2005, background): “Evaluations of the Best of Coping program reveal that there are benefits in teaching adolescents cognitive-based coping skills (Frydenberg et al., 2004).”