Hostname: page-component-8448b6f56d-wq2xx Total loading time: 0 Render date: 2024-04-18T00:07:37.368Z Has data issue: false hasContentIssue false
  • English
  • Français

Teaching young people to cope: Benefits and gains for at risk students

Published online by Cambridge University Press:  29 October 2015

Erica Frydenberg ,
Kerry Bugalski ,
Nola Firth ,
Shane Kamsner  and
Charles Poole
Erica Frydenberg*
Affiliation:
The University of Melbourne
Kerry Bugalski
Affiliation:
The University of Melbourne
Nola Firth
Affiliation:
The University of Melbourne
Shane Kamsner
Affiliation:
The University of Melbourne
Charles Poole
Affiliation:
The University of Melbourne
*
Faculty of Education, University of Melbourne, Carlton, VICTORIA, 3010, Email: e.frydenberg@unimelb.edu.au
Get access

Abstract

This paper reports on three studies, which collectively demonstrate the benefits of a coping skills program, first for young people at risk for depression, then those with learning problems likely to suffer failure at school. In particular, the first study deals with the usefulness of the Best of Coping (BOC) program in a regular school setting for students at different levels of risk of developing depression. Studies two and three report the benefits of an adapted version of the BOC program (BOCM) for students who experience learning difficulties. Successful intervention with the BOCM was found to help low achieving students and students with learning difficulties develop productive coping skills, but also increased positive attitudes towards seeking help from others and decreasing dependence on Non-Productive coping strategies.

Keywords

At risk studentsCoping
Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 23 , Issue 1 , 2006 , pp. 91 - 110
Copyright
Copyright © Australian Psychological Society 2006

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

Abramson, L.Y., Seligman, M.E.P. & Teasdale, J. (1978). Learned helplessness in humans: Critique and reformulation. Journal of Abnormal Psychology, 87, 49–74.CrossRefGoogle ScholarPubMed
Australian Institute of Heath and Welfare (AIHW). (2003). Australia’s young people: their health and wellbeing 2003. AIHW Cat. No. PHE 50. Canberra: AIHW.Google Scholar
Beitchman, J.H. & Young, A. (1997). Learning disorders with a special emphasis on reading disorders: A review of the past ten years. Journal of American Academy of Child and Adolescent Psychiatry, 36, 1020–1032.CrossRefGoogle Scholar
Cheng, S. & Chan, A.C.M. (2003). The Development of a Brief Measure of School Attitude. Educational and Psychological Measurement, 63(6), 1060–1070.CrossRefGoogle Scholar
Cunningham, E., & Walker, G. (1999) Screening for at-risk youth: Predicting adolescent depression from coping styles. Australian Journal of Guidance and Counselling, 9(1), 37–46.Google Scholar
Dumont, M. & Pronovost, 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 (3), 343–364.CrossRefGoogle Scholar
Dunn, D., Chambers, D. & Rabren, K. (2004). Variables affecting students’ decisions to drop out of school. Remedial and Special Education, 25 (5), 314–323.CrossRefGoogle Scholar
Frydenberg, E. & Brandon, C. (2002). The Best of Coping: Instructors manual. Melbourne: Oz Child.Google Scholar
Frydenberg, E. & Lewis, R. (1993). Adolescent Coping Scale Administrator’s Manual. The Australian Council for Educational Research.Google Scholar
Frydenberg, E. & Lewis, R. (2000). Teaching coping to adolescents: when and to whom? American Educational Research Journal, 37, 727–745.CrossRefGoogle Scholar
Gadeyne, E., Ghesquiere, P. & Onghena, P. (2004). Psychosocial functioning of young children with learning problems. Journal of Child Psychology and Psychiatry, 45(3), 510–521.CrossRefGoogle ScholarPubMed
Gresham, F.M., MacMillan, D.L. & Bocian, K.M. (1996). Learning Disabilities, Low Achievement, and Mental Retardation: More Alike than different? Journal of Learning Disabilities, 29(6), 570–581.CrossRefGoogle ScholarPubMed
Gresham, F.M. & Reschly, D.J. (1986). Social skills deficit and low peer acceptance of mainstream learning disabled children. Learning Disability Quarterly, 9, 23–33.CrossRefGoogle Scholar
Humphrey, N., Charlton, J.P., & Newton, I. (2004). The roots of disaffection? Educational Psychology, 24(5), 579–594.CrossRefGoogle Scholar
Kavale, K.A. & Forness, S.R. (1996). Social /skills deficits and learning disabilities: A meta-analysis. Journal of Learning Disabilities, 29, 226–237.CrossRefGoogle ScholarPubMed
Kortering, I.J. & Braziel, P.M. (1999). School dropouts from the perspective of former students: Implications for secondary special education programs. Remedial and Special Education, 20, 78–83.CrossRefGoogle Scholar
La Greca, A.M. (1987). Children with learning disabilities: Interpersonal skills and social competence. Journal of Reading, Writing, and learning disabilities, 3, 167–185.CrossRefGoogle Scholar
Mak, A.S., Blewitt, K. & Heaven, P.C.L. (2004). Gender and personality influences in adolescent threat and challenge appraisals and depressive symptoms. Personality and Individual Differences, 36 (6), 1483–1496.CrossRefGoogle Scholar
Merrell, K.W. (1991). Teacher Ratings of Social Competence and Behavioral Adjustment: Differences Between Learning-Disabled, Low Achieving, and Typical Students. Journal of School Psychology, 29, 207–217.CrossRefGoogle Scholar
Nolen-Hoeksema, S., Cirgus, J.S. & Seligman, M.E.P. (1992). Predictors and Consequences of Childhood Depressive symptoms: a 5-Year Longitudinal Study. Journal of Abnormal Psychology, 101(3), 405–422.CrossRefGoogle ScholarPubMed
Pallant, J. (1998) Perceived control of internal states. Unpublished PHD thesis. University of Melbourne, Melbourne.Google Scholar
Prior, M., Smart, D., Sanson, A. & Oberklaid, F. (2001). Longitudinal predictors of behavioural adjustment in pre-adolescent children. Australian and Nezu Zealand Journal of Psychiatry, 35, 297–307.CrossRefGoogle ScholarPubMed
Prior, M.,(1996) Understanding specific learning difficulties. U.K. Psychology PressGoogle Scholar
Roberts, C. (1999). The Prevention of Depression in Children and Adolescents. Australian Psychologist, 34(1), 49–57.CrossRefGoogle Scholar
Rourke, B.P. & Fuerst, D.R. (1991). Learning disabilities and psychosocial functioning. A neuropsychological perspective. New York: The Guilford Press.Google Scholar
Schultz, E.W. & Heuchert, C.M. (1983). Child Stress and The School Experience. New York: Human Sciences PressGoogle Scholar
Seligman, M.E. (1995) The Optimistic Child.. NSW:Random House, Australia.Google Scholar
Seligman, M.E., Peterson, C., Kaslow, N.J., Tanenbaum, , Tannenbaum, R.L., Alloy, L.B., Abramson, L.Y. (1984). Attributional style and depressive symptoms amond children. Journal of Abnormal Psychology, 93 (2). 235–238.CrossRefGoogle Scholar
Swearingen, E.M. & Cohen, L.H. (1985). Life events and psychological distress: A prospective study of young adolescents. Developmental Psychology, 21, 1045–1054.CrossRefGoogle Scholar
Valas, H. (1999). Students with Learning Disabilities and Low-Achieving Students: Peer Acceptance, Loneliness, self-Esteem, and Depression. Social Psychology and Education, 3, 173–192.CrossRefGoogle Scholar
Vaughn, S. & Haager, D. (1994). Social assessment of students with learning disabilities: Do they measure up? In Vaughn, S. & Bos, C. (Eds.) Research issues in learning disabilities. Theory, methodology, assessment and ethics. New York: Springer-Verlag.CrossRefGoogle Scholar
Victorian Curriculum & Assessment Authority. (2005). Victorian Essential Learning Standards. Retrieved August, 2005 from http://vels.vcaa.vic.edu.au/Google Scholar
Weigel, C., Wertlieb, D. & Feldstein, M. (1989). Perceptions of Control, Competence, and Contingency as Influences on the Stress-Behavior Symptom Relation in School-age Children. Journal of Personality and Social Psychology, 56(3), 456–464.CrossRefGoogle ScholarPubMed
Ysseldyke, J.E., Algozzine, B., Shinn, M.R. & McGue, M. (1982). Similarities and Differences between low achievers and students classified as learning disabled. Journal of Special Education, 16(1), 73–85.CrossRefGoogle Scholar