Enhancing Coping Resources in Early Adolescence Through a School-based Program Teaching Optimistic Thinking skills

Abstract

This study examined the effectiveness of a universal school-based prevention program that was designed to increase coping resources in preadolescents through the modeling and teaching of optimistic thinking skills. School psychologists, together with classroom teachers, implemented an eight-week program in eight Year 5 and 6 class groups as part of the regular school curricula. One hundred and sixty children who participated in the program were compared to 135 children in 8 control groups on pre- and post-test questionnaires. Post-test responses show that children who participated in the program reported significant improvements in coping efficacy, and reductions in depressive attributions and use of the non-productive coping strategies of worry, wishful thinking, not coping, and ignoring the problem when compared to controls. These results support the feasibility of implementing low-cost, non-intrusive programs in school settings that address the emotional health of all young people. Support is also provided for theories that suggest attributions for events and coping efficacy influence the selection of coping strategies.