Use of videotaped peer modeling in the acquisition of emergency coping skills: Active versus passive strategies

Abstract

Fifty-two third-grade children were assessed for the relative effectiveness of active and passive training in acquiring emergency coping skills. Active training consisted of videotaped modeling, plus rehearsal with feedback and reinforcement. Passive training consisted of videotaped modeling and passive rehearsal. Behavioral and self-report measures were assessed at pretest, at post-test, and 5 months after the training. Experimental groups showed significant behavioral acquisition: those that received active training demonstrated significantly greater acquisition than those that received passive training. All groups showed significant reductions in self-reported fear, with no differences among groups. Experimental groups demonstrated significant rationale acquistion relative to controls. Training did not affect self-efficacy ratings or blood pressure. Theoretical and practical implications of active training in coping with stressful situations are discussed.