At-Risk Students in a Rural Context: Benefits and Gains From a Coping Skills Program

Abstract

There are increasing demands in schools to provide social–emotional learning opportunities for students. This article reports on the utility of a universal coping skills program for young people at risk for depression in a rural context. The study deals specifically with the utility of the Best of Coping (BOC) program implemented to all students in Year 9 with a view to examining the benefits for students at-risk for depression. Two cohorts of Year 9 students (N= 159) participated in the program across 2006–07. Program effects were evaluated using the Adolescent Coping Scale and the Kessler Psychological Distress Scale and qualitative interviews. Successful intervention with the BOC was found to help students at-risk decrease dependence on Non-Productive coping strategies and reduce risk for negative mental health outcomes. Findings demonstrated that those in greatest need were able to benefit from a universal intervention program.

Developing a model of mental health self-care support for children and young people through an integrated evaluation of available types of provision involving systematic review, meta-analysis and case study

“…Our initial pool of 33 studies with nominally qualitative data contained 17 studies in which participants' views on self-care support interventions were obtained from open-ended questions on a satisfaction survey, conducted as part of a controlled or uncontrolled trial; 12 qualitative (focus group or interview) studies; and four service evaluations. Of these, 11 qualitative studies, 71,100,147,149,150,152,[153][154][155][156][157] one service evaluation 148 and one study with data from an open-ended satisfaction survey 151 met our quality criteria.…”

“…The 13 included papers comprised three British studies (Garraway 2010; 153 Gowers 2010; 71 Stewart-Brown 2004 100 ), four from the USA, 151,152,154,157 two from Australia, 149,150 and one each from Jamaica, 147 Ireland, 148 Hong Kong 155 and Denmark in collaboration with Lithuania. 156 A range of mental health conditions were covered: four considered general mental health conditions (where a specific condition was not 149,151 and one psychosis.…”

“…156 A range of mental health conditions were covered: four considered general mental health conditions (where a specific condition was not 149,151 and one psychosis. 154 No studies considered self-harm or PTSD.…”

“…Fristad 1998 151 ) to coping skills (e.g. Eacott 2008; 149 Garcia 2010; 152 Mishara 2006 156 ) to communication skills (e.g. Garraway 2010; 153 Kennedy 2008 154 ) and were acquired via a variety of practical methods including homework tasks, workbooks and skills practice, but they might all be loosely termed as behavioural and/or emotional self-management.…”

“…Garraway 2010; 153 Kennedy 2008 154 ) and were acquired via a variety of practical methods including homework tasks, workbooks and skills practice, but they might all be loosely termed as behavioural and/or emotional self-management. Peer support also seemed to be an important aspect of the self-care support intervention, being identified in over half of the studies (Eacott 2008; 149 Friars 2007; 150 Fristad 1998; 151 Garcia 2010; 152 Garraway 2010; 153 Kennedy 2008; 154 Zucker 2005 157 ). Peer support provided the opportunity to learn from the experiences of other participants -an experience that could provide normalisation, increased emotional support and decreased isolation, and which attenuated feelings of being 'different'.…”