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

Frydenberg, Erica; Lewis, Ramon; Bugalski, Kerry; Cotta, Amanda; McCarthy, Cathy; Luscombe-Smith, Neringa; Poole, Charles

doi:10.1080/02667360410001691053

Cited by 85 publications

(54 citation statements)

References 22 publications

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“…Hence, there is a need to implement schoolbased programs that teach adolescents adaptive coping responses and problem solving skills so that they can effectively handle problems and stressors that typically characterize adolescence (45). Therefore, prevention programs should directly target specific risk factors (e.g.…”

Section: Prevention and Etiologymentioning

confidence: 99%

Suicidality, depression, and alcohol use among adolescents: A review of empirical findings

Galaif¹,

Sussman²,

Newcomb³

et al. 2007

International Journal of Adolescent Medicine and Health

145

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Suicide is a serious health problem as it is currently the third leading cause of death for teenagers between the ages of 15 and 24 years. Depression, which is also a serious problem for adolescents, is the most significant biological and psychological risk factor for teen suicide. Alcohol use remains extremely widespread among today's teenagers and is related to both suicidality and depression. Suicidality refers to the occurrence of suicidal thoughts or suicidal behavior. The consensus in empirical research is that mental disorders and substance abuse are the most important risk factors in both attempted and completed adolescent suicide. Therefore, it is incumbent upon researchers to identify the factors that can lead to their prevention among today's youth. This review compiles the existing literature on suicidality, depression, and alcohol use among adolescents spanning over the past 15 years. Both Problem Behavior Theory and Stresscoping Theory can explain the relationships among suicidality, depression and alcohol use. The prevention of suicidality is critical, especially during the early school years, when it is associated with depression and alcohol use. Suicidality, depression and alcohol use are three phenomenon that noticeably increase in adolescence marking this time period as an ideal opportunity for prevention efforts to commence. Future empirical work is needed that will further assess the impact of adolescent depression and alcohol use on suicidality. In sum, this review of empirical research highlights critical results and limitations, as well as indicates a need for continued efforts in preventing suicidality, depression, and alcohol use among adolescents.

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Section: Prevention and Etiologymentioning

confidence: 99%

Suicidality, depression, and alcohol use among adolescents: A review of empirical findings

Galaif¹,

Sussman²,

Newcomb³

et al. 2007

International Journal of Adolescent Medicine and Health

145

View full text Add to dashboard Cite

show abstract

“…This suggests room for new interventions to augment psychological treatment for adolescents (Emslie et al, 2003). 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).…”

mentioning

confidence: 99%

Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: A randomized clinical trial.

Biegel

Brown

Shapiro

et al. 2009

Journal of Consulting and Clinical Psychology

522

329

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Research has shown that mindfulness-based treatment interventions may be effective for a range of mental and physical health disorders in adult populations, but little is known about the effectiveness of such interventions for treating adolescent conditions. The present randomized clinical trial was designed to assess the effect of the mindfulness-based stress reduction (MBSR) program for adolescents age 14 to 18 years with heterogeneous diagnoses in an outpatient psychiatric facility (intent-to-treat N ϭ 102). Relative to treatment-as-usual control participants, those receiving MBSR self-reported reduced symptoms of anxiety, depression, and somatic distress, and increased self-esteem and sleep quality. Of clinical significance, the MBSR group showed a higher percentage of diagnostic improvement over the 5-month study period and significant increases in global assessment of functioning scores relative to controls, as rated by condition-naïve clinicians. These results were found in both completer and intent-to-treat samples. The findings provide evidence that MBSR may be a beneficial adjunct to outpatient mental health treatment for adolescents.

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“…According to Bierman and colleagues (2000), any serious attempt to reduce youth and adolescent behavioural difficulties must prioritise prevention efforts with the group presenting early 'warning signs' of problematic behaviour, or children at-risk in terms of resilience-based research. Towards this end, a plethora of programmes cultivating social and emotional skills in children with social, emotional and behavioural difficulties, and implemented by school psychologists, have been developed (Zaragoza et al, 1991;Dupper & Krishef, 1993;Walker et al, 1996;Elias et al, 1997;Eddy et al, 2000;Frydenberg et al, 2004). The implementation of these programmes, however, and the knowledge derived from the education of children with difficulties, underlines the need to cultivate social and emotional competencies in children in general, and not exclusively with children with difficulties.…”

Section: The Social and Emotional Learning Frameworkmentioning

confidence: 95%

Social resilience within a social and emotional learning framework: the perceptions of teachers in Greece

Πούλου

2007

Emotional and Behavioural Difficulties

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Given the link between social skills, problem solving and resilience, it could be a helpful way forward to link the construct of social resilience to the social and emotional learning (SEL) framework. This article first discusses core ideas of both constructs, and supports the integration of the social resiliency framework into a broader conceptualization of SEL. In the second part, studies of Greek teachers' perceptions of the skills and attributes of socially and emotionally competent students, as well as the role of school in the cultivation and promotion of these skills are presented. Teachers' emphasis on resilience as one of the key features of a competent child in conjunction with a number of social, emotional and cognitive skills provides empirical evidence for the adoption of a unified framework of resilience and social and emotional learning.

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

Cited by 85 publications

References 22 publications

Suicidality, depression, and alcohol use among adolescents: A review of empirical findings

Suicidality, depression, and alcohol use among adolescents: A review of empirical findings

Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: A randomized clinical trial.

Social resilience within a social and emotional learning framework: the perceptions of teachers in Greece

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