Promoting positive coping skills for rural youth: Benefits for at‐risk young people

Eacott, Chelsea; Frydenberg, Erica

doi:10.1111/j.1440-1584.2009.01109.x

Cited by 6 publications

(24 citation statements)

References 10 publications

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“…By the time the booster phase was approved for funding, the children were already in a different developmental period that may have varied from the original need for referral. Indeed, studies of booster interventions in youth have included shorter delays reflecting a few weeks (West, Henry, & Pavuluri, 2007), 3 months (Piacentini et al, 2010), and 6 months to one year (Bundy et al, 2011; Eacott & Frydenberg, 2009; Tolan et al, 2009), which parallel the shorter intervals reported in adult maintenance treatment studies (Petersen et al, 2010; C. F. Reynolds et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…In addition, the study explores four potential moderators of outcome ( i.e., initial severity of externalizing problems, comorbidity, acute treatment condition, acute treatment response) based on prior work (Eacott & Frydenberg, 2009; Tolan et al, 2009) and three putative child predictors of outcome (i.e., child age, trauma history, callous unemotional traits) based on reviews of the treatment literature (see Lundahl, Risser, & Lovejoy, 2006; Reyno & McGrath, 2006). …”

Section: Hypothesesmentioning

confidence: 99%

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Evaluation of a Booster Intervention Three Years After Acute Treatment for Early-Onset Disruptive Behavior Disorders

Kolko

Lindhiem

Hart

et al. 2013

J Abnorm Child Psychol

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This study examines the impact of a brief booster treatment administered three years after the delivery of an acute treatment in a group (N = 118) of clinically referred boys and girls (ages 6 to 11) originally diagnosed with Oppositional Defiant Disorder (ODD) or Conduct Disorder (CD). At the conclusion of the acute treatment and three-year follow-up period (i.e., study month 42), the sample was re-randomized into Booster treatment or Enhanced Usual Care and then assessed at four later timepoints (i.e., post-booster, and 6-, 12- and 24-month booster follow-up). Booster treatment was directed towards addressing individualized problems and some unique developmental issues of adolescence based on the same original protocol content and treatment setting, whereas the no-booster condition involved providing clinical recommendations based on the assessment and an outside referral for services. HLM analyses identified no significant group differences and few time effects across child, parent, and teacher reports on a broad range of child functioning and impairment outcomes. Analyses examining the role of putative moderators or mediators (e.g., severity of externalizing behavior, dose of treatment) were likewise non-significant. We discuss the nature and implications of these novel findings regarding the role and timing of booster treatment to address the continuity of DBD over time.

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Section: Discussionmentioning

confidence: 99%

Section: Hypothesesmentioning

confidence: 99%

Evaluation of a Booster Intervention Three Years After Acute Treatment for Early-Onset Disruptive Behavior Disorders

Kolko

Lindhiem

Hart

et al. 2013

J Abnorm Child Psychol

View full text Add to dashboard Cite

show abstract

“…Atender a los aspectos positivos de la situación para permanecer optimista en cuanto a su solución (Eacott y Frydenberg, 2009). …”

Section: Focalización En Los Aspectos Positivosunclassified

“…Realizar actividades físicas, relajantes y/o divertidas con personas cercanas (Eacott y Frydenberg, 2009). …”

Section: Participación En Actividades De Ocio O Recreativasunclassified

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Evolución de los modelos sobre el afrontamiento del estrés: hacia el coping positivo.

Ortega-Maldonado¹,

Salanova²

2016

AgoraSalut

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resumen introducción: Esta revisión teórica sintetiza la evolución de los principales hallazgos científicos sobre el estrés y las estrategias y habilidades para su afrontamiento (coping). Se presentan de forma paralela tanto los diferentes modelos teóricos utilizados por los investigadores, como la evidencia que se ha ido acumulando mediante la investigación al respecto. resultados: De la revisión se concluye que la evolución de los estudios en esta materia ha venido demostrando la coocurrencia de emociones negativas y positivas en el manejo de situaciones percibidas como estresantes. Estos resultados han derivado en la elaboración de propuestas que contemplan las emociones positivas como un elemento clave a la hora de afrontar eficazmente situaciones estresantes. En este sentido actualmente se plantea el concepto de coping positivo como aquel en el que se acepta la situación estresante, contemplándola como un reto u oportunidad, posibilitando así la aparición de emociones positivas que permitan escoger la estrategia de afrontamiento más eficaz. conclusión: Desde una perspectiva aplicada es relevante profundizar en el conocimiento del rol de las emociones positivas en el proceso de afrontamiento al estrés, para diseñar intervenciones eficaces dirigidas al incremento de los niveles de bienestar personal. palabras clave: coping, estrategias de afrontamiento, coping positivo, emociones positivas, estrés, bienestar. Abstract introduction:This theoretical review summarizes the evolution of the main scientific findings about stress and coping. Different theoretical models used by researchers are presented alongside with the evidence that has been developed during recent years of research. results: A review of these studies concludes that the evolution of research in this area has been demonstrating the co-occurrence of both negative and positive emotions in stress and coping. These results have led to the development of proposals that consider positive emotions as a key element in selecting and implementing effective strategies for coping. In this regard it emerges nowadays the concept of «positive coping», understood as a kind of coping in which the stressful event is accepted, helping to perceive the situation as a challenge or opportunity, enabling therefore the oc-

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Social psychology and mental health

Buunk¹,

Dijkstra²

2008

Applied Social Psychology

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Promoting positive coping skills for rural youth: Benefits for at‐risk young people

Abstract: Positive program effects for young people at risk of depression and beneficial outcomes of booster intervention for the general student population were achieved in a rural setting.

Cited by 6 publications

References 10 publications

Evaluation of a Booster Intervention Three Years After Acute Treatment for Early-Onset Disruptive Behavior Disorders

Evaluation of a Booster Intervention Three Years After Acute Treatment for Early-Onset Disruptive Behavior Disorders

Evolución de los modelos sobre el afrontamiento del estrés: hacia el coping positivo.

Social psychology and mental health

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