Teaching Children to Cope With Stressful Experiences: Initial Implementation and Evaluation of a Primary Prevention Program

Dubow, Eric F.; Schmidt, Deborah; McBride, Joelle A.; Edwards, Stanley; Merk, F. Lynne

doi:10.1207/s15374424jccp2204_3

Cited by 45 publications

(40 citation statements)

References 15 publications

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“…School-based primary prevention interventions can provide children with skills and competencies that enhance their ability to cope, and help them to develop a sense of efficacy that becomes a part of their future adaptive resources. Dubow et al (1993) found the program effects on improvement in children s ability to generate a repertoire of effective solutions to the stressful situations, and also in their selfefficacy to implement effective solutions. These effects were generally maintained or strengthened at 5-month follow-up.…”

Section: Discussionmentioning

confidence: 99%

Coping with school failure: Development of the school failure coping scale

Rijavec¹,

Brdar

1997

Eur J Psychol Educ

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The present study describes the development of a self-report measure ofcoping with school failure for children and adolescents. A list of 56 items had been collected in the sample of i42 subjects aged from 9 to i8 years. The items were administered to 500 elementary and high school students. Factor analysis of the data produced seven coping strategies: Anger. Accepting Responsibility, Comfort and Forgetting, Seeking Social Support, Parents, inadequate Reactions, and Disengagement. internal consistencies were in the .59 to .76 range.Significant age effects were found for Accepting Responsibility, Comfort and Forgetting, and Parents, indicating that elementary school children, compared to high school students, accept greater responsibility, try harder to forget and take comfort. and seek help more from their parents. Significant gender effects were found for Accepting Responsibility, Seeking Social Support, and Inadequate Reactions, indicating that girls accept greater responsibility, more often use social support, and have fewer inadequate reactions than boys.Overall pattern of results also suggests that high achievers use more positive coping strategies (mainly accepting responsibility) and less negative strategies (anger, inadequate reactions and disengagement) than low or average achievers.

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Section: Discussionmentioning

confidence: 99%

Coping with school failure: Development of the school failure coping scale

Rijavec¹,

Brdar

1997

Eur J Psychol Educ

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“…Specifically, these studies have suggested that psychosocial and CBT-based strategies are among the most effective of intervention techniques. Intervention efforts including social problem solving, cognitive training, coping skills, and interpersonal skill acquisition are effective means of reducing mild symptoms of depression and anxiety (Dubow et al, 1993;Jaycox et al, 1994). Munoz and colleagues (1995) have further indicated that CBT strategies impact cognitions associated with anxiety (i.e., pessimism and negative automatic thoughts).…”

Section: Discussionmentioning

confidence: 99%

“…Recent work has made it possible to develop intervention strategies likely to reduce symptoms prior to the onset of the full syndrome. These early interventions include cognitive therapy (CT), cognitive-behavioral therapy (CBT), interpersonal psychotherapy, and mindfulness-based CT (e.g., Beardslee, Versage, Wright, & Salt, 1997;Clarke, Hawkins, Murphy, & Sheeber, 1995;Dubow, Schmidt, McBride, & Edwards, 1993;Lewinsohn, Clarke, Sealey, & Rohde, 1994a;Lewinsohn et al, 1994b). The effective use of intervention strategies to reduce mild or sub-clinical symptoms has implications for prevention science.…”

Section: Introductionmentioning

confidence: 99%

Computer-Based Intervention for Anxious and Depressive Symptoms in a Non-Clinical Population

Cukrowicz

Joiner

2007

Cogn Ther Res

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This research was designed to examine the efficacy of a brief cognitivebehavioral psychoeducation model as an intervention for depressive and anxious symptoms, based on the Cognitive-Behavioral Analysis System of Psychotherapy (CBASP). One hundred fifty two participants were randomly assigned to the control and prevention groups. These participants completed symptom ratings of depression and anxiety at baseline, and again eight weeks later. Multivariate Analysis of Covariance (MANCOVA) revealed a significant effect of group, with the intervention group showing lower symptom scores at the follow-up session. The implications of this study include the development of the CBASP method as a computer-based prevention and intervention strategy.

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“…To date, such preparation has been pursued most extensively in preparing children for highly specific situations, such as surgery, tornadoes, fires, and terrorism (e.g., the Red Cross Masters of Disaster curriculum for disaster preparedness in schools). Experimental data testing the effectiveness of such preparation with regard to disasters and terrorism are understandably scarce, and further research is needed in this area (Feerick & Prinz, 2003), though there is some evidence supporting programs designed for hospital procedures and for schools (e.g., Blount, Smith, & Frank, 1999;Dubow, Schmidt, McBride, Edwards, & Merk, 1993;Whelan & Kirkby, 1998). …”

Section: Assets and Protective Factorsmentioning

confidence: 99%