The Best of Coping Programme: Comparing format and modes of delivery

2006 ◽  
Vol 23 (1) ◽  
pp. 111-130 ◽  
Author(s):  
Maitena (Tena) Panizza ◽  
Erica Frydenberg
Keyword(s):  
Coping Style ◽  
Program Effectiveness ◽  
Coping Skills ◽  
Government School ◽  
Professional Help ◽  
Implementation Support ◽  
Delivery Modes ◽  
Computer Based ◽  
Significant Change ◽  
Best Of Coping

AbstractThree delivery modes (facilitated by a teacher alone, facilitated by a teacher and supported by psychologist and delivered by the psychologist only) and two formats (paper and pencil vs. computer) of a coping skills program were compared and assessed for outcomes. The sample of 222 Year 8 students was drawn from a large government school in metropolitan Melbourne. Results indicated that a significant change was present across time, independent of delivery model. Analyses showed that the delivery groups changed differently across time. A significant change was obtained for the coping style Reference to Others. Participants in the Supported Teacher and Computer-based groups increased their usage of the coping style Reference to Others, whereas the Teacher Facilitated group decreased the use of this style. A significant change was obtained between time and delivery group for the strategies seeking social support and seeking professional help. The Supported Teacher and Computed-based groups increased their use of these strategies, while the Teacher Facilitated group decreased. The results suggest that implementation support may have enhanced program effectiveness.

scholarly journals Extent, Type and Reasons for Adaptation and Modification When Scaling-Up an Effective Physical Activity Program: Physical Activity 4 Everyone (PA4E1)

2021 ◽  
Author(s):  
Matthew Mclaughlin ◽  
Elizabeth Campbell ◽  
Rachel Sutherland ◽  
Tom McKenzie ◽  
Lynda Davies ◽  
...  
Keyword(s):  
Physical Activity ◽  
Program Effectiveness ◽  
Negative Impact ◽  
Positive Impact ◽  
Scale Up ◽  
Evaluation Methods ◽  
Physical Activity Program ◽  
Implementation Support ◽  
Support Strategies ◽  
Activity Program

Abstract Background Few studies have described the extent, type and reasons for making changes to a program prior to and during its delivery using a consistent taxonomy. Physical Activity 4 Everyone (PA4E1) is a secondary school physical activity program that was scaled-up for delivery to a greater number of schools. We aimed to describe the extent, type and reasons for changes to the PA4E1 program (the evidence-based physical activity practices, implementation support strategies and evaluation methods) made before its delivery at scale (adaptations) and during its delivery in a scale-up trial (modifications). Methods The Framework for Reporting Adaptations and Modifications-Enhanced (FRAME) was used to describe adaptations (planned and made prior to the scale-up trial) and modifications (made during the conduct of the trial). A list of adaptations was generated from a comparison of the efficacy and scale-up trials via published PA4E1 protocols, trial registrations and information provided by trial investigators. Monthly trial team meetings tracked and coded modifications in ‘real-time’ during the conduct of the scale-up trial. The extent, type and reasons for both adaptations and modifications were summarized descriptively. Results In total, 20 adaptations and 20 modifications were identified, these were to physical activity practices (n = 8; n = 3), implementation support strategies (n = 6; n = 16) and evaluation methods (n = 6, n = 1), respectively. Few adaptations were ‘fidelity inconsistent’ (n = 2), made ‘unsystematically’ (n = 1) and proposed to have a ‘negative’ impact on the effectiveness of the program (n = 1). Reasons for the adaptations varied. Of the 20 modifications, all were ‘fidelity consistent’ and the majority were made ‘proactively’ (n = 12), though most were ‘unsystematic’ (n = 18). Fifteen of the modifications were thought to have a ‘positive’ impact on program effectiveness. The most common decision-maker in the modification process was the ‘program manager’ (n = 17). The main reason for modification was the ‘available resources’ (n = 14) of the PA4E1 Implementation Team. For both adaptations and modifications respectively, the most common goal was to ‘improve fit with recipients’ (n = 8; n = 7). Conclusions A considerable number of adaptations and modifications were made for scale-up that could have important impacts on intervention effects and are important to the interpretation of trial findings. Trial Registration Australia New Zealand Clinical Trial Registry: ACTRN12617000681358

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

2008 ◽  
Vol 18 (2) ◽  
pp. 160-181 ◽  
Author(s):  
Chelsea Eacott ◽  
Erica Frydenberg
Keyword(s):  
At Risk ◽  
Intervention Program ◽  
Coping Skills ◽  
Qualitative Interviews ◽  
Students At Risk ◽  
Psychological Distress Scale ◽  
Rural Context ◽  
Best Of Coping ◽  
Distress Scale ◽  
Risk For Depression

AbstractThere 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.

Coping skills training for adolescents at school

2000 ◽  
Vol 17 (2) ◽  
pp. 103-116 ◽  
Author(s):  
Amanda Cotta ◽  
Erica Frydenberg ◽  
Charles Poole
Keyword(s):  
Treatment Group ◽  
Program Implementation ◽  
Perceived Control ◽  
Self Efficacy ◽  
Coping Skills ◽  
School Psychologist ◽  
Skills Training ◽  
Problem Solving Skills ◽  
Internal States ◽  
Best Of Coping

AbstractThis study investigates the effect of a coping skills program “The Best of Coping” on adolescents’ coping style and self-efficacy and highlights a model of program delivery through the collaboration of school staff and a school psychologist Eighty-eight adolescents were recruited from a Melbourne suburb and divided into treatment and control groups, with the treatment group receiving the program. All participants completed the Adolescent Coping Scale and Perceived Control of Internal States questionnaires prior to and after the program was conducted. Results showed significant decreases in nonproductive coping and increases in self-efficacy for the treatment group postprogram and a trend indicating increases in productive coping. The findings are discussed with regard to the need to implement programs that can teach adolescents optimism and problem-solving skills so that they may handle problems and stressors more effectively. With the increase in depression and suicide rates, the need to provide school based programs is discussed, with particular emphasis placed on program implementation by collaboration of the school psychologist with teachers.

Teaching young people to cope: Benefits and gains for at risk students

2006 ◽  
Vol 23 (1) ◽  
pp. 91-110 ◽  
Author(s):  
Erica Frydenberg ◽  
Kerry Bugalski ◽  
Nola Firth ◽  
Shane Kamsner ◽  
Charles Poole
Keyword(s):  
At Risk ◽  
Young People ◽  
Coping Skills ◽  
At Risk Students ◽  
School Setting ◽  
Learning Difficulties ◽  
Regular School ◽  
Positive Attitudes ◽  
Seeking Help ◽  
Best Of Coping

AbstractThis paper reports on three studies, which collectively demonstrate the benefits of a coping skills program, first for young people at risk for depression, then those with learning problems likely to suffer failure at school. In particular, the first study deals with the usefulness of the Best of Coping (BOC) program in a regular school setting for students at different levels of risk of developing depression. Studies two and three report the benefits of an adapted version of the BOC program (BOCM) for students who experience learning difficulties. Successful intervention with the BOCM was found to help low achieving students and students with learning difficulties develop productive coping skills, but also increased positive attitudes towards seeking help from others and decreasing dependence on Non-Productive coping strategies.

Broadening Social Networks for Girls and Particularly for Boys: Outcomes of a Coping Skills Program

2003 ◽  
Vol 13 (1) ◽  
pp. 22-35 ◽  
Author(s):  
Neringa Luscombe Smith ◽  
Erica Frydenberg ◽  
Charles Poole
Keyword(s):  
Social Networks ◽  
Health Promotion ◽  
Secondary School ◽  
Program Implementation ◽  
Coping Style ◽  
Coping Skills ◽  
Program Completion ◽  
Male Adolescents ◽  
School Based ◽  
Coping Scale

This study is a report of an evaluation of the effectiveness of a school based coping skills program on a sample of 83 adolescents (14–17 years) recruited from a secondary school in metropolitan Melbourne. All participants completed the Adolescent Coping Scale (Frydenberg & Lewis, 1993a) on three occasions: prior to program implementation, 1 week after program completion and 6 months after program completion. The results indicated a significant increase in the coping style, “reference to others”, with males increasing their use of this coping style more than females upon completion of the program. The findings are discussed in terms of the benefits increased use of seeking support from others has on male adolescents and of the importance of using programs as part of a comprehensive approach to health promotion within schools.

scholarly journals Evaluating Digital Program Support for the Physical Activity 4 Everyone (PA4E1) School Program: Mixed Methods Study

10.2196/26690 ◽  
2021 ◽  
Vol 4 (3) ◽  
pp. e26690
Author(s):  
Matthew Mclaughlin ◽  
Jed Duff ◽  
Tom McKenzie ◽  
Elizabeth Campbell ◽  
Rachel Sutherland ◽  
...  
Keyword(s):  
Physical Activity ◽  
Mixed Methods ◽  
Subjective Experience ◽  
Scale Up ◽  
Descriptive Statistics ◽  
Trial Registration ◽  
Implementation Support ◽  
Delivery Modes ◽  
Program Support ◽  
Digital Delivery

Background Effectively scaled-up physical activity interventions are urgently needed to address the high prevalence of physical inactivity. To facilitate scale-up of an efficacious school-based physical activity program (Physical Activity 4 Everyone [PA4E1]), provision of implementation support to physical education (PE) teachers was adapted from face-to-face and paper-based delivery modes to partial delivery via a website. A lack of engagement (usage and subjective experience) with digital delivery modes, including websites, may in part explain the typical reduction in effectiveness of scaled-up interventions that use digital delivery modes. A process evaluation focused on the PA4E1 website was undertaken. Objective The 2 objectives were to (1) describe the usage of the PA4E1 program website by in-school champions (PE teachers leading the program within their schools) and PE teachers using quantitative methods; (2) examine the usage, subjective experience, and usability of the PA4E1 program website from the perspective of in-school champions using mixed methods. Methods The first objective used website usage data collected across all users (n=273) throughout the 9 school terms of the PA4E1 implementation support. The 4 usage measures were sessions, page views, average session duration, and downloads. Descriptive statistics were calculated and explored across the duration of the 26-month program. The second objective used mixed methods, triangulating data from the first objective with data from a think-aloud survey and usability test completed by in-school champions (n=13) at 12 months. Qualitative data were analyzed thematically alongside descriptive statistics from the quantitative data in a triangulation matrix, generating cross-cutting themes using the “following a thread” approach. Results For the first objective, in-school champions averaged 48.0 sessions per user, PE teachers 5.8 sessions. PE teacher sessions were of longer duration (10.5 vs 7.6 minutes) and included more page views (5.4 vs 3.4). The results from the mixed methods analysis for the second objective found 9 themes and 2 meta-themes. The first meta-theme indicated that the website was an acceptable and appropriate delivery mode, and usability of the website was high. The second meta-theme found that the website content was acceptable and appropriate, and identified specific suggestions for improvement. Conclusions Digital health interventions targeting physical activity often experience issues of lack of user engagement. By contrast, the findings from both the quantitative and mixed methods analyses indicate high usage and overall acceptability and appropriateness of the PA4E1 website to school teachers. The findings support the value of the website within a multidelivery mode implementation intervention to support schools to implement physical activity promoting practices. The analysis identified suggested intervention refinements, which may be adopted for future iterations and further scale-up of the PA4E1 program. Trial Registration Australian New Zealand Clinical Trials Registry ACTRN12617000681358; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=372870

scholarly journals Active Coping and Anxiety Symptoms during the COVID-19 Pandemic in Spanish Adults

2021 ◽  
Vol 18 (16) ◽  
pp. 8240
Author(s):  
Raquel Lara ◽  
Martha Fernández-Daza ◽  
Sara Zabarain-Cogollo ◽  
María Angustias Olivencia-Carrión ◽  
Manuel Jiménez-Torres ◽  
...  
Keyword(s):  
Physical Activity ◽  
Coping Style ◽  
Coping Skills ◽  
Positive Impact ◽  
Active Phase ◽  
Well Being ◽  
Active Coping ◽  
Anxiety Symptoms ◽  
Self Report ◽  
Negative Consequences

The features of the COVID-19 pandemic and the social operations to contain the spread of the virus might have limited or altered coping, including healthy habits such as exercise, this contributing to a myriad of negative consequences for the mental health of the global population. We explored the contribution of coping and physical activity to the management of anxiety in Spanish adults during an active phase of the epidemic, as well as the relationship between these strategies. A total of 200 young and adult individuals (70% women) voluntarily completed an anxiety inventory, a coping skills self-report and a personal data section including exercise practice. The participants reported in average a mild yet existing level of anxiety symptoms; a third reported noticeable symptoms. At the time of the study, the participants used more adaptive than maladaptive coping styles. Participants’ anxiety was inversely correlated with an active coping style, and positively with an avoidant style; physical activity correlated positively with an active coping style, and regular exercisers used more frequently active coping. Controlling for confounders, active coping, avoidant coping and exercise during the pandemic predicted anxiety symptoms. Other findings indicated that exercise was used as a coping strategy for dealing with emotional distress. Our results highlight the positive impact of functional coping and exercise for the management of negative states such as anxiety during the pandemic, and underline the importance of developing interventions aimed at enhancing coping skills for promoting physical and mental well-being of the population during health and social crises.

Examining Behavioral Consultation Plus Computer-Based Implementation Planning on Teachers’ Intervention Implementation in an Alternative School

2018 ◽  
Vol 39 (2) ◽  
pp. 106-117 ◽  
Author(s):  
Anna C. J. Long ◽  
Lisa M. Hagermoser Sanetti ◽  
Catherine R. Lark ◽  
Jennifer J. G. Connolly
Keyword(s):  
Classroom Management ◽  
Challenging Behaviors ◽  
Multiple Baseline ◽  
Behavioral Consultation ◽  
Implementation Support ◽  
Classroom Implementation ◽  
Baseline Design ◽  
Implementation Planning ◽  
Management Plans ◽  
Computer Based

Students who demonstrate the most challenging behaviors are at risk of school failure and are often placed in alternative schools, in which a primary goal is remediating behavioral and academic concerns to facilitate students’ return to their community school. Consistently implemented evidence-based classroom management is necessary toward this goal; yet, many teachers report not having the necessary knowledge or skills to effectively manage behavior in their classroom. Implementation Planning (IP) is a proactive and efficient implementation support that has evidence of being effective when delivered by a consultant during behavioral consultation. The primary aim of this multiple baseline design study was to extend the findings on consultant-mediated IP by evaluating the effect of a self-guided, computer-based version of IP on teacher treatment integrity of classroom management plans. Unlike previous studies of consultant-mediated IP, results from this study indicated a minimal effect across dimensions of teachers’ implementation, and thus also on student disruptions.

Coping in the Cyberworld: Program Implementation and Evaluation – A Pilot Project

2009 ◽  
Vol 19 (2) ◽  
pp. 196-215 ◽  
Author(s):  
Cecilia Wing Chi Lam ◽  
Erica Frydenberg
Keyword(s):  
Mental Health ◽  
Program Implementation ◽  
Coping Skills ◽  
Pilot Project ◽  
Psychological Distress Scale ◽  
Coping Scale ◽  
Best Of Coping ◽  
General Coping ◽  
Distress Scale ◽  
Kessler Psychological Distress Scale

AbstractAs increasing numbers of adolescents become involved in online activities, many also become victims of cyberharassment. This pilot project investigates how a program teaching coping skills (Best of Coping program, BOC) and a program teaching cybersafety (Cyber Savvy Teens program, CST) can optimise adolescents' capacity to cope online. Thirty-three adolescents were divided into three groups: control, BOC and CST. Participants completed a questionnaire on cyberknowledge and habits preprogram; the Adolescent Coping scale and the Kessler Psychological Distress scale (K-10) pre- and post-program; and a program evaluation form post-program. Participants in both intervention groups demonstrated improvements in their overall mental health and in making better online choices post-program. The BOC program was found to be a better program for improving general coping than CST alone, while the CST program was better at tackling cyberspecific issues.

scholarly journals Using Anki (A computer-based flashcard program) in improving student’s vocabulary

2020 ◽  
Author(s):  
Ervan Jaya
Keyword(s):  
Experimental Design ◽  
Quantitative Method ◽  
Second Grade ◽  
Essential Component ◽  
Second Grade Students ◽  
Computer Based ◽  
The Mean ◽  
Significant Change ◽  
Level Of Significance

Vocabulary is a part of essential component of language that students have to master it. This study aims to find out whether or not Anki (A computer-based flash program) is effective in teaching vocabulary of the second grade students of SMPN 6 Makassar. This study was quantitative method, pre-experimental design with one-group pretest-posttest. The results of the study show that the students’ vocabulary mastery of the mean scores of post-tests (73.58) was higher than the mean score of pre-tests (51.13). And the probability value (0.00) which was smaller than the level of significance (0.05), which means that there was a significant change between the mean score of the students’ posttest (73.5) and pretest (51.13). So it can be known that the use of Anki (A computer-based flashcard program) was effective to enhance students’ vocabulary mastery.

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