Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-q99xh Total loading time: 0 Render date: 2024-12-27T10:37:39.207Z Has data issue: false hasContentIssue false

28 - Youth Programs and the Development of Coping

from Part VI - Application and the Development of Coping

Published online by Cambridge University Press:  22 June 2023

By
Sydney C. Simmons ,
Julia M. Augenstern  and
Patrick H. Tolan
Edited by
Ellen A. Skinner  and
Melanie J. Zimmer-Gembeck
Ellen A. Skinner
Affiliation:
Portland State University
Melanie J. Zimmer-Gembeck
Affiliation:
Griffith University, Queensland
Get access

Summary

In their descriptions and goals, youth programs often refer to helping children and adolescents with the stress and challenges of their day-to-day lives, suggesting that youth programs may be “coping” promoting. Despite existing overlap, however, there is not much linkage of the study of youth programs to stress-coping frameworks nor mention of youth programs in the coping literature. In this chapter, coping intervention methods and approaches are examined as applicable to youth programs, and youth programs that are amenable to a coping perspective are discussed, highlighting conceptual and practical overlap between the two areas. These discussions form a basis for proposed future directions for further integration. Closer alignment between coping interventions and youth programs could provide important new insights into youth development, enhance understanding of coping in natural settings, and expand the reach and effectiveness of youth programming.

Keywords

Youth programscopingstressdevelopmentinterventionprevention
Type
Chapter
Information
The Cambridge Handbook of the Development of Coping , pp. 680 - 701
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

4-H. (n.d.). 4-H programs at a glance. https://4-h.org/parents/programs-at-a-glance/Google Scholar
Arnold, E. M., & Rotheram-Borus, M. J. (2009). Comparisons of prevention programs for homeless youth. Prevention Science, 10(1), 76–86. https://doi.org/10.1007/s11121-008-0119-4Google Scholar
Arnold, M. E., & Cater, M. (2011). From then to now: Emerging directions for youth program evaluation. Journal of Youth Development, 6(3), 80–92. https://doi.org/10.5195/jyd.2011.176Google Scholar
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.Google Scholar
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359–373. https://doi.org/10.1521/jscp.1986.4.3.359Google Scholar
Barrett, P. M., Sonderegger, R., & Sonderegger, N. L. (2001). Evaluation of an anxiety-prevention and positive-coping program (FRIENDS) for children and adolescents of non-English-speaking background. Behaviour Change, 18(2), 78–91. https://doi.org/10.1375/bech.18.2.78Google Scholar
Benson, P. L., Scales, P. C., Hamilton, S. F., & Sesma, A. (2006). Positive youth development: Theory, research, and application. In Damon, W. & Lerner, R. M. (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 894–941). Wiley. https://doi.org/10.1002/9780470147658.chpsy0116Google Scholar
Blount, R. L., Simons, L. E., Devine, K. A., Jaaniste, T., Cohen, L. L., Chambers, C. T., & Hayutin, L. G. (2008). Evidence-based assessment of coping and stress in pediatric psychology. Journal of Pediatric Psychology, 33(9), 1021–1045. https://doi.org/10.1093/jpepsy/jsm071Google Scholar
Boring, J. L., Sandler, I. N., Tein, J. Y., Horan, J. J., & Vélez, C. E. (2015). Children of Divorce–Coping with Divorce: A randomized control trial of an online prevention program for youth experiencing parental divorce. Journal of Consulting and Clinical Psychology, 83(5), 999–1005. https://doi.org/10.1037/a0039567Google Scholar
Boyce, W. T. (1985). Social support, family relations, and children. In Cohen, S. & Syme, S. L. (Eds.), Social support and health (pp. 151–173). Academic Press.Google Scholar
Boys and Girls Clubs of America. (2019). Annual report. https://www.bgca.org/about-us/Annual-reportGoogle Scholar
Bronfenbrenner, U. (1992). Ecological systems theory. Jessica Kingsley Publishers.Google Scholar
Bugalski, K., & Frydenberg, E. (2000). Promoting effective coping in adolescents “at-risk” for depression. Journal of Psychologists and Counsellors in Schools, 10(1), 111–132. https://doi.org/10.1017/S1037291100004180Google Scholar
Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S., & Hawkins, J. D. (2004). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. The Annals of the American Academy of Political and Social Science, 591(1), 98–124. https://doi.org/10.1177/0002716203260102Google Scholar
Centers for Disease Control and Prevention. (2017, November 28). LGBTQ youth programs-at-a-glance. https://www-cdc-gov.proxy01.its.virginia.edu/lgbthealth/youth-programs.htmGoogle Scholar
Clarke, A. T. (2006). Coping with interpersonal stress and psychosocial health among children and adolescents: A meta-analysis. Journal of Youth and Adolescence, 35(1), 10–23. https://doi.org/10.1007/s10964-005-9001-xGoogle Scholar
Clarke, G. N., & DeBar, L. L. (2010). Group cognitive-behavioral treatment for adolescent depression. In Weisz, J. R. & Kazdin, A. E. (Eds.), Evidence-based psychotherapies for children and adolescents (2nd ed., pp. 110–124). Guilford Press.Google Scholar
Clauss-Ehlers, C. S. (2008). Sociocultural factors, resilience, and coping: Support for a culturally sensitive measure of resilience. Journal of Applied Developmental Psychology, 29(3), 197–212. https://doi.org/10.1016/j.appdev.2008.02.004Google Scholar
Compas, B. E. (1998). An agenda for coping research and theory: Basic and applied developmental issues. International Journal of Behavioral Development, 22(2), 231–237. https://doi.org/10.1080%2F016502598384351Google Scholar
Compas, B. E., Champion, J. E., Forehand, R., Cole, D. A., Reeslund, K. L., Fear, J., Hardcastle, E. J., Keller, G., Rakow, A., Garai, E., Merchant, M. J., & Roberts, L. (2010). Coping and parenting: Mediators of 12-month outcomes of a family group cognitive–behavioral preventive intervention with families of depressed parents. Journal of Consulting and Clinical Psychology, 78(5), 623–634. https://doi.org/10.1037/a0020459Google Scholar
Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. E. (2001). Coping with stress during childhood and adolescence: problems, progress, and potential in theory and research. Psychological Bulletin, 127(1), 87–127. https://doi.org/10.1037//0033-2909.127.1.87Google Scholar
Compas, B. E., Jaser, S. S., Bettis, A. H., Watson, K. H., Gruhn, M. A., Dunbar, J. P., Williams, E., & Thigpen, J. C. (2017). Coping, emotion regulation, and psychopathology in childhood and adolescence: A meta-analysis and narrative review. Psychological Bulletin, 143(9), 939–991. https://doi.org/10.1037/bul0000110Google Scholar
Compas, B. E., Jaser, S. S., Dunn, M. J., & Rodriguez, E. M. (2012). Coping with chronic illness in childhood and adolescence. Annual Review of Clinical Psychology, 8, 455–480. https://doi.org/10.1146/annurev-clinpsy-032511-143108Google Scholar
Craig, S. L., & Austin, A. (2016). The AFFIRM open pilot feasibility study: A brief affirmative cognitive behavioral coping skills group intervention for sexual and gender minority youth. Children and Youth Services Review, 64, 136–144. https://doi.org/10.1016/j.childyouth.2016.02.022Google Scholar
Craig, S. L., Austin, A., & Huang, Y. T. (2018). Being humorous and seeking diversion: Promoting healthy coping skills among LGBTQ+ youth. Journal of Gay & Lesbian Mental Health, 22(1), 20–35. https://doi.org/10.1080/19359705.2017.1385559Google Scholar
Danish, S., Forneris, T., Hodge, K., & Heke, I. (2004). Enhancing youth development through sport. World Leisure Journal, 46(3), 38–49. https://doi.org/10.1080/04419057.2004.9674365Google Scholar
Daud, R., & Carruthers, C. (2008). Outcome study of an after-school program for youth in a high-risk environment. Journal of Park & Recreation Administration, 26(2), 95–114.Google Scholar
Dolan, P., Brady, B., O’Regan, C., Russell, D., Canavan, J., & Forkan, C. (2011). Big Brothers Big Sisters (BBBS) of Ireland: Evaluation study report 3. UNESCO Child and Family Research Centre. https://doi.org/10.13140/2.1.2088.1288Google Scholar
Donlan, A. E., Lynch, A. D., & Lerner, R. M. (2015). Peer relationships and positive youth development. In Bowers, E. P., Geldhof, G. J., Johnson, S. K., Hilliard, L. J., Hershberg, R. M., Lerner, J. V., & Lerner, R. M. (Eds.), Advancing responsible adolescent development: Promoting positive youth development: Lessons from the 4-H study (pp. 121–136). Springer International Publishing. https://doi.org/10.1007/978-3-319-17166-1_7Google Scholar
Douma, M., Joosten, M. M., Scholten, L., Maurice-Stam, H., & Grootenhuis, M. A. (2019). Online cognitive-behavioral group intervention for adolescents with chronic illness: A pilot study. Clinical Practice in Pediatric Psychology, 7(1), 79–92. https://doi.org/10.1037/cpp0000274Google Scholar
DuBois, D. L., Neville, H. A., Parra, G. R., & Pugh‐Lilly, A. O. (2002). Testing a new model of mentoring. New Directions for Youth Development, 2002(93), 21–57. https://doi.org/10.1002/yd.23320029305Google Scholar
DuBois, D. L., Portillo, N., Rhodes, J. E., Silverthorn, N., & Valentine, J. C. (2011). How effective are mentoring programs for youth? A systematic assessment of the evidence. Psychological Science in the Public Interest, 12(2), 57–91. https://doi.org/10.1177/1529100611414806Google Scholar
Eacott, C., & Frydenberg, E. (2009). Promoting positive coping skills for rural youth: Benefits for at‐risk young people. Australian Journal of Rural Health, 17(6), 338–345. https://doi.org/10.1111/j.1440-1584.2009.01109.xGoogle Scholar
Eichas, K., Meca, A., Montgomery, M., & Kurtines, W. M. (2015). Identity and positive youth development: Advances in developmental intervention science. In McLean, K. & Syed, M. (Eds.), The Oxford handbook of identity development (pp. 337–354). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199936564.013.020Google Scholar
Ettekal, A. V., & Agans, J. P. (2020). Positive youth development through leisure: Confronting the COVID-19 pandemic. Journal of Youth Development, 15(2), 1–20. https://doi.org.10.5195/jyd.2020.962Google Scholar
Erdem, G., DuBois, D. L., Larose, S., De Wit, D., & Lipman, E. L. (2016). Mentoring relationships, positive development, youth emotional and behavioral problems: Investigation of a mediational model. Journal of Community Psychology, 44(4), 464–483. https://doi.org/10.1002/jcop.21782Google Scholar
Friedrich, B., & Mason, O. J. (2018). Qualitative evaluation of a football intervention for people with mental health problems in the north east of London. Mental Health and Physical Activity, 15, 132–138. https://doi.org/10.1016/j.mhpa.2018.10.002Google Scholar
Frydenberg, E. (2004). Coping competencies: What to teach and when. Theory Into Practice, 43(1), 14–22. https://doi.org/10.1207/s15430421tip4301_3Google Scholar
Frydenberg, E., & Brandon, C. M. (2007). The best of coping: Trainers manual. OZ Child.Google Scholar
Frydenberg, E., & Lewis, R. (1999). Academic and general well-being: The relationship with coping. Journal of Psychologists and Counsellors in Schools, 9(S1), 19–36. https://doi.org/10.1017/S1037291100002971Google Scholar
G.R.E.A.T. (n.d.). Evaluation of G.R.E.A.T. https://www.great-online.org/Account/About/EvaluationGoogle Scholar
Grossman, J. B., & Tierney, J. P. (1998). Does mentoring work? An impact study of the Big Brothers Big Sisters program. Evaluation Review, 22(3), 403–426. https://doi.org/10.1177/0193841X9802200304CrossRefGoogle Scholar
Guerra, N. G., & Bradshaw, C. P. (2008). Linking the prevention of problem behaviors and positive youth development: Core competencies for positive youth development and risk prevention. New Directions for Child and Adolescent Development, 2008(122), 1–17. https://doi.org/10.1002/cd.225Google Scholar
Hart Abney, B. G., Lusk, P., Hovermale, R., & Melnyk, B. M. (2019). Decreasing depression and anxiety in college youth using the Creating Opportunities for Personal Empowerment Program (COPE). Journal of the American Psychiatric Nurses Association, 25(2), 89–98. https://doi.org/10.1177/1078390318779205Google Scholar
Institute of Medicine. (2002). Speaking of health: Assessing health communication strategies for diverse populations. National Academy Press.Google Scholar
James, D. C. (1997). Coping with a new society: The unique psychosocial problems of immigrant youth. Journal of School Health, 67(3), 98–102. https://doi.org/10.1111/j.1746-1561.1997.tb03422.xGoogle Scholar
Jarrett, R. L., Sullivan, P. J., & Watkins, N. D. (2005). Developing social capital through participation in organized youth programs: Qualitative insights from three programs. Journal of Community Psychology, 33(1), 41–55. https://doi.org/10.1002/jcop.20038Google Scholar
Kuo, B. C. (2011). Culture’s consequences on coping: Theories, evidences, and dimensionalities. Journal of Cross-Cultural Psychology, 42(6), 1084–1100. https://doi.org/10.1177%2F0022022110381126Google Scholar
Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55(1), 170–183. https://doi.org/10.1037/0003-066X.55.1.170Google Scholar
Larson, R. W., Hansen, D. M., & Moneta, G. (2006). Differing profiles of developmental experiences across types of organized youth activities. Developmental Psychology, 42(5), 849–863. https://doi.org/10.1037/0012-1649.42.5.849Google Scholar
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer. https://doi.org/10.1007/978-1-4419-1005-9_215Google Scholar
Lerner, J. V., Phelps, E., Forman, Y., & Bowers, E. P. (2009). Positive youth development. John Wiley & Sons Inc.Google Scholar
Lerner, R. M. (2009). The positive youth development perspective: Theoretical and empirical bases of strengths-based approach to adolescent development. In Lopez, S. J. & Snyder, C. R. (Eds.), Oxford handbook of positive psychology (2nd ed., pp. 149–163). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195187243.013.0014Google Scholar
Lerner, R. M., & Chase, P. A. (2019). Enhancing theory and methodology in the international study of positive youth development: A commentary. Child & Youth Care Forum, 48(2), 269–277. https://doi.org/10.1007/s10566-018-9485-7Google Scholar
Lerner, R. M., Lerner, J. V., Almerigi, J. B., Theokas, C., Phelps, E., Gestsdottir, S., Naudeau, S., Jelicic, H., Alberts, A., Ma, L., Smith, L. M., Bobek, D. L., Richman-Raphael, D., Simpson, I., Christiansen, E. D., & Von Eye, A. (2005). Positive youth development, participation in community youth development programs, and community contributions of fifth-grade adolescents: Findings from the first wave of the 4-H study of positive youth development. The Journal of Early Adolescence, 25(1), 17–71. https://doi.org/10.1177/0272431604272461Google Scholar
Lerner, R. M., Lerner, J. V., Lewin-Bizan, S., Bowers, E. P., Boyd, M. J., Mueller, M. K., Schmid, K. L., & Napolitano, C. M. (2011). Positive youth development: Processes, programs, and problematics. Journal of Youth Development, 6(3), 38–62. https://doi.org/10.5195/JYD.2011.174Google Scholar
Losoya, S., Eisenberg, N., & Fabes, R. A. (1998). Developmental issues in the study of coping. International Journal of Behavioral Development, 22(2), 287–313. https://doi.org/10.1080/016502598384388Google Scholar
Masi, C. M., Chen, H. Y., Hawkley, L. C., & Cacioppo, J. T. (2011). A meta-analysis of interventions to reduce loneliness. Personality and Social Psychology Review, 15(3), 219–266. https://doi.org/10.1177/1088868310377394Google Scholar
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227–238. https://doi.org/10.1037//0003-066x.56.3.227Google Scholar
McElroy, P., Evans, P., & Pringle, A. (2008). Sick as a parrot or over the moon: An evaluation of the impact of playing regular matches in a football league on mental health service users. Practice Development in Health Care, 7(1), 40–48. https://doi.org/10.1002/pdh.245Google Scholar
Modecki, K. L., Zimmer‐Gembeck, M. J., & Guerra, N. (2017). Emotion regulation, coping, and decision making: Three linked skills for preventing externalizing problems in adolescence. Child Development, 88(2), 417–426. https://doi.org/10.1111/cdev.12734Google Scholar
National Youth Outcomes Initiative. (n.d.). 2020 national outcomes report: Measuring the impact of Boys and Girls Clubs. https://issuu.com/bgca/docs/20-yodv-0389-2020_nyoi_national_outcomes_report_fiGoogle Scholar
Neblett, E. W. Jr, Rivas‐Drake, D., & Umaña‐Taylor, A. J. (2012). The promise of racial and ethnic protective factors in promoting ethnic minority youth development. Child Development Perspectives, 6(3), 295–303. https://doi.org/10.1111/j.1750-8606.2012.00239.xGoogle Scholar
Nicholson, H. J., Collins, C., & Holmer, H. (2004). Youth as people: The protective aspects of youth development in after-school settings. The Annals of the American Academy of Political and Social Science, 591(1), 55–71. https://doi.org/10.1177/0002716203260081Google Scholar
Norton, C. L., & Watt, T. T. (2014). Exploring the impact of a wilderness-based positive youth development program for urban youth. Journal of Experiential Education, 37(4), 335–350. https://doi.org/10.1177/1053825913503113Google Scholar
Overton, W. F. (2015). Process and relational developmental systems. In Overton, W. F. & Molenaar, P. C. M. (Eds.), Handbook of child psychology and developmental science: Vol. 1. Theory and method (7th ed., pp. 9–62). Wiley.Google Scholar
Park, C. L., & Folkman, S. (1997). Meaning in the context of stress and coping. Review of General Psychology, 1(2), 115–144. https://doi.org/10.1037/1089-2680.1.2.115Google Scholar
Petersen, A. C., Sarigiani, P. A., & Kennedy, R. E. (1991). Adolescent depression: Why more girls? Journal of Youth and Adolescence, 20(2), 247–271.Google Scholar
Petitpas, A., Van Raalte, J., & France, T. (2017). Facilitating positive youth development by fostering collaboration among community-based sport and physical activity programs. The Sport Psychologist, 31(3), 308–314. https://doi.org/10.1123/tsp.2016-0031Google Scholar
Plante, W. A., Lobato, D., & Engel, R. (2001). Review of group interventions for pediatric chronic conditions. Journal of Pediatric Psychology, 26(7), 435–453. https://doi.org/10.1093/jpepsy/26.7.435Google Scholar
Raviv, T., & Wadsworth, M. E. (2010). The efficacy of a pilot prevention program for children and caregivers coping with economic strain. Cognitive Therapy and Research, 34(3), 216–228. https://doi.org/10.1007/s10608-009-9265-7Google Scholar
Rohde, P., Jorgensen, J. S., Seeley, J. R., & Mace, D. E. (2004). Pilot evaluation of the coping course: A cognitive-behavioral intervention to enhance coping skills in incarcerated youth. Journal of the American Academy of Child & Adolescent Psychiatry, 43(6), 669–676. https://doi.org/10.1097/01.chi.0000121068.29744.a5Google Scholar
Roth, J. L., & Brooks-Gunn, J. (2003). What exactly is a youth development program? Answers from research and practice. Applied Developmental Science, 7(2), 94–111. https://doi.org/10.1207/S1532480XADS0702_6Google Scholar
Roth, J. L., & Brooks-Gunn, J. (2016). Evaluating youth development programs: Progress and promise. Applied Developmental Science, 20(3), 188–202. https://doi.org/10.1080/10888691.2015.1113879Google Scholar
Rothbaum, F., Weisz, J. R., & Snyder, S. S. (1982). Changing the world and changing the self: A two-process model of perceived control. Journal of Personality and Social Psychology, 42(1), 5–37. https://doi.org/10.1037/0022-3514.42.1.5Google Scholar
Russell, K. C. (2006). Evaluating the effects of the Wendigo Lake Expedition program on young offenders. Youth Violence and Juvenile Justice, 4, 185–203. https://doi.org/10.1177/1541204006286317Google Scholar
Salusky, I., Larson, R. W., Griffith, A., Wu, J., Raffaelli, M., Sugimura, N., & Guzman, M. (2014). How adolescents develop responsibility: What can be learned from youth programs. Journal of Research on Adolescence, 24(3), 417–430. https://doi.org/10.1111/jora.12118Google Scholar
Schinke, S. P., Tepavac, L., & Cole, K. C. (2000). Preventing substance use among Native American youth: Three-year results. Addictive Behaviors, 25(3), 387–397. https://doi.org/10.1016/S0306-4603(99)00071-4Google Scholar
Seligman, M. E. P., Reivich, K., Jaycox, L., & Gillham, J. (1995). The optimistic child. Houghton, Mifflin and Company.Google Scholar
Smith Lee, J. R., Hunter, A. G., Priolli, F., & Thornton, V. J. (2020). “Pray that I live to see another day”: Religious and spiritual coping with vulnerability to violent injury, violent death, and homicide bereavement among young Black men. Journal of Applied Developmental Psychology, 70, Article 101180. https://doi.org/10.1016/j.appdev.2020.101180Google Scholar
Spencer, M. B., Fegley, S. G., & Harpalani, V. (2003). A theoretical and empirical examination of identity as coping: Linking coping resources to the self processes of African American youth. Applied Developmental Science, 7(3), 181–188. https://doi.org/10.1207/S1532480XADS0703_9Google Scholar
Stoneman, D. (2002). The role of youth programming in the development of civic engagement. Applied Developmental Science, 6(4), 221–226. https://doi.org/10.1207/S1532480XADS0604_9Google Scholar
Sullivan, P. J., & Larson, R. W. (2010). Connecting youth to high-resource adults: Lessons from effective youth programs. Journal of Adolescent Research, 25(1), 99–123. https://doi.org/10.1177/0743558409350505Google Scholar
Tebes, J. K., Feinn, R., Vanderploeg, J. J., Chinman, M. J., Shepard, J., Brabham, T., Genovese, M., & Connell, C. (2007). Impact of a positive youth development program in urban after-school settings on the prevention of adolescent substance use. Journal of Adolescent Health, 41(3), 239–247. https://doi.org/10.1016/j.jadohealth.2007.02.016Google Scholar
Thomas, S. B. (2004). Health disparities: The importance of culture and health communication. American Journal of Public Health, 94(12), Article 2050.Google Scholar
Tolan, P., & Grant, K. (2009). How social and cultural contexts shape the development of coping: Youth in the inner city as an example. New Directions for Child and Adolescent Development, 2009(124), 61–74. https://doi.org/10.1002/cd.243Google Scholar
Tummala-Narra, P., & Sathasivam-Rueckert, N. (2016). The experience of ethnic and racial group membership among immigrant-origin adolescents. Journal of Adolescent Research, 31(3), 299–342. https:doi.org/10.1177/0743558415592178Google Scholar
Uchino, B. N. (2009). Understanding the links between social support and physical health: A life-span perspective with emphasis on the separability of perceived and received support. Perspectives on Psychological Science, 4(3), 236–255. https://doi.org/10.1111/j.1745-6924.2009.01122.xGoogle Scholar
Ungar, M., Brown, M., Liebenberg, L., Othman, R., Kwong, W. M., Armstrong, M., & Gilgun, J. (2007). Unique pathways to resilience across cultures. Adolescence, 42, 287–310.Google Scholar
Wagner, J. L., Smith, G., Ferguson, P., van Bakergem, K., & Hrisko, S. (2011). Feasibility of a pediatric cognitive-behavioral self-management intervention: Coping Openly and Personally with Epilepsy (COPE). Seizure, 20(6), 462–467. https://doi.org/10.1016/j.seizure.2011.02.010Google Scholar
Ward, S., & Parker, M. (2013). The voice of youth: Atmosphere in positive youth development program. Physical Education and Sport Pedagogy, 18(5), 534–548. https://doi.org/10.1080/17408989.2012.726974Google Scholar
Weisz, J. R., Southam-Gerow, M. A., Gordis, E. B., & Connor-Smith, J. (2003). Primary and secondary control enhancement training for youth depression: Applying the deployment-focused model of treatment. In Kazdin, A. E. & Weisz, J. R. (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 165–183). Guilford Press. https://doi.org/10.1093/med:psych/9780199226504.001.0001Google Scholar
Whittemore, R., Jaser, S. S., Jeon, S., Liberti, L., Delamater, A., Murphy, K., Faulkner, M. S. & Grey, M. (2012). An internet coping skills training program for youth with type 1 diabetes: six-month outcomes. Nursing Research, 61(6), 395–404. https://doi.org/10.1097/NNR.0b013e3182690a29Google Scholar
Wiium, N., & Dimitrova, R. (2019). Positive youth development across cultures: Introduction to the special issue. Child & Youth Care Forum, 48(2), 147–153. https://doi.org/10.1007/s10566-019-09488-7Google Scholar
Wilkerson, J. M., Schick, V. R., Romijnders, K. A., Bauldry, J., Butame, S. A., & Montrose Center. (2017). Social support, depression, self-esteem, and coping among LGBTQ adolescents participating in Hatch Youth. Health Promotion Practice, 18(3), 358–365. https://doi.org/10.1177/1524839916654461Google Scholar
Williams, J. L., & Deutsch, N. L. (2016). Beyond between-group differences: Considering race, ethnicity, and culture in research on positive youth development programs. Applied Developmental Science, 20(3), 203–213. https://doi.org/10.1080/10888691.2015.1113880Google Scholar
Yohalem, N., & Wilson-Ahlstrom, A. (2010). Inside the black box: Assessing and improving quality in youth programs. American Journal of Community Psychology, 45(3–4), 350–357. https://doi.org/10.1007/s10464-010-9311-3Google Scholar
Zhu, X., & Shek, D. T. (2020). Impact of a positive youth development program on junior high school students in mainland China: A pioneer study. Children and Youth Services Review, 114, Article 105022. https://doi.org/10.1016/j.childyouth.2020.105022Google Scholar
Zimmer-Gembeck, M. J., & Skinner, E. A. (2011). The development of coping across childhood and adolescence: An integrative review and critique of research. International Journal of Behavioral Development, 35(1), 1–17. https://doi.org/10.1177/0165025410384923Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×