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Coping skills training: Implications for educational practice

Published online by Cambridge University Press:  29 October 2015

Linda Huxley ,
Elizabeth Freeman  and
Erica Frydenberg
Linda Huxley
Affiliation:
University of Melbourne, Australia
Elizabeth Freeman*
Affiliation:
University of Melbourne, Australia
Erica Frydenberg*
Affiliation:
University of Melbourne, Australia
*
Faculty of Education, University of Melbourne, Carlton, VIC 3010, Email:l.freeman@unimelb.edu.au
Faculty of Education, University of Melbourne, Carlton, VIC 3010, Email:e.frydenberg@unimelb.edu.au
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Abstract

During the last decade there has been a call for schools to become more active in the promotion of students’ social and emotional learning (SEL). Given that teachers are significant adults in young people’s lives, they are often in the best position to deliver SEL programs. This small in-depth study investigated the impact of implementing a specific SEL program, “The Best of Coping”, on both the teacher and a class of 26 Year 9 (15-16 years) students. The study used a mixed methodology to evaluate the impact of the program. Both quantitative and qualitative data, including two case studies and entries from the teacher’s reflective journal, are reported. Changes in coping for both teacher and students as well as a positive impact on relationships between teachers and students were demonstrated. The study highlights the importance of the teacher’s role in implementing SEL programs and the challenges for teachers of delivering these programs. Issues associated with the implementation of school-based coping skills programs and the role of educational psychologists in supporting teachers in this work are discussed.

Keywords

coping trainingcoping skills programeducational practicesocial and emotional learning
Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 24 , Issue 2 , 2007 , pp. 44 - 68
Copyright
Copyright © Australian Psychological Society 2007

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