The development of coping resources in pre-adolescence within the context of whole-school curriculum

This paper examines the effectiveness of a universal school-based prevention program designed to increase coping resources in preadolescents through the modeling and teaching of optimistic thinking skills in response to real and hypothetical events. Six classroom teachers implemented the program in grades five and six within the regular school curriculum. Pre- and post-program questionnaires were completed on self-efficacy, coping, and attributional style. Children reported significant improvements in optimistic thinking and self-efficacy, as well as a reduction in the use of non-productive coping strategies of worry, wishful thinking, not coping, ignoring the problem, and self-blame after participation in the program. The results support the feasibility of implementing low-cost, non-intrusive programs in school settings that address the emotional health of all young people. By teaching children to think more optimistically, they also learn to use fewer maladaptive coping strategies.