# data[].attributes.headline
"Improving Children's Coping with Everyday Stress" (Pincus, & Friedman, 2004)

# data[].attributes.subject
"Improving Children's Coping with Everyday Stress" (Pincus, & Friedman, 2004)

# data[].attributes.body
Types of Coping Strategies:

1. Problem-Focused Coping

Adaptive when the situation is appraised as able to change

2. Emotion-Focused Coping

Adaptive when the appraisal concludes that nothing can be done to modify the situation

# data[].attributes.headline
"How Do Children Cope with School Failure?" (Mantzicopoulos, 1997)

# data[].attributes.subject
"How Do Children Cope with School Failure?" (Mantzicopoulos, 1997)

# data[].attributes.body
Grade 4's & 5's were asked to think about an academic situation when it was important for them to perform well, but did not

They were sorted into 4 coping groups using the Academic Coping Inventory (ACI)

4 Groups: positive coping, projection coping, denial coping, self-blame coping

# data[].attributes.headline
But wait... Limitations of the research to consider:

# data[].attributes.subject
But wait... Limitations of the research to consider:

# data[].attributes.body
(Mantzipoulos, 1997)

Test-retest correlations on the Academic Coping Inventory (used to classify students into 4 coping groups) was VERY low. It was considered acceptable due to "the time between assessments, the domain specificity of the measure, and the fact that children changed teachers over this period," (p. 231)

Students were asked to think about an academic situation in which it was important for him/her to perform well but did not ... they were not actually experiencing this situation at the time and therefore accuracy of recall may be a limiting factor to consider

11 students were excluded from the results because they could not be classified into one of the 4 coping groups

# data[].attributes.body
Edutopia has great resources for things like teaching effective communication skills, and effective critical thinking, such as "Solving Real-World Issues Through Problem-Based Learning" ... what a great way to model effective problem-solving skills to your students!
(https://www.edutopia.org/practice/solving-real-world-issues-through-problem-based-learning)

# data[].attributes.body
By teaching children good problem solving skills, you are giving them a large repertoire of problem-focused strategies to take control of stressful situations.
Check out https://www.edutopia.org/groups/special-ed/74075 for lots of articles on social skills training, social-problem solving, self-managing behaviour, and the cognitive-emotive model!

# data[].attributes.body
If children are more aware of their emotions, and what is going on inside their minds during stressful situations, they will be better able to assess those emotions, and pick a coping strategy that is right for the situation.
(Blissful Kids, 2016)

# data[].attributes.headline
Give children the language & teach Mindfulness!

# data[].attributes.subject
Give children the language & teach Mindfulness!

# data[].attributes.body
It's never too early to teach children about how their brains work. Don't be afraid of big words like "amygdala", "hippocampus", and "pre-frontal cortex". Check out http://blissfulkids.com/mindfulness-and-the-brain-how-to-explain-it-to-children/ for some great strategies for teaching this to children!

# data[].attributes.body
Blissful Kids. (2016, March 15). Mindfulness and the Brain-How to Explain It to Children. Retrieved April 06, 2017, from http://blissfulkids.com/mindfulness-and-the-brain-how-to-explain-it-to-children/

Mantzicopoulos, P. (1997). How do children cope with school failure? A study of social/emotional factors related to children's coping strategies. Psychology in the schools, 34(3), 229-237.

Ontario. Ministry of Education. (2015). The Ontario curriculum grades 1-8: Health and physical education. Toronto: Author.

PBIS World. (n.d.). Teach Coping Skills. Retrieved April 06, 2017, from http://www.pbisworld.com/tier-1/teach-coping-skills/

Pincus, D. B., & Friedman, A. G. (2004). Improving children’s coping with everyday stress: Transporting treatment interventions to the school setting. Clinical child and family psychology review, 7(4), 223-240.

# data[].attributes.body
Tier 1: Whole class/group instruction
Tier 2: Small group instruction
Tier 3: Individualized coping strategies and instruction
(PBIS World, n.d.)

# data[].attributes.body
"Using coping skills, such as relaxation techniques, adopting an optimistic attitude, trying out solutions to problems, expressing emotions, and seeking help, when dealing with difficult or stressful situations or emotions"

(Ontario Ministry of Education, 2015)

# data[].attributes.body
Flexibility =

Better emotional & behavioural adjustment

More social competence

(Pincus, & Friedman, 2004)

# data[].attributes.body
LET'S TEACH BOTH!

# data[].attributes.body
Having a large range of coping strategies from a young age serves as a buffer for psychological maladjustment!
(Pincus, & Friedman, 2004)

# data[].attributes.body
Teaching even very young children emotion-focused coping strategies gives them a larger repertoire of coping skills.
(Pincus, & Friedman, 2004)

# data[].attributes.body
Almost ALL school-based intervention programs teach only problem-focused coping skills...
(Pincus, & Friedman, 2004)

# data[].attributes.body
Children need to be FLEXIBLE, and be able to switch between problem and emotion-focused strategies!
(Pincus, & Friedman, 2004)

# data[].attributes.body
A review of many school-based intervention programs for teaching children coping strategies

Conducted a study which determined that children can be explicitly taught to generate an increased number of emotion-focused coping strategies

# data[].attributes.headline
The Ontario Curriculum, Grades 1-8: Health and Physical Education

# data[].attributes.subject
The Ontario Curriculum, Grades 1-8: Health and Physical Education

# data[].attributes.body
Living Skills:

1. Personal Skills

Self-Awareness and Self-Monitoring Skills

Adaptive, Coping, and Management Skills

2. Interpersonal Skills

Communication Skills (Verbal/Non-Verbal)

Relationship and Social Skills

3. Critical and Creative Thinking

Planning

Processing

Drawing Conclusions/Presenting Results

Reflecting/Evaluating

(Ontario Ministry of Education, 2015)

# data[].attributes.body
Are more intrinsically motivated

Are more likely to attribute failure to unstable factors

Experience less threat/harm emotions

Have more perceived school competence

Have more positive self-worth

Perceive themselves as better behaved

(Mantzicopoulos, 1997)