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

Published online by Cambridge University Press:  29 October 2015

Maitena (Tena) Panizza and
Erica Frydenberg
Maitena (Tena) Panizza
Affiliation:
The University of Melbourne
Erica Frydenberg*
Affiliation:
The University of Melbourne
*
Faculty of Education, University of Melbourne, Carlton, VICTORIA, 3010, Email: e.frydenberg@unimelb.edu.au
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Abstract

Three 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.

Keywords

Modes of deliveringThe best of coping

Information

Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 23 , Issue 1 , 2006, pp. 111 - 130
Copyright
Copyright © Australian Psychological Society 2006

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