Erica Frydenberg – författare

There are many stressful factors in modern society affecting young people. Much has been written about adult coping strategies, but relatively little has been written about the developmental aspects and issues surrounding this topic. As well as providing a much-needed theoretical framework, this book evaluates practical applications and programmes, signposts to what works and what does not work. As such, it will be useful to developmental psychologists, social scientists, educators, and those involved in child welfare.

There are many challenges to be faced in contemporary society including the stresses of everyday living in the technological age and changes in patterns of employment and family life. Depression is being experienced in "epidemic" proportions in many Western communities, and in particular amongst young people. The search for effective ways to reverse this trend has resulted in a significant shift in psychological approach from a focus on helplessness and pathology to a more positive orientation that emphasises health and well-being. This volume brings together leading researchers in the field of stress and coping to consider ways in which coping research contributes to our understanding of how people in different sectors of life meet goals and challenges. It provides a synthesis of different but compatible theoretical models that have been developed in the field of stress and coping and provides a way forward beyond the traditional stress and coping paradigms The emergent model is able to be used to assess a wide range of issues in the stress and coping domain.Written to be accessible to students and researchers in social, educational, and health psychology, this will be a valuable and important addition to the literature.

Promoting Well-Being in the Pre-School Years provides evidence-based research and real-life strategies that support social and emotional development and well-being for children aged 3–5 years. It places emphasis on nurturing social emotional competence through purposeful scaffolding activities and how these can be used by children and families to create a harmonious platform for building resilience and positive relationships with family and the community.Drawing on principles from Positive Psychology and Positive Education, it is illustrated throughout with examples of sustainable practice in diverse, global settings. Key topics explored include: Contemporary well-being concepts, including ‘grit’, ‘growth mindset’ and ‘gratitude’, as well as ‘classic’ constructs such as coping and self-efficacy The attitudes and skills that need to be developed to ensure that young children flourish Cognitive and sociocultural perspectives complemented by neuroscience and epigenetics Social Emotional Learning (SEL) in the early years curriculum Using visual tools – the Early Years Coping Cards How we measure young children’s coping The relationship between coping, stress and mental health Recognition of the importance of parents’ own coping skills How partnerships with communities can improve children’s SEL. Promoting Well-Being in the Pre-School Years shows how we can support young children to develop an understanding of what it means to be happy and to flourish as a socially responsible member of the family and wider community. It is essential reading for teachers, parents and professionals who work with young children, as well as academics in child development.

Promoting Well-Being in the Pre-School Years provides evidence-based research and real-life strategies that support social and emotional development and well-being for children aged 3–5 years. It places emphasis on nurturing social emotional competence through purposeful scaffolding activities and how these can be used by children and families to create a harmonious platform for building resilience and positive relationships with family and the community.Drawing on principles from Positive Psychology and Positive Education, it is illustrated throughout with examples of sustainable practice in diverse, global settings. Key topics explored include: Contemporary well-being concepts, including ‘grit’, ‘growth mindset’ and ‘gratitude’, as well as ‘classic’ constructs such as coping and self-efficacy The attitudes and skills that need to be developed to ensure that young children flourish Cognitive and sociocultural perspectives complemented by neuroscience and epigenetics Social Emotional Learning (SEL) in the early years curriculum Using visual tools – the Early Years Coping Cards How we measure young children’s coping The relationship between coping, stress and mental health Recognition of the importance of parents’ own coping skills How partnerships with communities can improve children’s SEL. Promoting Well-Being in the Pre-School Years shows how we can support young children to develop an understanding of what it means to be happy and to flourish as a socially responsible member of the family and wider community. It is essential reading for teachers, parents and professionals who work with young children, as well as academics in child development.

Young Children's Social Emotional Learning: The COPE-Resilience Program is a manual that is designed to support early childhood educators in the delivery of the COPE Resilience (COPE-R) program, an evidence-based program designed to teach empathy, resilience and prosocial skills to children.Grounded in extensive research and experience in psychology and early childhood, the program is built on a series of activities that help children develop their capacity for emotional understanding, caring for others, open communication, polite and respectful behaviours, and empathic sharing. The manual includes: Theoretical concepts underpinning COPE-R such as self-regulation, emotional intelligence, positive psychology, coping, resilience, and wellbeing in early childhood education. A "How-To" section to guide readers in the implementation of COPE-R. Over 40 activities templates (including examples of teacher’s adaptations) with easy to navigate icon legends. Facilitator notes and considerations for working with younger children and children of diverse backgrounds. Teaching tips for each of the topic areas and a feature piece on the insights from an early childhood teacher who is experienced in implementing COPE-R. Supplementary materials, including a set of situation and coping images.Each activity includes directions for children as well as guidelines for educators, and is designed to be used flexibly in various early learning contexts, enabling educators to select activities that best suit their setting.

Young Children's Social Emotional Learning: The COPE-Resilience Program is a manual that is designed to support early childhood educators in the delivery of the COPE Resilience (COPE-R) program, an evidence-based program designed to teach empathy, resilience and prosocial skills to children.Grounded in extensive research and experience in psychology and early childhood, the program is built on a series of activities that help children develop their capacity for emotional understanding, caring for others, open communication, polite and respectful behaviours, and empathic sharing. The manual includes: Theoretical concepts underpinning COPE-R such as self-regulation, emotional intelligence, positive psychology, coping, resilience, and wellbeing in early childhood education. A "How-To" section to guide readers in the implementation of COPE-R. Over 40 activities templates (including examples of teacher’s adaptations) with easy to navigate icon legends. Facilitator notes and considerations for working with younger children and children of diverse backgrounds. Teaching tips for each of the topic areas and a feature piece on the insights from an early childhood teacher who is experienced in implementing COPE-R. Supplementary materials, including a set of situation and coping images.Each activity includes directions for children as well as guidelines for educators, and is designed to be used flexibly in various early learning contexts, enabling educators to select activities that best suit their setting.

Taking a unique approach, which highlights lived experience and engagement with community, this book guides the reader on how to create learning environments in which children are encouraged to develop relationships, build meaningful connections and take action which contributes to the wellbeing of their own communities.Through evaluations and feedback from participating professionals, as well as children’s learning in the form of artworks and photos, Building Empathy in Children through Community Connections: A Guide for Early Years Educators highlights how community partnership programs between children and community groups builds empathy and wellbeing in early childhood. Drawing on extensive research and professional experience in psychology and early childhood, it provides details of various community connections programs and considers the ways in which early learning settings can engage with their communities as they meet the requirements and objectives of the curriculum. Each chapter provides practical advice on implementation as well as take-home messages intended to encourage and enable community engagement.Demonstrating how young children can develop empathy through building community connections, this book is a vital resource for early childhood educators as well as parents and those working in community programs and early childhood settings.

Taking a unique approach, which highlights lived experience and engagement with community, this book guides the reader on how to create learning environments in which children are encouraged to develop relationships, build meaningful connections and take action which contributes to the wellbeing of their own communities.Through evaluations and feedback from participating professionals, as well as children’s learning in the form of artworks and photos, Building Empathy in Children through Community Connections: A Guide for Early Years Educators highlights how community partnership programs between children and community groups builds empathy and wellbeing in early childhood. Drawing on extensive research and professional experience in psychology and early childhood, it provides details of various community connections programs and considers the ways in which early learning settings can engage with their communities as they meet the requirements and objectives of the curriculum. Each chapter provides practical advice on implementation as well as take-home messages intended to encourage and enable community engagement.Demonstrating how young children can develop empathy through building community connections, this book is a vital resource for early childhood educators as well as parents and those working in community programs and early childhood settings.

This book provides case studies of resilient adults in a range of settings, highlighting how coping resources have helped them to overcome adversity. Researchers, students of psychology and social work, practitioners and those interested in the self-help field will find this book invaluable.

How do young people cope with the multitude of difficult situations and scenarios that are associated with growing up, like anxiety and depression, as well as illness, rejection and family breakdown? How can we facilitate and encourage, through a combination of health, well-being and positive mindset, healthy development during adolescence and beyond? With a substantial focus on the positive aspects of coping, including an emphasis on developing resilience and the achievement of happiness, Erica Frydenberg presents the latest developments in the field of coping. Adolescent Coping highlights the ways in which coping can be measured and implemented in a wide range of circumstances and contexts, with suggestions for the development of coping skills and coping skills training, and it provides strong scholarly evidence for the concepts and constructs that it promotes as providing a pathway to resilience. The work is framed as an ongoing interaction between individuals and their environments as represented by the psychosocial ecological model of Bronfenbrenner.The major theories of coping are articulated that take account of the transactional model, resources theories and proactive models of coping. Areas of recent interest such as neuroscience and epigenetics are included, alongside a new chapter, ‘Cyberworld’, which provides insights on new and relevant topics such as mindfulness and the impact of social media as they relate to coping in the contemporary context.Adolescent Coping will be of interest to practitioners in psychology, social work, sociology, education and youth and community work as well as to students on courses in adolescent development in these fields.

How do young people cope with the multitude of difficult situations and scenarios that are associated with growing up, like anxiety and depression, as well as illness, rejection and family breakdown? How can we facilitate and encourage, through a combination of health, well-being and positive mindset, healthy development during adolescence and beyond? With a substantial focus on the positive aspects of coping, including an emphasis on developing resilience and the achievement of happiness, Erica Frydenberg presents the latest developments in the field of coping. Adolescent Coping highlights the ways in which coping can be measured and implemented in a wide range of circumstances and contexts, with suggestions for the development of coping skills and coping skills training, and it provides strong scholarly evidence for the concepts and constructs that it promotes as providing a pathway to resilience. The work is framed as an ongoing interaction between individuals and their environments as represented by the psychosocial ecological model of Bronfenbrenner.The major theories of coping are articulated that take account of the transactional model, resources theories and proactive models of coping. Areas of recent interest such as neuroscience and epigenetics are included, alongside a new chapter, ‘Cyberworld’, which provides insights on new and relevant topics such as mindfulness and the impact of social media as they relate to coping in the contemporary context.Adolescent Coping will be of interest to practitioners in psychology, social work, sociology, education and youth and community work as well as to students on courses in adolescent development in these fields.

This book provides case studies of resilient adults in a range of settings, highlighting how coping resources have helped them to overcome adversity. Researchers, students of psychology and social work, practitioners and those interested in the self-help field will find this book invaluable.

Using photocopiable and electronic resources, Erica Frydenberg provides teachers with strategies that will enable students to combat stress and depression in the classroom. Depression is being experienced in epidemic proportions in many Western societies, and there is great concern over the number of young people who are suffering, sometimes to the extent of committing suicide. This book aims to help prevent stress and depression by taking a positive approach to the promotion of health and well being in young people, giving them the skills to cope with the problems of everyday life at school and at home. Erica Frydenberg introduces the theory behind a cognitive behavioural approach to coping skills and offers a program of modules that teachers or other professionals can use with young people to train them in coping skills. The principle that underscores this program is that we can all do what we do better. If we do not like how we cope in certain contexts we can learn new strategies. It is possible to enhance and develop one's coping if we have a framework within which to do that. The program is designed to have universal application and can be taught in any group or class setting.Nevertheless, instructors will be able to bring their own experience and adaptations to the sessions.

Schools are increasingly being called upon to aid in the development of resilience in young people in order to be proactive and prevent the consequences of poor social-emotional health and well-being. In this collection of 13 essays, 19 scholars from Australia, the UK, Israel, and the U.S. offer current theory and research on coping by young people, and its application to the educational setting. Coverage includes an overview of coping and coping strategies; resources and coping with prevalent problems, such as anxiety and aggression; teaching coping skills; coping strategies for parents; and teacher training for low-burnout teaching.

Schools are increasingly being called upon to aid in the development of resilience in young people in order to be proactive and prevent the consequences of poor social-emotional health and well-being. In this collection of 13 essays, 19 scholars from Australia, the UK, Israel, and the U.S. offer current theory and research on coping by young people, and its application to the educational setting. Coverage includes an overview of coping and coping strategies; resources and coping with prevalent problems, such as anxiety and aggression; teaching coping skills; coping strategies for parents; and teacher training for low-burnout teaching.

Nearly all chapters in this volume are contemporary original research on personality, stress, and coping in educational contexts. The research spans primary, secondary, and tertiary education. Research participants are students and teachers. The volume brings together contributions from the United States, Australia, Canada, Italy, Scotland, and Hong Kong. Outcomes of interest in the studies include achievement (e.g., grades), cognitive processes such as problem solving, and psychological/ emotional health and well-being.The book is divided into two sections. Part I focuses on personality, stress, and coping in children and young people and Part II addresses personality, stress and coping among adults. Each chapter is introduced by an abstract that summarizes the study. Each chapter makes a unique contribution and can stand alone; interested individuals may benefit from reading any of the chapters without the necessity of reading others. At the same time, there is frequent content overlap among chapters; many authors utilized some of the same measurement devices to assess study variables, and similar or identical variables are studied across chapters utilizing diverse theoretical perspectives or models. In measuring coping, several chapters used the Adolescent Coping Scale (Frydenberg & Lewis, 1993) and a number of others utilized the COPE scale (Carver, Scheier, & Weintraub, 1989). Particular personality models or variables were commonly studied. A few chapters investigated the Big Five, two studied self efficacy and two researched implicit theories of personality.

Nearly all chapters in this volume are contemporary original research on personality, stress, and coping in educational contexts. The research spans primary, secondary, and tertiary education. Research participants are students and teachers. The volume brings together contributions from the United States, Australia, Canada, Italy, Scotland, and Hong Kong. Outcomes of interest in the studies include achievement (e.g., grades), cognitive processes such as problem solving, and psychological/ emotional health and well-being.The book is divided into two sections. Part I focuses on personality, stress, and coping in children and young people and Part II addresses personality, stress and coping among adults. Each chapter is introduced by an abstract that summarizes the study. Each chapter makes a unique contribution and can stand alone; interested individuals may benefit from reading any of the chapters without the necessity of reading others. At the same time, there is frequent content overlap among chapters; many authors utilized some of the same measurement devices to assess study variables, and similar or identical variables are studied across chapters utilizing diverse theoretical perspectives or models. In measuring coping, several chapters used the Adolescent Coping Scale (Frydenberg & Lewis, 1993) and a number of others utilized the COPE scale (Carver, Scheier, & Weintraub, 1989). Particular personality models or variables were commonly studied. A few chapters investigated the Big Five, two studied self efficacy and two researched implicit theories of personality.

Around the globe, there is a growing awareness of the importance of addressing students’ social and emotional development and wellbeing during schooling. Although the bulk of the work in this area has been conducted in North America and Europe, there is now a burgeoning interest in this topic in Australia and the wider Asia Pacific. This book is the first ever to provide a timely and important collection of diverse perspectives on and approaches to social and emotional learning in the Australian and Asia Pacific context. Adopting a broad view of social and emotional learning, the book explores positive psychology, belonging, teachers’ professional development, pre-service training and post-initial training in Australia and in neighbouring communities such as China, Hong Kong, Korea, Singapore, New Zealand, Fiji, and other Pacific nations. "Frydenberg, Martin, and Collie have provided an incredibleservice by bringing together in a single well planned scholarly volume an incredible and well balanced group of senior and early career cutting edge researchers from Australia, Asia and the Asia Pacific area tackling approaches and key issues of social and emotional learning.  Their much needed volume links research on key factors, such as differing perspectives, measurement issues, the identification of at-risk children, teachers' social and emotional development, and these and other across the cultures of an increasingly vibrant and developing geographic region. It is indeed encouraging to gain the sense of depth and breadth of ongoing research that the volume gives. "John Roodenburg PhD FAPS MCEDP MCCOUNSP, Monash University Melbourne"Social and Emotional Learning is understood to be a crucial part of the school curriculum.  This book covers the field, with a refreshing focus on work being done in Australia and in neighbouring countries.  For school psychologists, the book helps us to understand how SEL can help at every level – from working with individuals, small groups, whole classes, or with the entire school.  Our work with vulnerable students, individually or in small groups, is always more effective when embedded in the broader context of Social and Emotional Learning."Paul Bertoia FAPS MCEDP, Senior School Psychologist“This collected volume of researchers from Australia and the Asia-Pacific provides a thorough review of important educational, social, and emotional development issues for practitioners and researchers around the world. Readers will greatly benefit from the breadth and depth of treatment in each of the topics covered.”Kit-Tai Hau, PhD, Choh-Ming Li Professor of Educational Psychology, The Chinese University of Hong Kong.