Families Can Do Coping: Parenting Skills in the Early Years

Frydenberg, Erica; Deans, Jan; Liang, Rachel

doi:10.1017/cha.2014.7

Cited by 16 publications

(20 citation statements)

References 20 publications

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“…Universal stress management programs have shown positive outcomes for children (e.g., reduced levels of stress and anxiety, Kraag et al, 2009 ) and schools seem to be feasible settings for their application ( Pincus and Friedman, 2004 ). Moreover, besides children, the beneficial effects of these programs are extensible to their parents ( Frydenberg et al, 2014 ). Consequently, any intent to meaningfully adapt and transfer some of these effective preventive intervention’s components to the highly specific context of the COVID-19 pandemic, would be an interesting contribution to the field of children coping research and more importantly, a mighty useful service to children and families during the COVID-19 times.…”

Section: Discussionmentioning

confidence: 99%

Children Coping, Contextual Risk and Their Interplay During the COVID-19 Pandemic: A Spanish Case

et al. 2020

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The COVID-19 pandemic has changed the lives of millions of people around the globe and some of the unprecedent emerged disruptions, are likely to have been particularly challenging for young children (e.g., school closures, social distancing measures, movement restrictions). Studying the impact of such extraordinary circumstances on their well-being is crucial to identify processes leading to risk and resilience. To better understand how Spanish children have adapted to the stressful disruptions resulting from the pandemic outbreak, we examined the effects of child coping and its interactions with contextual stressors (pandemic and family related) on child adjustment, incorporating in our analysis a developmental perspective. Data was collected in April 2020, through parent-reports, during the acute phase of the pandemic and, temporarily coinciding with the mandatory national quarantine period imposed by the Spanish Government. A sample of 1,123 Spanish children (50% girls) aged 3 to 12 (Mage = 7.26; SD = 2.39) participated in the study. Results showed differences in the use of specific strategies by children in different age groups (i.e., 3–6, 7–9 and 10–12-year-olds). Despite the uncontrollable nature of the pandemic-related stressors, child disengagement coping was distinctively associated to negative outcomes (i.e., higher levels of behavioral and emotional difficulties), whereas engagement coping predicted psychosocial adjustment across all age groups. Moreover, interactively with child coping, parent fear of the future and parent dispositional resilience appear as relevant contextual factors to predict both negative and positive outcomes, but their effects seem to be age dependent, suggesting a higher contextual vulnerability for younger children. These findings might have implications for identifying individual and contextual risk and informing potential preventive interventions aimed to reduce the impact of future pandemic outbreaks on children of different ages.

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Section: Discussionmentioning

confidence: 99%

Children Coping, Contextual Risk and Their Interplay During the COVID-19 Pandemic: A Spanish Case

et al. 2020

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“…This need is twofold, as the evidence shows parents have an indispensable role in engendering children's coping skills through conversation and modelling practices. In 2012, preliminary work was commenced to integrate this knowledge of parent and child coping into the Families Coping universal social emotional parenting programme (Frydenberg, Deans, & Liang, ). This programme incorporates the transactional model of stress and coping, and is framed within a positive parenting perspective.…”

Section: Study Rationalementioning

confidence: 99%

Teaching Coping Skills in the Context of Positive Parenting Within a Preschool Setting

Gulliford

Deans

Frydenberg

et al. 2015

Australian Psychologist

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Objective:Coping skills contribute to positive parenting and children's healthy adaptation to everyday experiences. This study evaluated the utility of a new group-based universal social emotional parenting programme, Families Coping (previously named Parents Can Do Coping). This programme has the twin aims of teaching communication and coping skills to parents within a positive parenting framework. Method: The participant group comprised 14 parents of preschoolers in an early learning centre located in the inner-metropolitan Melbourne area. Parents were provided with effective communication skills, developed an understanding of their own coping and that of their children, and learnt how to actively engage their child in shared conversations about coping. To assess change, a mixed-methods design was employed, where parents completed pre-and-post-programme paper and pencil surveys and open-ended responses. Results: Results showed a number of statistically significant changes in parents' coping skills. Specifically, parents reported greater use of productive coping and a concurrent reduction in non-productive coping strategies. Despite there being no statistically significant change in child coping or parent and child well-being, written responses indicated that most parents perceived a trend towards the development of more positive parenting practices and use of productive coping by their child, as well as some aspect of improvement in both parent and child well-being. Conclusions: There is benefit in incorporating parent and child coping skills into a universal positive parenting programme for preschool-aged children. Findings are considered in view of methodological strengths and shortcomings, as well as the value of Families Coping as an addition to the pool of programmes currently available to parents.

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“…This program is based on the transaction model of stress and coping (Lazarus & Folkman, 1984) and draws upon research on parent and child coping (Frydenberg, Deans, & Liang, 2014). As well as explicitly addressing coping models and behaviours, it employs the Coping Scale for Adults (CSA; Frydenberg & Lewis, 1997 -refer to Table 1 for details) as a reflective learning tool at the beginning of the program and upon completion of the program.…”

Section: Families Copingmentioning

confidence: 99%

Increasing Wellbeing through a Parenting Program: Role of Gender and Partnered Attendance

Thomson

Frydenberg

Deans

et al. 2015

The Australian Educational and Developmental Psychologist

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Coping skills provide a resource for tackling stress in everyday situations, including those relating to parenting. The aim of this article is to establish whether parents who experienced a 10-hour universal social emotional parenting program -Families Coping (FC) -benefit through increased productive coping strategies, decreased nonproductive coping strategies, and increased parent wellbeing, within a positive parenting framework. It is also of interest to see whether gender and/or partner attendance makes a difference in program outcomes such as coping styles and wellbeing. The data set combined two groups of parents (N = 23) of preschool-aged children from an early learning centre in inner-metropolitan Melbourne in 2013 and 2014 who undertook the FC parenting program. A mixed methods design was employed, where parents completed pre-and post-program questionnaires on coping and wellbeing. Results were considered with respect to gender and partner attendance. A one-way repeated-measures multiple analysis of variance (RM-MANOVA) showed a significant increase in one productive parenting style (Dealing with the Problem), a significant decrease in nonproductive parent coping, and a significant increase in parent wellbeing. Comparison of results between gender and partner attendance groups showed minimal differences in program effectiveness. Qualitative data mostly confirmed the key findings.

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Families Can Do Coping: Parenting Skills in the Early Years

Cited by 16 publications

References 20 publications

Children Coping, Contextual Risk and Their Interplay During the COVID-19 Pandemic: A Spanish Case

Children Coping, Contextual Risk and Their Interplay During the COVID-19 Pandemic: A Spanish Case

Teaching Coping Skills in the Context of Positive Parenting Within a Preschool Setting

Increasing Wellbeing through a Parenting Program: Role of Gender and Partnered Attendance

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