Erica Frydenberg
Biographic Data
| ID | 346887 |
|---|---|
| NAME | Erica Frydenberg |
| GIVEN NAMES | Erica |
| FAMILY NAME | Frydenberg |
| SIGNATURE | FRYDENBERG E |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0002-2083-4913 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 68 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 5 |
Parents and Children's Coping: Building Resilience and Wellbeing in the Early Years
How Young Refugees Cope with Conflict in Culturally and Linguistically Diverse Urban Schools
How Young Refugees Cope with Conflict in Culturally and Linguistically Diverse Urban Schools
A randomized controlled trial of cognitive behaviour therapy to improve glycaemic control and psychosocial wellbeing in adolescents with type 1 diabetes
We evaluated a cognitive behaviour therapy-based programme to improve glycaemic control and psychosocial wellbeing in adolescents with type 1 diabetes. A total of 147 adolescents aged 13-16 years were randomized to the intervention ( n = 73) or standard care ( n = 74). The primary outcome was glycaemic control at 3 and 12 months post randomization, and secondary measures were stress, self-efficacy and quality of life. Mixed-effects regression mod…
Teaching Coping Skills in the Context of Positive Parenting Within a Preschool Setting
ObjectiveCoping 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.MethodThe participant group comprised 14 parents …
Adapting a Generic Coping Skills Programme for Adolescents with Type 1 Diabetes: A Qualitative Study
Few qualitative studies have examined the views of adolescents with type 1 diabetes mellitus (T1DM) regarding psychosocial programme development and content. We conducted focus groups with 13 adolescents with T1DM to explore stressors and gain feedback on adapting a generic coping skills programme. The following prevalent stressors were identified: parental/adolescent conflict, balancing self-management and daily life, and health concerns. Preval…
Relations among Well-Being, Avoidant Coping, and Active Coping in a Large Sample of Australian Adolescents
Coping by young people relates to both current and future well-being and is integral to the educational, clinical, and counselling arenas. This paper examined the relations between frequency of use and perceived efficacy of two coping styles (active and negative avoidant), and their relationship to well-being and distress in a sample of 870 adolescents. Students completed the short form of the Adolescent Coping Scale and the Reynolds' Scale of We…
The Role of Peer Bystanders in School Bullying: Positive Steps Toward Promoting Peaceful Schools
Bullying and harassment are pervasive problems in schools, with interventions to counter bullying now regarded as a matter of high priority by educational authorities. This article considers the impact of bullying on victim and bully. It also explores the role of peers as bystanders in school bullying. Australian research is described, examining peer perceptions and responses, together with factors associated with bystander behavior. The authors'…
Coping Competencies: What to Teach and When
What we know about coping—the theory, conceptual framework, what is good and bad coping, and how we learn to cope—has important implications for how we deal with life circumstances and, in particular, how we manage conflict. This article outlines how we conceptualize coping as a response to stress and as a means to develop resilience. The measurement of the construct and the insights that research has provided have enabled us to develop programs …
Coping with Concerns: An Exploratory Comparison of Australian, Colombian, German, and Palestinian Adolescents
Concomitants of failure to cope: What we should teach adolescents about coping
Background: How young people cope with stress is an important component of health and well-being since failure to deal with stress is very costly in social and emotional terms.Aim: In this study we examine the relationship between young people's declared failure to cope and the many coping styles that are reported concomitantly. The research questions addressed the extent to which positive and negative coping strategies co-exist in adolescent pop…
Adolescent concern with social issues: An exploratory comparison between Australian, Colombian, and Northern Irish students
This study from 3 communities sought to determine the extent of adolescent concern with 4 social issues, and to document how young people cope with these concerns. A group of 399 students, aged 14 to 18 years, from 3 urban communities (viz., Colombian, Northern Irish, Australian) indicated their level of concern with 4 social issues. These were Pollution, Discrimination, Fear of Global War, and Community Violence. They then described how they cop…
Teaching Coping to Adolescents: When and to Whom
This paper reports on a longitudinal study of adolescent coping in. metropolitan Melbourne, Australia. During the five-year period of the investigation, 168 students were tracked firstly to document the patterns of general coping behaviour of girls and boys at grade levels 7, 9, and 11, and secondly to determine what changes were apparent in their coping responses. Young people's coping was assessed using the Adolescent Coping Scale (ACS), an 80-…
Things don't get better just because you're older: A case for facilitating reflection
Aims. This study reports on the coping actions of Australian secondary students and highlights the role schools may play in helping adolescents to both document, and if desired, modify their current styles and strategies of coping.Sample. A sample of 829 Australian school students (11-18 years) participated in the study.Methods. All participants completed the General Form of the Adolescent Coping Scale (ACS, Frydenberg & Lewis, 1993 a), and gende…
Social Issues: What concerns young people and how they cope
This study addressed the level of concern young Australians identify with four social issues (pollution, discrimination, global war, and community violence) and examined what they do to cope. It was found that the majority of secondary school students sampled are concerned with each of the four identified social issues, although girls are generally more concerned than boys. Students responded to the 80-item Adolescent Coping Scale. Adolescents us…
Overachievement and coping strategies in adolescent males
How to assist young people to achieve to their potential is a universal concern of educators. The relationship between achievement above that expected on the basis of IQ alone (often referred to as overachievement) in school assessment and preferred coping style, as assessed by the Adolescent Coping Scale (ACS, Frydenberg & Lewis, 1993 a ), was investigated in a group of 374 boys in Grades 9, 10 and 11 at an independent boys’ school in metropolit…
Coping with different concerns: Consistency and variation in coping strategies used by adolescents
This study set out to determine the relationship between those things which are of concern to adolescents, and the ways in which young people cope with these concerns. One hundred and seventy-eight senior students from five postprimary schools in metropolitan Melbourne, Australia, completed a checklist designed to measure coping. They did this three times, once for each of three identified domains of concern, namely Achievement and Relationship c…
Boys play sport and girls turn to others: Age, gender and ethnicity as determinants of coping
The Role of Peer Bystanders in School Bullying: Positive Steps Toward Promoting Peaceful Schools
Bullying and harassment are pervasive problems in schools, with interventions to counter bullying now regarded as a matter of high priority by educational authorities. This article considers the impact of bullying on victim and bully. It also explores the role of peers as bystanders in school bullying. Australian research is described, examining peer perceptions and responses, together with factors associated with bystander behavior. The authors'…
Coping Competencies: What to Teach and When
What we know about coping—the theory, conceptual framework, what is good and bad coping, and how we learn to cope—has important implications for how we deal with life circumstances and, in particular, how we manage conflict. This article outlines how we conceptualize coping as a response to stress and as a means to develop resilience. The measurement of the construct and the insights that research has provided have enabled us to develop programs …
Coping with Concerns: An Exploratory Comparison of Australian, Colombian, German, and Palestinian Adolescents
Coping with different concerns: Consistency and variation in coping strategies used by adolescents
This study set out to determine the relationship between those things which are of concern to adolescents, and the ways in which young people cope with these concerns. One hundred and seventy-eight senior students from five postprimary schools in metropolitan Melbourne, Australia, completed a checklist designed to measure coping. They did this three times, once for each of three identified domains of concern, namely Achievement and Relationship c…
Adapting a Generic Coping Skills Programme for Adolescents with Type 1 Diabetes: A Qualitative Study
Few qualitative studies have examined the views of adolescents with type 1 diabetes mellitus (T1DM) regarding psychosocial programme development and content. We conducted focus groups with 13 adolescents with T1DM to explore stressors and gain feedback on adapting a generic coping skills programme. The following prevalent stressors were identified: parental/adolescent conflict, balancing self-management and daily life, and health concerns. Preval…
Concomitants of failure to cope: What we should teach adolescents about coping
Background: How young people cope with stress is an important component of health and well-being since failure to deal with stress is very costly in social and emotional terms.Aim: In this study we examine the relationship between young people's declared failure to cope and the many coping styles that are reported concomitantly. The research questions addressed the extent to which positive and negative coping strategies co-exist in adolescent pop…
How Young Refugees Cope with Conflict in Culturally and Linguistically Diverse Urban Schools
How Young Refugees Cope with Conflict in Culturally and Linguistically Diverse Urban Schools
A randomized controlled trial of cognitive behaviour therapy to improve glycaemic control and psychosocial wellbeing in adolescents with type 1 diabetes
We evaluated a cognitive behaviour therapy-based programme to improve glycaemic control and psychosocial wellbeing in adolescents with type 1 diabetes. A total of 147 adolescents aged 13-16 years were randomized to the intervention ( n = 73) or standard care ( n = 74). The primary outcome was glycaemic control at 3 and 12 months post randomization, and secondary measures were stress, self-efficacy and quality of life. Mixed-effects regression mod…
Adolescent concern with social issues: An exploratory comparison between Australian, Colombian, and Northern Irish students
This study from 3 communities sought to determine the extent of adolescent concern with 4 social issues, and to document how young people cope with these concerns. A group of 399 students, aged 14 to 18 years, from 3 urban communities (viz., Colombian, Northern Irish, Australian) indicated their level of concern with 4 social issues. These were Pollution, Discrimination, Fear of Global War, and Community Violence. They then described how they cop…
Teaching Coping to Adolescents: When and to Whom
This paper reports on a longitudinal study of adolescent coping in. metropolitan Melbourne, Australia. During the five-year period of the investigation, 168 students were tracked firstly to document the patterns of general coping behaviour of girls and boys at grade levels 7, 9, and 11, and secondly to determine what changes were apparent in their coping responses. Young people's coping was assessed using the Adolescent Coping Scale (ACS), an 80-…
Things don't get better just because you're older: A case for facilitating reflection
Aims. This study reports on the coping actions of Australian secondary students and highlights the role schools may play in helping adolescents to both document, and if desired, modify their current styles and strategies of coping.Sample. A sample of 829 Australian school students (11-18 years) participated in the study.Methods. All participants completed the General Form of the Adolescent Coping Scale (ACS, Frydenberg & Lewis, 1993 a), and gende…
Social Issues: What concerns young people and how they cope
This study addressed the level of concern young Australians identify with four social issues (pollution, discrimination, global war, and community violence) and examined what they do to cope. It was found that the majority of secondary school students sampled are concerned with each of the four identified social issues, although girls are generally more concerned than boys. Students responded to the 80-item Adolescent Coping Scale. Adolescents us…
Parents and Children's Coping: Building Resilience and Wellbeing in the Early Years
Teaching Coping Skills in the Context of Positive Parenting Within a Preschool Setting
ObjectiveCoping 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.MethodThe participant group comprised 14 parents …
Overachievement and coping strategies in adolescent males
How to assist young people to achieve to their potential is a universal concern of educators. The relationship between achievement above that expected on the basis of IQ alone (often referred to as overachievement) in school assessment and preferred coping style, as assessed by the Adolescent Coping Scale (ACS, Frydenberg & Lewis, 1993 a ), was investigated in a group of 374 boys in Grades 9, 10 and 11 at an independent boys’ school in metropolit…
Boys play sport and girls turn to others: Age, gender and ethnicity as determinants of coping
Coping with different concerns: Consistency and variation in coping strategies used by adolescents
This study set out to determine the relationship between those things which are of concern to adolescents, and the ways in which young people cope with these concerns. One hundred and seventy-eight senior students from five postprimary schools in metropolitan Melbourne, Australia, completed a checklist designed to measure coping. They did this three times, once for each of three identified domains of concern, namely Achievement and Relationship c…
Social Issues: What concerns young people and how they cope
This study addressed the level of concern young Australians identify with four social issues (pollution, discrimination, global war, and community violence) and examined what they do to cope. It was found that the majority of secondary school students sampled are concerned with each of the four identified social issues, although girls are generally more concerned than boys. Students responded to the 80-item Adolescent Coping Scale. Adolescents us…
Overachievement and coping strategies in adolescent males
How to assist young people to achieve to their potential is a universal concern of educators. The relationship between achievement above that expected on the basis of IQ alone (often referred to as overachievement) in school assessment and preferred coping style, as assessed by the Adolescent Coping Scale (ACS, Frydenberg & Lewis, 1993 a ), was investigated in a group of 374 boys in Grades 9, 10 and 11 at an independent boys’ school in metropolit…
Things don't get better just because you're older: A case for facilitating reflection
Aims. This study reports on the coping actions of Australian secondary students and highlights the role schools may play in helping adolescents to both document, and if desired, modify their current styles and strategies of coping.Sample. A sample of 829 Australian school students (11-18 years) participated in the study.Methods. All participants completed the General Form of the Adolescent Coping Scale (ACS, Frydenberg & Lewis, 1993 a), and gende…
Teaching Coping to Adolescents: When and to Whom
This paper reports on a longitudinal study of adolescent coping in. metropolitan Melbourne, Australia. During the five-year period of the investigation, 168 students were tracked firstly to document the patterns of general coping behaviour of girls and boys at grade levels 7, 9, and 11, and secondly to determine what changes were apparent in their coping responses. Young people's coping was assessed using the Adolescent Coping Scale (ACS), an 80-…
Adolescent concern with social issues: An exploratory comparison between Australian, Colombian, and Northern Irish students
This study from 3 communities sought to determine the extent of adolescent concern with 4 social issues, and to document how young people cope with these concerns. A group of 399 students, aged 14 to 18 years, from 3 urban communities (viz., Colombian, Northern Irish, Australian) indicated their level of concern with 4 social issues. These were Pollution, Discrimination, Fear of Global War, and Community Violence. They then described how they cop…
Concomitants of failure to cope: What we should teach adolescents about coping
Background: How young people cope with stress is an important component of health and well-being since failure to deal with stress is very costly in social and emotional terms.Aim: In this study we examine the relationship between young people's declared failure to cope and the many coping styles that are reported concomitantly. The research questions addressed the extent to which positive and negative coping strategies co-exist in adolescent pop…
Coping with Concerns: An Exploratory Comparison of Australian, Colombian, German, and Palestinian Adolescents
Coping Competencies: What to Teach and When
What we know about coping—the theory, conceptual framework, what is good and bad coping, and how we learn to cope—has important implications for how we deal with life circumstances and, in particular, how we manage conflict. This article outlines how we conceptualize coping as a response to stress and as a means to develop resilience. The measurement of the construct and the insights that research has provided have enabled us to develop programs …
The Role of Peer Bystanders in School Bullying: Positive Steps Toward Promoting Peaceful Schools
Bullying and harassment are pervasive problems in schools, with interventions to counter bullying now regarded as a matter of high priority by educational authorities. This article considers the impact of bullying on victim and bully. It also explores the role of peers as bystanders in school bullying. Australian research is described, examining peer perceptions and responses, together with factors associated with bystander behavior. The authors'…
Relations among Well-Being, Avoidant Coping, and Active Coping in a Large Sample of Australian Adolescents
Coping by young people relates to both current and future well-being and is integral to the educational, clinical, and counselling arenas. This paper examined the relations between frequency of use and perceived efficacy of two coping styles (active and negative avoidant), and their relationship to well-being and distress in a sample of 870 adolescents. Students completed the short form of the Adolescent Coping Scale and the Reynolds' Scale of We…
Adapting a Generic Coping Skills Programme for Adolescents with Type 1 Diabetes: A Qualitative Study
Few qualitative studies have examined the views of adolescents with type 1 diabetes mellitus (T1DM) regarding psychosocial programme development and content. We conducted focus groups with 13 adolescents with T1DM to explore stressors and gain feedback on adapting a generic coping skills programme. The following prevalent stressors were identified: parental/adolescent conflict, balancing self-management and daily life, and health concerns. Preval…
Teaching Coping Skills in the Context of Positive Parenting Within a Preschool Setting
ObjectiveCoping 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.MethodThe participant group comprised 14 parents …
How Young Refugees Cope with Conflict in Culturally and Linguistically Diverse Urban Schools
How Young Refugees Cope with Conflict in Culturally and Linguistically Diverse Urban Schools
A randomized controlled trial of cognitive behaviour therapy to improve glycaemic control and psychosocial wellbeing in adolescents with type 1 diabetes
We evaluated a cognitive behaviour therapy-based programme to improve glycaemic control and psychosocial wellbeing in adolescents with type 1 diabetes. A total of 147 adolescents aged 13-16 years were randomized to the intervention ( n = 73) or standard care ( n = 74). The primary outcome was glycaemic control at 3 and 12 months post randomization, and secondary measures were stress, self-efficacy and quality of life. Mixed-effects regression mod…
Parents and Children's Coping: Building Resilience and Wellbeing in the Early Years
Psychology (15 works) · Clinical Psychology (12 works) · Developmental psychology (11 works) · Early Childhood Education and Development (10 works) · Clinical Psychology (9 works) · Social Psychology (9 works) · Child and Adolescent Psychosocial and Emotional Development (8 works) · Coping (psychology (8 works) · Social Psychology (6 works) · Youth Development and Social Support (6 works)