Student Attitudes

This study evaluates the "I Can Do " program, a 13-session preventive intervention curriculum designed to teach children methods of coping with five stressful events or experiences (parental separation or divorce; loss of a loved one; spending time in self-care; move to a new home or school; and feeling ethnically, socially, or intellectually different). The program also taught children how to help peers cope with the same experiences. Targeted coping skills included the use of social support and social problem-solving skills. Subjects were 92 fourth-graders who were assigned to the Immediate Intervention Group (participating in the fall semester) and the Delayed Intervention Group (participating in the following spring semester). Subjects completed several measures before and after their participation in the program, including a fact and attitudes measure, a self-efficacy measure, and a problem-solving measure. Results showed significant immediate or delayed effects on improvement in children's self-efficacy for coping with stressors. (MM) Reproductions supplied by EDRS are the best that can be made from the original document. U S. OEPARTMENT OF EDUCATIO