Frydenberg and Lewis (1997) designed the Coping Scale for Adults (CSA) as an instrument to be used by parents, teachers, and administrators to develop their coping resources. This review of six studies using the CSA examined its validity and utility. The studies showed signifiant relationships between nonproductive CSA coping strategies and a number of undesired outcomes such as low self-esteem, feelings of being overwhelmed, and stress. Similarly, a consistent pattern of findings across studies linked the produaive strategies of the CSA to more positive outcomes and less negative ones. The findings appear to provide support for recent research indicating that the linkage between maladaptive styles and negative outcomes is stronger than are links between productive styles and productive outcomes. Consequently, therapeutic enhancement of productive coping strategies needs to be distinguished from therapeutic weakening of nonproductive coping strategies.

The direct and interactive effects of temperament and parenting were examined in the prediction of early adolescent externalising behaviour problems (conduct disorder and hyperactivity), internalising problems (depression and anxiety), and substance use, using data on 1,402 13- and 14-year-olds. Significant direct effects were found for four temperament factors (negative reactivity, task persistence, activity, and approach), and four parenting factors (warmth, power assertion, physical punishment, and monitoring). For those high in persistence, low in negative reactivity, or low in activity, problem outcomes were generally very rare, regardless of parenting. Prevalence of behaviour problems was generally elevated among those low in persistence, high in negotive reactivity, or high in activity, even in cases where parenting was high in positive qualities such as warmth and monitoring. Prevalence of certain behaviour problems was substantially elevated when low persistence, high negotive reactivity, or high activity occurred in combination with lower parental warmth or lower monitoring. The results suggest that parenting can play an important moderating role in the relationship of particular temperament characteristics to behavioural problems.

Temperament qualities of 308 Australian children are flrst described and then compared with 3623 children in the United States. Australian children display considerable balance in their preferences for extroversion-introversion and organised-flexible styles. However, more prefer thinking than feeling styles and imaginative than practical styles. Gender differences exist on thinking-feeling and practical-imaginative styles. Compared to their USA age peers,Australian children, both boys and girls, are more likely to prefer thinking as well as flexible styles.Australian and USA children generally do not differ in their preferences for extroversion-introversion and practical-imaginative styles.

From an initial sample of 747 primary school students, the top 16 percent (n = 116) with high self-esteem (HSE) and the bottom 15 percent (n = 111) with low self-esteem (LSE) were selected. These two groups were then compared on personol and classroom variables. Significant differences were found for all personol (self-talk, self-concepts) and classroom (teacher feedback, praise, teacher-student relationship, and classroom environment) variables. Students with HSE scored more highly on all variobles. Discriminant Function Analysis (DFA) was then used to determine which variables discriminated between these two groups of students. Learner self-concept, positive and negative self-talk, classroom environment, and effort feedback were the best discriminators of students with high and low self-esteem. Implications for educational psychologists and teachers are discussed.

Early intervention has become a priority for many researchers interested in reducing the prevalence of anxiety disorders within Australia (Donovan & Spence, 2000). Despite substantial advances in our knowledge of effective intervention protocols, studies investigating preventive intervention for child anxiety are sparse. Universal prevention programs targeting large cohorts of children within community settings are considered most advantageous (Greenburg, Domitrovich, & Bumbarger, 2001), although empirical studies for anxiety in youth are only beginning to emerge. This review of research in anxiety intervention explored protocols shown to have been successful in reducing symptoms of anxiety in youth and to discuss implications for future research. Findings suggested that cognitive behavioural therapy was potentially effective in reducing anxiety symptoms in youngsters when implemented in clinical settings (Kendall, 1994, 1996; Barrett, 1996, 1998) and in school-based preventive intervention (Dadds, Spence, Holland, Barrett, & Laurens, 1998). Future research evaluating the effectiveness of prevention programs at different ages in development has further practical research implications in terms of identifiing the most appropriate time conducive to enhancing long-term intervention effects.

Year 9 students from a Melbourne metropolitan secondary school (N = 176) completed the specific version of the Adolescent Coping Scale and a Resources Questionnaire on 10 resources valued by young people. Having and valuing of the 10 resources was associated with productive coping by adolescents. Having fewer resources and greater resource loss was related to use of nonproductive coping. Girls and boys managed their resources differently as part of their coping efforts. Investing in and gaining resources was reported by girls who coped productively and focused on solving their problems, but not by productively coping boys, nonproductively coping girls, or girls who reported avoiding negative emotional states when dealing with problems. The indications are that in counseling and in designing interventions aimed to improve resilience in young people, gender may have an impact on particular resources of value to the person, and the approach taken to developing resources may similarly vary.

Although numerous studies have considered the benefits of single-sex schooling for secondary students, the results have open been inconclusive or inconsistent. Very few studies have considered the effects of single-sex schooling at the primary level. This paper reports a trial of single-sex Year 7 classes at a Queensland primary school. Measures of academic achievement (number facts, spelling, reading, and mathematics) and teachers’ reports of children’s classroom involvement and motivation were obtained prior to the formation of classes and again at the end of the trial year. Results showed that boys in the single-sex class, who initially displayed lower academic results than all other groups, made significant gains in spelling, reading, and mathematics. There were significant differences in children’s emotional and behavioural engagement across the trial year, with girls in the mixed-sex class demonstrating reduced scores on these measures compared to children in the other classes.

A modified version of the conservation of Resources Evaluation (CORE) developed to measure adult resources to cope with stress was applied to young people. In this exploration of the relationship between the resources identified by young people and their coping styles, a sample of 172 secondary students completed the modified version of the Conservation of Resources Evaluation (CORE) and the long version of the Adolescent Coping Scale, focussed on a specific concern (ACS). The modified instrument was validated in the study, and a relationship was found between the degree to which students held the resources under consideration and the coping styles they used. Young people high in resources tended to use productive ACS strategies, while those young people with fewer resources report using fewer and more nonproductive ACS strategies. A resources approach to young people's adaptation to their circumstances has educational and therapeutic implications.

Questions about the development of multiple birth infants have accompanied an increase in their rate. Multiple birth has been associated with preterm birth and a higher incidence of disability than for singletons. The possible influence of birth order (first vs. second born), gender, and birthweight were considered at 4 years in 56 twins (28 pairs) who weighed less than 1500 grams at birth. Gender and birth order differences did not produce significont results in the cognitive, language, behaviour, and motor areas assessed. However, some significant findings in these areas were revealed when children < 1000 and ≥ 1000 grams were compared. The lighter weight group performed less well than the heavier group on the Stanford-Binet Intelligence Scale, in Abstract/Visual Reasoning, Quantitative Reasoning, and Test Composite. Furthermore, results were significantly lower for Fine Motor and Motor Standard Score (Motor Skills Domain of the Vineland Behavior Scales) and for Quality of Language and Intelligibility of Speech. Twins < 1000 grams birthweight need close educational surveillance prior to school entry.

Few studies exist that address the relationship between the higher order factors of fluid (Go and crystallised (Gc) intelligence and Victorian Certificate of Education (VCE) outcomes. In this study, for each of five cohorts, longitudinal data have been collected over a six-year span, consisting of results from standardised achievement and ability tests and ending with achievement outcomes.Two factors, interpreted as Gf and Gc, are derived from the standardised measures. In Year 7, these measures were the Progressive Achievement Test Mathematics (PAT Moths), Progressive Achievement Test Reading Comprehension (PAT Comprehension), and the jenkins Test of Nonverbal Ability. In Year 10, the measures were the subtests of the Differential Aptitude Test (DAT).These factors are investigated in order to identify whether they are differentially important in regard to VCE Performance. The standardised measures and final VCE results were collected at a Melbourne independent girls' school from 414 exiting Year 12 students, in 1998, 1999, 2000, 2001, and 2002. Both Gf and Gc accounted for a significant amount of the variance in VCE performance, with Gc being the most significant indicator.

A key aspect of the work of many educational and developmental psychologists is the diagnosis of literacy learning disability. One component of this disability is learning to read words automatically. This difficulty is attributed to the gradual development of phonological decoding and the related acquisition of orthographic knowledge. Unfamiliar letter strings can be decoding either overtly, by saying aloud systematically parts of a written word and then blending the parts, or subvocally. Subvocal decoding is assumed to be more mature develapmentally and to be a key acquisition. The present study examines aspects of the acquisition of subvocal decoding by monitoring the reading of pseudowords by average and low achieving third to fifth graders. Subvocal phonological decoding ability was correlated with the accuracy, comprehension, and rate components of prose reading for both categories of reading ability and was higher for the average readers. Its accuracy was influenced by the number of letters in a pseudoword and its sound structure. Low achieving reoders showed a greater sensitivity to subvocal phonological decoding than average reoders. The implications for the diagnosis of reading disabilities by educational and developmental psychologists are discussed.

This study investigated the effects of perceived controllobility on information processing within the attributional model of learning (Weiner, 1985, 1986). Attributional style was used to identify trait patterns of controllability for 37 university student. Task-relevant feedback was then manipulated to test for differences in working memory function between participants with high versus low levels of trait controllobility. Trait controllability occurred differently for hi-trait and lo-trait types. Results supported the hypothesis that it exerts a moderating effect on the way task-relevant feedback is processed. This selective encoding of information appeared to involve limitations inherent to the working memory system that affect processing efficiency, marking an important consideration for the way in which information is presented during the learning process.

Auditory processing is an essential communicative function. However, some children do not develop language and learning as effectively as expected. Educators have been aware of this deficiency in listening and related communicative skills but are not able to identify the underlying specific deficit or set of deficits. A specialist audiology assessment can help to identify specific auditory processing deficits. Appropriate educational objectives can flow from such a diagnosis.