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A coping‐oriented group intervention for students waiting to undergo secondary school transition: Effects on coping strategies, self‐esteem, and social anxiety symptoms
16 references·0 citing·47 second hop
A coping‐oriented group intervention for students waiting to undergo secondary school transition: Effects on coping strategies, self‐esteem, and social anxiety symptoms (2019)A coping‐oriented group intervention for …A Review of the Academic and Psychological Impact of the Transition to Secondary Education (2018)A Review of the Academic and …Emotion Regulation, Coping, and Decision Making: Three Linked Skills for Preventing Externalizing Problems in Adolescence (2017)Emotion Regulation, Coping, a…Diagnostic and Statistical Manual of Mental Disorders (2013)Diagnostic and Statistical Ma…Transition matters: pupils’ experiences of the primary–secondary school transition in the West of Scotland and consequences for well‐being and attainment (2008)Transition matters: pupils’ e…Assessing the Transitions to Middle and High School (2004)Assessing the Transitions to …Negotiating the Transition from Primary to Secondary School (2003)Negotiating the Transition fr…Resilience in the Face of Catastrophe: Optimism, Personality, and Coping in the Kosovo Crisis (2002)Resilience in the Face of Cat…Development of gender differences in depression: An elaborated cognitive vulnerability-transactional stress theory. (2001)Development of gender differe…Anxiety disorders: why they persist and how to treat them (1999)Anxiety disorders: why they p…Patterns of Individual Adjustment Changes During Middle School Transition (1998)Patterns of Individual Adjust…The Five to seven year shift: the age of reason and responsibility (1997)The Five to seven year shift:…Social phobia: Diagnosis, assessment, and treatment (1996)Social phobia: Diagnosis, ass…A review and reformulation of social information-processing mechanisms in children's social adjustment. (1994)A review and reformulation of…Social Anxiety Scale for Children-Revised: Factor Structure and Concurrent Validity (1993)Social Anxiety Scale for Chil…A Two-Year Longitudinal Study of Stressful Life Events, Social Support, and Social Problem-Solving Skills: Contributions to Children's Behavioral and Academic Adjustment (1991)A Two-Year Longitudinal Study…The dimensionality of self-esteem: II. Hierarchical facet model for revised measurement scales. 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References

  • 2013Diagnostic and Statistical Manual of Mental Disorders116,254 cited
  • 1994A review and reformulation of social information-processing mechanisms in children's social adjustment.5,547 cited
  • 2002Resilience in the Face of Catastrophe: Optimism, Personality, and Coping in the Kosovo Crisis2,167 cited
  • 1996Social phobia: Diagnosis, assessment, and treatment1,394 cited
  • 2001Development of gender differences in depression: An elaborated cognitive vulnerability-transactional stress theory.1,346 cited
  • 1984The dimensionality of self-esteem: II. Hierarchical facet model for revised measurement scales.947 cited
  • 1993Social Anxiety Scale for Children-Revised: Factor Structure and Concurrent Validity862 cited
  • 1999Anxiety disorders: why they persist and how to treat them556 cited
  • 2004Assessing the Transitions to Middle and High School527 cited
  • 1997The Five to seven year shift: the age of reason and responsibility346 cited
  • 2003Negotiating the Transition from Primary to Secondary School324 cited
  • 2008Transition matters: pupils’ experiences of the primary–secondary school transition in the West of Scotland and consequences for well‐being and attainment324 cited
  • 2018A Review of the Academic and Psychological Impact of the Transition to Secondary Education284 cited
  • 1991A Two-Year Longitudinal Study of Stressful Life Events, Social Support, and Social Problem-Solving Skills: Contributions to Children's Behavioral and Academic Adjustment

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276 cited
  • 1998Patterns of Individual Adjustment Changes During Middle School Transition210 cited
  • 2017Emotion Regulation, Coping, and Decision Making: Three Linked Skills for Preventing Externalizing Problems in Adolescence205 cited
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