TALK TIME

Introducing Coping
Strategies to Early Learners
Chris Scales, Marisa Giglio, Erin Bucheit, Rachel Othersen, Sarah Ebright
Leave Your Worries at the Door?
TEDxGoldenGateED
Jeff Duncan-Andrade
Growing Roses in Concrete
Rationale: Maslows Hierarchy of Needs
Rationale: Literature Review
Coping with Poverty-Related Stress

What is Coping?

Primary Control Coping
o emotional expression
o emotional regulation
o problem solving

Rationale: Literature Review
Adverse Life Events, Coping and
Internalizing and Externalizing
Behaviors

o Research has shown that the different life
events that students face impact the way that
they express their emotions whether it be
internal or external.

o Teaching an array of coping strategies may be
beneficial in stressful situations.

Rationale: Literature Review
Childhood Poverty, Chronic Stress, Self-
Regulation, and Coping
o Poverty linked to poor coping strategies.
o Children who rely on problem solving coping
strategies, exhibit fewer adverse psychological
symptoms (Wolff, 2010).
o Low-income parents who talk less to their children
tend to:
Have children with poorer language skills
Have limited abilities to regulate their
emotions because of deficits in emotional
expression and communication skills (Hoff,
2002).
Be at-risk in academic studies
Response to Intervention: Rationale

Students are
identified through:
Universal
screening
Design
Implementation
of the students
response to
interventions.

Progress Monitoring
Fluid Model
Evidence-Based
State Necessity
Essential Questions/Concepts:
Cognitive Development (sensorimotor, language arts, art, communication)
Social/Emotional Development (cooperation, communication, interpersonal relationships)

Standards in Practice:
CCSS.ELA-LITERACY.W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to
describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

CCSS.ELA-LITERACY.SL.2.4
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in
coherent sentences.

CCSS.ELA-LITERACY.L.2.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

TIER 1
TALK TIME NOTEBOOKS
Private. Not to be shared with peers.
Kept at school at all times.
Prompted responses.
Can be reviewed by teacher
or intervention specialist
TIER 2
BI-WEEKLY MEETING
Volunteers to meet.
45 minutes
5-10 minute lesson. Coping Strategies
Shared space.
Personal Meeting Time
Group Meeting Time
3 Centers for alternative activity
Volunteer Training
May be parents, community activists, or
pooled from other programs.
One 30 minute training session.
o Confidentiality
o Supportiveness
o Common coping strategies and responses
o Buddy system
ACTIVITY 1
Artistic Expression
Activity 2:
personal writing
Activity 3:
Interactive Physical Coping
Technique
Personal Meeting Time
TI ER 3
I ndividual I ntervention
Concerns addressed
Information turned over to school
specialist or psychologist
Teacher or Volunteer
Access to TIME TIME notebook
Plan for continuing action
Assessment Strategies
Formative Assessment:

Weekly Journaling
Assessments
Entrance assessment:

Will give teacher feedback post
the coping session.
Assessments Conclusions
Exit Assessment:

Will give teacher feedback
post the coping session.
Resources
Attar, B. K., Guerra, N. G., & Tolan, P. H. (1994). Neighborhood disadvantage, stressful life events, and adjustment in urban elementary-school children.
Journal of Clinical Child Psychology, 23 (4), 391400. doi:10.1207/s15374424jccp2304_5.

Cooley-Strickland, M., Sanchez, Y., & Lambert, S. Adverse Life Events, Coping and Internalizing and Externalizing Behaviors in Urban African American
Youth. Journal of Child and Family Studies, 22, 38-47.

Hoff, E., Laursen, B., & Tardif, T. (2002). Socioeconomic status and parenting. In M. H. Bornstein (Ed.), Handbook of parenti ng (2nd ed.,pp. 231252).
Mahwah, NJ: Erlbaum.

PENT - Positive Environments, Network of Trainers (California .... (n.d.). . Retrieved May 1, 2014, from http://www.acronymfinder.com/Positive-
Environments%2c-Network-of-Trainers-(California-Department-of-Education)-(PENT).html.

Rehkopf, D.D., Haughton, L.T., Chen, J.T., Waterman, P.D., Subramanian, S.V., & Krieger, N. (2006). Monitoring socioeconomic disparities in death:
Comparing individual-level education and area-based socioeconomic measures. American Journal of Public Health, 96. 2.135-2.138.

Wadsworth, M., Wolff, B., Santiago, C. D., & Moran, E. (2008). Adolescent coping with poverty-related stress. The Prevention Researcher, 15, 13-16.

Wolff, B. C., Wadsworth, M. E., & Santiago, C. D. (2010). Family poverty, stress, and coping. In R. J. R. Levesque (Ed.), Encyclopedia of adolescence (pp.
941951). New York, NY: Springer.