Foreword Tom Oakland \ Acknowledgements \ Introduction \ Section I: Positive psychology, cognitive behavioural theory and the field of coping: what we know \ Cognitive Behaviour Therapy \ The Adolescent Brain \ Social and Emotional Learning The Challenge \ From Stress to Coping \ Definitions of Coping \ So what is Coping? \ Measurement of Coping \ What we know about Coping \ Achievement \ Wellbeing and Coping \ Dysfunctional Behaviour and Coping \ Learning to Cope \ How the 12 modules can be used \ Section II: The modules of the program \ ¿Module 1: The Language of Coping \ Module 2: Positive Thinking \ Module 3: Strategies that Don't Help \ Module 4: Getting Along with Others \ Module 5: Asking for Help \ Module 6: Coping with Conflict \ Module 7: Problem Solving \ Module 8: Social Problem Solving \ Module 9: Decision-making \ Module 10: Coping in Cyberworld \ Module 11: Goal Setting and Goal Getting \ Module 12: Time Management \ Section III: Coping Skills for Particular Groups \ Learning Disabled \ Students who have Specific Learning Disabilities \ Features of the Population \ Adapting the Program \ Evaluation \ What learned \ Children who have Experienced Divorce \ The group \ How adapted \ What found \ Dealing with Depression \ What is Depression? \ What are the effects of Depression? \ Intervention \ Helping a young person with Depression \ Chronic Illness \ Features of the Population \ Adaptation of the program \ Young people with Asperger's \ Particular need of students who have Asperger's \ Features of the population \ Adaptation of the program \ Working in small groups \ Concluding remarks \ References.