This book will help develop coping skills through arts and language-based activities. The strategies suggested build on children's existing knowledge and skills to enhance their learning, and will all contribute to:

· improving all children's emotional health and creativity
· developing resilience, particularly in periods of high stress such as transition from preschool to school
· increasing children's capacity to cooperate, respect and play with others

The authors also explain how to identify children at risk, particularly those experiencing anxiety or delay in social and emotional development, so that parents and practitioners can intervene early where difficulties exist. Practitioners and parents of children aged 3-8 will find a treasure trove of activities to build coping and self-esteem through creative play and imagination.

Erica Frydenberg is a clinical, organisational, counselling and educational psychologist. She practiced extensively in educational settings in Australia before joining the staff of the University of Melbourne, where she is an Associate Professor in Psychology in the Melbourne Graduate School of Education. She is a Fellow of the Australian Psychological Society and an elected member of its Board 2007-2009.

Erica has authored over 100 academic journal articles and chapters in the field of coping, published psychological instruments to measure coping and developed programs to teach coping skills.

Jan Deans is Senior Lecturer and Director of the Early Learning Centre at the University of Melbourne, Australia.

Kelly O'Brien is an Educational Psychologist with experience in early childhood and early intervention, based in Australia. Kelly currently works within the education sector where she has an interest in mental health promotion and social and emotional learning. Kelly was instrumental in the development of the Mentally Healthy Schools Framework, extending the Act-Belong-Commit campaign, the first mental health promotion campaign of its type, to a school setting.

Introduction. \ Part 1 THEORY FOR THE PRACTITIONER \ 1. Development in the Eatly Years: Some Important Concepts to Consider \ 2. Stress, Concerns and Coping: The Worries of Young Children \ 3. Situations and Coping Strategies: An Introduction to Coping Images \ 4. Developing Coping Skills in a Universal Group: Teaching Coping Skills across Various Group Settings \ Part 2 MOVING, THINKING, DOING: APPLICATIONS AND ACTIVITIES ACROSS DISCIPLINES AND SETTINGS \ 5. Visual Arts: Developing Coping Skills through Art and Play \ 6. Dance: Learning Coping Skills through Music and Movement \ 7. Music: Feeling, Creating and Coping with Sounds and Rhythms \ 8. Literacy, Language, Words and Coping: Encouraging Social and Emotional Development through Narrative \ 9. Developing CCoping Skills in the Family Context: Harnessing the Strengths of a Family Group to Create Positive Outcomes for Young People \ 10. Coping and Clinical Contexts: Supporting a Child Working with an External Health Professional \ References \ Index