Coping has been specifically targeted by a few interventions. In a review of programs designed to promote positive mental health in adolescents, Compas (1993) highlighted several programs specifically designed to improve adolescents' general coping skills. Among the programs reviewed by Compas are the Yale-New Haven Social Problem-Solving program (YNH-SPS; Weissberg, Caplan, & Bennetto, 1988; Weissberg, Caplan, & Sivo, 1989) and the Comprehensive Stress Management Program for Children (Ledoux, 1985). Evaluations of these and similar programs suggest that teaching stress management techniques to adolescents can increase adolescent well-being in multiple domains, including emotional well-being. Weissberg et al. (1989) found that students who completed the YNH-SPS program demonstrated improved social problem-solving skills necessary for positive coping with social stressors, and demonstrated increased impulse control. Compas et al. (1991) evaluated the Comprehensive Stress Management Program for Children and found that adolescents who completed the program demonstrated increased use of emotion-focused coping skills and perceptions of personal competence, and decreased perceptions of stress and externalizing emotional and behavioral problems.