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1
Till, Tracy, and res cand@acu edu au. "Coping with Cancer: the Adolescent experience." Australian Catholic University. School of Nursing, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp70.25092005.
Full textAbstract:
Adolescence is the period of physical and emotional development from childhood to adulthood. As an adolescent develops they struggle with many issues including developing independence from their parents, embracing peer culture, an increase in the importance of body image and the development of sexual, vocational, and moral identity. The diagnosis and treatment for cancer can interfere with the adolescent meeting these goals, and subsequently cause the experience of adolescence to be more difficult. The aim of this study was to identify how adolescents with cancer cope with their situation. The objectives were to determine the resources adolescents utilise to cope with their experience, and the coping strategies adolescents use to cope with their experience. A thorough literature review identified that there had previously been only limited research with adolescents with cancer. In particular there had been very few qualitative studies investigating the specific coping strategies used by adolescents with cancer, with no such research being undertaken in Queensland. This study was conducted under the epistemological stance of constructionism. Meaning was constructed for this study of adolescents with cancer through the use of grounded theory methods, and secondary analysis of data. Interviews were collected by the researcher for a project at the Royal Children’s Hospital. Using grounded theory methods, seven of the interviews were analysed. In the process of developing a central category, Schatzman's Dimensional Matrix was used to assign codes into context, processes, consequences, and conditions, under the central category of “conquering the cancer experience”. The experience of diagnosis and treatment for cancer was difficult for these adolescents, however they ultimately coped and became stronger as a result of their experience. The key findings of this study identified that adolescents were able to cope with their experience. These finding were discussed in relation to factors which enhanced their coping, factors which influenced their ability to cope and how the experience changed the adolescent. Recommendations were also made with the aim of improving the experience of adolescents undergoing treatment for cancer in Queensland. Through the implementation of the recommendations of this study, hopefully the journey of adolescents with cancer can be made easier.
2
Wong, Ka-yan Angela. "Adolescent problems and coping strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B2978945x.
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3
Till, Tracy. "Coping with cancer: The adolescent experience." Thesis, Australian Catholic University, 2004. https://acuresearchbank.acu.edu.au/download/235d3b521e09e5057ee5405899be6de47cbed29278afc15777be6feebdd1699b/1170069/65110_downloaded_stream_335.pdf.
Full textAbstract:
Adolescence is the period of physical and emotional development from childhood to adulthood. As an adolescent develops they struggle with many issues including developing independence from their parents, embracing peer culture, an increase in the importance of body image and the development of sexual, vocational, and moral identity. The diagnosis and treatment for cancer can interfere with the adolescent meeting these goals, and subsequently cause the experience of adolescence to be more difficult. The aim of this study was to identify how adolescents with cancer cope with their situation. The objectives were to determine the resources adolescents utilise to cope with their experience, and the coping strategies adolescents use to cope with their experience. A thorough literature review identified that there had previously been only limited research with adolescents with cancer. In particular there had been very few qualitative studies investigating the specific coping strategies used by adolescents with cancer, with no such research being undertaken in Queensland. This study was conducted under the epistemological stance of constructionism. Meaning was constructed for this study of adolescents with cancer through the use of grounded theory methods, and secondary analysis of data. Interviews were collected by the researcher for a project at the Royal Children's Hospital. Using grounded theory methods, seven of the interviews were analysed. In the process of developing a central category, Schatzman's Dimensional Matrix was used to assign codes into context, processes, consequences, and conditions, under the central category of 'conquering the cancer experience'. The experience of diagnosis and treatment for cancer was difficult for these adolescents, however they ultimately coped and became stronger as a result of their experience. The key findings of this study identified that adolescents were able to cope with their experience.;These finding were discussed in relation to factors which enhanced their coping, factors which influenced their ability to cope and how the experience changed the adolescent. Recommendations were also made with the aim of improving the experience of adolescents undergoing treatment for cancer in Queensland. Through the implementation of the recommendations of this study, hopefully the journey of adolescents with cancer can be made easier.
4
Pond, Jami S. "Stress and coping among adolescent diabetics." Thesis, This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-08142009-040623/.
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5
Edey, Jocelyn Dawn. "The adolescent voice, stress, coping and identity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40042.pdf.
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6
Pond, Laurina. "Stress and coping in adolescent Pastors' Kids." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ55234.pdf.
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7
Orzech, Kathryn. "Adolescent Sleep: Patterns, Perceptions and Coping Behaviors." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194249.
Full textAbstract:
Sleep matters for adolescents. It matters for physical and mental health, for success in the classroom and in extracurricular activities, for safety while driving and for protection against potential future psychological problems and substance abuse. Although the recommended nightly amount of sleep for adolescents is over nine hours, many factors interact to preclude teens from getting the sleep they need. This study uses a biocultural, multi-method approach to examine how biological, cultural, and environmental factors interact to affect adolescent sleep behavior in a cohort of 50 high school freshmen in the United States. High school is a place where adolescents learn social and academic skills that will carry them into adult life, but it also provides a space where they are socialized into "how to sleep." By exploring sleep and related behaviors, including ways to cope with inadequate sleep, in a group of teens who were 14 or 15 years old and evenly divided between White and Hispanic and male and female participants, this research explores how sleep is embedded within webs of individual, household-level, school-specific and societal factors. Beyond examining how advice about sleep and teens' experience of sleep behavior is internalized and embodied by adolescents, special attention is paid to the relationships between personal technology use and sleep, and also to the relationships among sleep and food and caffeine intake.
8
Duvenage, Megan. "Developmentally Digital: Adolescent Coping in the Digital Age." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/392885.
Full textAbstract:
Adolescence is a time of increased developmental stress and associated risk for psychopathology. At the same time, today’s adolescent is almost constantly digitally connected, and the online space has been largely overlooked by researchers as a context for youthful coping. As a result, the current thesis includes three empirical studies to address critical gaps in our measurement of adolescent coping (online or off), how adolescents look to the digital arena as they navigate day-to-day life, and the short-term influence of online coping on adolescents’ emotional well-being. First, Study 1 sought to characterize how scholars are using technology to measure adolescent coping via ambulatory assessment (AA), and to delineate associated advantages and challenges of varying approaches. Previous published research has remained challenged by how best to conceptualize, measure, and analyse adolescents’ coping in situ. Thus, drawing from 60 adolescent AA coping studies, Study 1 called for scholars to revisit coping theory in their study designs to ensure they tap their focal aspect of the adolescent coping process. Study 1 also provided key lessons and recommendations for scholars seeking to deploy AA methods in their pursuit of measuring coping. Second, Study 2 sought to establish a foundation for adolescent online coping. This study brought together data from adolescent focus groups (Study 1; n = 16), experience sampling (Study 2; n = 156), and young adult surveys (Supplementary data; n = 213). Study findings validated adolescents’ online coping as a strategy that youth widely endorse in the face of daily stress. Specifically, in line with common coping facets, and drawing on the communications literature, three online coping strategies emerged: online emotional support seeking, information seeking, and self-distraction. Moreover, findings suggest negative linear effects for these online coping strategies; when conceived as an individual difference construct, whereby more online coping was associated with worse emotional reactions to stress in daily life. Third, Study 3 sought to explore the impact of adolescents’ online coping using a more fine-grained approach. Specifically, by tying ambulatory assessments of online coping to momentary stress reports, this study allowed for the analyses of the full coping process—stress, coping, response—within an in-situ framework. Moreover, this study capitalized on momentary coping reports in a subset of youth (n = 115; 1,241 timepoints) to assess both linear and non-linear associations with short-term emotional well-being. Findings indicated a negative linear impact of momentary online coping, such that more emotional support seeking, information seeking, and distraction online were associated with worse emotional responses. However, testing of non-linear associations indicated better fitting models across the board, and a robust pattern of results. Here, moderate levels of online coping had a clear positive impact on adolescents’ emotional recovery from stress. All told, thesis findings point to the important arena of technology to support adolescents' coping and associated well-being. Thesis studies contribute to the literature in several arenas, including a much-needed scoping review of the existing AA coping literature, and a robust validation of the online coping construct. Further and most importantly, studies make clear that online coping has an effect on adolescents’ emotional well-being, and when used in moderation, may be beneficial to their emotional functioning.Thesis (Professional Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD ClinPsych)
School of Applied Psychology
Griffith Health
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9
Nicholls, Adam R. "Stress and coping among high-level adolescent golfers." Thesis, University of Hull, 2005. http://hydra.hull.ac.uk/resources/hull:6708.
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The overall purpose of this research programme was to examine how international adolescent golfers cope with performance related stressors. As such, three interrelated studies were designed to pursue this purpose. The purpose of Study 1 was to examine instances when international adolescent golfers' coped effectively and ineffectively with performance-related stressors during competition. Strategies associated with effective coping were rationalizing, re-appraising, blocking, positive self-talk, following a routine, breathing exercises, physical relaxation, and seeking on-course social support. Alternatively, different types of coping responses (trying too hard, speeding up, routine changes, negative thoughts, lack of coping) were associated with ineffective coping. The purpose of Study 2 was to examine stressors, coping strategies, and perceived coping effectiveness among elite adolescent golfers longitudinally over 31 days. Overall, most frequently-cited stressors were making a physical error and making a mental error. Coping strategies that served a problem-focused coping function were cited more often than those which served an emotion-focused or avoidance function. Although mean coping effectiveness remained stable over time, considerable fluctuations in the effectiveness of coping strategies used to manage specific stressors were observed. The purpose of study 3 was to identify and examine adolescent golfers' stress appraisals and coping attempts during golf performance. Stress appraisals appeared to be related to the participants' performance goals, and an array of different coping attempts was deployed to manage apparently similar stressor-appraisals The findings presented in this research programme suggest that adolescent golfers use a plethora of different coping strategies during golf to cope with performance related stressors. The types of coping strategies utilised by the participants were very similar throughout all three of the studies ranging from blocking to positive appraisal.
10
Garlitz, Lora L. "The hospitalized adolescent fears, stressors, and coping skills /." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3907.
Full textAbstract:
Thesis (M.S.)--West Virginia University, 2005.Title from document title page. Document formatted into pages; contains vi, 83 p. : ill. Includes abstract. Includes bibliographical references (p. 52-55).
11
Russell, Melissa S. "Adaptation of an Adolescent Coping Assessment for Outdoor Adventure." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3031.
Full textAbstract:
The purpose of this study was to adapt a measure for coping in outdoor adventure activities that reliable and valid inferences could be made. To do this, the constructs were clearly defined; relevant items were written representing the constructs. An expert panel reviewed the items for content validity, and the instrument was administered to subjects to gather evidence supporting the reliability and validity of inferences. The instrument adapted will provide a foundation for future research and understanding related to outdoor adventure coping skills. In addition, evidence supporting the reliability and validity of inferences of the assessment serve to measure outcomes in adventure and wilderness therapy programs.
12
Prelow, Hazel (Hazel M. ). "Life Stress, Coping, and Social Support in Adolescents: Cultural and Ethnic Differences." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278493/.
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Although much research has examined the impact of life stress and the subsequent development of health symptoms, most of this research has been done with White middle class adults. Similar to the adult research, life stress research with children and adolescents has focused on White middle class individuals. The present study expands the knowledge about the stress process in ethnic/racial adolescents while controlling for the effects of SES. A sample population consisting of 103 Black students, 129 Hispanic students, and 105 White students was compared with respect to stressful events experienced, coping strategies, and social support. Students from a wide range of socioeconomic backgrounds were included within each ethnic/racial group studied. After experimentally and statistically controlling for the effects of socioeconomic status, significant differences were observed. Black and Hispanic students reported receiving higher levels of Enacted Social Support (actual support) than White students. Contrary to what has been previous suggested, Black and Hispanic students reported having experienced fewer stressful life events than White students. Other ethnic/racial group differences that emerged included differences in ways in which specific patterns of moderator variables served to enhance the relationship between life stress and psychological symptomatology.
13
Neill, Caroline Carragher. "Adolescent appraisals and coping strategies during a stressful exam." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0032/MQ62487.pdf.
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Bradbury, Stacey Lynn. "Adolescent Coping Strategies for In-person Bullying and Cyberbullying." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1370276537.
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Cullman, Ellen P. "ATTACHMENT TO PARENT AND PEERS AS A MODERATOR OF THE RELATION BETWEEN PARENT/PEER RELIGIOUS COPING AND ADOLESCENT RELIGIOUS COPING." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1162076830.
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Korte, Kelli Lynn Jarvis Patricia. "Adolescent psychosocial development as predicted by pubertal status, body image, stressors, and coping strategies." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924350.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 1998.Title from title page screen, viewed July 14, 2006. Dissertation Committee: Patricia A. Jarvis (chair), Deborah Gentry, Matthew Hesson-McInnis, Connie B. Horton, Margaret Nauta. Includes bibliographical references (leaves 82-93) and abstract. Also available in print.
17
Bromhead, David, and n/a. "Gender role orientation, stress, coping and hopelessness in a normal adolescent population." University of Canberra. Teacher Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060613.142101.
Full textAbstract:
Many risk factors have been put forward to account for the significant increase in
adolescent male suicide over the last 20 years, and the pronounced sex difference in
suicide statistics. In particular, hopelessness has been shown to be a strong indicator
of suicidality. This study investigated the relationship of gender role, stress, and
coping to hopelessness in a normal adolescent population. It was hypothesized that
stress, coping and a masculine gender role would contribute to hopelessness. 288
adolescent students between the ages of 15 and 18 were surveyed using the
Adolescent Stress Scale, the Beck Hopelessness Scale, the Australian Sex Role Scale, and the Adolescent Coping Scale. Contrary to expectation, having a masculine gender
role was not related to hopelessness; students with an undifferentiated gender role had
higher levels of hopelessness than androgynous, masculine, and feminine students.
However, the majority of students who had an undifferentiated gender role were male.
Hopelessness was also associated with high levels of stress and the use of avoidance
coping strategies. The results are discussed within the transactional stress model and
the stress-diathesis model.
18
Nordén, Sabina. "Coping hos två ungdomar under Förintelsen : Utvecklingspsykologiska perspektiv." Thesis, Uppsala universitet, Religionspsykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-226735.
Full textAbstract:
The field of coping has become more developed during the past decades but there is still a lot to be discovered and discussed. Theories of developmental psychology describe the possibility to map a general developmental structure of how the human mind expands. The aim of this study is to contribute to further research in whether there is a reason why we cope the way we do in relation to age. The questions answered in this study was, what coping two girls, whom lived during the Holocaust, used and how the coping found, were possible to interpret from theories of developmental psychology. In order to answer the questions asked a method called Template Analysis Style and three different theories have been applied. The main theory is about coping by Kenneth Pargament and the other two are theories of developmental psychology out of the cognitive perspective by Jean Piaget and the psychosocial perspective by Erik H. Erikson. The conclusion made by this study is that it is possible to associate and interpret the result found in the material from the two individuals with developmental psychology. However, more studies are needed before it is possible to make any kind of generalizations.
19
Geldard, Kathryn Mary. "Adolescent Peer Counselling." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16155/1/Kathryn_Geldard_Thesis.pdf.
Full textAbstract:
Adolescent peer counselling as a social support strategy to assist adolescents to cope with stress in their peer group provides the focus for the present thesis. The prosocial behaviour of providing emotional and psychological support through the use of helping conversations by young people is examined. Current programs for training adolescent peer counsellors have failed to discover what skills adolescents bring to the helping conversation. They ignore, actively discourage, and censor, some typical adolescent conversational helping behaviours and idiosyncratic communication processes. Current programs for training adolescent peer counsellors rely on teaching microcounselling skills from adult counselling models. When using this approach, the adolescent peer helper training literature reports skill implementation, role attribution and status differences as being problematic for trained adolescent peer counsellors (Carr, 1984; de Rosenroll, 1988; Morey & Miller, 1993). For example Carr (1984) recognised that once core counselling skills have been reasonably mastered that young people " may feel awkward, mechanical or phoney" (p. 11) when trying to implement the new skills. Problematic issues with regard to role attribution and status differences appear to relate to the term 'peer counsellor' and its professional expectations, including training and duties (Anderson, 1976; Jacobs, Masson & Vass, 1976; Myrick, 1976). A particular concern of Peavy (1977) was that for too many people counselling was an acceptable label for advice giving and that the role of counsellor could imply professional status. De Rosenroll (1988) cautioned against creating miniature mirror images of counselling and therapeutic professionals in young people. However, he described a process whereby status difference is implied when a group of adolescent peer counsellors is trained and invited to participate in activities that require appropriate ethical guidelines including competencies, training, confidentiality and supervision. While Carr and Saunders (1981) suggest, "student resentment of the peer counsellor is not a problem" they go on to say, "this is not to say that the problem does not exist" (p. 21). The authors suggest that as a concern the problem can be minimised by making sure the peer counsellors are not 'forced' on the student body and by providing opportunities for peer counsellors to develop ways of managing resentment. De Rosenroll (1988) acknowledges that the adolescent peer counsellor relationship may fall within a paraprofessional framework in that a difference in status may be inferred from the differing life experiences of the peer counsellor when compared with their student peers.
The current project aimed to discover whether the issues of skill implementation, role attribution and status differences could be addressed so that adolescent peer counselling, a valuable social support resource, could be made more attractive to, and useful for adolescents.
The researcher's goal was to discover what young people typically do when they help each other conversationally, what they want to learn that would enhance their conversational helping behaviour, and how they experience and respond to their role as peer counsellor, and then to use the information obtained in the development of an adolescent-friendly peer counsellor training program. By doing this, the expectation was that the problematic issues cited in the literature could be addressed. Guided by an ethnographic framework the project also examined the influence of an adolescent-friendly peer counsellor training program on the non-peer counsellor students in the wider adolescent community of the high school.
Three sequential studies were undertaken. In Study 1, the typical adolescent conversational and communications skills that young people use when helping each other were identified. In addition, those microcounselling skills that young people found useful and compatible with their typical communication processes were identified. In Study 2, an intervention research process was used to develop, deliver, and evaluate an adolescent-friendly peer counsellor training program which combined typical adolescent helping behaviours with preferred counselling microskills selected by participants in Study 1. The intervention research paradigm was selected as the most appropriate methodology for this study because it is designed to provide an integrated perspective for understanding, developing, and examining the feasibility and effectiveness of innovative human services interventions (Bailey-Dempsey & Reid, 1996; Rothman & Thomas, 1994). Intervention research is typically conducted in a field setting in which researchers and practitioners work together to design and assess interventions. When applying intervention research methodology researchers and practitioners begin by selecting the problem they want to remedy, reviewing the literature, identifying criteria for appropriate and effective intervention, integrating the information into plans for the intervention and then testing the intervention to reveal the intervention's strengths and flaws. Researchers then suggest modifications to make the intervention more effective, and satisfying for participants. In the final stage of intervention research, researchers disseminate information about the intervention and make available manuals and other training materials developed along the way (Comer, Meier, & Galinsky, 2004). In Study 2 an adolescent-friendly peer counsellor training manual was developed. Study 3 evaluated the impact of the peer counsellor training longitudinally on the wider school community. In particular, the project was interested in whether exposure to trained peer counsellors influenced students who were not peer counsellors with regard to their perceptions of self-concept, the degree of use of specific coping strategies and on their perceptions of the school climate. Study three included the development of A School Climate Survey which focused on the psychosocial aspects of school climate from the student's perspective. Two factors which were significantly correlated (p<.01) were identified. Factor 1 measured students' perceptions of student relationships, and Factor 2 measured students' perceptions of teachers' relationships with students.
The present project provides confirmation of a number of findings that other studies have identified regarding the idiosyncratic nature of adolescent communication, and the conversational and relational behaviours of young people (Chan, 2001; Noller, Feeney, & Peterson, 2001; Papini & Farmer, 1990; Rafaelli & Duckett, 1989; Readdick & Mullis, 1997; Rotenberg, 1995; Turkstra, 2001; Worcel et al., 1999; Young et al., 1999). It extends this research by identifying the specific conversational characteristics that young people use in helping conversations.
The project confirmed the researcher's expectation that some counselling microskills currently used in training adolescent peer counsellors are not easy to use by adolescents and are considered by adolescents to be unhelpful. It also confirmed that some typical adolescent conversational helping behaviours which have been proscribed for use in other adolescent peer counsellor training programs are useful in adolescent peer counselling. The project conclusively demonstrated that the adolescent-friendly peer counsellor training program developed in the project overcame the difficulties of skill implementation identified in the adolescent peer counselling literature (Carr, 1984). The project identified for the first time the process used by adolescent peer counsellors to deal with issues related to role attribution and status difference.
The current project contributes new information to the peer counselling literature through the discovery of important differences between early adolescent and late adolescent peer counsellors with regard to acquiring and mastering counselling skills, and their response to role attribution and status difference issues among their peers following counsellor training. As a result of the substantive findings the current project makes a significant contribution to social support theory and prosocial theory and to the adolescent peer counselling literature. It extends the range of prosocial behaviours addressed in published research by specifically examining the conversational helping behaviour of adolescents from a relational perspective. The current project provides new information that contributes to knowledge of social support in the form of conversational behaviour among adolescents identifying the interactive, collaborative, reciprocal and idiosyncratic nature of helping conversations in adolescents. Tindall (1989) suggests that peer counsellor trainers explore a variety of ways to approach a single training model that can augment and supplement the training process to meet specific group needs. The current project responded to this suggestion by investigating which counselling skills and behaviours adolescent peer counsellor trainees preferred, were easy to use by them, and were familiar to them, and then by using an intervention research process, devised a training program which incorporated these skills and behaviours into a typical adolescent helping conversation.
A mixed method longitudinal design was used in an ecologically valid setting. The longitudinal nature of the design enabled statements about the process of the peer counsellors' experience to be made. The project combined qualitative and quantitative methods of data gathering. Qualitative data reflects the phenomenological experience of the adolescent peer counsellor and the researcher and quantitative data provides an additional platform from which to view the findings. The intervention research paradigm provided a developmental research method that is appropriate for practice research. The intervention research model is more flexible than conventional experimental designs, capitalises on the availability of small samples, accommodates the dynamism and variation in practice conditions and diverse populations, and explicitly values the insights of the researcher as a practitioner. The project combines intervention research with involvement of the researcher in the project thus enabling the researcher to view and report the findings through her own professional and practice lens.
20
Geldard, Kathryn Mary. "Adolescent Peer Counselling." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16155/.
Full textAbstract:
Adolescent peer counselling as a social support strategy to assist adolescents to cope with stress in their peer group provides the focus for the present thesis. The prosocial behaviour of providing emotional and psychological support through the use of helping conversations by young people is examined. Current programs for training adolescent peer counsellors have failed to discover what skills adolescents bring to the helping conversation. They ignore, actively discourage, and censor, some typical adolescent conversational helping behaviours and idiosyncratic communication processes. Current programs for training adolescent peer counsellors rely on teaching microcounselling skills from adult counselling models. When using this approach, the adolescent peer helper training literature reports skill implementation, role attribution and status differences as being problematic for trained adolescent peer counsellors (Carr, 1984; de Rosenroll, 1988; Morey & Miller, 1993). For example Carr (1984) recognised that once core counselling skills have been reasonably mastered that young people " may feel awkward, mechanical or phoney" (p. 11) when trying to implement the new skills. Problematic issues with regard to role attribution and status differences appear to relate to the term 'peer counsellor' and its professional expectations, including training and duties (Anderson, 1976; Jacobs, Masson & Vass, 1976; Myrick, 1976). A particular concern of Peavy (1977) was that for too many people counselling was an acceptable label for advice giving and that the role of counsellor could imply professional status. De Rosenroll (1988) cautioned against creating miniature mirror images of counselling and therapeutic professionals in young people. However, he described a process whereby status difference is implied when a group of adolescent peer counsellors is trained and invited to participate in activities that require appropriate ethical guidelines including competencies, training, confidentiality and supervision. While Carr and Saunders (1981) suggest, "student resentment of the peer counsellor is not a problem" they go on to say, "this is not to say that the problem does not exist" (p. 21). The authors suggest that as a concern the problem can be minimised by making sure the peer counsellors are not 'forced' on the student body and by providing opportunities for peer counsellors to develop ways of managing resentment. De Rosenroll (1988) acknowledges that the adolescent peer counsellor relationship may fall within a paraprofessional framework in that a difference in status may be inferred from the differing life experiences of the peer counsellor when compared with their student peers. The current project aimed to discover whether the issues of skill implementation, role attribution and status differences could be addressed so that adolescent peer counselling, a valuable social support resource, could be made more attractive to, and useful for adolescents. The researcher's goal was to discover what young people typically do when they help each other conversationally, what they want to learn that would enhance their conversational helping behaviour, and how they experience and respond to their role as peer counsellor, and then to use the information obtained in the development of an adolescent-friendly peer counsellor training program. By doing this, the expectation was that the problematic issues cited in the literature could be addressed. Guided by an ethnographic framework the project also examined the influence of an adolescent-friendly peer counsellor training program on the non-peer counsellor students in the wider adolescent community of the high school. Three sequential studies were undertaken. In Study 1, the typical adolescent conversational and communications skills that young people use when helping each other were identified. In addition, those microcounselling skills that young people found useful and compatible with their typical communication processes were identified. In Study 2, an intervention research process was used to develop, deliver, and evaluate an adolescent-friendly peer counsellor training program which combined typical adolescent helping behaviours with preferred counselling microskills selected by participants in Study 1. The intervention research paradigm was selected as the most appropriate methodology for this study because it is designed to provide an integrated perspective for understanding, developing, and examining the feasibility and effectiveness of innovative human services interventions (Bailey-Dempsey & Reid, 1996; Rothman & Thomas, 1994). Intervention research is typically conducted in a field setting in which researchers and practitioners work together to design and assess interventions. When applying intervention research methodology researchers and practitioners begin by selecting the problem they want to remedy, reviewing the literature, identifying criteria for appropriate and effective intervention, integrating the information into plans for the intervention and then testing the intervention to reveal the intervention's strengths and flaws. Researchers then suggest modifications to make the intervention more effective, and satisfying for participants. In the final stage of intervention research, researchers disseminate information about the intervention and make available manuals and other training materials developed along the way (Comer, Meier, & Galinsky, 2004). In Study 2 an adolescent-friendly peer counsellor training manual was developed. Study 3 evaluated the impact of the peer counsellor training longitudinally on the wider school community. In particular, the project was interested in whether exposure to trained peer counsellors influenced students who were not peer counsellors with regard to their perceptions of self-concept, the degree of use of specific coping strategies and on their perceptions of the school climate. Study three included the development of A School Climate Survey which focused on the psychosocial aspects of school climate from the student's perspective. Two factors which were significantly correlated (p<.01) were identified. Factor 1 measured students' perceptions of student relationships, and Factor 2 measured students' perceptions of teachers' relationships with students. The present project provides confirmation of a number of findings that other studies have identified regarding the idiosyncratic nature of adolescent communication, and the conversational and relational behaviours of young people (Chan, 2001; Noller, Feeney, & Peterson, 2001; Papini & Farmer, 1990; Rafaelli & Duckett, 1989; Readdick & Mullis, 1997; Rotenberg, 1995; Turkstra, 2001; Worcel et al., 1999; Young et al., 1999). It extends this research by identifying the specific conversational characteristics that young people use in helping conversations. The project confirmed the researcher's expectation that some counselling microskills currently used in training adolescent peer counsellors are not easy to use by adolescents and are considered by adolescents to be unhelpful. It also confirmed that some typical adolescent conversational helping behaviours which have been proscribed for use in other adolescent peer counsellor training programs are useful in adolescent peer counselling. The project conclusively demonstrated that the adolescent-friendly peer counsellor training program developed in the project overcame the difficulties of skill implementation identified in the adolescent peer counselling literature (Carr, 1984). The project identified for the first time the process used by adolescent peer counsellors to deal with issues related to role attribution and status difference. The current project contributes new information to the peer counselling literature through the discovery of important differences between early adolescent and late adolescent peer counsellors with regard to acquiring and mastering counselling skills, and their response to role attribution and status difference issues among their peers following counsellor training. As a result of the substantive findings the current project makes a significant contribution to social support theory and prosocial theory and to the adolescent peer counselling literature. It extends the range of prosocial behaviours addressed in published research by specifically examining the conversational helping behaviour of adolescents from a relational perspective. The current project provides new information that contributes to knowledge of social support in the form of conversational behaviour among adolescents identifying the interactive, collaborative, reciprocal and idiosyncratic nature of helping conversations in adolescents. Tindall (1989) suggests that peer counsellor trainers explore a variety of ways to approach a single training model that can augment and supplement the training process to meet specific group needs. The current project responded to this suggestion by investigating which counselling skills and behaviours adolescent peer counsellor trainees preferred, were easy to use by them, and were familiar to them, and then by using an intervention research process, devised a training program which incorporated these skills and behaviours into a typical adolescent helping conversation. A mixed method longitudinal design was used in an ecologically valid setting. The longitudinal nature of the design enabled statements about the process of the peer counsellors' experience to be made. The project combined qualitative and quantitative methods of data gathering. Qualitative data reflects the phenomenological experience of the adolescent peer counsellor and the researcher and quantitative data provides an additional platform from which to view the findings. The intervention research paradigm provided a developmental research method that is appropriate for practice research. The intervention research model is more flexible than conventional experimental designs, capitalises on the availability of small samples, accommodates the dynamism and variation in practice conditions and diverse populations, and explicitly values the insights of the researcher as a practitioner. The project combines intervention research with involvement of the researcher in the project thus enabling the researcher to view and report the findings through her own professional and practice lens.
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Nkongho, Ndiya. "Religious Coping among Sexually Abused Adolescent Girls: A Phenomenological Investigation." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07282006-000252/.
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Thesis (Ph. D.)--Georgia State University, 2006.Title from title screen. Lisa Armistead, committee chair; Greg Jurkovic, committee co-chair; Sarah Cook, Rod Watts, committee members. Electronic text (133 p.) : digital, PDF file. Description based on contents viewed July 3, 2007. Includes bibliographical references (p. 91-109).
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Wunderlich, Julie. "Nursing interventions to promote coping strategies in adolescent oncology patients." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1528.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Nursing
Nursing
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Ferrari, Lisa. "Attachment, Personal Resources and Coping in Trait-Anxious Adolescent Girls." Antioch University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1265400267.
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Heaslip, Gabriel. "Leisure experiences in extracurricular activity participation enhance adolescent coping efficacy." Thesis, Heaslip, Gabriel (2017) Leisure experiences in extracurricular activity participation enhance adolescent coping efficacy. PhD thesis, Murdoch University, 2017. https://researchrepository.murdoch.edu.au/id/eprint/40493/.
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This thesis investigates the relationship between adolescents’ involvement in extracurricular activities and coping efficacy. Adolescence is a dynamic phase of a young person’s life that can, for some, involve heightened stress. Developing confidence in adolescence to cope with potential stress is vital for a young person’s healthy transition into adulthood. This thesis pursued three main objectives when exploring whether structured extracurricular leisure time activities may provide a positive context for adolescent coping efficacy. First, the thesis investigated whether, and to what intensity, activity participation enhanced coping efficacy either immediately or longer term. Second, the developmental experiences in activities that might give rise to the benefits to coping efficacy were studied. Third, the question of whether the potential benefits of extracurricular activities applied to at-risk adolescents to a greater extent than to those not at-risk was investigated.
A large representative sample of adolescents from Western Australia was surveyed as part of the Youth Activity Participation Study of Western Australia (YAPS-WA). The adolescents were asked about their leisure time experiences, coping efficacy and risk-taking behaviours as well as additional demographic information. The empirical studies of which this thesis is composed draw on multiple waves of data from YAPS-WA. Study 1 (Chapter 3) is a longitudinal paper which utilised both Wave 1 and Wave 2 data from the YAPS-WA project (see Appendix A and B for a copy of entire Wave 1 and 2 surveys, respectively). Study 2 (Chapter 4) investigated data from Wave 7 (see Appendix C for a copy of entire Wave 7 survey). Study 3 used data from Wave 3 from the YAPS-WA project (see Appendix C for a copy of entire Wave 3 survey).
Study 1 investigated the relationship between extracurricular activity intensity in the first year of high school (year 8) and coping efficacy one year later. This study compared the predictive strength of participation in sporting and non-sporting activities and tested whether they made independent or overlapping contributions to coping efficacy. Further, the question of whether activity participation intensity showed a linear or a nonlinear relationship with coping efficacy was addressed. The study showed that, in bivariate analyses, greater sporting intensity predicted significantly greater coping efficacy in both years. In contrast, non-sporting activity intensity had a quadratic association with coping efficacy. Results suggested that different types of activity participation might have different optimal patterns of participation for coping efficacy. After controlling for gender, school SES, initial coping efficacy, and current participation, non-sporting activity intensity in year 8 significantly predicted coping efficacy one year later. Overall, the findings suggest that sporting activities have immediate benefits proportional to intensity of participation whereas non-sporting activities have an enduring benefit for coping efficacy, but may not produce maximum benefit at very high level of intensity.
Study 2 focused on the experiences within extracurricular activities that may foster positive coping efficacy. The main findings of this study revealed that the relationship between extracurricular activity intensity and adolescent coping efficacy was fully mediated by the developmental experiences within the activities. Specifically, analyses demonstrated that experiences of initiative in sports and positive peer interactions in non-sporting activities explained the relationship between greater intensity of participation and adolescent coping efficacy. In contrast, experiences of leadership and positive adult interaction did not contribute to coping efficacy. These findings reveal that extracurricular activities are beneficial to adolescent coping to the extent that they afford specific developmental experiences.
Study 3 examined the relations between non-sporting extracurricular activity participation intensity and risky behaviour. Adolescents’ coping efficacy was tested as a moderator of the association between extracurricular activity participation and risk-taking among adolescents at different levels of contextual risk. Results for moderately at-risk youth indicated a significant interaction, such that greater activity intensity was associated with less risk-taking for adolescents with higher coping efficacy. However, higher intensity activity participation predicted more risk-taking for adolescents with low coping efficacy.
This research demonstrates that the benefits associated with extracurricular activities extend to coping efficacy, and some also endure over time. The experiences that benefit coping efficacy differ between types of activities, with sports contributing unique initiative-oriented experiences to coping efficacy whereas non-sports contribute relationship-oriented experiences. Contrasting with sports participation, greater intensity of participation in non-sports may not always be beneficial to coping efficacy – particularly if the extra hours are not conferring additional opportunities for developmental experiences. The findings indicate that different forms of extracurricular participation may have different optimal patterns of participation. Furthermore, the protection that activities offer against risk-taking may vary depending on adolescents’ coping efficacy.
Overall, the findings indicate that involvement in structured, extracurricular leisure time pursuits can enhance coping efficacy in adolescence. All three studies offer insight into the complex relationship between activity participation and coping efficacy. The findings of this thesis have relevance to both policy and clinical psychological practice, which will be discussed in more detail.
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Reeves, Clive William. "Stress and coping among adolescent football association academy footballers : the development of a coping effectiveness intervention." Thesis, Leeds Beckett University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496703.
Full textAbstract:
The purpose of this thesis was to address the lack of coping interventlon research among adolescents in sport and attend to the absence of psychological development programmes within English football academies. The research problem was exacerbated by the lack of coping research among adolescent team sport athletes. Therefore the thesis, theoretically underpinned by Lazarus and Folkman's (1984) transactional perspective, adopted a two-stage approach. Initially, exploratory evidence was generated, which was subsequently utilised to develop a coping effectiveness intervention.
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Lee, Mee-ling Louisa. "Perception of control, family and peers in adolescents' coping." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1947099X.
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Cayley, Clare. "Coping with interpersonal sport stress in female adolescent soccer players: the role of perceived social support, cognitive appraisal, and trait social anxiety." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/231.
Full textAbstract:
Stress in sport is complex and can lead to a number of undesirable consequences such as burnout, performance difficulties, interpersonal problems, and injury. Lazarus’s (1991, 1999) Cognitive-Motivational-Relational model holds that stress is best understood as a transactional relationship between a person and their environment. Stress is a process which is influenced by appraisals and coping. Appraisals are influenced by personal factors as well as environmental demands and the availability of external resources. Coping involves constantly changing cognitive and behavioral efforts to manage the perceived external and internal demands of a stressful situation (Lazarus & Folkman, 1984).
The present study examined how appraisal processes mediated (or were possibly moderated by) the effects of social anxiety and perceptions of teammate social support on how high school female soccer players thought they would cope with a hypothetical interpersonal stressor. The study also examined simple relationships among variables. The participants were 181 female high school soccer players from Greater Vancouver. The athletes first completed two questionnaires designed to measure social anxiety (Interaction Anxiousness Scale; Leary, 1983a) and perceived social support from teammates (modified Social Provisions Scale; Weiss, 1974). After reading the scenario, the athletes indicated their appraisal of threat and challenge (Stress Appraisal Measure; Peacock & Wong, 1990) and how they thought they would cope (Coping Functions Questionnaire; Kowalski & Crocker, 2001). .
The initial findings indicated that challenge appraisals were moderately correlated with both emotion-focused (r = .41) and problem-focused coping (r = .51), whereas threat had a weak association with avoidance coping (r = .19). Using mediation analysis, the results indicated that challenge fully mediated the relationship between social support and emotion-focused coping, and partially mediated the relationship between social support and problem-focused coping. Threat appraisals mediated the relationship between social anxiety and avoidance coping. Contrary to hypotheses, there was no evidence that social anxiety or threat were related to emotion-focused coping. There was also no support that person variables (social anxiety, social support) moderated the effects of appraisal on coping. The findings suggest that challenge appraisals and social support were key predictors of coping with interpersonal stress in this population.
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Kaiser, Karen Claiborne. "Bundle of Joy: Pregnancy, Coping, and Depressive Symptoms in Adolescent Girls." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699923/.
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Using the stress process model, the relationship between pregnancy and depressive symptoms among adolescent girls was investigated. This model posits that stress resulting from social location and related disruptive life events may indirectly affect health by eroding coping, mastery, or social support mechanisms. The effect of low income, minority status and pregnancy on coping processes in adolescent girls was hypothesized and tested. Communication with parents, involvement in activities, and success in school were examined as positive coping strategies. Smoking tobacco, heavy alcohol use, and drug use were examined as negative coping. Data from the National Survey on Drug Use and Health were analyzed. After combining the available cases from the 2006, 2007, and 2008 datasets, selecting girls aged from 12 to 17 years, and removing missing cases; the sample consisted of a total of 22,854 adolescents. A series of binary logistic regression models were estimated. Findings included that coping strategies partially mediate the relationship between pregnancy and depressive symptoms. In particular, success in school, smoking tobacco, and drug abuse played a mediating role. When coping was accounted for, the relationship between pregnancy and depressive symptoms was reduced and became only marginally significant. Implications of the study include a focus on policy that promotes early intervention assisting at-risk adolescents with the development of coping strategies that may help them adjust to unexpected life events, such as pregnancy.
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Gould, Laura Feagans Hussong Andrea M. "The role of coping with peer stress in adolescent depression a closer look at coping in process /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,438.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology." Discipline: Psychology; Department/School: Psychology.
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Lee, Mee-ling Louisa, and 李美玲. "Perception of control, family and peers in adolescents' coping." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31978095.
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Gilbert, Jenelle N. "The female adolescent team sport athlete, stress and ways of coping." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/NQ58275.pdf.
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Elrod, Leslie R. S. "From Fat to Fabulous: Adolescent Obesity, Self-Esteem, and Coping Mechanisms." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1194625355.
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Thesis (Ph.D.)--University of Cincinnati, 2007.Advisor: Annulla Linders. Title from electronic thesis title page (viewed Feb. 5, 2008 ). Keywords: Obesity; Self-Esteem; Adolescent; Coping; Body Mass; Body Image; Weight. Includes abstract. Includes bibliographical references.
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Henry, LaNeeka S. "Service Providers' Perspectives on Coping Strategies of Discharged Adolescent Psychiatric Patients." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7012.
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Using systems theory, the purpose of this qualitative study was to explore the perspectives of service providers about the psychiatric experiences of hospitalized adolescents, their coping strategies and the aftercare services they used following discharge. The goal was to learn about their experiences as they transitioned into mainstream culture. This study was conducted for psychiatric policy makers to assist with implementing therapeutic programs that teach adolescents coping strategies that help them make a smooth transition. The technique used to recruit 21 participants (psychiatrists, psychologists, social workers, psychiatric nurses, and direct care workers) was snowballing. The participants involved in face-to-face or phone interview. The NVivo coding system identified the following four themes from the service providers' responses: (1) Coping strategies is the core of the teaching process for inpatient psychiatric adolescents, (2) The coping strategies learned in the hospital are assessed at discharge, and used for integration and stability in mainstream society, (3) Adolescent patients who correctly used prescribed medication along with other coping strategies in and outside the hospital and were linked to aftercare programs were better able to handle their experiences of stigmatization and integrate into the community, (4) The role of the service providers is vital for ongoing communication among family, adolescent, inpatient hospital, and aftercare personnel. The most common coping strategies taught to adolescents were asking for help, avoiding conflicts, following instructions, and medication compliance. The likelihood of recidivism increased with inconsistencies within these coping strategies. The findings can initiate positive social change by guiding policy makers and service providers with the development of appropriate psychiatric care to accommodate adolescents' needs for a smooth transition back into school, work, and community.
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Opperman, Sannette Beatrix. "The coping responses of the adolescent siblings of children with severe disabilities." Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-07172006-103355.
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Bryant, Mark R. "The Buffering Effects of Religiosity on Adolescent Alcohol Abuse Coping following Victimization." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703308/.
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This research comprised a secondary study using the National Longitudinal Study of Adolescent Health restricted data set to examine the buffering effects of religiosity on adolescent alcohol coping following victimization within the context of Agnew's general stain theory. Its purpose was to determine if religiosity buffered the effects of alcohol abuse coping following victimization for native-born and foreign-born non-Hispanic adolescents, and was designed as a follow-up research study to similarly replicate a prior study limited to native-born and foreign-born Hispanic adolescents. This study's findings were consistent with prior research that higher religiosity was generally predictive of lower levels of alcohol abuse. However, in the presence of violent victimization, religiosity did not buffer later increased alcohol abuse coping for non-Hispanic adolescents. Native-born religiously oriented adolescents were as likely to abuse alcohol following violent victimization as their native-born non-religious peers. Foreign-born religiously oriented versus non-religiously-oriented adolescents did not have statistically significant different outcomes on later alcohol abuse following victimization. Foreign-born non-Hispanic adolescents as a group appeared generally insensitive to victimization strain as measured by alcohol abuse coping. An important outcome of this study was the collateral finding that being Catholic substantially increased the likelihood of later alcohol abuse for both native-born and foreign-born non-Hispanic adolescents; the increase in alcohol abuse for foreign-born adolescents was especially pronounced. The study's findings have particular relevance for adolescent counseling and others working with adolescents, and especially for those working within a religious context. Numerous areas for additional research are identified and discussed.
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Tweeten, Susan D. "Coping Strategies of Urban Pre-Adolescent Children When Faced with Teasing Insults." Xavier University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1396717199.
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Cook, Bruce Alexander. "Aspects of motivation, self-concept and coping strategies in boys in Australian independent schools : a contextual comparison." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/4212/.
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This thesis records an empirical study into psychological aspects reported by early adolescent and mid-adolescent boys. The research described in this thesis considered three different psychological characteristics, namely motivation, self-concept, and coping strategies, in 13-15 years old boys in Australian independent schools. These characteristics were considered within the context of two different school types, co-educational or single-sex boys. A total of 330 boys were tested, with samples from two year groups (Year 8 and Year 10) in each of two co-educational schools and two single-sex boys' schools. The four schools surveyed were located in large urban areas in two Australian states, and they were non-Catholic Christian day and boarding schools taking enrolments from pre-Grade 1 (four and a half years old) to the final year of secondary education. Year 12 (seventeen years old).The psychological tests used were the School Motivation Analysis Test (motivation), the Self- Description Questionnaire-ll (self-concept), and the Adolescent Coping Scale (coping strategies). Additionally, a demographic questionnaire obtained details of family background, socioeconomic status of children in the school, ethnic origin, occupation of parents, number of years spent in co-educational schools and single-sex schools, number of brothers, number of sisters, whether a day boy or a boarder, and date of birth. Statistically significant differences were found between the two groups in each of the three psychological characteristics studied; multiple regression analysis showed that these differences were indicated by school type more frequently than any other independent variable. Finally, suggestions for future work in this area are made.
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Oertel, Ursula. "Childhood trauma and adolescent depression : examination of repressive coping style as a mediator /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19542.pdf.
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Broomhall, Helen S. "Stress, coping styles and emotional difficulties of adolescent headache sufferers : a control study /." Title page, contents and abstract only, 1993. http://web4.library.adelaide.edu.au/theses/09PM/09pmb873.pdf.
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Walker, Clemmie. "Investigating the role of attachment, coping skills and personality traits in risk-taking in late adolescence." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/16165.
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Introduction Individual’s attachment style and coping styles have been suggested to be related to each other whereby early attachment experiences shape the coping behaviours that individuals are most likely to engage in at times of stress. A systematic review was carried out to examine the available literature on attachment status and coping style in both adolescent and adult populations with the aim of establishing what is currently known about the association between these two concepts. A research study was carried out with the aim of investigating the relationship between adolescents’ attachment type, coping style and participation in health risk behaviours. The study also aimed to explore the relationship between attachment, coping and personality state dominance. Method A literature search was conducted following PRISMA (2009) and Cochrane (2008) guidelines. Papers were quality assessed and strengths and limitations considered. With regards the empirical project, a cross-sectional survey design was adopted to investigate the mediating role of coping style on adolescent risk taking and its relationship with attachment and state dominance (negativism and telic). Seventy-six first year psychology undergraduate students participated in the study. Participants completed the A-RQ attachment questionnaire, the ACS coping questionnaire, the TDS and NDS personality trait questionnaires, the YRBS behaviour questionnaire and the SDQ mental health screening tool. Results The systematic review yielded an initial 812 papers from use of the search terms. Eleven papers met criterion for inclusion in the review. The papers were quality assessed and strength and difficulties of the papers were reviewed. The findings highlight the need for further robust investigations into the subject area, and recommendations are made for future investigations. With regards the empirical project, analysis revealed that the relationship between attachment security and risk taking related to feelings of sadness and plans or attempts to carry out suicide. This was not mediated by use of higher levels of unproductive coping in adolescents. Analysis also revealed that high negativism dominance predicted increased participation in alcohol, tobacco and drug misuse. This relationship was not mediated by increased use of unproductive coping behaviours. Conclusions The need to establish a more consistent conceptualisation of coping was apparent. It was suggested that future research needs to address limitations in the field including the validity of some self-report measures of attachment, inconsistency in selection of measures, over-reliance on self-report measures and an absence of research out with westernised cultures. Adolescents’ attachment insecurity in key relationships would seem to be one vulnerability factor that contributes to the development of emotional difficulties and adolescents’ preference for being in a rebellious state (high negativism dominance) would seem to contribute to participation in risky substance misuse and so at the very least, these should be considered as predictors for engagement in specific types of health risk behaviour.
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Fanshawe, John Peter. "Adolescent problems and coping strategies : an investigation of stress, problems, coping, and self-esteem among Queensland secondary students preceding and following implementation of a new tertiary entrance system." Thesis, Queensland University of Technology, 1994.
Find full textAbstract:
This study investigated adolescent stress, problems, and coping strategies, preceding and following the implementation of a new tertiary entrance system in Queensland, Australia. Data were collected in 1988 from 1664 students (Ss) attending seven secondary schools (three state high schools, two Catholic schools, and two independent schools) in South-East Queensland, and in 1993 from an additional 1620 Ss from six of these same schools. (One of the state high schools did not participate on the second occasion.) In 1993, the views of 178 secondary teachers (Ts) on adolescent stress were also obtained, with Ts from the same six schools as the 1993 Ss agreeing to participate, and a further 59 secondary Ts who were part-time students at Queensland University of Technology also
participating. A further extension in the 1993 part of the study was an investigation of the relationships between self-esteem and adolescent stress, problems, and coping strategies.
The theoretical underpinnings of the study were provided
through the development of an eclectic perspective on stress in which common links were established among such apparently divergent orientations as Selye's (1956) physiologically-based theory, the attributional theories of Bandura (1977), Rotter (1966), and de Charms (1968), and the transactional theories of Holmes and Rahe (1967), Lazarus (1966), Friedman and Rosenman (1974), and Kobasa (1979). The study also sought to respond to the expanding
overseas and Australian literature which seemed to be pointing to increasing stress levels among many adolescents, particularly in the context of the school.
Instruments used during data collection included the 68-item
Australian Adolescent Problems Inventory (AAPI), the 54-item
Adolescent Coping Inventory (ACI), the 12-item Self-Esteem Scale (SES), the 8-item Tertiary Entrance Questionnaire (TEQ), and Goldberg's (1972) 12-item General Health Questionnaire (GHQ-12). The AAPI, SES, and TEQ were especially developed for the study, while the ACI was adapted from Patterson and McCubbin's (1987) Adolescent Coping Orientation for Problem Experiences (A-COPE).
Following data collection, the AAP1 and the ACI were refined using Confirmatory Factor Analysis (CFA). The revised problems instrument (the AAPl-R) contained 35 items and 9 subscales, while the revised coping instrument (the ACl-R) contained 26 items and 10 subscales.
In addition to the CFAs, the data were analysed using simple
descriptive statistics, MANOVAs, ANOVAs, t-tests, and correlational analyses. Major findings included: close similarities between 1993 and 1988 in Ss' stress levels, identification of their biggest and smallest problems, and identification of their most used and least used coping strategies; a substantial inverse relationship between
self-esteem and stress; and a considerable amount of incongruence between the responses of Ss and Ts, with the Ts attributing to their students greater stress, greater intensity in their problems, and lower self-esteem than the Ss attributed to themselves, and the Ts also projecting a less positive view of adolescent coping strategies than did the Ss. In both 1988 and 1993, female Ss had significantly
higher GHQ scores than male Ss, GHQ means generally increased as year levels increased, there was generally an inverse relationship between ability levels and GHQ scores, and Ss at private schools had significantly higher GHQ scores than Ss at state schools. Self esteem scores, measured only in 1993, were significantly higher among male Ss than among female Ss, among younger Ss than among older Ss, and among more able Ss than among less able Ss. In
response to the literature suggesting increasing levels in adolescent stress, the present study provided little evidence for such increases, but it did support the view that stress among Queensland secondary students continues to be an important area of concern, with Ss' problems and stress levels in 1993 being comparable to what they
had been prior to the implementation of the new tertiary entrance system.
In addressing the educational implications of the above results, attention was given to ways of making schooling less stressful for adolescents, changes in teachers' behaviour which might help to reduce student stress, and ways of enhancing students' coping abilities. Suggestions included the pursuit of viable alternatives to the competitive academic curriculum that continues to dominate
Queensland secondary education under the new tertiary entrance system, the encouragement of teachers to practice good interpersonal skills, and the suggestion that an appropriate stress management program for students could be based on the eclectic conceptualization of stress developed in Chapter 2. It was argued that self-esteem building, and the development of such positive coping orientations as hardiness, self-efficacy, internal locus of control, seeking social support, and developing good interpersonal
skills would help to alleviate student stress.
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Moore, Rachel. "Identifying Psychosocial Variables Related to Child and Adolescent Adjustment Following a Residential Fire: The Role of Appraisal, Coping, and Family Environment." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32057.
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The substantial emotional impact of trauma on children, adolescents and their caregivers has been amply documented within the general disaster literature. However, research addressing the specific psychological impact of residential fire on child and family functioning is still considered to be in its infancy. The present study adapted the Transactional Stress and Coping (TSC) model for this purpose. This was an extension of the TSC model from the child chronic health to the trauma literature. The TSC model proposes that child and adolescent adjustment (i.e., in the present study, symptoms levels of PTSD, depression, anxiety) following a residential fire will be mediated by both child and adolescent adaptational processes (i.e., cognitive appraisal and coping methods), as well as family processes (i.e., family conflict and parent psychopathology). While the TSC was not supported, several preliminary results were found. Results indicated that family conflict (β = .289, p < .05) may have mediated the relationship between children’s overall adjustment at 4-months and parent-report of child internalizing symptoms at 11-months post-fire (β = .235, p > .05). Avoidant coping strategies (β = .294, p < .05) also may have mediated the relationship between child anxiety/depression at 4-months and PTSD symptoms at outcome (β = .246, p > .05). Furthermore, an interaction effect was found between parent report of child and adolescent internalizing symptoms and children and adolescents’ self-reports of religious avoidance. Finally, a moderation effect was also found between children and adolescents’ self-reports of their overall adjustment and self-reports of their active coping strategies. These results suggest a transactional relationship among family environmental variables and individual child adaptational processes which may predict adjustment outcomes.Master of Science
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Chang, Pi-Chen 1964. "Social support, uncertainty, and ways of coping in chronically ill adolescents." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/558162.
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Heinzer, Marjorie Vyhnalek. "Adolescent resilience following parental death in childhood and its relationship to parental attachment and coping." Case Western Reserve University School of Graduate Studies / OhioLINK, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=case1057088541.
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Meese, Katharine J. "Religious commitment, coping effectiveness and psychological adjustment a portrait of adolescent males responding to stress in the inner city /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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Pardo, Marjorie Lorraine. "The relationship between coping strategies and delinquency in young adolescents who endure stressful life events." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2384.
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Lewis, Krystal Monique. "Predicting Adolescent Anxiety: The Role of Acculturation, Negative Life Events, Ethnicity, Social Support, and Coping." Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/32059.
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Epidemiological studies indicate that between 8 and 20% of children suffer from an anxiety disorder (Costello, Egger, & Angold, 2004). Researchers have worked for many years to map the developmental trajectory of anxiety in children, yet the pathways remain unclear. The primary purpose of this study was to determine the relationship between specific predictors and anxiety in middle school Caucasian and African American adolescents. A secondary purpose was to explore whether acculturation contributes to the prediction of anxiety, after controlling for exposure to negative life events, in the African American adolescents. For the total sample, results indicated that negative life events, social support, coping, and ethnicity were all significant predictors of anxiety, accounting for 18.9% of the variance in anxiety scores. These relationships were confirmed in separate analyses for the African American and Caucasian youth. Furthermore, acculturation moderated the relationship between negative life events and anxiety in the African American sample, as anticipated. More specifically, the relationship between negative life events and anxiety was stronger for those adolescents reporting more affiliation with their own culture. These findings suggest that culture is an important context in understanding the development of anxiety and that it requires additional exploration to understand its relations to the development of mental health problems more broadly.Master of Science
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Keyser, Victoria Estelle. "The Impact of race and ethnic identity on adolescents' use of coping skills." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2924.
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The purpose of this study was to compare the differences in the utilization of coping mechanisms of minority and White adolescents. By measuring the coping skills in adolescents, it sought to identify which strategies are most frequently used within the construct of race.
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Ekman, Ida. "Hur mår jag? : självupplevt välbefinnande hos gymnasietjejer." Thesis, Mälardalen University, School of Sustainable Development of Society and Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-4877.
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Forskning tyder på en ökad brist på välbefinnande bland tjejer. Trots denna ökning mår de flesta tjejer bra. Olika faktorer påverkar tjejernas välbefinnande på diverse sätt. Syftet med föreliggande undersökning var att få en djupare förståelse för hur tjejer ser på sitt eget välbefinnande och vilka faktorer de upplever som viktiga för denna upplevelse. En kvalitativ undersökning med deduktiv ansats genomfördes med 8 tjejer som gick sista året på gymnasiet. Deltagarna intervjuades utifrån en halvstrukturerad intervjuguide. Materialet analyserades med meningskoncentrering. Resultatet visade att det viktigaste för att deltagarna skulle uppleva välbefinnande var att de tyckte om och accepterade sig själva. Tjejerna upplevde också det som viktigt, att påverkan från samtliga faktorer var balanserad och positiv.
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萬淑芬 and Suk-fan Doris Man. "A stress and coping approach to an understanding of early adolescent stress within the family context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B3124953X.
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