Common problems and coping strategies reported in childhood and early adolescence

Abstract

This research investigated problems commonly experienced by children and young adolescents, and the strategies they use to cope with these events. Six hundred seventy-six children, ages 9-13 years, were asked to identify a problem they recently experienced and to describe the strategies they used to cope with it. In addition, they were also asked to complete a scale describing how they coped with a common problem (being grounded by parents). In general, we found that children reported four common Stressors: parents, siblings, school, and friends. These Stressors were the same across age and sex; however, the coping strategies employed differed by age and type of problem. Both age and sex effects were found in reported use of coping strategies to deal with being grounded by parents. The results of this study suggest that more research must be performed to offset the lack of data in the area of children's normative coping. The implications of the findings for clinical assessment and treatment of children are discussed.

Examining a developmental approach to health-related quality of life assessment: Psychometric analysis of DISABKIDS generic module in a Portuguese sample

“…However, a substantial body of knowledge from interrelated disciplines, such as developmental psychopathology, developmental and paediatric psychology, shows that children and adolescents face specific developmental tasks and maturation issues, have distinct cognitive abilities, and use different coping strategies (Achenbach & Rescorla, 2006;Lerner, 1982;Spirito, Stark, Grace, & Stamoulis, 1991). Thus, an important research gap in this field is to 4 examine whether HRQL instruments that cover a wide age range, adequately and reliably assess the same construct in those two developmental groups.…”

Geschlechtsspezifisches Anti-Stress-Training in der Schule

“…So zeigten Jugendliche zwischen 11 und 15 Jahren erhöhte ungünstige Strategien wie Resignation, gedankliche Weiterbeschäf-tigung, Aggression und Vermeidung. Demgegenüber waren günstige Strategien wie die Ablenkung und soziale Unterstützung im Vergleich zu Jüngeren erniedrigt (Donaldson et al, 2000;Hampel, 2007a;Hampel u. Petermann, 2005, 2006Spirito et al, 1991). Im frühen bis mittleren Jugendalter werden kognitive Repräsentationen erworben (Compas et al, 2001), so dass sich intrapsychische emotionsregulierende Strategien, wie z.…”

Stress e coping académico: Contributos para a adaptação da escala MMC

“…O quotidiano escolar envolve necessariamente dificuldades e obstáculos que podem desmotivar o aluno, levar à desistência ou ao evitamento e consequentemente dificultar a sua aprendizagem e o seu desempenho (Caires & Silva 2011;Lemos, 2002;Skinner, Pietze, & Steele, 2013;Skinner, 2016;Spirito et al, 1991). As dificuldades relacionadas com a escola estão entre os três domínios de situações mais stressantes referidos por crianças e adolescentes, a par dos problemas com os pais e com os amigos (Spirito, Stark, Grace, & Stamoulis, 1991).…”

“…As dificuldades relacionadas com a escola estão entre os três domínios de situações mais stressantes referidos por crianças e adolescentes, a par dos problemas com os pais e com os amigos (Spirito, Stark, Grace, & Stamoulis, 1991). As dificuldades de compreensão, dificuldades em fazer os trabalhos de casa, e os maus resultados em testes são stressores académicos com que os alunos têm de confrontar-se frequentemente.…”

“…Frequentemente as escalas que avaliam o stress de crianças e adolescentes usam indutores de stress derivados da investigação conduzida com adultos. Poucos estudos solicitaram diretamente a crianças e adolescentes a identificação de situações geradoras de stress e a descrição dos modos como lidam com os problemas (Spirito et al, 1991).…”