Common problems and coping strategies I: Findings with normal adolescents

Abstract

This study investigated problems commonly experienced by adolescents and the strategies they use to cope with these events. Coping strategies were examined across the subjects' emotional state and their evaluation of the problem. In general, adolescents reported four common stressors that were similar across age groups and gender. However, males differed from females in the frequency of these problems. Further, while the stressors were similar, the frequency with which the coping strategies were employed and the efficacy ascribed to them differed across sex and across problem type. These findings are discussed in terms of the stress and coping literature with adults and the implications for clinical assessment and treatment of adolescents.

Assessing coping in children and adolescents: Research and practice

“…Also, the Kidcope's utility for examining coping strategies reported by various clinical populations has been substantiated. Studies conducted by Spirito and colleagues (Spirito et al, 1990;Stark, Spirito, Williams, and Guevremont, 1989) have yielded preliminary Kidcope norms for the coping of normal populations (age 9-17 years) with common everyday problems. In research involving clinical populations, Spirito, Stark, Williams, Stamoulis, and Axelson (1988b) found significant differences in the reported frequency and perceived efficacy of coping strategies used by chronically ill children and adolescents (ages 10-18 years), referred for psychological evaluation, and a nonreferred chronically ill group.…”

Problemas de Conducta y Depresión entre Refugiados no Acom-pañados: La asociación entre el impacto del trauma pre-migratorio y la aculturación

“…The more ingroup and outgroup acculturation hassles the participants perceived, the more depressive symptoms they reported. These acculturation specific hassles increase the risk of mental health problems among immigrant children and youth in addition to the risk of the general daily hassles related to family, friends, and school, that everybody, independent of immigrant status, may experience (Evan & Poole, 1987;Oppedal & Roysamb, 2004;Stark, Spirito, Willians, & Guevremont, 1989;Seglem, Oppedal, & Roysamb, 2012). Our results support findings from other studies that have shown associations between acculturation risk factors and mental health (Vinokurov, Trickett & Birman, 2002).…”

Reflective Collaborative Practices: What Is the Teachers’ Thinking? A Ghana Case

“…In the study, informed consent was necessary, because the participant were required to give out and engage in the frequent interactions in complex manner as supported by Stark et al (2006) who said when participants give their consent to a study, they are empowered rather than the researcher being protected; they are assured of anonymity and confidentiality in order to avoid any possible harm to them. In addition, it sought to avoid deception and harm (Heath et al, 2004).…”