Primary and secondary control among children undergoing medical procedures: Adjustment as a function of coping style.

The literature suggests that optimal adjustment to relatively uncontrollable stressors may require adjusting oneself to the stressors rather than trying to alter them. This possibility was explored for low-controllability stressors (e.g., painful medical procedures) associated with leukemia. Children's reports of coping strategies and goals were classified as primary control coping (attempts to alter objective conditions), secondary control coping (attempts to adjust oneself to objective conditions), or relinquished control (no attempt to cope). Secondary control coping was positively associated with (1) general behavioral adjustment assessed by the Child Behavior Checklist and (2) illness specific adjustment assessed by children's own distress ratings and by behavioral observations during painful procedures. All significant group differences showed better adjustment among secondary control children than among the primary or relinquished groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceptual style and behavioral pattern of individuals with functional gastrointestinal disorders.

The present research examined the perceptual style and coping pattern characterizing individuals with functional gastrointestinal disorders. A matched case–control design was adopted to compare differences among the target group of individuals with functional gastrointestinal disorders (n?=?40), a pain control group of individuals with rheumatism (n?=?40), and the community control group of healthy individuals (n?=?40). Perceptual style was measured by both monitoring and blunting responses to hypothetical stressful situations, and coping pattern was measured by the use of coping strategies in real-life stressful events. Results revealed that participants with functional gastrointestinal disorders differed from their healthy and rheumatic counterparts in having higher monitoring and lower blunting scores and using action-oriented coping strategies regardless of the controllability of stressful situations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship between coping styles, performance, and responses to stressful scenarios in police recruits.

This study investigated the relationship between coping styles and police recruits' stress responses and performance during a stressful event and the relationship between coping styles and traumatic symptoms. Recruits participated in a simulated stressful policing situation and were scored by expert raters. Distress measures included biological and psychological indicators of stress. Coping styles were associated with subjective and physiological distress but not with performance. Different coping styles were associated with different patterns of traumatic symptoms in the participants. Police recruits appear to rely on their training and skill sets in stressful situations regardless of how they manage their emotional response. Furthermore, the results suggest that different posttraumatic stress disorder manifestations may represent different pathologies, each associated with a different style of coping. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Appraisal, coping, health status, and psychological symptoms.

Examined the relation between personality factors (mastery and interpersonal trust), primary appraisal (the stakes a person has in a stressful encounter), secondary appraisal (options for coping), 8 forms of problem- and emotion-focused coping, and somatic health status and psychological symptoms among 75 married couples (aged 26–54 yrs). Measures included the Hopkins Symptom Checklist, Rosenberg Self-Esteem Scale, and items from the Rotter Trust Scale. It was assumed that appraisal and coping processes should be characterized by a moderate degree of stability across stressful encounters for them to have an effect on somatic health status and psychological symptoms. These processes were assessed in 5 stressful situations that Ss experienced in their day-to-day lives. Certain processes (e.g., secondary appraisal) were highly variable, whereas others (e.g., emotion-focused forms of coping) were moderately stable. Mastery and interpersonal trust, primary appraisal, and coping variables (aggregated over 5 occasions) explained a significant amount of the variance in psychological symptoms but not somatic health status. (49 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive and behavioral coping strategies in the reappraisal of stressful social situations.

Compared cognitive and behavioral coping strategies for eliciting reappraisal of stressful social situations in 22 male and 27 female 7th and 8th graders. In the cognitive coping condition Ss were trained to attend objectively to the aversive cues in the stimulus person and were encouraged to reconsider their aversiveness. In the behavioral coping condition Ss were trained to develop more adequate behaviors for coping with the stressful situation. These 2 strategies were tested alone and in combination against an identification-control condition. The coping strategies were more effective in eliciting positive reappraisal of the stressful situation than was the control condition. The behavioral coping strategy resulted in a greater reduction of cue aversiveness. Findings stress the importance of behavioral coping in the reappraisal of stressful stimuli. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hope as a method of coping.

Defines hope as an essentially positive phenomenon necessary for healthy coping, its key purpose being the avoidance of despair, with the secondary function of permitting the individual psychologically to bypass ongoing unpleasant or stressful situations. Hoping is differentiated from wishing by hope's reality-oriented focus, and from expecting or anticipating by its intense affective component. The dangerous physical and psychological consequences of the loss of hope are described, distinctions between hopelessness and depression are explored, and some methods of activating and using hope as a coping device in persons under acute stress are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Coping as a personality process: A prospective study.

The study tested the proposition that coping is personality in action under stress. Using a stressful medical school entrance examination, the study examined (a) whether neuroticism emerged in coping patterns over time and (b) whether the influence of neuroticism on coping accounted for changes in anxiety and examination performance. Fifty premedical students reported their coping efforts at 35 days before, 10 days before, and 17 days after the examination. They provided daily reports of anxiety for 35 days surrounding the examination. Neuroticism influenced coping efforts and increases in daily anxiety under stress. Two types of coping, wishful thinking and self-blame, explained over half the relationship between neuroticism and increases in preexamination anxiety. Consistent with previous research (e.g., S. E. Krantz; see record 1983-31242-001), neither neuroticism nor specific coping efforts influenced examination performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Secondary control reviewed and defined.

Conclusions about secondary control have been hindered by researchers' disparate interpretations of the construct. The current review offers a definition that reflects commonality among researchers and the spirit of the original article (F. Rothbaum, J. R. Weisz, & S. S. Snyder, 1982): Secondary control refers to the process by which people adjust some aspect of the self and accept circumstances as they are. The authors also identify a "fit versus control" dimension, along which secondary control research can be classified and reviewed. The authors conclude that fit-focused secondary control is adaptive for coping, is relatively preferred in interdependent cultural contexts, and may serve the motivation for relatedness. Control-focused definitions lead to different interpretations of the function and cultural nature of secondary control. The proposed definition and dimension should enable researchers to articulate assumptions about the function and correlates of secondary control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personal control and stress and coping processes: A theoretical analysis.

Analyzes the role of personal stress and coping processes from the perspective of a cognitively oriented theory developed by R. S. Lazarus and colleagues, beginning in 1951. Believing that an event is controllable does not always lead to a reduction in stress or to a positive outcome, and believing that an event is uncontrollable does not always lead to an increase in stress or to a negative outcome. The present author shows how 2 forms of control, generalized beliefs about control and situational appraisals of control, fit into the overall model of Lazarus and colleagues. Situational appraisals of control are explored, especially as they relate to health matters. The theoretical formulation of stress and coping is drawn on to examine 3 important issues: (a) how believing one has control in a stressful transaction can heighten threat, (b) the relationship between control and coping, and (c) pathways through which control can affect the adaptational outcomes of stressful encounters. (88 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Coping with stress: Divergent strategies of optimists and pessimists.

Previous research has shown that dispositional optimism is a prospective predictor of successful adaptation to stressful encounters. In this research we attempted to identify possible mechanisms underlying these effects by examining how optimists differ from pessimists in the kinds of coping strategies that they use. The results of two separate studies revealed modest but reliable positive correlations between optimism and problem-focused coping, seeking of social support, and emphasizing positive aspects of the stressful situation. Pessimism was associated with denial and distancing (Study 1), with focusing on stressful feelings, and with disengagement from the goal with which the stressor was interfering (Study 2). Study 1 also found a positive association between optimism and acceptance/resignation, but only when the event was construed as uncontrollable. Discussion centers on the implications of these findings for understanding the meaning of people's coping efforts in stressful circumstances. (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School success and social class: An adoption study.

The high rate of school failure in lower-class children has been hypothesized to arise either from genetic social class differences or from cultural/environmental disadvantages. This study sought to evaluate the strength of the incidence of social class on school failure. To separate genetic factors and prenatal environment from postnatal rearing conditions, 87 children relinquished at birth and adopted before the age of 3 yrs into different social classes were studied. School failure was assessed when subjects were in late adolescence. Results indicated that the higher the adoptive parental social class, the fewer were the repeated grades in the adoptees. The most salient finding is a significant correlation (r?=?–.37) between the social class of the adoptive fathers and repetition of grade in the adoptees. In each adoptive social class, the rate of school failures for the adopted children is similar to the school failure rate of the reference group of biological children from the same social class, except for a slight difference in upper-class families. No significant selective placement was observed. Concordances and discrepancies with previous studies are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Coping with stressful events in older children and young adolescents.

Both the capacity to generate alternative solutions to cope with stressful events and the strategies actually used to cope with interpersonal and academic stressors were examined in a sample of junior high school age youngsters. Subjects were moderately consistent in the generation and use of problem- and emotion-focused coping with the two types of events, and they adjusted the number of problem-focused alternative solutions they generated to match their appraisals of the controllability of the cause of interpersonal stressors. The number of alternative solutions generated and strategies used for interpersonal stressors was related to both self-reports and maternal reports of internalizing and externalizing emotional/behavioral problems. Specifically, the problem-focused alternatives generated and strategies used were negatively related to emotional/behavioral problems, whereas the emotion-focused alternatives generated and strategies used were positively related to emotional/behavioral problems. Coping with academic stress was not related to emotional/behavioral problems. Self-reported emotional/behavioral problems varied as a function of the match between perceived control and the generation of problem-focused alternatives for coping with social stressors but did not vary as a function of the match between perceived control and other coping strategies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"You can try or you can just give up": The impact of perceived control and coping style on childhood homesickness.

Research on children's coping with homesickness during relatively uncontrollable separations has suggested that secondary control coping (i.e., adjusting oneself to fit objective conditions) is often preferred over primary control coping (i.e., modifying objective conditions to fit oneself). Related research suggests that negative affect is associated with (a) relinquishing control or using primary control to cope with uncontrollable stressors and (b) perceiving low control over stressors. The convergence of these factors was examined for the stressor of homesickness. Among 1,032 boys and girls spending 2 weeks at residential summer camps, the most frequent and effective way of coping with homesickness was to exert secondary control by engaging in a distracting physical activity. Contrary to speculation, the use of secondary control coping rose in adolescence. Congruent with empirical predictions, the most homesick children perceived low control over homesickness and separation, and coped by relinquishing control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Estimating test-retest reliability in functional MR imaging. II: Application to motor and cognitive activation studies

Research on children's coping with homesickness during relatively uncontrollable separations has suggested that secondary control coping (i.e., adjusting oneself to fit objective conditions) is often preferred over primary control coping (i.e., modifying objective conditions to fit oneself). Related research suggests that negative affect is associated with (a) relinquishing control or using primary control to cope with uncontrollable stressors and (b) perceiving low control over stressors. The convergence of these factors was examined for the stressor of homesickness. Among 1,032 boys and girls spending 2 weeks at residential summer camps, the most frequent and effective way of coping with homesickness was to exert secondary control by engaging in a distracting physical activity. Contrary to speculation, the use of secondary control coping rose in adolescence. Congruent with empirical predictions, the most homesick children perceived low control over homesickness and separation, and coped by relinquishing control.     

Coping with stress during childhood and adolescence.

In this article, research on how children and adolescents cope with stress and coping's role in reducing the adverse psychological states associated with stress is reviewed. Child and adolescent coping is reflected in seven different lines of research—infants' responses to maternal separation, social support, interpersonal cognitive problem-solving, coping in achievement contexts, Type A behavior pattern in children, repression–sensitization, and resilience to stress. A variety of different coping resources, styles, and specific strategies are important in successfully adapting to stress, including efforts that focus directly on the problem, as well as attempts to deal with adverse emotions associated with stress. Directions for future research are identified, emphasizing the need for more systematic comparisons of coping across different types of stress and over time in response to a single stressful episode. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Depression and coping in stressful episodes.

15 depressed and 72 nondepressed middle-aged persons were repeatedly assessed over a 1-yr period with respect to the thoughts and actions they used in coping in specific stressful episodes. Depressed persons tended to appraise situations as requiring more information in order for them to act, but they were less likely to appraise situations as requiring their acceptance. Overall, the coping of depressed persons was characterized by seeking emotional and informational support and by wishful thinking, but they did not differ from nondepressed persons in amount of problem-focused coping or self-blame. Results are generally inconsistent with the learned helplessness model of depression and highlight the need to examine interpersonal aspects of depression. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Relations of Parental Expressivity and Support to Children's Coping With Daily Stress.

The relations of parents' emotional expressivity, mothers' support, and children's daily stress to children's constructive coping were examined in a sample of ninety-four 7- to 12-year-old children. For 2 weeks, children, together with their mothers, completed daily diaries of their stressful events. Mothers and fathers reported on their expression of positive, negative submissive, and negative dominant emotion. Although fathers' expressivity was not related to children's constructive coping, mothers' expression of negative emotion, particularly negative dominant emotion, was negatively related to children's constructive coping. Children's stress was negatively related to their constructive coping, and this relation was stronger for children exposed to low levels of parents' positive emotion and mothers' expression of negative submissive emotion. Children's constructive coping was positively related to mothers' supportive strategies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contrast-enhanced MR angiography

These studies investigated appraisal and coping strategies of tension-type headache sufferers and headache-free controls. In study 1, 60 women engaged in an interpersonal stressor. They completed measures that assessed subjective stress and coping strategies. Headache sufferers reported greater levels of stress at baseline than did controls but were not more reactive to a stressful interpersonal situation. All participants reported greater use of disengagement coping during the interpersonal interaction, while the amount of engagement coping strategies did not differ. Participants (30 women) in Study 2 engaged in progressive muscle relaxation. Headache participants again reported higher levels of subjective stress at baseline, this difference was nearly gone following relaxation. Together, the results suggest that individuals with tension-type headache report higher levels of subjective stress than headache-free controls when they make baseline ratings of stress and that this elevation cannot be attributed to the anticipation of a future stressful event.     

The role of neuroticism in daily stress and coping.

The authors examined the influence of neuroticism (N) on the occurrence of different types of daily events, primary and secondary appraisals of those events, use of specific coping strategies, and end-of-day negative mood. College students completed questionnaires at the end of every day for 14 consecutive days. When reporting their most stressful event of each day, high-N individuals, compared with low-N individuals, reported more interpersonal stressors and had more negative primary and secondary appraisals and reacted with more distress in response to increasingly negative primary and secondary appraisals. Compared with low-N individuals, high-N individuals used less-adaptive coping strategies (e.g., hostile reaction) and reacted with more distress in response to some types of coping strategies. The appraisal findings, in particular, help to explain the chronic negative affectivity associated with neuroticism. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Students' stress, coping strategies, and school completion: A longitudinal perspective.

This study investigated the relationship between two intrapersonal variables-- stressful life change events and reported coping strategies-- and high school completion status among early adolescents. The sample was comprised of 92 students (44 females and 48 males) who had completed questionnaires regarding the number and types of life change events they had experienced and the coping strategies they reported using during ninth grade. A 3-year follow-up study of these students was completed to determine whether they finished high school or reported dropping out. Discriminant analysis was used to build a prediction model and indicated that the coping factors of Social Activities and Seeking Professional Support significantly predicted high school dropout status, whereas Family Involvement was negatively related to this outcome. These findings are discussed in light of current research, and suggestions for future research are provided. Interventions that focus on the contextual variables related to family and peers are indicated, as is the need for school psychologists and other school mental health professionals to offer coping skills training. (PsycINFO Database Record (c) 2011 APA, all rights reserved)