Healthy Coping Mechanisms Research Articles

A Study of Stress, Coping, Social Support, and Mental Health in Police Personnel of Uttar Pradesh.

Background:Presence of enormous stress gives birth to a higher prevalence of mental health difficulties. Globally, the job of police personnel is full of stress. Coping strategies and social support have a crucial role to play in the management of stress and mental health.Objective:The objective of this study was to study stress, social support, coping, and mental health in the police personnel of Uttar Pradesh.Methodology:The sample comprised 300 male police personnel including 100 constables, 100 inspectors, and 100 officers being incidentally selected from six districts of Uttar Pradesh viz. Lucknow, Varanasi, Meerut, Raibareilly, Ghazipur, and Noida. The mean age of the sample was 40 years and average experience of 15 years of police service. They were assessed by using Occupational Stress Questionnaire (OSQ, Gmelch and Chan, 1994), Brief COPE Scale (Carver, 1997), Social Support Scale (Cohen et al. 1985), and Mental Health Inventory (Jagdish and Srivastava, 1983). The results obtained were analyzed statistically, the mean score was calculated, and the independent t-test was applied.Results:Among the police personnel, inspectors scored highest mean occupational stress score (39.89 ± 13.17) with the lowest mean score of active coping (17.40 ± 7.37), adaptive coping (23.81 ± 8.59), and the highest mean score in maladaptive coping (21.43 ± 7.89). Mental health of inspectors was most adversely affected with highest mean score (97.81 ± 24.49).Conclusion:The study concludes that the amount of stress experienced by all echelons of police is extremely high and almost of similar level except for inspectors showing highest among the three groups, thus emphasizing the use of healthy coping mechanisms and modification in work environment promoting health and well-being.

Climbing out of the bottle

I opened my swollen, bleary eyes to see a young police officer crouched close to my face, pen hovering over a clipboard. It was the same officer who had taken my mugshot. I had woken from an uncomfortable sleep, my body draped across three chairs in the police station holding room, my arms pulled inside my shirt in a futile attempt to keep warm. I peeked at the clock: 3:13 a.m. My body ached so much that I couldn't focus on his words. Methodically, he ran through the intake form. “Are you feeling hopeless or have nothing to look forward to?” I blinked back a new round of tears, slowly understanding that he was asking me whether I intended to commit suicide while I was held in jail. This was rock bottom. It was also the wake-up call I needed. ![Figure][1] ILLUSTRATION: ROBERT NEUBECKER > “Healthy coping mechanisms … felt like luxuries that I could not afford.” Five years into a Ph.D. program and separated from my husband—a decision I had made—I was unable to right myself from a deep depression and had just been arrested for driving while intoxicated. My husband and I had started our Ph.D. programs at the same time. We were older than our classmates, which increased the pressure to succeed, and managing the workload put a major strain on our relationship. If we allowed anything other than work to be our top priority, even temporarily, we were overcome by guilt. We stopped making time to go camping or take regular vacations. I felt neglected and seemed to want more from him than he could provide. Although we both wanted to start a family at some point, it was not the “right time.” We would always have time for our relationship later, we thought. We were wrong. The tiny crack of disconnect widened. After 4 years as Ph.D. students, we went our own ways. I struggled to continue on my Ph.D. journey alone. My isolation increased as friends graduated and left the area. Social media reminded me of the things I hadn't yet accomplished and sometimes felt I was too old to ever realize: a permanent job, a home, a family of my own—the American dream. Healthy coping mechanisms—such as going to the gym, joining a sports team, or simply sitting with my intense disappointment and fear about the future—felt like luxuries that I could not afford. Instead, my new normal became drinking after a hard day—which was just about every day. I knew my family had a history of alcoholism that had blighted my mother's childhood, but I did not think my mode of dealing with stress was self-destructive. No, that's not true. I knew I was unhappy. I knew that waking up hungover with little recollection of the night before meant a day of work lost. Nevertheless, I did not care, as long as drinking brought momentary relief. I told myself that I was drinking as a way to cope with feeling left behind in life, but really, I was self-medicating to stop feeling anything at all. It ended with a wrecked car and an arrest. Fortunately, no one was physically harmed, but they could have been. After a year of court proceedings, I am now 4 months into a year of probation, which includes thrice-daily breathalyzer tests, bimonthly urinalyses, courses at Mothers Against Drunk Driving, fines, fees, and more shame than I ever thought possible. At first, it all seemed unfair. I did not think I had a problem, and I fought tooth and nail against the punishments. But after hearing from a mother who lost her daughter because of a drunk driver, I finally faced up to my part in everything that happened. I had made the decision to pursue a Ph.D. I had made the decision to leave my husband. And I had made the decision to drink and drive. Now, I needed to make the decision to get my life back on track. I got my drinking under control. Somewhat miraculously, I just successfully defended my Ph.D. thesis, which brings a mixture of pride, relief, and regret that it cost me so much. For others who are precariously close to the edge of their own self-destructive whirlpool, perhaps my story can serve as a cautionary tale. Life does not stop while you are in graduate school. Graduate school is a part of life. You have to take care of yourself and find healthy ways to cope. You have to pay attention. [1]: pending:yes

Neurobiology of Trauma and Mindfulness for Children

Adverse child experiences (ACEs) have a significant impact on developing children, both physically and psychologically, with ongoing consequences that may manifest throughout adulthood. These negative health consequences can be mitigated if a child is given a supportive environment in which to develop healthy coping mechanisms. Those who specialize in caring for children with ACEs must understand the neurobiology of trauma to conceptualize how trauma triggers the brain and body when encountering stressful events. Mindfulness is an evidence-based practice that can be used as a healthy coping mechanism to develop self-regulation and resiliency in children. The purpose of this article is to provide evidenced-based research on the neurobiology of trauma and mindfulness intervention as a recommended modality for use in children. Furthermore, the content in this article was utilized in developing a training module for a suburban, youth organization that provides residential housing, basic necessities, education, and therapy for children with ACEs. The training module is intended to assist staff members in understanding the neurobiology of trauma and mindfulness techniques in their interactions with the children, thereby improving child-staff relationships and encouraging the development of self-regulation and healthy coping mechanisms.

A Framework for Addressing Mental Health Issues on Campus Through the Implementation of Coursework, Outreach, and Partnership Building

Mental health is a major concern for higher education and students are starting their college experience with psychological issues or developing mental health problems after enrollment. Because physical activity and exercise have known mental health benefits, the field of kinesiology can facilitate the delivery of physical activity and exercise programs aimed at reducing stress, anxiety, and depression, as well as promote healthy coping mechanisms. The School of Kinesiology at Auburn University has implemented a framework to address mental health on campus and within our community. Our framework consists of coursework, outreach efforts, and establishing key partnerships to facilitate the delivery and sustainability of our programs. Our programs enable individuals to establish self-regulation skills, use a mindfulness-based approach, or participate in yoga, thereby establishing effective and healthy coping mechanisms. This paper discusses the evolution of our framework, as well as barriers and facilitators of implementation and sustainability.

Psychometric Summary of the Technology-Delivered Tension Scales for Weight Management.

The purpose of this article is to summarize the psychometric results from studies of the last 25 years of the Overeating Tension Scale, Exercise Tension Scale, Feelings Tension Scale, and Feelings About Weight Tension Scale. These reliable and valid technology-delivered weight management scales can be used by clinicians independently or in combination to longitudinally identify specific triggers of overeating, skipping exercise, feeling low or down, and strong feelings about one's body weight; motivational states, and related tension levels. Through cognitive behavior therapy, individuals can learn to shift to another motivational state and employ healthy coping mechanisms to avoid related negative behaviors. Psychometric results from seven developmental studies are described, including technology-delivery adaptation results from the original paper and pencil versions. Future tension scale development priorities also are discussed.

The influence of personality and coping style on the affective outcomes of nostalgia: Is nostalgia a healthy coping mechanism or rumination?

Nostalgia is often described as a ‘bittersweet’ emotional experience. Scholars have argued persuasively as to its function as a means of coping with loneliness, meaninglessness and a negative mood, and its relationship with adaptive strategies for coping with adverse events or affective states. However, depression is strongly associated with rumination and a negative attentional bias. Previous research has not investigated the possibility that people with impaired capacities to effectively regulate moods, such as people with strong tendencies to rumination, may not obtain the same benefits from nostalgic remembering as more healthy people. This paper reports the results of two studies: a preliminary survey involving 213 participants and a second study in which 664 participants self-selected a piece of music that made them feel nostalgic. Results suggest that for people with tendencies to depression or maladaptive coping styles, nostalgic remembering may result in negative affective outcomes. It is argued that nostalgia can represent part of both adaptive and maladaptive coping strategies, depending on the personality and coping style of the individual.

Testing the fading affect bias for healthy coping in the context of death

ABSTRACTAffect fades faster for unpleasant events than for pleasant events (e.g., Walker, Vogl, & Thompson, 1997), which is referred to as the fading affect bias (FAB; Walker, Skowronski, Gibbons, Vogl, & Thompson, 2003). Although research has generally shown that the FAB is a healthy coping mechanism, this same finding has not been demonstrated at a specific level of analysis accounting for particular event types and related individual differences (e.g., Gibbons et al., 2013). Given the strong unpleasant emotions associated with death (Rask, Kaunonen, & Paunonen-Ilmonen, 2002), the current study examined FAB in the context of death events and participant attitudes toward death. General healthy coping was shown by robust FAB across death and control (i.e., everyday) events and by a negative correlation between negative religious coping and FAB. Although healthy coping at a specific level of analysis was supported by increased FAB for participants who held accepting attitudes toward death when they recalled everyday events, it was not supported by decreased FAB for the same participants when they recalled death events. This effect was mediated by rehearsal ratings, not depression. Implications are discussed.

Stress and the pediatric dental resident: Contributing factors and coping mechanisms

Aims: The purpose of this study was to determine self-reported stress levels and coping mechanisms utilized by current pediatric dental residents to generate recommendations to program directors. Subjects and Methods: A 26-question online survey was completed by 250 current United States and Canadian pediatric dental residents and summarized using frequencies and percentages. Statistical Analysis Used: Relationships between various factors and stress levels were evaluated separately using Mantel-Haenszel Chi-square tests for ordered categorical responses. Relationships between various factors and depressive symptoms were evaluated separately using Pearson Chi-square tests. All test were performed with a significance level of P = 0.05. Results: Forty percent of respondents report their stress level as high or medium-high. Stress levels were individually related to gender, academic demands, clinical demands, sleep factors, and hours per week devoted to the residency program. The most common coping mechanisms employed include exercise or sports (68%), television (66%), and socializing (62%). Conclusions: Prospective applicants should recognize the potential for additional stressors that present when one enters into a postgraduate training program; current residents should monitor their stress levels and employ healthy coping mechanisms. Program directors should be cognizant of lifestyle burdens encountered as a resident, evaluate stress levels at timely intervals, and refer to appropriate health and wellness assistance programs as necessary.

The Fading Affect Bias shows healthy coping at the general level, but not the specific level for religious variables across religious and non-religious events.

The research on fading emotions has shown that unpleasant emotions fade more over time than pleasant emotions, which is a phenomenon referred to as the Fading Affect Bias (FAB). Based on the negative relation between the FAB and dysphoria (Walker, Skowronski, Gibbons, Vogl, & Thompson, 2003), some researchers have argued that the FAB is a healthy coping mechanism (Walker, Skowronski, & Thompson, 2003). As religious variables are related to positive emotions and emotional coping (e.g., Cohen, 2002; Pargament, Smith, Koenig, & Perez, 1998), we examined the FAB as a healthy coping mechanism at the general and specific levels of analysis in the context of religion. General healthy coping was supported by (1) FAB effects across both religious events (REs) and non-religious events (NREs) and (2) a positive relation for spirituality and the FAB. However, specific healthy coping was not supported by a small FAB for (1) REs at high levels of positive religious coping (PRC) for NREs, (2) NREs at low levels of PRC for NREs, and (3) purely REs relative to REs involving spirituality. Other implications are discussed.

Stressors and Coping Mechanisms of Children of Overseas Filipino Workers in Higher Education Institutions of Ilocos Sur

A study on the stressors and coping mechanisms was conducted among the children of overseas Filipino workers in Higher Education Institutions. Respondents were children of OFWs who are enrolled in the HEIs of Ilocos Sur. The descriptive-correlational research design was employed in the study. Further, the researchers adopted the questionnaire of Podaan (2009) to assess the stressors of the respondents and Mata (2005) to look into the coping mechanisms and symptoms of stress. Frequency counts, percentage, mean and bivariate correlation analysis were used in the data analysis. The respondents were mostly female, Roman Catholics, have a nuclear family type of five members. The children of OFWs in HEIs exhibited boredom, headache, and under-eating symptoms of stress, showed a “Low” level of stress along personal experience, physical health, family and home, school, and a “Very low” level with their peers and tend to adopt more of the negative coping strategies when they are stressed. The respondents manifested a healthy coping mechanism as shown by their “Average” level of positive management and “Low” level of negative management. Though inversely related, religion has a bearing on the level of stress of the respondents. The researchers recommend the following: a) to help the students cope with their stress, the guidance center should conduct and orient the students on activities such as seminar-workshops on managing stress; b) since the respondents tend to adopt more of the positive coping strategies, the guidance center should plan and spearhead stress management programs, in order to improve their adaptive and active coping management strategies among all children of OFWs.

Positive coping strategies and HIV-related stigma in south India.

Whether perceived or enacted, HIV-related stigma is widespread in India, and has had a crippling effect on People Living with HIV/AIDS (PLHA). Research has shown that a positive attitude towards the illness sets a proactive framework for the individual to cope with his or her infection; therefore, healthy coping mechanisms are essential to combat HIV-related stigma. This qualitative study involving in-depth interviews and focus group discussions with PLHA affiliated with HIV support groups in South India explored positive coping strategies employed by PLHA to deal with HIV-related stigma. Interviews and focus group discussions were translated, transcribed, and analyzed for consistent themes. Taboos surrounding modes of transmission, perceiving sex workers as responsible for the spread of HIV, and avoiding associating with PLHA provided the context of HIV-related stigma. Despite these challenges, PLHA used several positive strategies, classified as Clear Knowledge and Understanding of HIV, Social Support and Family Well-Being, Selective Disclosure, Employment Building Confidence, and Participation in Positive Networks. Poor understanding of HIV and fears of being labeled immoral undermined healthy coping behavior, while improved understanding, affiliation with support groups, family support, presence of children, and financial independence enhanced PLHA confidence. Such positive coping behaviours could inform culturally relevant interventions.

Trait anxiety reduces affective fading for both positive and negative autobiographical memories.

The affect associated with negative events fades faster than the affect associated with positive events (the Fading Affect Bias; the FAB). The research that we report examined the relation between trait anxiety and the FAB. Study 1 assessed anxiety using the Depression, Anxiety, and Stress Scale; Studies 2 and 3 used the Beck Anxiety Inventory. Studies 1 and 2 used retrospective procedures to probe positive event memories and negative event memories while Study 3 used a diary procedure. The results of all 3 studies showed that increased anxiety was associated with both a lowered FAB and lower overall affect fading for both positive events and negative events. These results suggest that for people free of trait anxiety, the FAB reflects the operation of a healthy coping mechanism in autobiographical memory that is disrupted by trait anxiety.

Competency 2. Use healthy coping mechanisms to respond to stress

Physicians face stress from a number of sources each day. Most physician stress can be categorized as arising from their professional responsibilities, their work environment and situations, or their personal lives. 1 Resident Services Committee, Association of Program Directors in Internal MedicineStress and impairment during residency training: strategies for reduction, identification, and management. Ann Intern Med. 1988; 109: 154-161 Crossref PubMed Scopus (87) Google Scholar Because stress is often multifactorial, there can be significant overlap between these categories.

The fading affect bias across alcohol consumption frequency for alcohol-related and non-alcohol-related events

The Fading Affect Bias (FAB) is the tendency for unpleasant emotions to fade more over time than pleasant emotions (Walker, Vogl, & Thompson, 1997). The FAB is negatively related to dysphoria (Walker, Skowronski, Gibbons, Vogl, & Thompson, 2003), which led researchers to suggest that the FAB is a healthy coping mechanism that improves the overall positivity of life (Walker, Skowronski, & Thompson, 2003). The FAB may also reinforce certain maladaptive behaviors, such as drinking alcohol, as the unpleasant emotions associated with those behaviors quickly fade from memory, and increase the likelihood of those behaviors in the future. If the FAB increases the likelihood of maladaptive alcohol consumption, the FAB should be greatest for ordinary events at low alcohol consumption levels, whereas the FAB should be greatest for alcohol events at high alcohol consumption levels. The results of two studies provided support for the hypotheses. The implications are discussed.

Implementing Applied Behavior Analysis for Effective Orientation and Mobility Instruction of Students with Multiple Disabilities

Working with children who have multiple disabilities that include visual impairments can be especially challenging. Many disabling conditions manifest into behavioral difficulties that may take away from learning. Acting out may be a student's way of expressing a lack of healthy coping mechanisms in relation to his or her environment. Implementing used during applied behavior analysis may be useful when conducting orientation and mobility (O&M) lessons with children with behavioral disorders. Applied behavior analysis can be used effectively with those who have been diagnosed with vision loss in conjunction with other disabilities, not only those with autism. SKILL AREAS According to Ambrose-Zaken, Calhoon, and Keim (2010), ten skill areas that are needed by students to participate and succeed in Orientation and Mobility instruction are attention, sensory integration, behavior, memory, concept development, generalization, problem solving, social skills, orientation strategies and mobility techniques (p. 643). Ambrose-Zaken et al. (2010) found that student who has visual and cognitive impairments may exhibit interfering behaviors such as being quick to anger, being in a state of agitation, unpredictability, impulsivity, inattention, severe mood swings, total resistance to O&M, self-stimulating repetitive actions, as well as verbal and physical and aggression during O&M lessons. Behavioral theorists suggest that aggressive and interfering behaviors may be attempts by the student to communicate about an environment, person or (p. 645). These behaviors may interfere with achieving O&M goals. As such, the practitioner will need to develop appropriate strategies for promoting positive behavior. One of the classic principles of behavior analysis is the concept of ABC, which is a theory that is used to determine what is causing behavior and how to manage it. A is representative of antecedent, B of behavior, and C of consequence (Barbera, 2007). By evaluating the antecedent, the person working with the student determines what is happening before the behavior. By doing this, the provider can either eliminate the antecedent or modify it. The consequence is what happens after the behavior. This can serve to either reinforce the behavior or to discourage it. While working with a population with multiple disabilities, O&M specialists may need to modify their goals and objectives. The average university training program for O&M specialists focuses on skills such as independent street crossings, alignment, and intersection analysis. However, it may not be realistic for students with multiple disabilities to achieve these goals. Two common issues that prevent the mastery of more advanced concepts are behavior challenges and cognitive development. Therefore, alternative goals may be the primary focus of instruction. These may include concept development, spatial relationships, and laterality. In order to achieve O&M goals, a behavioral plan may need to be implemented to achieve the highest level of progress toward the student's goals. BEHAVIORAL PLANNING Some degree of behavioral planning needs to be in place in order to use behavioral analysis to increase positive behavior in students. In order to put ABCs into place, the practitioner can write simple behavior plans even if he or she is not an applied behavior analyst. According to Barbera (2007), People generally have three main functions for behavior. They want something, want to get out of something, or are looking for sensory input (p. 35). By recording data, the practitioner will begin to determine patterns in the student's behavior. A chart should be developed that lists the date and time of the incident, the setting or activity in which the behavior occurred, the antecedent, the behavior, the consequence, and the function of the behavior (Barbera, 2007). …

A Risk and Resilience Perspective on Unaccompanied Refugee Minors

In the United States, unaccompanied refugee minors (URMs) are a diverse and extremely vulnerable group served by social workers about whom there is little research. URMs enter the United States from many lands without parents or kin, often having experienced war and other traumatic events. Using a risk and resilience framework, we summarize the research on URMs, illustrating the challenges and issues with a case study of a resilient Lost Boy from Sudan who became a social worker. We discuss strengths, coping strategies, and resilience, exploring the ways in which many URMs are able to effectively meet the challenge of adapting to a new country and culture, thriving despite the extreme adversity they have experienced, as well as sources of resilience within URMs that have allowed them to adapt and even thrive in a vastly different cultural environment despite exposure to multiple risks. These sources of resilience include positive outlook, use of healthy coping mechanisms and religiosity, and connectedness to prosocial organizations. We conclude with recommendations for social work research to better understand the nature of risk and resilience among URMs.

The challenge of contemporary nurse education programmes. Perceived stressors of nursing students: mental health and related lifestyle issues

This study aimed to identify the lifestyle behaviours of nursing students. The research tool was a 146-item questionnaire based upon the College Lifestyle and Attitudinal National survey. Most students considered their mental health as either good or very good. Those in the final year were more likely to rate their mental health poorly. Many experienced programme-related stressors including examinations and assignments and studies in general. More than one-third also reported stressors related to relationships with clinical staff and clinical assessment of competence. There is a concern that the added demands of modern nursing programmes place the student under considerably more pressure, because of competing demands. While many students talk to their peers or family, many do not and prefer rather to go it alone, with some choosing to escape through alcohol or drugs. The support and encouragement of healthy coping mechanisms among nursing students is paramount to ensure a healthy nursing workforce for the future. Nursing students support the mental and physical health of others, and therefore in many ways ought to a role model. Nurturing and supporting their mental health is crucial to the future of profession.

The fading affect bias begins within 12 hours and persists for 3 months

Research has shown that the tendency for emotional affect to fade more over time for unpleasant events than for pleasant events, known as the Fading Affect Bias (FAB), increased across 3-month, 9-month and 4.5-year intervals. The current study attempted to determine the temporal locus of the FAB using the data set by Walker et al. as well as two additional data sets. All three data sets showed that the FAB was present after 1 day and persisted for 3 months, even though the affective fading for initially pleasant events slightly increased over time. Moreover, the third data set showed that the FAB was present for events occurring on the test day. Although the results challenge traditional conceptions of the FAB as a healthy coping mechanism that takes place across long periods, they fit well with the Broaden and Build Theory of positive emotions. Copyright © 2010 John Wiley & Sons, Ltd.

Chronic pain: dynamics and treatment strategies.

Chronic pain, which affects an estimated 80 million Americans, has untold effects on personal productivity, self-esteem, functioning of the family, and cost to the healthcare delivery system. The author describes how the nursing process offers an effective framework from which nurses can provide psychosocial care to clients with chronic pain. Helping clients to assume responsibility for their own well-being, achieve independence in their lives, and practice healthy coping mechanisms are major goals of such psychosocial care.

Coping mechanisms of parents of children recently diagnosed with autism in Taiwan: a qualitative study

To understand the coping mechanisms of Taiwanese parents whose children have recently been diagnosed with autism. When a child is diagnosed with autism, the family's life changes. Parents of a child with autism have been shown to cope with problem- or emotion-focused coping strategies. However, it is not known how parents in Taiwan adapt and cope with the stresses of taking care of an autistic child, especially in the early period after learning their child's diagnosis and while waiting for free national day care arrangements at hospital. A descriptive qualitative design was used, with in-depth interviews. Parents of children diagnosed with autism (n = 17) were recruited from a children's psychiatric outpatient clinic at a medical centre in northern Taiwan. The parents were still waiting for free national day care arrangements at hospital. Data were collected through individual, tape-recorded interviews and observations, and transcripts were analysed by content analysis for emerging themes and concepts. The study sample of parents of children with autism described nine main coping mechanisms that fell into three core categories: adjusting to self-change, developing treatments for the autistic child and seeking support. The results of this study could be used by clinicians to help parents of autistic children become aware of whether or not they are using healthy coping mechanisms, and to suggest concrete and healthy coping strategies, particularly in the period after the diagnosis is confirmed and they are waiting for free national day care arrangements at hospital. Clinicians in child psychiatry are encouraged to become part of the social support network for parents of autistic children, thus helping them adjust to the long journey of caring for their children.