Interpersonal Coping Skills Research Articles

Therapeutic education program in adults with unipolar depression

IntroductionDepression is one of the most common chronic illnesses. It requires long-term multidisciplinary care, combining pharmacological and non-pharmacological treatments. Hence the need for an educational approach to improve the quality of life of these patients.ObjectivesOur objective is to create a personalized educational program for patients followed for depression allowing them to acquire the necessary skills to become autonomous in the management of their pathologies on a daily basis.MethodsThe therapeutic education program is aimed at patients followed for depression and their families. Our team is multidisciplinary made up of a psychiatrist, a nurse and a dietitian. The educational tools are rich and varied, including computerized resources, written information, brochures and educational games.ResultsThe first step is the educational diagnosis which allows to identify the personalized needs of the patient. The caregiver-educator sets with the patient the objectives to be achieved throughout the course, thus defining the educational contract. Then the patient and his entourage can follow a personalized therapeutic patient education program. We offer a program consisting of 7 sessions at the rate of one session per one to two months (2 individual sessions and 5 group workshops). At the end of the program, evaluation and self-evaluation grids are completed.ConclusionsTherapeutic patient education provides knowledge through which patients with depression develop personal and interpersonal coping skills. This program will allow them to give an acceptable place to their disease so that they can evolve well with it.Disclosure of InterestNone Declared

Validity and reliability of the Self-Care Activities Screening Scale (SASS-14) during COVID-19 lockdown

BackgroundIn a context where there is no treatment for the current COVID-19 virus, the combination of self-care behaviours together with confinement, are strategies to decrease the risk of contagion and remain healthy. However, there are no self-care measures to screen self-care activities in general population and which, could be briefly in a lockdown situation. This research aims to build and validate a psychometric tool to screen self-care activities in general population.MethodsFirstly, an exploratory factor analysis was performed in a sample of 226 participants to discover the underlying factorial structure and to reduce the number of items in the original tool into a significant pool of items related to self-care. Later a confirmatory factor analyses were performed in a new sample of 261 participants to test for the fit and goodness of factor solutions. Internal validity, reliability, and convergent validity between its score with perceived stress and psychological well-being measures were examined on this sample.ResultsThe exploratory analyses suggested a four-factor solution, corresponding to health consciousness, nutrition and physical activity, sleep, and intra-personal and inter-personal coping skills (14 items). Then, the four-factor structure was confirmed as the best model fit for self-care activities. The tool demonstrated good reliability, predictive validity of individuals’ perception of coping with COVID-19 lockdown, and convergent validity with well-being and perceived stress.ConclusionsThis screening tool could be helpful to address future evaluations and interventions to promote healthy behaviours. Likewise, this tool can be targeted to specific population self-care’s needs during a scalable situation.

The Effects of Cognitive-Behavioral Stress Management for Breast Cancer Patients: A Systematic Review and Meta-analysis of Randomized Controlled Trials.

Treatment for breast cancer can be stressful for patients. Cognitive-behavioral stress management (CBSM) interventions aim to improve patients' skills in coping with stress and buffer against the negative effects of cancer. This meta-analysis aimed to demonstrate the impact of CBSM on breast cancer patients. We searched PubMed, EMBASE, the Cochrane Database, ScienceDirect, MEDLINE, CENTRAL, CINAHL, and PsycNET for randomized controlled trials (RCTs) published up to November 21, 2017. We then performed a meta-analysis of RCTs that compared CBSM for patients with breast cancer with a 1-day psychoeducation seminar, wait-list controls, or standard care. Eighteen RCTs with 2564 participants were ultimately included. The results showed that CBSM can increase Measure of Current Status relaxation scores, benefit finding, and positive affect and decrease serum cortisol, anxiety, depression, thought avoidance and intrusion, and negative mood. However, it appears to have no effect on stress or mood disturbance. Cognitive-behavioral stress management appears to be beneficial for breast cancer patients. Further high-quality RCTs are needed to clarify if any other factors are influenced by CBSM intervention. Cognitive-behavioral stress management can help breast cancer patients develop skills to increase relaxation, benefit finding, and positive affect; CBSM may provide a buffer against the negative effects of cancer. Further, CBSM may help breast cancer patients replace negative thoughts, improve their thought processes and behaviors, and maintain social support using cognitive and interpersonal coping skills. Nurses should be aware of the benefits of CBSM in their day-to-day care of breast cancer patients.

Psychological experiences of Korean missionary “kids” (MKs): a qualitative inquiry

ABSTRACTThe present study is a qualitative investigation of the psychological experiences of children of Korean missionaries, through the eyes of Korean missionary kids (MKs) and missionary workers. A semi-structured interview was conducted with 11 MKs and MK workers, and data were analysed using the Consensual Qualitative Research method. Several domains emerged: challenges associated with the MK experience, resiliency of MKs, intrapersonal and interpersonal coping skills, mental health concerns, religion and spirituality, a complex cultural identity, preparation for college transition, and hopes for MKs and their missionary parents. Categories corresponding to the domains are highlighted. The present study addresses a need for more attention paid to the non-American MK experience, and it presents some implications for the church and higher educational institutions.

Organizational Social Support and Parenting Challenges Among Mothers of Color: The Case of Mocha Moms

This study illustrates the parenting experiences of a random sample of members of Mocha Moms, Inc., a national organization dedicated to supporting women of color who predominantly have elected not to work full-time outside of the home (www.mochamoms.org). Using modified grounded theory methods on 25 telephone interviews, we summarized the benefits members reported receiving from participating in Mocha Moms, such as adult friendships and child-related information/activities. We also reported the parenting challenges they faced. We conclude that the Mocha Moms organization plays a pivotal role for mothers of color who negotiate numerous obstacles as they build lives for themselves and their children. Key Words: African American parenting, Mocha Moms, racial socialization, social support. I think the societal perspective of African American mothers [is] that we are all single mothers [and] unwed teenage mothers. . . . [But] a majority of the women that I met through Mocha Moms are all professionals. They had college degrees and so forth. And they chose to stay at home and they chose to have their children. . . . [W]ith that mix of women, you feel as if you have a sisterhood there. - Maria, age 38, mother of two There is little research on the benefits of formal mothers' organizations as they relate to offering maternal social support and the provision of parenting education resources, and this is especially true for those mothers' organizations designed to cater to the needs of ethnic minority women. Because of this dearth of research, questions remain as to what rewards mothers receive from participating in such groups and how these groups help them navigate their parenting challenges. In this qualitative study, we explored the issues of social support and parental socialization among a group of 25 college-educated African American mothers participating in an organized parenting group called Mocha Moms, Inc. Given that the population of this set of African Americans is growing (Atwelle, Lavin, Domina, & Levy, 2004), the need for research such as this becomes even more compelling because it can provide insight into parenting issues among educated African Americans living in affluent, predominately White communities. SOCIAL SUPPORT FROM MOTHERS' ORGANIZATIONS Within the United States, there is a range of mother-oriented groups designed for various purposes. Some groups focus on providing mothers in crisis - through either incarceration, domestic violence victimization, or homelessness - with additional skills to handle stresses, improve their parenting skills, and enhance their self-esteem (Gibson & Gutierrez, 1991; Kissman & Torres, 2004; Memmott & Young, 1 993). Other mothers' groups help parents better manage their children's disabilities or aid them in coping with a pregnancy loss or their children's death. In these difficult cases of disability and loss, researchers have found that maternal peer groups can decrease feelings of burden and foster the development of new interpersonal coping skills (Cote-Arsenault & Freije, 2004). Most relevant for the analysis presented here, still other groups help mothers adapt to roles in particular types of family units, such as those who become stepmothers or single mothers by choice (Bock, 2000; Christian, 2005). In 1997, Mocha Moms, an organization of local chapters and currently with 3,000 members, formed to provide education, support, and advocacy on behalf of mothers of color who have elected not to work full-time outside of the home. Historically, however, the majority of African American women - including mothers - have worked for pay in some capacity, and, until recently, at much higher levels than White women (England, Garcia-Beaulieu, & Ross, 2004; Giele, 2008). This higher level of labor force participation, of course, has its roots in early American political development, when African American women were forced to work as slaves in the South. …

Adjunctive Psychotherapy for Bipolar Disorder

Whereas pharmacotherapy often forms the foundation of a treatment plan for bipolar disorder, increasing evidence suggests that psychosocial interventions as adjuncts to pharmacological treatment may improve medication adherence as well as bolster cognitive and interpersonal coping skills, ultimately lengthening intervals between episodes and improving overall quality of life. This article will advocate the use of adjunctive psychosocial interventions for adults and youth with bipolar disorder by first providing a general overview of options for psychotherapy and reviewing the evidence base for psychoeducation, cognitive behavior therapy, interpersonal and social rhythm therapy, and family-focused therapy. Specific applications for youth and issues concerning the effectiveness and availability of specialized psychotherapies for bipolar disorder will be discussed. Finally, recommendations for clinicians will be provided.

Teaching interpersonal coping skills to adult psychiatric patients

The purpose of the present investigation was to examine the coping skills training approach to psychotherapy. A recently developed program by Christensen (1977) was compared with another coping skills approach, Stress Management Training. Subjects were 120 female outpatients ranging in age from 18 to 58. The study employed a 3 × 4 factorial design with therapist also being a variable. The dependent measures consisted of the MMPI, the Social Discomfort Index, the Response Tendency Measure, and the Community Adjustment Profile. The overall results of the study supported the hypothesis that patients receiving coping skills training would obtain more improvement on measures of the dependent variable than would patients who did not receive coping skills training. Examination of the two coping skills approaches revealed a distinct advantage in favor of the Interpersonal Coping Skills Program with no significant therapist × treatment interactions occurring. Generally, the Interpersonal Coping Skills Program was found to be a comprehensive and innovative approach to psychotherapy and one that could be readily learned by the practicing clinician.

Comparative assessment of a coping model for school adolescents

Four brief, interpersonal coping courses were conducted in a junior high school setting for early adolescent students who volunteered for the experience. Two of the classes (N=24) consisted of students who regularly utilized school guidance personnel; the remaining two classes (N=19) consisted of adolescents from the general school population. Course objectives included higher self-esteem and increased ability to perceive, interpret, and express nonverbal communication and feeling. Session tape recordings provided verbal data for analysis by the Hill Interaction Matrix (HIM) procedure. Results showed that the intervention had significant impact on students' patterns of interaction: interactions were fewer, but longer; conventional interactions decreased, while speculative ones increased; and personal and relationship content increased. Generally, the two class types exhibited similar patterns and changes, although some specific differences were detected. Social class background, stressful life events, and the intensity of the problems experienced by the two types of student were postulated as the sources of this variability. When coupled with ancillary postcourse data, these results support the conclusion that students' interpersonal coping skills were improved by the experience.