Teaching Coping Strategies Research Articles

Job Endings and Work Trajectories of Persons Receiving Supported Employment and Cognitive Remediation.

This study examined job endings and work trajectories among participants in a study comparing the effects of adding cognitive remediation to supported employment among individuals who had not benefited from supported employment. Data were from a controlled trial of 107 persons with serious mental illness enrolled in supported employment but who had not obtained or sustained competitive work. Participants were randomly assigned to enhanced supported employment only (with employment specialists trained to recognize cognitive difficulties and teach coping strategies) or to the Thinking Skills for Work program (enhanced supported employment plus cognitive remediation). For the 52 participants who worked, the two groups were compared on types of job endings, reasons for job endings, successful versus unsuccessful jobs, and work trajectories over the two-year study period. The two groups did not differ in types of job ending, although participants in Thinking Skills for Work were less likely than those in enhanced supported employment only to cite dissatisfaction with the job as a reason for the job ending. Participants in Thinking Skills for Work were also less likely to have an overall unsuccessful work trajectory, more likely to have only successful jobs, and more likely to be employed at the end of the study. The Thinking Skills for Work program appeared to help participants who had not benefited from supported employment stick with and master their jobs more effectively than those in enhanced supported employment only, resulting in better work trajectories over the course of the study.

Effect of Resilience, Coping, and Mental Health on Burnout of Student Nurses

Purpose: The purpose of this study was to investigate resilience, coping, and mental health in relation to burnout and to identify factors influencing burnout in student nurses. Methods: A descriptive correlational study was conducted. The participants were 241 student nurses from 2 universities in B city. Data were analyzed using the t-test, analysis of variance, the Pearson correlation coefficient, the $Scheff{\acute{e}}$ test, and multiple regression analysis. Results: The mean score for burnout in student nurses was 3.01 out of 5 points. Burnout explained 29.2% of the variance in satisfaction with college life (${\beta}=-.367$, p<.001), coping (${\beta}=.293$, p<.001), mental health (${\beta}=.228$, p=.011), and training hospital (${\beta}=-.198$, p=.026). Conclusion: The results of our research suggest that satisfaction with college life is an important variable affecting burnout student nurses. Therefore, education is needed in order to develop for more effective teaching coping methods and strategies and to reduce burnout with nursing practice.

Symptoms of Anxiety and Depression in Young Athletes Using the Hospital Anxiety and Depression Scale.

Elite young athletes have to cope with multiple psychological demands such as training volume, mental and physical fatigue, spatial separation of family and friends or time management problems may lead to reduced mental and physical recovery. While normative data regarding symptoms of anxiety and depression for the general population is available (Hinz and Brähler, 2011), hardly any information exists for adolescents in general and young athletes in particular. Therefore, the aim of this study was to assess overall symptoms of anxiety and depression in young athletes as well as possible sex differences. The survey was carried out within the scope of the study “Resistance Training in Young Athletes” (KINGS-Study). Between August 2015 and September 2016, 326 young athletes aged (mean ± SD) 14.3 ± 1.6 years completed the Hospital Anxiety and Depression Scale (HAD Scale). Regarding the analysis of age on the anxiety and depression subscales, age groups were classified as follows: late childhood (12–14 years) and late adolescence (15–18 years). The participating young athletes were recruited from Olympic weight lifting, handball, judo, track and field athletics, boxing, soccer, gymnastics, ice speed skating, volleyball, and rowing. Anxiety and depression scores were (mean ± SD) 4.3 ± 3.0 and 2.8 ± 2.9, respectively. In the subscale anxiety, 22 cases (6.7%) showed subclinical scores and 11 cases (3.4%) showed clinical relevant score values. When analyzing the depression subscale, 31 cases (9.5%) showed subclinical score values and 12 cases (3.7%) showed clinically important values. No significant differences were found between male and female athletes (p ≥ 0.05). No statistically significant differences in the HADS scores were found between male athletes of late childhood and late adolescents (p ≥ 0.05). To the best of our knowledge, this is the first report describing questionnaire based indicators of symptoms of anxiety and depression in young athletes. Our data implies the need for sports medical as well as sports psychiatric support for young athletes. In addition, our results demonstrated that the chronological classification concerning age did not influence HAD Scale outcomes. Future research should focus on sports medical and sports psychiatric interventional approaches with the goal to prevent anxiety and depression as well as teaching coping strategies to young athletes.

The Zero Suicide Model: Applying Evidence-Based Suicide Prevention Practices to Clinical Care.

Suicide is reaching epidemic proportions, with over 44,000 deaths by suicide in the US, and 800,000 worldwide in 2015. This, despite research and development of evidence-based interventions that target suicidal behavior directly. Suicide prevention efforts need a comprehensive approach, and research must lead to effective implementation across public and mental health systems. A 10-year systematic review of evidence-based findings in suicide prevention summarized the areas necessary for translating research into practice. These include risk assessment, means restriction, evidence-based treatments, population screening combined with chain of care, monitoring, and follow-up. In this article, we review how suicide prevention research informs implementation in clinical settings where those most at risk present for care. Evidence-based and best practices address the fluctuating nature of suicide risk, which requires ongoing risk assessment, direct intervention and monitoring. In the US, the National Action Alliance for Suicide Prevention has put forth the Zero Suicide (ZS) Model, a framework to coordinate a multilevel approach to implementing evidence-based practices. We present the Assess, Intervene and Monitor for Suicide Prevention model (AIM-SP) as a guide for implementation of ZS evidence-based and best practices in clinical settings. Ten basic steps for clinical management model will be described and illustrated through case vignette. These steps are designed to be easily incorporated into standard clinical practice to enhance suicide risk assessment, brief interventions to increase safety and teach coping strategies and to improve ongoing contact and monitoring of high-risk individuals during transitions in care and high risk periods.

Influencing and protective factors of suicidal ideation among older adults.

Suicide is a global issue, but few studies have explored the triggers and psychological feelings of suicidal ideation in older adults. A qualitative design with face-to-face semistructured interviews examined the experience of suicidal ideation in adults aged 65years and older. A purposive sampling of 32 outpatients with suicidal ideation from a medical centre in northern Taiwan participated. Interview data identified three themes: triggers for suicidal ideation, contributing psychological changes, and factors of adaptive response. The triggers for suicidal ideation included physical discomfort, loss of respect and/or support from family, impulsive emotions due to conflicts with others, and painful memories. Psychological changes contributed to suicidal ideation: feelings of loneliness, a sense of helplessness, or lack of self-worth. Participants described adaptive responses that acted as protective factors of suicidal ideation: support from family and friends, control of emotions, establishing a support network, comfort from religion, medication, and focussing on the family. Mental health nurses and clinicians should incorporate evaluations of stressful life events and psychological changes into a screening scale for older adults to improve detection of those at risk for suicide. Teaching coping strategies could provide timely interventions to secure the safety of this older population of adults.

Functional social support in family caregivers of elderly adults with severe dependence

This work sought to determine functional social support in family caregivers of severely dependent elderly adults and its relationship with sociodemographic characteristics. This was a cross-sectional study. The Duke-UNC-11 Functional Social Support questionnaire was applied to 67 family caregivers from Family Healthcare Centers in Valdivia (Chile) in 2012. Family caregivers perceived low levels of affective social support (49.3%) and of trust (98.5%); considering insufficient the information and advice they receive related, principally, to the scarce number of people who help, they need to establish communication to share their feelings and problems derived from the task of caring. These caregivers recognize the support from community healthcare centers. Functional social support is correlated to the following variables: number of people who live in the home, years of study, age of the caregiver, and number of people who help; with this last variable predicting the level of social support in its two dimensions. Family caregivers of severely dependent elderly adults perceive a level of functional social support, especially in the dimension of trust. Community nurses must increase the number of home visits, evaluate the needs for social support perceived in caregivers, and teach coping strategies to mitigate problems that emerge in this work.

Coping to Alleviate Stress and Improve Quality of Life among Breast Cancer Patients

Context: The intervening role coping plays between stress and quality of life may depend on the types of stress encountered and the types of coping strategies used. Objective: The present study investigated the relationship between stress, coping, and quality of life. Methods: Breast cancer patients recently diagnosed with recurrence (N=38) were assessed shortly after the diagnosis and 3 months later. P. Herschbach Questionnaire on Stress in Cancer Patients (QSC-R23) was used to assess the level of stress. QOL instrument was used to assess quality of life. The Brief COPE was used to assess frequency of engaging in 13 different coping strategies. Researcher taught the emotional coping strategies for all the participants after the pretest. Results: Statistical and clinical significance was found with coping to alleviate stress and improve quality of life among breast cancer patients. Conclusion: The findings imply that interventions teaching coping strategies would be important for patients experiencing high symptom stress and could be important for all patients.

Strengthening human resources for health systems resilience to care for mothers and children.

Strengthening human resources for health systems resilience to care for mothers and children.

Gender change and stigmatization in late-treated Indonesian children, adolescent, and adult patients with DSD

In Indonesia clinical management of Disorders of Sex Development (DSD) is challenged by limited knowledge and limited diagnostic and treatment facilities. Prior to this study, most patients remained untreated and grew up with ambiguous bodies and doubts about their gen-der. We investigated patients’ experiences of being raised in ambiguity. 118 Indonesian patients, ages 6 – 41, with 46XX DSD (n=27), 46XY DSD (n=77) and chromosomal DSD (n=14) were compared to 118 control subjects matched for gender, age, and living area. Questionnaires for gen-der identity, gender role behavior and social stigmatiza-tion were translated or designed. The psychometric properties were satisfactory. For patient and control group comparisons, Mann-Whitney U and Fisher’s Exact tests were applied. The results showed that 7% of the children, 8% of the adolescents and 44% of the adults changed gender, parti-cularly non-diagnosed and non-treated patients with 46XY DSD (81%). 95% of the patients changed gender from female to male, including untreated patients with 46,XX CAH-SV. Compared to control groups, cross-gender role behavior was seen in young girls with 46XX CAH-SV (p=.047) and adolescent girls with different types of DSD (p=.01). In girls with DSD, confusion with gender identity was seen (young girls p=.004; adolescent girls p=.01). Adult men reported past cross-gender role behavior (p=.01) and past problems in gender identification (p=.01) prior to female-to-male gender change. Children with genital ambiguity (p<.006) and cross gender behavior (p<0.001) and adults with ambiguous 1Diponegoro University, Faculty of Psychology, Semarang, Indonesia Full list of author information is available at the end of the article bodies (p=.001) and adults who changed gender (p<0.03) suffered stigmatization. Rejection or isolation elicited depression and withdrawal from social activities in girls (p=.002), women (p=.009) and youngsters who had changed gender (p=.02). We conclude that a high percentage of our patients changed gender. The wish for gender change was parti-cularly seen in patients with progressive masculinization. Patients with DSD who had visible ambiguity in physical and behavioral appearance suffered stigmatization. Teas-ing and rejection led to strong emotional reactions. Early clinical evaluation and treatment, patient and parent edu-cation, and teaching coping strategies will improve qual-ity of life.

Stereotype Threat in School and at Work

In any diverse society, public policy can help to provide equal access to opportunities for achieving one’s potential in school and work. However, even as policies in the United States have sought to eradicate institutionalized discrimination on the basis of race or sex, women and minorities continue to underperform academically and are systematically underrepresented in the highest earning occupations. Social psychological research suggests that negative stereotypes about women and minorities can create subtle barriers to success through stereotype threat. This occurs when individuals become concerned that they might confirm a negative stereotype about their group. This article outlines current research on the processes that underlie stereotype threat and how this work informs effective policies to reduce its effects. Using an evidence-based analysis, we review the risks and the benefits of four policies to narrow gender and racial gaps in academic and workplace performance: affirmative action, diversity training, creating identity-safe environments, and teaching coping strategies. Policies informed by social psychological theory and research can help recover the lost human potential due to stereotype threat without disadvantaging or cuing backlash among the majority.

English

Being able to communicate effectively is a much sought after skill by employers in today’s globalised work contexts. This article examines the types of oral communication difficulties faced by Diploma level ESL learners. This study also analysed the types of communication strategies used by the students to cope with speaking and listening problems during English oral communication activities. With these research objectives, a questionnaire known as the Oral Communication Strategies Inventory (OCSI) was distributed to 100 Diploma of Hotel Management students at the UiTM branch campus in Penang. Following that, 16 students from the total population were interviewed and they also took part in a journal writing activity to explain the difficulties they encounter when engaging in English conversation with others. The results revealed that difficulties occurred due to learners’ lack of English language knowledge. It was also found that learners are keen to get involved in English oral communication activities and most of them negotiate meaning with the interlocutors to understand the intended messages. The implications of this study suggest that teachers should be more creative in constructing interactive learning experiences for their students and teach coping strategies as part of students’ repertories of oral communication skills. Keywords: oral communication difficulties; coping strategies; ESL learners; hotel management; interactive learning

Peer Victimization and Peer Rejection During Early Childhood

The development and course of the subtypes of peer victimization is a relatively understudied topic despite the association of victimization with important developmental and clinical outcomes. Moreover, understanding potential predictors, such as peer rejection and emotion regulation, in early childhood may be especially important to elucidate possible bidirectional pathways between relational and physical victimization and rejection. The current study (N = 97) was designed to explore several gaps and limitations in the peer victimization and peer rejection literature. In particular, the prospective associations between relational and physical victimization and peer rejection over the course of 3.5 months during early childhood (i.e., 3 to 5 years old) were investigated in an integrated model. The study consisted of 97 (42 girls) preschool children recruited from four early childhood schools in the northeast of the United States. Using observations, research assistant report, and teacher report, relational and physical aggression, relational and physical victimization, peer rejection, and emotion regulation were measured in a short-term longitudinal study. Path analyses were conducted to test the overall hypothesized model. Peer rejection was found to predict increases in relational victimization. In addition, emotion regulation was found to predict decreases in peer rejection and physical victimization. Implications for research and practice are discussed, including teaching coping strategies for peer rejection and emotional distress.

Resident Burnout After the 2011 Accreditation Council for Graduate Medical Education Duty-Hour Restrictions

INTRODUCTION: In 2011, the Accreditation Council for Graduate Medical Education implemented work restrictions for interns (Postgraduate Year [PGY] 1) to combat potential physical and emotional burdens. We hypothesized resident burnout remains high despite these limitations. METHODS: This web-based survey queried Ohio-based residents in general surgery, obstetrics–gynecology, family medicine, and internal medicine using general questions, Epworth Sleepiness Scale, Center for Epidemiologic Studies Depression scale, and Maslach Burnout Inventory. RESULTS: One hundred forty-nine residents responded: 39 general surgery (26.2%), 37 obstetrics–gynecology (24.8%), 27 family medicine (18.1%), and 46 internal medicine (30.9%). The majority was PGY-1 (36.2%), female (55%), aged 20–29 years (57.7%), and married (52.3%) with no children (75%). Many reported 5–6 hours of sleep per night (55.7%) and 0–3 days per week of exercise (81.9%). There were no differences between junior and senior residents regarding demographics, sleep, or activity; however, seniors had a higher Maslach Burnout Inventory personal accomplishment domain mean (standard deviation) score (39.0 [5.2] compared with 37.1 [7.2], P=.07). Factors associated with an increased score on the Maslach Burnout Inventory depression domain were more residents per year (P=.015) and graduation from a U.S. medical school (P<.001). Decreased physical activity was related to higher Maslach Burnout Inventory emotional exhaustion (P<.001). Increased Epworth Sleepiness Scale sleepiness and higher Center for Epidemiologic Studies Depression scale depression were associated with more work (P=.03; P=.019) and less sleep (P=.013; P=.007). CONCLUSIONS: Although the Accreditation Council for Graduate Medical Education restricts work hours for interns, we found no differences based on PGY level regarding Epworth Sleepiness Scale, Center for Epidemiologic Studies Depression scale, or Maslach Burnout Inventory except for the personal accomplishment domain score. At all levels, programs should encourage and teach coping strategies for sleepiness and depression.

The Effect of Teaching Coping Strategies on the Mental Health of 13-17 Male Adolescents Living in Boarding Houses of Tehran

The aim of this study is to investigate the effect of teaching coping strategies on the mental health of male adolescents of 13-17 years old, living in boarding houses. The sample group was chosen randomly and mental health questionnaire (GHQ) was administered to both groups as pre-test. After scoring the questionnaires, those with lower mental health were chosen and divided randomly into control and experimental groups. 10 sessions were allocated to teaching coping strategies. Finally, post-test was administered to both groups. T-test was used to analyze the data and findings showed that teaching coping strategies to adolescents was effective on enhancing their mental health. Moreover, this study showed that teaching coping strategies to adolescents reduced their depression and anxiety and enhanced their social functions.

School Transition and Mathematically Gifted Students

This study addresses school transition in New Zealand for 15 students identified as mathematically gifted and talented. The findings are drawn from a two-year study that included student, parent, and teacher perspectives, and an examination of school policies, programs, and practices. Students felt well prepared for the transition although not all students experienced a smooth transition. Some schools practised tabula rasa or fresh start and this impacted on curriculum continuity, academic achievement, and social-emotional well-being. The main source of support for the transition was from their friends—commonly like-minded peers. School support systems were limited and students were not explicitly taught coping strategies. Several implications for managing successful school transitions are proposed.

Can a psychosocial intervention programme teaching coping strategies improve the quality of life of Iranian women? A non-randomised quasi-experimental study

ObjectivesTo assess whether a psychosocial intervention teaching coping strategies to women can improve quality of life (QOL) in groups of Iranian women exposed to social pressures.DesignQuasi-experimental non-randomised group design involving...

Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout

The current research integrated components of the transactional model of stress and coping with self-worth and goal theories to examine a model where (a) teachers’ goal orientation (as indicated by mastery and failure avoidance) was hypothesized to predict their teaching coping strategies (as indicated by problem- and emotion-focused coping) and (b) teaching coping was hypothesized to predict occupational well-being (as indicated by engagement and burnout). A longitudinal sample of 430 teachers took part in the research. With the structural equation model suggesting an acceptable fit to the data, findings generally supported hypotheses. Implications for theory and practice are discussed.

Psychosocial aspects of haemophilia: a systematic review of methodologies and findings

Psychosocial factors have a significant impact on quality of life for patients with chronic diseases such as haemophilia. Interventions to support the psychosocial needs of patients and their families, such as offering information and assistance, clarifying doubts, and teaching coping strategies to minimize the impact of disabilities, may help to maximize patient outcomes and improve quality of life for their families. The aim of this study was to evaluate the current literature on psychosocial aspects of haemophilia. Literature searches were performed using the PubMed database to identify studies evaluating psychosocial stressors in persons with haemophilia. Articles pertaining to the HIV epidemic were excluded from the analysis, as were those published before 1997. The literature reviews identified 24 studies, covering a range of different populations, generally with small cohorts (n < 100). Most studies were questionnaire based, with almost no overlap in terms of the instruments used. Only one study combined questionnaire techniques with qualitative methods. Except for two European studies, all publications reported data from a single country. Overall, studies tended to show that quality of life is reduced in persons with haemophilia, with a potential impact on education and employment, particularly when prophylactic treatment is not available. Carrier status in women may have a psychosocial impact and affect reproductive choices. Data on psychosocial aspects of the haemophilia life cycle are lacking in the published literature, along with data from developing countries. There is a need for more international, multifaceted research to explore and quantify the social and psychological aspects of life with haemophilia.

A Qualitative Study Exploring Coping Strategies in Youth With Type 1 Diabetes

Adolescents diagnosed with a chronic illness such as type 1 diabetes mellitus (T1DM) face the typical physical and psychosocial challenges associated with adolescence, as well as the additional challenges of having to cope with the daily stressors of living with a chronic illness. In order to explore coping strategies in this population of adolescents, and to compare the constructs with those identified by the Adolescent Coping Scale (ACS), four focus groups were conducted with 13 adolescents with T1DM. The qualitative data was analysed using content analysis and grouped according to the ACS. Prevalent nonproductive coping strategies included Tension Reduction (the use of maladaptive techniques to reduce tension/stress), Ignore the Problem and Keep to Self. Prevalent productive coping strategies included Seek Social Support, Physical Recreation and Seek Relaxing Diversions. The qualitative data not only affirmed the conceptual areas of the ACS for use with adolescents with T1DM, but also highlighted the need to teach coping strategies to adolescents with T1DM to give them an additional skill set to help them better manage the challenges of diabetes.

Teaching coping strategies to parents of children suffering from cancer using a short film

Teaching coping strategies to parents of children suffering from cancer using a short film