Personality Dysfunction, Coping Styles, and Clinical Symptoms in Younger and Older Adults

This study examined age-related differences in personality disorders, dispositional coping strategies, and clinical symptoms between younger (n = 79; age range = 18–29; M age = 21.2 years) and older (n = 79; age range = 55–89; M age = 65.5 years) persons (matched on gender and ethnicity). Participants completed the Coolidge Axis II Inventory (CATI), Coping Orientations to Problems Experienced Scale (COPE), and Brief Symptom Inventory (BSI). Personality results (t tests) based on the CATI revealed that older persons were significantly more obsessive–compulsive and schizoid than younger adults but significantly lower on 7 scales, including antisocial, borderline, histrionic, and sadistic. As assessed by the COPE, older adults reported lower levels of dysfunctional coping strategies than younger adults. Specifically, older persons were less likely to use mental disengagement, venting of emotions, and alcohol/drugs to cope with problems. BSI results for clinical symptoms revealed that younger adults were significantly higher on 5 of 9 scales, including anxiety, depression, and hostility. Results suggest that younger adults experience higher levels of personality and clinical symptoms and use more dysfunctional coping strategies than older adults, dispelling the myth that old age is associated with inevitable psychological impairment. Theoretical considerations, clinical implications, and future research ideas are discussed.     

Life-span attachment: relations between attachment and socioemotional functioning in adult women.

Relations between the quality of adult women's attachments, their well-being, and their strategies for coping with stress were explored. In Study 1, we examined elderly women's (65-87 years of age) attachments to their adult children. No main effect differences were found, but extreme score analyses revealed that women with insecure attachments more often evidenced relatively extreme negative scores on measures of social, psychological, and physical well-being and reported using more strategies in coping with stress. In Study 2, we examined the quality of attachments of young adult (mean age = 20 years) and mature women (mean age = 38 years), respectively, to their closest attachment figure. Again, few main effects were found but extreme score analyses revealed that insecurely attached women more often scored in the clinical range on depression and reported more responses in coping with stress. Further friends independently reported more anxiety among insecurely attached women.     

Anxiety in Swedish School Children: Situational Specificity,Informant Variability and Coping Strategies

In a school sample, 463 Swedish children aged between 8 and 12 years reported their experience of anxiety during 11 "typical" home and school setting activities. In addition to rating the frequency and type of anxiety experienced, the children reported whether they used coping strategies to reduce their anxiety. Parents and teachers also rated the anxiety levels in the same children. Nine percent of the children reported that they experienced anxiety "often" during at least 1 of the 11 home and school activities and 1.5% reported an anxiety level of "often" averaged across all of the 11 activities. The parents reported that 9% of the children experienced "moderate" to "very much" anxiety levels averaged across the home-related activities, whereas the teachers reported that 38.5% of the children had such anxiety levels at school. Overall, the children's ratings of their frequency levels of anxiety were found to depend more on age than on gender. The children and their parents both regarded anxiety to be most common during "leaving home for school" and "going to bed at night" activities. The correspondence between child, parent and teacher reports of overall anxiety in the children was low; similar findings were obtained for anxiety among children in the various setting activities. The 8-year-old children reported a higher use of various coping strategies than did the 12-year-olds. The results are discussed in view of the current literature on anxiety and fears in children.     

Social Anxiety and Peer Relations in Early Adolescence: Behavioral and Cognitive Factors

This study investigated factors associated with social anxiety during early adolescence using multiple informants, including self and peer perspectives, teacher ratings, and direct observations. Negative social performance expectations, maladaptive coping strategies, and social skill deficits were examined as correlates of social anxiety and mediators linking social anxiety with poor peer relations. Participants were 84 middle school students (47 girls, 37 boys) over-sampled for elevated social anxiety. Analyses revealed correlations linking social anxiety with decreased peer acceptance and increased peer victimization. Path analysis indicated that negative social performance expectations and social withdrawal-disengagement accounted for the association between social anxiety and decreased peer acceptance. Social anxiety, self-directed coping strategies, and social withdrawal-disengagement were each directly linked with increased peer victimization for boys. The results replicate findings based on clinical samples, extend understanding of cognitive, social, and behavioral factors associated with social anxiety in middle school, and provide new information regarding gender differences in the correlates of social anxiety.     

Relationships between anxiety, fear, self-esteem, and coping strategies in adolescence

This study investigated the relationships between anxiety, fear, self-esteem, and coping strategies in a sample of 224 postprimary students (years 7, 9, and 12) in Australia. In particular, it sought to determine whether there were any significant changes between years 7 and 12 and, if so, whether these changes were gender specific. The results indicated that the girls had consistently low levels of self-esteem. The boys showed a significant decrease in both anxiety and fear by year 12. For the coping strategies, a three-factor solution accounted for 64.2% of the variance. Finally, the findings suggested that, by year 12, boys and girls were using different coping strategies, with boys more successfully reducing both fear and anxiety.     

The Adolescent Religious Coping Scale: Development,Validation, and Cross-Validation

Research literature on adolescent coping is growing, but typically such studies have ignored religious coping strategies and their potential impact on functioning. To address this lack, we developed the Adolescent Religious Coping Scale and used its seven subscales to examine the relationship between religious coping and emotional functioning. A cross-sectional research design was used with both a validation sample of Christian school students (Sample 1, N = 500, ages 12–19) and a cross-validation sample of Christian youth group attenders (Sample 2, N = 62, ages 11–18). Emotional functioning was assessed positively (life satisfaction) and negatively (hopelessness). Factor analyses supported factorial validity, and alpha levels supported reliability of the seven religious coping subscales (Positive God-Focused Coping, Seeking Religious Support, Constructive Distraction, Questioning, Avoidance, Denial, and Deferring). For both samples, religious coping was significantly related (unique variance) to religious support, parental support, and emotional functioning, respectively. In general, positive religious coping strategies were related to more support and better functioning, whereas the reverse was true for negative religious coping strategies. Moreover, many of these results were maintained even after controlling for variance due to age, gender, and religious attendance. As such, clinicians working with religious adolescents should consider encouraging these teens to optimize use of positive religious coping strategies and minimize reliance on negative ones as part of a holistic approach to handling stress. Religious coping findings are discussed regarding their comparison to general adolescent coping and with respect to future research directions.     

The Association of Negative Urgency with Psychological Distress: Moderating Role of Proactive Coping Strategies

Abstract

Negative urgency, which is the tendency to act impulsively under the influence of negative emotions, is a risk factor for various psychological disorders including anxiety and depression. In contrast, proactive coping is a future oriented coping strategy that aims to prepare the self for future stressors by reappraising the stressors as challenges or keep oneself prepared for impending losses. Although the effect of proactive coping and preventive coping strategies on reducing depression and anxiety has been consistently documented, the association of their interaction with risk factors received little attention. In the current study, the moderator roles of two dimensions of Proactive Coping strategies in the association of negative urgency with anxiety and depression, is examined. Data were collected from 404 individuals (255 women) aged 18 to 59 (M?=?31.29, SD = 11.70) through scales assessing negative urgency, proactive coping, anxiety and depression from a community sample. The results revealed that the interaction of proactive coping with negative urgency to be significantly associated with individual differences in depression scores, indicating that appraising the threats as challenges may have potential for buffering the effects of negative urgency on depression. However, a similar pattern was not observed for anxiety or preventive coping.     

Exploring relations between teacher emotions,coping strategies,and intentions to quit: A longitudinal analysis

Although previous research has indicated that emotions have a substantial impact on teacher well-being, research is lacking concerning the relationships between teachers' emotions, coping strategies, and quitting intentions. This current five-month, two-wave longitudinal study investigated the relations between these variables in a sample of 1086 Canadian teachers (female: 81.3%; M_age = 42). Results from cross-lagged analyses revealed that teachers' trait emotions corresponded with coping strategies and that trait emotions and coping strategies both corresponded with intentions to quit the teaching profession. Mediational latent change analyses further showed that baseline levels of teachers' anxiety corresponded with greater emotion-focused disengagement coping that, in turn, led to stronger intentions to quit the teaching profession. Finally, decreases in teachers' anxiety over time additionally corresponded with decreases in disengagement coping. Limitations and practical implications concerning the importance of providing meaningful support to teachers for reducing anxiety, improving coping, and reducing quitting intentions are discussed.     

Anxiety and Depression in Children: A Preliminary Examination of the Utility of the PANAS-C

Recent research has questioned the validity of identifying depression and anxiety as separate constructs in children. The current investigation examined the usefulness of the Positive and Negative Affect Schedule for Children (PANAS-C) in differentiating between anxiety and depression in children while also providing needed reliability and validity data on the PANAS-C. In addition, the relationship between positive and negative affect and coping was examined. Subjects included 110 third through fifth graders from a semirural public school setting. Children completed the PANAS-C, as well as self-report measures of depression, anxiety, and coping strategies. Moderate item–total correlations and high internal consistency indicated that the PANAS-C has good reliability. Validity results were mixed: a two-factor solution resembled previous studies, and negative affect was associated with avoidance coping strategies whereas positive affect was associated with approach coping strategies, as expected. However, correlations of positive and negative affect, anxiety, and depression scales suggest that positive and negative affectivity are negatively related in children as opposed to separate and independent constructs. Results of the present investigation question the validity of the use of the PANAS-C for differentiating anxiety and depression with this age group and lend support to the possibility that high overlap between anxiety and depression in this age group may be specific for childhood depression.     

Coping strategies and psychological distress: Prospective analyses of early and middle adolescents

Administered measures of coping, life events, and anxiety and depression to junior high and senior high school samples on two occasions, separated by a 5-month interval. Factor analyses supported the creation of coping subscales for problem solving, cognitive coping, social entertainment, physical exercise, and peer support. A one-item index of parental support was also included in the analyses. The coping subscales showed moderate temporal stability. Mothers' reports of their children's coping provided only marginal support for the validity of the adolescents' self-reports. Prospective regression analyses of the early adolescent data revealed that problem-solving coping was negatively related to depression, and that social entertainment coping was negatively related to anxiety. The prospective effects for the middle adolescents' coping were nonsignificant. The findings are discussed in terms of their implications for the measurement of adolescent coping strategies and research on the relation between these strategies and psychological functioning.     

Stress and coping in Japanese children and adolescents

Japanese children and adolescents (n=580) provided self-reports of stressor intensity, coping efforts, and adjustment. A new measure of Japanese adolescent coping was created, and psychometric analyses confirmed a reliable four-factor structure. Mean group difference analyses showed that girls reported higher levels of self-image and peer relations stress, and reported using isolation and problem-solving coping more and externalising coping less than males. Younger adolescents (5th/8th grades) reported higher stress in the domains of school, peer relations, and family relations, whereas older adolescents (10th grade) reported higher self-image problems. Statistical moderation was used to examine how youth negotiated the stress process. Females were found to be more responsive to appearance, family, and peer difficulties. Affiliation coping by females operated as a buffer between appearance anxiety and dissatisfaction with appearance. Externalizing coping was not associated with peer relations satisfaction for males, but it was negatively associated for females.     

Physical, emotional, and behavioral reactions to breaking up: the roles of gender, age, emotional involvement, and attachment style

Associations between gender, age, emotional involvement, and attachment style and reactions to romantic relationship dissolution were studied in a survey of more than 5,000 Internet respondents. It was hypothesized that individual reactions to breakups would be congruent with characteristic attachment behaviors and affect-regulation strategies generally associated with attachment style. Attachment-related anxiety was associated with greater preoccupation with the lost partner, greater perseveration over the loss, more extreme physical and emotional distress, exaggerated attempts to reestablish the relationship, partner-related sexual motivation, angry and vengeful behavior, interference with exploratory activities, dysfunctional coping strategies, and disordered resolution. Attachment-related avoidance was weakly and negatively associated with most distress/proximity-seeking reactions to breakups and strongly and positively associated with avoidant and self-reliant coping strategies. Security (low scores on the anxiety and avoidance dimensions) was associated with social coping strategies (e.g., using friends and family as "safe havens"). Attachment insecurity, particularly anxiety, was associated with using drugs and alcohol to cope with loss.     

Child Characteristics as Moderators of the Association Between Family Stress and Children's Internalizing, Externalizing, and Peer Rejection

We examined child characteristics of coping strategies, age, and gender as moderators of the association between family stressors and internalizing, externalizing, and peer rejection in a sample of 228 3rd–5th grade children. Consistent with previous research, children in the current study who experienced a higher number of family stressors were significantly less well-accepted by classmates. This association was not moderated by children's coping strategies or child age. Child gender did moderate the association between family stressors and internalizing behavior. Specifically, as the number of stressors increased, internalizing behavior decreased among girls, but not boys. The results are discussed in terms of the role of child variables in explaining the variability in children's responses to family stress.     

Relations Among Children's Coping Strategies and Anxiety: The Mediating Role of Coping Efficacy

The current study tests a model that depicts the relationships among coping strategies (active, distraction, avoidance, and support seeking) and anxiety symptoms. SEM is used to test if the relationship between these variables is mediated by coping efficacy. A large sample of Canadian children (N = 506) aged 8 to 11 years (boys = 249, girls = 245, unknown gender = 12) participated in the study. Results showed that coping efficacy is a partial mediator of the relations between active coping strategies and anxiety symptoms, however support was not found for it to be an effective mediator for other coping strategies. This study contributes to the understanding of childhood anxiety by highlighting the importance of the relationship between anxiety and the methods children use to cope with stress and how perceptions of their coping abilities influence this relationship.     

Teaching coping skills enhances quality of life more than peer support: results of a randomized trial with multiple sclerosis patients.

This 2-year randomized trial of multiple sclerosis patients compared a coping skills group (n = 64) with peer telephone support (n = 68). Growth curve analyses that adjusted for neurological deterioration and gender revealed that the coping skills intervention yielded gains in psychosocial role performance, coping behavior, and numerous aspects of well-being. In contrast, the peer support intervention increased external health locus of control but did not influence psychosocial role performance or well-being. Subgroup analyses revealed that patients with affective problems were more likely to benefit from the peer support intervention than the coping skills group in terms of reported depression, anxiety, use of avoidant coping, and some aspects of well-being. The coping group is discussed as a vehicle for facilitating response shift, helping patients to change their internal referents, their conceptualization of quality of life, and their priorities.     

Negative life events, cognitive emotion regulation and emotional problems

A new questionnaire, named the Cognitive Emotion Regulation Questionnaire, has been constructed, measuring nine cognitive coping strategies people tend to use after having experienced negative life events. A test–retest design was used to study the psychometric properties and relationships with measures of depression and anxiety among 547 high school youngsters. Principal component analyses supported the allocation of items to subscales, while alphas of most subscales exceeded 0.80. Cognitive coping strategies were found to play an important role in the relationship between the experience of negative life events and the reporting of symptoms of depression and anxiety. The results suggest that cognitive coping strategies may be a valuable context of prevention and intervention     

Acculturative stress, social support, and coping: relations to psychological adjustment among Mexican American college students

This study examined the relations between acculturative stress and psychological functioning, as well as the protective role of social support and coping style, in a sample of 148 Mexican American college students (67% female, 33% male; mean age = 23.05 years, SD = 3.33). In bivariate analyses, acculturative stress was associated with higher levels of anxiety and depressive symptoms. Moreover, active coping was associated with better adjustment (lower depression), whereas avoidant coping predicted poorer adjustment (higher levels of depression and anxiety). Tests of interaction effects indicated that parental support and active coping buffered the effects of high acculturative stress on anxiety symptoms and depressive symptoms. In addition, peer support moderated the relation between acculturative stress and anxiety symptoms. Implications for reducing the effects of acculturative stress among Mexican American college students are discussed.     

Children's nighttime fears: parent-child ratings of frequency, content, origins, coping behaviors and severity

The present study investigated nighttime fears in normal school children aged 4 to 12 yr (N=176). Children and their parents were interviewed about the frequency, content, origins, coping behaviors and severity of children's nighttime fears. Results showed that 73.3% of the children reported nighttime fears, indicating that these fears are quite prevalent. Inspection of the developmental course of nighttime fears revealed that these fears are common among 4- to 6-year-olds, become even more frequent in 7- to 9-year-olds and then remain relatively stable in 10- to 12-year-olds. Inspection of the origins of nighttime fears revealed that most of the children (i.e., almost 80%) attributed their fear to negative information; conditioning and modeling were endorsed less frequently (25.6% and 13.2%, respectively). A substantial percentage of the children (24.0%) indicated that learning experiences had not played a role in the acquisition of their nighttime fears. Children reported a variety of coping strategies in order to deal with their nighttime fears and generally rated these strategies as helpful in reducing anxiety. Furthermore, children's nighttime fears were associated with moderate levels of anxiety. Moreover, in about 10% of the children, nighttime fears were related to one or more DSM-III-R anxiety disorders. Finally, parental reports of children's nighttime fears substantially deviated from children's reports. Most importantly, parents provided a marked underestimation of the frequency of nighttime fears, at least as reported by their children.     

Depression and Social Anxiety in Children: Differential Links with Coping Strategies

Strategies that children use for coping with stressors are known to be related to emotional adjustment, but not enough is understood about specific links with social anxiety and depression. The present investigation tested differentiated associations of social anxiety and depression with specific types of coping strategies, and evaluated the direction of these associations over time. In Study 1, 404 children aged 8–13 years completed a coping scale modified from Kochendefer-Ladd and Skinner (Developmental Psychology 38:267-278, 2002) in order to evaluate factor structure and subscale internal consistency. In Study 2, 270 8–11-year-old children completed depression and social anxiety scales, a sociometric survey, and the coping scale from Study 1, with a follow-up timepoint 9 months later. In Study 1, factor analysis revealed six internally consistent coping subscales. In Study 2, social anxiety and depression were found to have distinctive longitudinal associations with subsequent coping strategies. Decreased problem-solving, social support-seeking, and distraction were uniquely predicted by depression but not by social anxiety. Internalising coping was a stronger outcome of social anxiety, and increased externalising was uniquely predicted by depression. There was also some evidence for a moderating role of peer relations. However, none of the coping strategies predicted changes in depression or social anxiety over the two timepoints. These results highlight the impact that emotional adjustment may have on children’s coping strategies, and clarify important distinctions between social anxiety and depression in relation to coping.     

新冠肺炎疫情下的评估、应对与抑郁和焦虑的关系：多元多重中介模型

作为全球性公共卫生事件,新型冠状病毒肺炎疫情成为潜在心理应激事件。本研究以线上问卷调研形式在疫情爆发上升期考察了民众对此疫情的可控性评估及应对方式对抑郁焦虑的影响。结果表明：（1）自控性显著负向预测抑郁焦虑,他控性对抑郁焦虑无显著预测作用;（2）前行应对显著负向预测抑郁焦虑,创伤应对显著正向预测抑郁焦虑;（3）前行应对在自控性与抑郁焦虑之间起中介作用,即自控性通过正向预测前行应对进而负向预测抑郁焦虑;（4）前行应对在他控性与抑郁焦虑之间起中介作用,即他控性通过正向预测前行应对进而对抑郁焦虑产生积极影响;（5）然而,创伤应对也在他控性与抑郁焦虑之间起中介作用,即他控性通过正向预测创伤应对对抑郁焦虑产生消极影响。本研究对可控性评估和应对方式对抑郁焦虑的影响以及应对方式的中介作用进行了探究与讨论。