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Change in Coping Behaviors of Fourth-graders Following a 13-week Intervention

Volkenant, KristiLynn R
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1190821178

Abstract Details

2007, Master of Arts (MA), Bowling Green State University, Psychology/Clinical.
Children’s coping behaviors were investigated in relation to stressful life events (e.g., parental separation/divorce, loss of a loved one) that are targeted in the I CAN DO program (a 13-week primary prevention coping program). At pre-intervention and at post-intervention, children reported on their coping strategies in response to a recently experience program-specific stressor and to a non-targeted stressor (i.e., a fight with a friend). Children’s responses were compared to a comparison group’s responses that did not receive the program. Four hypotheses were examined: 1) Children will use more active coping for stressors perceived as controllable; 2) Children in the intervention group will use more active coping for both stressors following the intervention as compared to the comparison group; 3) Children in the intervention group will improve on perceived control to solve and help themselves feel better about stressors, but will see stressors as less preventable; and 4) Changes in perceived control over time will be associated with changes in coping behaviors; that is, as children perceive problems as more controllable, they will engage in more active coping methods. Pre-intervention analyses indicated that children used more problem solving, social support seeking, and cognitive distraction strategies when they perceived problems as controllable. No significant changes in frequency of coping behaviors were found for the either stressor following the program. No significant improvements in perceptions of control were found for either stressor. However, the trend of the results was in the hypothesized direction; a larger proportion of children in the intervention group improved on their ratings of the I CAN DO stressor as preventable and a greater proportion of the intervention group children improved in their ability to help themselves feel better about a stressor. Finally, changes in Active coping were found in relation to changes in perceived ability to solve the I CAN DO stressor. Specifically when children’s perceptions changed from solvable to unsolvable, they used less problem solving and social support seeking. When children’s perceptions of the peer fight stressor changed from unsolvable to solvable, they used more problem solving and more social support seeking. Implications for primary prevention programs focusing on coping skills are discussed.
Eric Dubow (Advisor)
Psychology, Clinical
coping; children; active coping; prevention; primary prevention; perceived control

Recommended Citations

Citations

  • Volkenant, K. R. (2007). Change in Coping Behaviors of Fourth-graders Following a 13-week Intervention [Master's thesis, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1190821178

    APA Style (7th edition)

  • Volkenant, KristiLynn. Change in Coping Behaviors of Fourth-graders Following a 13-week Intervention. 2007. Bowling Green State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1190821178.

    MLA Style (8th edition)

  • Volkenant, KristiLynn. "Change in Coping Behaviors of Fourth-graders Following a 13-week Intervention." Master's thesis, Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1190821178

    Chicago Manual of Style (17th edition)

bgsu1190821178
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© 2007, all rights reserved.
This open access ETD is published by Bowling Green State University and OhioLINK.