Parental cognitive appraisals and coping behaviours following child’s epilepsy diagnosis: A qualitative study

2013 ◽  
Vol 20 (1) ◽  
pp. 20-38 ◽  
Author(s):  
Sylvia Nguyen ◽  
Mark Pertini ◽  
Lisa Kettler
Keyword(s):  
Qualitative Study ◽  
Cognitive Appraisals ◽  
Epilepsy Diagnosis ◽  
And Coping ◽  
Coping Behaviours

scholarly journals Moment-to-moment interaction between affectivity and coping behaviours in bipolar disorder and the role of cognitive appraisals

BJPsych Open ◽  
2019 ◽  
Vol 5 (3) ◽  
Author(s):  
Michelle Hoi-ting Leung ◽  
Suzanne Ho-wai So ◽  
Nate Tsz-Kit Kwok ◽  
Iris Hoi-ching Ng ◽  
Pui-shuen Chan ◽  
...  
Keyword(s):  
Bipolar Disorder ◽  
Positive Affect ◽  
Cognitive Appraisals ◽  
Affective States ◽  
Multilevel Regression ◽  
Affective Symptoms ◽  
Internal States ◽  
And Coping ◽  
Coping Behaviours

Background Individuals with bipolar disorder respond to affective symptoms with a range of coping behaviours, which may further maintain the symptoms. Aims To examine moment-to-moment dynamics between affective states and coping behaviours, and to evaluate the role of cognitive appraisals of internal states as moderators. Method Forty-six individuals with bipolar disorder completed a clinical interview and an experience sampling assessment over 6 days. Time-lagged analyses were conducted by multilevel regression modelling. Results A total of 1807 momentary entries were analysed. Negative affect predicted an increase in rumination at the subsequent time point (β = 0.21, s.e. = 0.08, P = 0.009, 95% CI 0.05–0.36), and vice versa (β = 0.03, s.e. = 0.01, P = 0.009, 95% CI 0.01–0.05). Positive affect predicted an increase in adaptive coping (β = 0.26, s.e. = 0.11, P = 0.018, 95% CI 0.04–0.47), and vice versa (β = 0.02, s.e. = 0.01, P = 0.019, 95% CI 0.00–0.03). Positive affect also predicted a decrease in rumination (β = −0.15, s.e. = 0.06, P = 0.014, 95% CI −0.26 to −0.03), and vice versa (β = −0.03, s.e. = 0.01, P = 0.016, 95% CI −0.06 to −0.01). Extreme cognitive appraisals predicted stronger associations between affective states and coping behaviours. Conclusions Feedback loops between affective states and coping behaviours were revealed in the daily life of individuals with bipolar disorder, which were moderated by extreme cognitive appraisals. Declaration of interest None.

scholarly journals Mental health and coping strategies during the COVID‐19 pandemic: A qualitative study of unemployed and employed people in Nigeria

2021 ◽  
Author(s):  
Ifeanyichukwu Anthony Ogueji ◽  
Samson Femi Agberotimi ◽  
Bolaji Johnson Adesanya ◽  
Taiwo Nurudeen Gidado
Keyword(s):  
Mental Health ◽  
Qualitative Study ◽  
Coping Strategies ◽  
And Coping

scholarly journals LOCKDOWN FATIGUE AMONG COLLEGE STUDENTS DURING THE COVID-19 PANDEMIC: PREDICTIVE ROLE OF PERSONAL RESILIENCE, COPING BEHAVIOURS, AND HEALTH

2020 ◽  
Author(s):  
Leodoro J. Labrague ◽  
Cherry Ann Ballad
Keyword(s):  
Social Support ◽  
College Students ◽  
Control Measure ◽  
Well Being ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Personal Resilience ◽  
And Coping ◽  
Coping Behaviours

AbstractBackgroundThe lockdown measures imposed by many countries since the onset of the COVID-19 pandemic have been useful in slowing the transmission of the disease; however, there is growing concern regarding their adverse consequences on overall health and well-being, particularly among young people. To date, most studies have focused on the mental health consequences of the lockdown measures, while studies assessing how this disease control measure influences the occurrence of fatigue are largely absent.AimThe aims of this study are two-fold: (a) to examine the levels of lockdown fatigue, and (2) to determine the role of coping behaviours, personal resilience, psychological well-being and perceived health in fatigue associated to the lockdown measure.MethodsThis is an online cross-sectional study involving 243 college students in the Central Philippines during the sixth month of the lockdown measure implemented due to the COVID-19 pandemic. Five standardised scales were used to collect the data.ResultsOverall, college students reported moderate levels of lockdown fatigue, with a mean score of 31.54 (out of 50). Physical exhaustion or tiredness, headaches and body pain, decreased motivation and increased worry were the most pronounced manifestations of fatigue reported. Gender and college year were identified as important predictors of fatigue. Increased personal resilience and coping skills were associated with lower levels of lockdown fatigue.ConclusionCollege students experience moderate levels of fatigue during the mandatory lockdown or home confinement period. Resilient students and those who perceive higher social support experience lower levels of fatigue during the lockdown period compared to students with low resilience and social support. Lockdown fatigue may be addressed by formulating and implementing interventions to enhance personal resilience and social support among college students.

Experience of Stress and Coping Strategies among Pastors’ Wives in China

2018 ◽  
Vol 72 (3) ◽  
pp. 163-171 ◽  
Author(s):  
Kara Chan ◽  
Miranda Wong
Keyword(s):  
Social Support ◽  
Qualitative Study ◽  
Coping Strategies ◽  
Mainland China ◽  
Financial Stress ◽  
Stress And Coping ◽  
Role Expectations ◽  
The West ◽  
Experience Of Stress ◽  
And Coping

A qualitative study was conducted to examine the experience of stress and coping strategies among 15 pastors’ wives from a city in mainland China. Results indicated that nearly all interviewees experienced financial stress and loneliness, a phenomenon consistent with that seen in literature in the West. However, stress arising from role expectations among the spouses’ congregations was low. Most interviewees coped with stress through family and social support, as well as through praying.

Making Mistakes: Emotional Adaptation and Classroom Learning

2016 ◽  
Vol 118 (2) ◽  
pp. 1-46
Author(s):  
Mary Mccaslin ◽  
Christine C. Vriesema ◽  
Susan Burggraf
Keyword(s):  
Cognitive Appraisals ◽  
Sixth Grade ◽  
Classroom Learning ◽  
Instructional Format ◽  
School Year ◽  
Emotional Adaptation ◽  
School Poverty ◽  
Readiness To Learn ◽  
Pencil And Paper ◽  
And Coping

Background We studied how students in Grades 4–6 participate in and emotionally adapt to the give-and-take of learning in classrooms, particularly when making mistakes. Our approach is consistent with researchers who (a) include cognitive appraisals in the study of emotional experiences, (b) consider how personal concerns might mediate situational experiences, and/ or, (c) examine the interplay of emotion generation and regulation in emotional adaptation. Purpose of Study Our aim was to better understand how students think, feel, and cope— their emotional adaptation—when making mistakes in the pursuit of classroom learning and how this might impact their relationships with peers. We explored the possibility of individual and contextual differences in students’ emotional adaptation dynamics and considered how they might uniquely coregulate students’ coping with making mistakes in classrooms. Participants Participants were fourth- through sixth-grade students who attended one of five schools within a single district. Schools were labeled as relatively high or moderate in poverty density, defined by the percentage students receiving free or reduced lunch support. Research Design Students’ self-conscious emotions and coping strategies were measured with the School Situations (SS) inventory, a pencil-and-paper measure of children's self-conscious emotions in three classroom social/instructional contexts: private, small group, and whole class. SS assesses how students experience (generate) and cope with (regulate) self-conscious emotions (guilt, pride, shame) in response to situations they commonly encounter or witness in classrooms. SS was administered in November and again in May after students completed a mathematics pretest and posttest, respectively. Findings Findings revealed the importance of context—cultural (poverty density), social (classroom social/instructional format), and personal (readiness)—in the coregulation of students’ self-conscious emotions and coping. It is difficult for students with fewer resources (due to school poverty density or readiness to learn) to cope with negative emotions when making mistakes and to realize pride upon success. Further, an exploratory factor analysis based on students who participated at both pretest and posttest revealed five unique emotional adaptation subscales—Distance and Displace, Regret and Repair, Inadequate and Exposed, Proud and Modest, and Minimize and Move On—that are relatively stable across the school year and linked with readiness and learning. Conclusions The stability of students’ emotional adaptation profiles suggests that students develop characteristic emotional adaptations to classroom learning demands. Further, the modest strength of these relationships supports the conclusion that students’ emotional adaptations are malleable and open to intervention.

Latino sexual minority men’s intersectional minority stress, general stress, and coping during COVID-19: A rapid qualitative study

2022 ◽  
pp. 1-28
Author(s):  
Audrey Harkness ◽  
Elliott R. Weinstein ◽  
Pranusha Atuluru ◽  
Daniel Hernandez Altamirano ◽  
Ronald Vidal ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Sexual Minority ◽  
Minority Stress ◽  
Stress And Coping ◽  
General Stress ◽  
And Coping

Work Stress and Coping in Organizations: Progress and Prospects

Beyond Coping ◽  
2002 ◽  
pp. 83-106 ◽  
Author(s):  
Ronald J. Burke
Keyword(s):  
Organizational Change ◽  
Work Stress ◽  
Cognitive Appraisal ◽  
Well Being ◽  
Stress And Coping ◽  
Psychological Effects ◽  
Organizational Environment ◽  
And Coping ◽  
Health And Well Being ◽  
Coping Behaviours

Chapter 5 discusses work stress and coping in organizations. It reviews the coping literature focusing on the workplace, presents a framework for the study of coping in organizations (including the organizational environment, cognitive appraisal, individual stress and coping behaviours). It discusses managerial health and well-being, the psychological effects of organizational change, and draws conclusions about coping with work stress.

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