A Study on the Stress and Coping Resources Differences between College Students with Disabilities and without Disabilities: Focusing on the PITR

2015 ◽  
Vol 4 (2) ◽  
pp. 111-125
Author(s):  
Ae Ja Shin ◽  
◽  
Yong Soo Kim
Keyword(s):  
College Students ◽  
Students With Disabilities ◽  
Stress And Coping ◽  
Coping Resources ◽  
College Students With Disabilities ◽  
And Coping

Comparison of Coping, Stress, and Life Satisfaction Between Taiwanese and U.S. College Students

2015 ◽  
Vol 37 (3) ◽  
pp. 234-249 ◽  
Author(s):  
Philip B. Gnilka ◽  
Jeffrey S. Ashby ◽  
Kenneth B. Matheny ◽  
Y. Barry Chung ◽  
Yuhsuan Chang
Keyword(s):  
College Students ◽  
Life Satisfaction ◽  
Perceived Stress ◽  
Stress And Coping ◽  
Coping Resources ◽  
Taiwanese Women ◽  
Taiwanese Men ◽  
And Coping

Measures of coping resources, perceived stress, and life satisfaction were used to compare 120 Taiwanese men, 387 Taiwanese women, 114 U.S. women, and 264 U.S. men currently in college. While no differences were found in overall coping resources and perceived stress, U.S. students reported greater life satisfaction than Taiwanese students. Models for predicting life satisfaction from perceived stress and coping resources were significant for both genders within each country. Implications for counselors are discussed.

Applying Self Efficacy Theory to Counseling College Students with Disabilities

1998 ◽  
Vol 29 (1) ◽  
pp. 25-30 ◽  
Author(s):  
Lisa M. Conyers ◽  
Mary Schaefer Enright ◽  
David R. Strauser
Keyword(s):  
College Students ◽  
Career Development ◽  
Social Integration ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Coping Behaviors ◽  
Efficacy Expectations ◽  
College Students With Disabilities ◽  
Sources Of Efficacy ◽  
And Coping

Self-Efficacy is a construct that refers to an individual's perception of his or her skills and abilities to act effectively and competently, and how these beliefs influence actions and coping behaviors, the situations and environments that individuals choose to access, and their persistence in performing certain tasks (Bandura, 1977). This paper provides an overview of Bandura's self-efficacy theory, specifically discussing efficacy expectations, sources of efficacy expectations and perception, and interpretation of efficacy information. Applications of self-efficacy theory to college students with disabilities will be discussed in terms of assisting individuals in dealing with academic concerns, career development, and social integration.

College students with disabilities redefine activism: Self-advocacy, storytelling, and collective action.

2016 ◽  
Vol 9 (3) ◽  
pp. 245-260 ◽  
Author(s):  
Ezekiel W. Kimball ◽  
Adam Moore ◽  
Annemarie Vaccaro ◽  
Peter F. Troiano ◽  
Barbara M. Newman
Keyword(s):  
College Students ◽  
Collective Action ◽  
Students With Disabilities ◽  
Self Advocacy ◽  
College Students With Disabilities

The role of stress and coping in the management of type 1 diabetes mellitus among college students

2013 ◽  
Author(s):  
Jenifer Thomas ◽  
John Moring ◽  
Anne Bowen ◽  
Adara Lindt ◽  
Victoria Emerson
Keyword(s):  
Diabetes Mellitus ◽  
College Students ◽  
Type 1 Diabetes ◽  
Type 1 Diabetes Mellitus ◽  
Stress And Coping ◽  
And Coping

Presenting Problems and Psychotherapy Outcome of College Students With Disabilities

2007 ◽  
Author(s):  
David A. Shwalb ◽  
Tyler R. Pedersen ◽  
Julie E. Preece ◽  
Edward A. Martinelli ◽  
Phil A. Rash ◽  
...  
Keyword(s):  
College Students ◽  
Students With Disabilities ◽  
Psychotherapy Outcome ◽  
Presenting Problems ◽  
College Students With Disabilities

The influence of family therapy on psychological stress and social adaptability of depressed patients

Work ◽  
2021 ◽  
pp. 1-12
Author(s):  
Qinghua Chen ◽  
Wenqing Zhao ◽  
Qun Li ◽  
Harnof Sagi
Keyword(s):  
Social Support ◽  
College Students ◽  
Family Therapy ◽  
Psychological Stress ◽  
Life Events ◽  
Coping Styles ◽  
Stress And Coping ◽  
Control Group ◽  
Social Adaptability ◽  
And Coping

BACKGROUND: with the increase of study and life pressure, the number of depressed college students showed an increasing trend year by year, and the drug treatment alone could not achieve a comprehensive recovery of depression patients, so it was more necessary to pay attention to the spiritual treatment. OBJECTIVE: this research aimed to better understand the relationship between college students’ depression and life events, social support, psychological pressure, and coping style, and the influence of systematic family therapy on depression degree, psychological stress, and social adaptability of college students with depression. METHODS: in this study, 105 college students with depression were selected as the research object, and healthy college students were taken as the control group. Through questionnaire, the differences in life events, social support, psychological stress, and coping styles between the groups were compared. The correlation between the degree of depression and various variables were analyzed, and the impact path of each variable on depression was analyzed using the path analysis model. Depression patients were then divided into a conventional group treating with conventional medications and an observation group treating with systematic family interventions. Differences in Hamilton Depression Scale-17, (HAMD-17), CPSS, and Social Adaptive Functioning Evaluation (SAFE) scores were compared and analyzed between the two groups before treatment (T1), during the treatment (T2), and after treatment(T3). RESULTS: there were significant differences in scores of life events, social support, psychological stress, and coping styles between the healthy control group and the depressed patients (P <  0.05). There was an obvious correlation between different depression degrees and life events, social support, psychological stress, and coping styles (P <  0.05). Life events, social support, and psychological stress had a direct and significant impact on depression (0.250, 0.218, and 0.392; P <  0.05), and they also had an indirect and significant impact on depression through coping styles (P <  0.05). The systematic family treatment model could significantly reduce HAMD-17 and CPSS scores (P <  0.05), and significantly improve SAFE scores (P <  0.05). CONCLUSIONS: adverse life events, lack of social support, excessive psychological stress, and negative coping styles can aggravate college students’ depression. Systematic family therapy can improve the degree of depression, reduce the psychological stress, and enhance the social adaptability of college students with depression.

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