Relevant bibliographies by topics / Coping skills

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Coping skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Coping skills"

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Peek, Katie. "Coping Skills." Scientific American 315, no. 3 (August 16, 2016): 38–41. http://dx.doi.org/10.1038/scientificamerican0916-38.

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Sternberg, Shelley A. "Coping Skills." Journal of the American Geriatrics Society 52, no. 1 (January 2004): 162. http://dx.doi.org/10.1111/j.1532-5415.2004.52029.x.

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Dziegielewski, Sophia F. "THE COPING SKILLS PROGRAM: Storybooks That Teach Cognitive, Emotional and Behavioral Skills, by Coping Skills, LLC." Social Work in Mental Health 9, no. 5 (September 2011): 395. http://dx.doi.org/10.1080/15332985.2011.576992.

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MELVILLE, NANCY A. "Coping Skills Lower Pain Perception." Family Practice News 35, no. 6 (March 2005): 67. http://dx.doi.org/10.1016/s0300-7073(05)70209-7.

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Robinson, L. Donovan, Michael C. Meyers, and Shad K. Robinson. "Coping Skills Of Wildland Firefighters." Medicine & Science in Sports & Exercise 52, no. 7S (July 2020): 617–18. http://dx.doi.org/10.1249/01.mss.0000681000.06673.46.

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Hoover, Lorraine. "Review of Transitions in Coping: A Coping skills Curriculum." Psychosocial Rehabilitation Journal 15, no. 3 (1992): 122–25. http://dx.doi.org/10.1037/h0095754.

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Townsend, Tracy K., Ryan P. Coene, Kathryn A. Williams, Emily Pluhar, Kathryn E. Ackerman, Dennis E. Kramer, Andrea Stracciolini, and Melissa A. Christino. "Assessment of Coping Skills in Pediatric Sports Medicine Patients." Orthopaedic Journal of Sports Medicine 10, no. 5_suppl2 (May 1, 2022): 2325967121S0042. http://dx.doi.org/10.1177/2325967121s00428.

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Background: Psychological variables play integral roles in an athlete’s response to injury recovery, and poor mental coping skills have been shown to have a negative impact. The Athletic Coping Skills Inventory-28 has been demonstrated to have predictive value in identifying pediatric patients who may be at risk for a prolonged recovery. Hypothesis/Purpose: The purpose of this study was to investigate variations in coping skills in pediatric sports medicine patients using the Athletic Coping Skills Inventory-28, and to examine correlations with the following variables: age, gender, individual vs. team sports, and time devoted to sport. Methods: This was a cross-sectional, single institution study, that assessed young sports medicine patients, ages 12-18. A one-time, voluntary, anonymous survey was utilized to assess demographics, primary sport, sport participation patterns, and the validated Athletic Coping Skills Inventory-28 (ACSI, range 0-84). Younger adolescents were considered to be ages 11-14 and older adolescents ages 15-18 for data analysis. Statistical analysis included Fischer’s exact tests, t-tests, Pearson correlations, linear regression analysis, and Wilcoxon rank sum tests. Results: Of 430 eligible patients, 334 (mean±sd age 15.0±1.8 years, 64.7% female, 35.3% male) completed questionnaires, for a 78% response rate. The mean ACSI score was 50.2±10.9. No significant differences were observed in overall ACSI scores between genders. ACSI scores were higher in younger adolescents compared to older adolescents (52.4±10.5 vs 48.9±10.9, p <0.010). Team sport athletes reported higher coping skill scores than individual sport athletes (51.2±10.9 vs 47.2±10.8, p<0.001). Multivariable linear regression revealed that younger team sport athletes demonstrated higher coping skill scores compared to older team sport athletes (55.9 vs 49.8, p<0.001). Younger team sport athletes also scored higher than the younger individual sport athletes (55.9 vs 47.6 p=0.002). In addition, playing >16 hours per week of sports adds 6.36 (95% CI: 3.14, 9.57) units to the total ACSI score compared to participants who play <11 hour per week. Conclusion: Athletic coping skills scores did not significantly differ among genders in adolescent athletes. ACSI scores were higher in younger adolescents and athletes playing team sports. Coping skill scores are also positively correlated with time devoted to playing sports.
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Zhou, F., M. Howlett, J. Talbot, J. Fraser, B. Robinson, and P. Atkinson. "P146: Does a communications skills intervention improve emergency department staff coping skills and burnout?" CJEM 21, S1 (May 2019): S117. http://dx.doi.org/10.1017/cem.2019.337.

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Introduction: Emergency department (ED) staff carry a high risk for the burnout syndrome of increased emotional exhaustion, depersonalization and decreased personal accomplishment. Previous research has shown that task-oriented coping skills were associated with reduced levels of burnout compared to emotion-oriented coping. ED staff at one hospital participated in an intervention to teach task-oriented coping skills. We hypothesized that the intervention would alter staff coping behaviors and ultimately reduce burnout. Methods: ED physicians, nurses and support staff at two regional hospitals were surveyed using the Maslach Burnout Inventory (MBI) and the Coping Inventory for Stressful Situations (CISS). Surveys were performed before and after the implementation of communication and conflict resolution skills training at the intervention facility (I) consisting of a one-day course and a small group refresher 6 to 15 months later. Descriptive statistics and multivariate analysis assessed differences in staff burnout and coping styles compared to the control facility (C) and over time. Results: 85/143 (I) and 42/110 (C) ED staff responded to the initial survey. Post intervention 46 (I) and 23(C) responded. During the two year study period there was no statistically significant difference in CISS or MBI scores between hospitals (CISS: (Pillai's trace = .02, F(3,63) = .47, p = .71, partial η2 = .02); MBI: (Pillai's trace = .01, F(3,63) = .11, p = .95, partial η2 = .01)) or between pre- and post-intervention groups (CISS: (Pillai's trace = .01, F(3,63) = .22, p = .88, partial η2 = .01); MBI: (Pillai's trace = .09, F(3,63) = 2.15, p = .10, partial η2 = .01)). Conclusion: We were not able to measure improvement in staff coping or burnout in ED staff receiving communication skills intervention over a two year period. Burnout is a multifactorial problem and environmental rather than individual factors may be more important to address. Alternatively, to demonstrate a measurable effect on burnout may require more robust or inclusive interventions.
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Smith, Ronald E. "Generalization Effects in Coping Skills Training." Journal of Sport and Exercise Psychology 21, no. 3 (September 1999): 189–204. http://dx.doi.org/10.1123/jsep.21.3.189.

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An important consideration in coping skills training is the extent to which acquired skills generalize to other life domains. For example, sport-oriented performance enhancement skills are often regarded as “life skills” that can also facilitate adaptation in other areas of life. Moreover, task-specific increases in self-efficacy produced by coping skills training could generalize to broader self-referent cognitive domains and affect global personality traits such as self-esteem and locus of control. The concept of generalization is analyzed, and factors and procedures that influence the strength and breadth of generalization effects are discussed. Several coping skills studies that address generalization effects of stress management and self-defense training are described, and the author suggests that generalization assessment should be a focal rather than incidental consideration when evaluating coping skills interventions.
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Ronan, George F., Laura E. Dreer, Katherine M. Dollard, and Donna W. Ronan. "Violent Couples: Coping and Communication Skills." Journal of Family Violence 19, no. 2 (April 2004): 131–37. http://dx.doi.org/10.1023/b:jofv.0000019843.26331.cf.

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Dissertations / Theses on the topic "Coping skills"

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Phillips, Cecilie Anne Bannatyne. "Coping skills of incest and sexual abuse victims." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25505.

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Childhood incest and sexual abuse was explored in depth to determine the coping skills used by victims, based upon their descriptive recall of these events. Eighteen adult women, who were group therapy members and leaders, were interviewed about their experiences as sexually abused children and adolescents. The critical incident technique was used to identify what hindered or facilitated the victims coping in the eighty-one abuse experiences collected. Each incident was categorized according to the identifiable stress, and the type of coping method used. Three categories of identifiable stress emerged from the data which were labelled offenders, significant others, and victims. Of these, the largest number of incidents related to stress created by offenders. In this sample, victims utilized direct action, inhibition of action, and intrapsychic coping methods, but not information seeking. Of these, direct action was most frequently employed. Independent judges found these categories reliable. Results are examined according to theoretical frameworks in coping theory and current perspectives on sexual abuse.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Minthorn-Biggs, Mary-Beth. "Smoking cessation using an interpersonal coping skills program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/NQ41076.pdf.

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Zurawski, Janina. "Internet usage, self-efficacy, and proactive coping skills." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1585527.

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This quantitative study examined the relationship between problematic Internet usage, self-efficacy, and proactive coping skills. This study compared demographic characteristics against three scales: Compulsive Internet Use Scale, General Self-Efficacy Scale, and Proactive Coping Subscale. A total of 146 Internet users over the age of 18 participated in this study. The results found a significant correlation between gender and, age, and ethnicity and proactive coping skills. There was also a significant relationship between age and compulsive Internet use. Compulsive Internet use was negatively correlated with proactive coping, suggesting improved proactive coping skills will lead to a lower level of compulsive Internet use.

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Garlitz, Lora L. "The hospitalized adolescent fears, stressors, and coping skills /." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3907.

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Thesis (M.S.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains vi, 83 p. : ill. Includes abstract. Includes bibliographical references (p. 52-55).
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Humphries, Mary Paulette. "Social support, perceived threat, coping response and coping effectiveness among psychiatric nurses." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722443.

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The present study, based on Lazarus' cognitive theory, identified coping strategies utilized by psychiatric nurses, and examined correlations between social support, perceived threat and coping effectiveness. The correlational design utilized a convenience sample of registered nurses holding membership in the Indiana State Nurses' Association Council on Psychiatric and Mental Health Nursing Practice. Subjects completed a demographic sheet, Interpersonal Support Evaluation List, Jalowiec Coping Scale, McNett Coping Effectiveness Questionnaire, and a one-item threat evaluation scale. Problem-focused coping was preferred by the sample. There was a statistically significant positive correlation between social support and coping effectiveness, a significant negative correlation between threat and coping effectiveness, and a non-significant negative correlation between social support and threat. Conclusions were psychiatric nurses utilize problem-focused coping strategies, there was a significant relationship betweeen social support and coping effectiveness, and threat and coping effectiveness, and a nonsignificant relationship between social support and threat.
School of Nursing
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Spatny, Jerry. "The positive effects of humor on affect and coping skills." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1045630.

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The present study examined the relationship of sense of humor to affect and coping with humor ability. The participants were 147 Introductory Psychology students from Ball State University. Participants first took the Situational Humor Response Questionnaire (SHRQ: Martin & Lefcourt, 1984), then observed 1 of 3 videos (i.e., sad, neutral, or humorous), which was then followed by the Coping with Humor Scale (CHS: Martin & Lefcourt, 1983) and the Multiple Affect Adjective Check List (MAACL: Zuckerman & Lubin, 1965). The results indicate that sense of humor is inversely related to depression and hostility regardless of video condition but not with anxiety. Low sense of humor participants were influenced greatly as a function of the video condition but the high sense of humor paticipants were not. High sense of humor paticipants used humor to cope more than the low sense of humor participants in the sad video condition. The findings indicate that sense of humor is strongly related to depression, that depression levels can be reduced with a humor stimulus, and that those with a high sense of humor are more likely to use humor to cope with problems.
Department of Psychological Science
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Raleigh, Mary-Jeanne. "Childhood Nature Contact And Its Effect On Adult Coping Skills." Antioch University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1249417887.

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Hargrave-Wright, Lilian. "Continuing manifestations and coping strategies of adult dyslexics." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302454.

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Selvig, Lisa Ann. "Temperament in the coping process : a study of affect intensity, cognitive appraisals and coping strategies in adolescents /." Full text (PDF) from UMI/Dissertation Abstracts International, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3110691.

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Stewart, Matthew F., and n/a. "Some younbg men's discourses on coping." University of Canberra. Professional & Community Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20061109.085803.

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My interest in coping and survival of young men is my main motivation for undertaking the field study which this thesis describes. It developed from my concern at the continuing high level of young male suicide. I begin with some background discussion which shows some examples of how the community has been informed, particularly on youth suicide, by reviewing some of the media and government attention to these issues. Because suicidal behaviour is a gendered social phenomenon, this is followed by a discussion of some of the problems inherent in the hegemonic masculinity of young men. I then set out the underlying assumptions, the purpose, aims and theoretical framework of the study. The main theoretical underpinnings of the study are the theory of poststructuralism, as explained by the noted writer on gender and education, Bronwyn Davies. The other major components are Aaron Antonovsky's concepts of Salutogenesis and the Sense of Coherence. Minor but nevertheless important reference is also made to Edward Sampson's idea of the dialogic nature of the self. Following this are two critical reviews of relevant literature. The first addresses studies of resiliency and coping, while the second examines papers given at recent Australian conferences on suicide prevention. Following that I describe the methodology of the study before undertaking an analysis and interpretation of selected transcripts of interviews. This is an exploratory attempt at applying postructuralist discourse analysis to the social problem of male coping skills and male youth suicide. The results describe various discourses young men used in unstructuied interviews to explain how they cope when they feel down or depressed. The main conclusion from the results is that formation of small, confidential, supportive discussion groups for marginalised young men can be useful for sharing and developing coping skills and improving their management of stressors, which are everpresent in the environment. It is argued that the proliferation of such support groups for young men could have long term benefits in reducing the statistics of young male suicide by encouraging young men to share their techniques or behaviours of coping with their peers.
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Books on the topic "Coping skills"

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Coping skills. Washington: The Service, 1993.

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Coping with study strategies. New York: Rosen Pub. Group, 1986.

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Coping with unemployment. Chicago, Ill: Heinemann Library, 2011.

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B, Taylor D., ed. Coping with a dysfunctional family. New York: Rosen Pub. Group, 1990.

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Coping with being physically challenged. New York: Rosen Pub. Group, 1991.

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Coping skills interventions for children and adolescents. San Francisco, CA: Jossey-Bass Publishers, 1993.

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ill, Alty Julie, ed. Coping with cooking. Shrewsbury: Axis Education, 2000.

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Coping with teenage motherhood. New York: Rosen Pub. Group, Inc., 1992.

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Coping with unemployment. Oxford: Raintree, 2012.

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National Council of Senior Citizens., ed. Coping with medications. San Diego, Calif: Singular Pub. Group, 1993.

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Book chapters on the topic "Coping skills"

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Swain, Storm. "Coping Skills." In Encyclopedia of Psychology and Religion, 516–21. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-24348-7_9147.

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Alexander-Passe, Neil. "Coping Skills." In The Successful Dyslexic, 67–92. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-107-0_8.

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Swain, Storm. "Coping Skills." In Encyclopedia of Psychology and Religion, 393–97. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4614-6086-2_9147.

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Clarke, Isabel. "Coping skills." In Meeting Mental Breakdown Mindfully, 95–101. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003081616-12.

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Hackett, David. "Coping–Skills Training." In Encyclopedia of Child Behavior and Development, 419–20. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_698.

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Wenzel, Amy. "Affective coping skills." In Strategic decision making in cognitive behavioral therapy., 187–202. Washington: American Psychological Association, 2013. http://dx.doi.org/10.1037/14188-010.

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Marshall, Jennifer Lynn. "Changing Superpowers into Coping Skills." In The Group Therapist's Notebook, 43–46. 2nd edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315457055-7.

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Levitt, Joel D. "Coping with Difficult People." In Leadership Skills for Maintenance Supervisors and Managers, 45–50. First edition. | Boca Raton, FL : CRC Press, 2021.: CRC Press, 2020. http://dx.doi.org/10.1201/9781003097952-10.

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Ben-Zaken, Sigal, Veronique Richard, and Gershon Tenenbaum. "Genetics, self-regulation, coping skills, and adaptation." In Genetics and the Psychology of Motor Performance, 99–122. First edition. | New York : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9781315114682-6.

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Goldwurm, G. F. "Coping with Stress Through Social Skills Training." In Perspectives on Research in Emotional Stress, 251–64. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315075488-21.

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Conference papers on the topic "Coping skills"

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HERZ, MARVIN I., J. STEVEN LAMBERTI, and SUZANNE BROWN. "TEACHING COPING SKILLS TO PREVENT RELAPSE IN SCHIZOPHRENIA." In IX World Congress of Psychiatry. WORLD SCIENTIFIC, 1994. http://dx.doi.org/10.1142/9789814440912_0104.

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Wahyuni, Eka, Karsih, and Wening Cahyawulan. "Optimism, Coping skills, and Life Satisfaction: The Implication for Web-Based Intervention." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.134.

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Vaiciuliene, Aldona, and Audrius Ivanauskas. "LINKS BETWEEN STRESS COPING SKILLS AND CONTINGENCIES OF SELF-WORTH IN UNIVERSITY STUDENTS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0759.

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Libin, Elena. "Future competencies for digitally aligned specialties: coping intelligently with global challenges." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11210.

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The main goal of any education is to prepare students for future professional and life challenges. What is missing, however, from current curricula is the subject that deals with developing core competencies that are cross-cutting and focused on building the skills necessary for any specialties - technological, medical or humanities. Main results from presented joined projects - Robotic Psychology &amp; Robotherapy Study, and the Coping Intelligence Project - build a configuration for a shared knowledge databank on human-technology interface, as well as on how coping intelligence impact academic achievements, professional expertise and life success. Evidence suggests that generalized efficient and inefficient problem solving in college students majoring in science, CS &amp; IT, and mathematics is associated with various profiles that differ by learning experiences with STEM disciplines, academic locus of control, and the level of academic achievements. Furthermore, implementing a coping intelligence approach in academic curricula elucidates the transformative role of core competencies, required for the successful management of risks and challenges associated with a variety of digitally aligned professional activities.
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McRae, Norah, Dana Church, Jennifer M. Woodside, David Drewery, Anne Fannon, and Judene Pretti. "Toward a Future-Ready Talent Framework for Co-operative and Work-Integrated Learning." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9319.

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Co-operative education and work-integrated learning (WIL) are powerful means to prepare post-secondary students for the VUCA world: a world that is volatile, uncertain, complex, and ambiguous. Co-op and WIL programs expose students to the workplace which, among other things, allows students to learn about the contexts and challenges facing their employers. This contributes to the development of an “adaptive resilience” that is so crucial for coping with VUCA and the future of work and learning. Still, existing co-op and WIL programs can do more. We developed a Future-Ready Talent Framework that provides educators with explicit learning outcomes, gives students clear expectations, and equips organizations with a common language with which to interact with post-secondary institutions, educators, and students. Our Framework is comprised of four different skill sets: Discipline and Context Specific Skills, Develop Self, Build Relationships, and Create Solutions. Each of the four skill sets includes three distinct skills. Although it is a work in progress, our Framework can serve as the basis for improved curriculum, communication, and evaluation, and can serve as a tool for students to develop the confidence and know-how to face the future of work and learning.
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Hačatrjana, Liena. "Ability to Deal with it: Self-Management and Problem-Solving Skills, Motivation and Routines Helped High-School Students During the COVID-19 Pandemic." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.09.

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As the COVID-19 pandemic unfolded, more than 1.5 billion students worldwide started learning remotely, and they faced a range of challenges: a lack of immediate support from teachers, problems with technology, psychological well-being and difficulties in independently coping with their duties. The aim of this study was to understand what helped students cope with distance learning and what hindered and made it difficult for students, as well to examine students’ self-assessed problem-solving and self-management skills. Qualitative and quantitative methods were used in the study with 358 students aged M = 16.65 years. Participants answered two open-ended questions and filled the Problem-Solving Questionnaire and the Metacognitive Awareness Scale. Content analysis of students’ answers shows that most frequently students’ goal-orientation, determination to succeed, diligence and specific routines helped them deal with the distance learning. On the contrary, lack of motivation (among other psychological difficulties), distractions, lack of routines, and felt pressure to manage all school tasks were most frequently the aspects that hindered students from coping with the distance learning. Results show significant correlation between most scales of self-assessed problem solving and self-management skills. Students with higher result in total score of self-reported problem-solving skills felt less stress about the distance learning and the pandemic in general.
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Ibrahim, Norhayati, A’isyah Mohd Safien, and Ching Sin Siau. "The Influence of Coping Skills on Psychological Distress and Suicide Attitude among University Students in Malaysia." In The Second International Conference on Social, Economy, Education, and Humanity. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009060201010108.

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Broughton, Anthony. ""Turning Up" the Social Emotional Skills of First Grades Through Hip-Hop: Examining How Young Children Develop Coping and Communication Skills Through Hip-Hop Play." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1584762.

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Lin, Ya-Fang Avon, Cheng-Yuan Kelvin Li, Yanina Kalinicheva, Ming-Chyi Huang, Chao-Hui Lee, Hao-Chuan Wang, and Hao-Hua Chu. "Case Study of Adapting a Phone-based Support System to Enable Drug-dependent Patients to Develop Coping Skills." In CHI '17: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3027063.3053333.

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Dolezal, Dominik, Alexandra Posekany, Roland Ambros, Gottfried Koppensteiner, and Renate Motschnig. "Technology-Enhanced and Student-Centered Learning as a Method to Foster Students’ ICT Competence and Problem Coping Skills." In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962721.

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Reports on the topic "Coping skills"

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Hanushek, Eric, Guido Schwerdt, Simon Wiederhold, and Ludger Woessmann. Coping with Change: International Differences in the Returns to Skills. Cambridge, MA: National Bureau of Economic Research, September 2016. http://dx.doi.org/10.3386/w22657.

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Downey, Ronald G., Leon Rappoport, and Scott Hemenover. Personality and Job Burnout: Can Coping Skills Reduce Job Burnout. Fort Belvoir, VA: Defense Technical Information Center, September 2002. http://dx.doi.org/10.21236/ada406375.

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Allen, Kelli, Tamara Somers, Lisa Campbell, Liubov Arbeeva, Cynthia Coffman, Crystal Cené, Eugene Oddone, and Francis Keefe. A Training Program on Pain Coping Skills for African Americans With Hip or Knee Arthritis. Patient-Centered Outcomes Research Institute® (PCORI), March 2020. http://dx.doi.org/10.25302/03.2020.ad.140819519.

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Kelly, Patricia J. A Pilot Intervention to Increase Women's Coping Skills in Family Reintegration after Deployment in Combat Areas. Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ada614431.

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Kelly, Patricia J. A Pilot Intervention to Increase Women's Coping Skills in Family Reintegration after Deployment in Combat Areas. Fort Belvoir, VA: Defense Technical Information Center, January 2013. http://dx.doi.org/10.21236/ada586810.

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Kelly, Patricia J. A Pilot Intervention to Increase Women's Coping Skills in Family Integration after Deployment in Combat Areas. Fort Belvoir, VA: Defense Technical Information Center, April 2014. http://dx.doi.org/10.21236/ada596492.

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Chiauzzi, Emil. Our Strength in Families (OSIDF): A Web-Based Interactive Coping Skills and Resiliency Program for Military Families. Fort Belvoir, VA: Defense Technical Information Center, March 2006. http://dx.doi.org/10.21236/ada449869.

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Hernández-López, Luis Pablo, and Miriam Romero-López. Social competence and self-esteem: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0149.

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Review question / Objective: What kind of relationship exists between social competence and self-esteem in students of any age? Condition being studied: Self-esteem is understood as the evaluative dimension of self-concept, having great importance in the interpretation of opinions, behavior, and emotions. The study of the relationship between these two concepts is important because low levels of self-esteem can be a source of significant psychological distress and can diminish the individual's social competence skills. And in turn, the strengthening of self-esteem would increase the likelihood of adequate progress in social competence, which would imply a healthy development of the individual in his or her environment. Other studies reveal the association between perceived social competence, higher levels of emotional regulation, better academic performance, adequate coping strategies, and a healthier self-concept among the child and adolescent population.
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Madu, Laura, Jacqueline Sharp, and Bobby Bellflower. Efficacy of Integrating CBT for Mental Health Care into Substance Abuse Treatment in Patients with Comorbid Disorders of Substance Abuse and Mental Illness. University of Tennessee Health Science Center, April 2021. http://dx.doi.org/10.21007/con.dnp.2021.0004.

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Abstract: Multiple studies have found that psychiatric disorders, like mood disorders and substance use disorders, are highly comorbid among adults with either disorder. Integrated treatment refers to the treatment of two or more conditions and the use of multiple therapies such as the combination of psychotherapy and pharmacotherapy. Integrated therapy for comorbidity per numerous studies has consistently been superior to the treatment of individual disorders separately. The purpose of this QI project was to identify the effectiveness of Cognitive Behavioral Therapy (CBT) instead of current treatment as usual for treating Substance Use Disorder (SUD) or mental health diagnosis independently. It is a retrospective chart review. The review examines CBT's efficacy for engaging individuals with co-occurring mood and substance u se disorders in treatment by enhancing adherence and preventing disengagement and relapse. Methods: Forty adults aged 26-55 with a DSM-IV diagnosis of a mood disorder of Major Depressive Disorder and/or anxiety and concurrent substance use disorder (at least weekly use in the past month). Participants received 12 sessions of individual integrated CBT treatment delivered with case management over a 12-week period. Results: The intervention was associated with significant improvements in mood disorder, substance use, and coping skills at 4, 8, and 12 weeks post-treatment. Conclusions: These results provide some evidence for the effectiveness of the integrated CBT intervention in individuals with co-occurring disorders. Of note, all psychotherapies are efficacious; however, it would be more advantageous to develop a standardized CBT that identifies variables that facilitate treatment outcomes specifically to comorbid disorders of substance use and mood disorders. It is concluded that there is potentially more to be gained from further studies using randomized controlled designs to determine its efficacy.
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Milek, Karen, and Richard Jones, eds. Science in Scottish Archaeology: ScARF Panel Report. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.06.2012.193.

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The main recommendations of the panel report can be summarised under four key headings:  High quality, high impact research: the importance of archaeological science is reflected in work that explores issues connected to important contemporary topics, including: the demography of, the nature of movement of, and contact between peoples; societal resilience; living on the Atlantic edge of Europe; and coping with environmental and climatic change. A series of large-scale and integrated archaeological science projects are required to stimulate research into these important topics. To engage fully with Science in Scottish Archaeology iv these questions data of sufficient richness is required that is accessible, both within Scotland and internationally. The RCAHMS’ database Canmore provides a model for digital dissemination that should be built on.  Integration: Archaeological science should be involved early in the process of archaeological investigation and as a matter of routine. Resultant data needs to be securely stored, made accessible and the research results widely disseminated. Sources of advice and its communication must be developed and promoted to support work in the commercial, academic, research, governmental and 3rd sectors.  Knowledge exchange and transfer: knowledge, data and skills need to be routinely transferred and embedded across the archaeological sector. This will enable the archaeological science community to better work together, establishing routes of communication and improving infrastructure. Improvements should be made to communication between different groups including peers, press and the wider public. Mechanisms exist to enable the wider community to engage with, and to feed into, the development of the archaeological and scientific database and to engage with current debates. Projects involving the wider community in data generation should be encouraged and opportunities for public engagement should be pursued through, for example, National Science Week and Scottish Archaeology Month.  Networks and forums: A network of specialists should be promoted to aid collaboration, provide access to the best advice, and raise awareness of current work. This would be complemented by creating a series inter-disciplinary working groups, to discuss and articulate archaeological science issues. An online service to match people (i.e. specialist or student) to material (whether e.g. environmental sample, artefactual assemblage, or skeletal assemblage) is also recommended. An annual meeting should also be held at which researchers would be able to promote current and future work, and draw attention to materials available for analysis, and to specialists/students looking to work on particular assemblages or projects. Such meetings could be rolled into a suitable public outreach event.
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