Journal articles: 'Coping skills'

1

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Gregory, Estelle H., and Judith Stevens-Long. "Coping Skills among Highly Gifted Adolescents." Journal for the Education of the Gifted 9, no. 2 (January 1986): 147–55. http://dx.doi.org/10.1177/016235328600900205.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

LITTLE, LINDA. "Anxiety Disorders: Teaching Coping Skills Key." Pediatric News 39, no. 9 (September 2005): 35. http://dx.doi.org/10.1016/s0031-398x(05)70580-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

TUCKER, MIRIAM E. "Chronically Ill Need Coping Skills Training." Internal Medicine News 38, no. 21 (November 2005): 41. http://dx.doi.org/10.1016/s1097-8690(05)72261-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Mark, Anita M. "Coping skills for facing dental fears." Journal of the American Dental Association 148, no. 2 (February 2017): 130. http://dx.doi.org/10.1016/j.adaj.2016.12.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Robinson, Shad K., Ashley M. Bullers, and Michael C. Meyers. "Athletic Coping Skills of Female Ultrarunners." Medicine & Science in Sports & Exercise 50, no. 5S (May 2018): 323. http://dx.doi.org/10.1249/01.mss.0000536145.49013.24.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Cushman, Mitchell W., Ashley M. Bullers, and Michael C. Meyers. "Pain Coping Skills of Female Ultrarunners." Medicine & Science in Sports & Exercise 50, no. 5S (May 2018): 514. http://dx.doi.org/10.1249/01.mss.0000536776.82362.da.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Nakahara, Rika, Kazuhiro Yoshiuchi, Gaku Yamanaka, Tadashi Sasaki, Hiroyuki Suematsu, and Tomifusa Kuboki. "Coping Skills in Japanese Women with Eating Disorders." Psychological Reports 87, no. 3 (December 2000): 741–46. http://dx.doi.org/10.2466/pr0.2000.87.3.741.

Full text

Abstract:

The aim of this study was to investigate coping skills in the different types of eating disorders in Japan. Groups of patients with eating disorders diagnosed with DSM-IV and 22 controls were studied. Coping skills were assessed with the Stress Coping Inventory. The mean Problem-focused coping score tended to be lower in the bulimia nervosa purging-type group ( n = 20) than in the control group. The former group and the bulimia nervosa nonpurging-type group ( n = 6) used significantly less planful problem solving and less positive reappraisal coping than the control group, while the anorexia nervosa restricting-type group of 11 tended to use less positive reappraisal, and the anorexia nervosa binge-eating/purging-type ( n = 11) tended to use less planful problem solving and less positive reappraisal than the control group. As some uses of coping skills by patients with eating disorders were lower than those of the control group, developing coping skills may be useful in treatment for eating disorders in Japan.

APA, Harvard, Vancouver, ISO, and other styles

18

Cotta, Amanda, Erica Frydenberg, and Charles Poole. "Coping skills training for adolescents at school." Australian Educational and Developmental Psychologist 17, no. 2 (2000): 103–16. http://dx.doi.org/10.1017/s0816512200028182.

Full text

Abstract:

AbstractThis study investigates the effect of a coping skills program “The Best of Coping” on adolescents’ coping style and self-efficacy and highlights a model of program delivery through the collaboration of school staff and a school psychologist Eighty-eight adolescents were recruited from a Melbourne suburb and divided into treatment and control groups, with the treatment group receiving the program. All participants completed the Adolescent Coping Scale and Perceived Control of Internal States questionnaires prior to and after the program was conducted. Results showed significant decreases in nonproductive coping and increases in self-efficacy for the treatment group postprogram and a trend indicating increases in productive coping. The findings are discussed with regard to the need to implement programs that can teach adolescents optimism and problem-solving skills so that they may handle problems and stressors more effectively. With the increase in depression and suicide rates, the need to provide school based programs is discussed, with particular emphasis placed on program implementation by collaboration of the school psychologist with teachers.

APA, Harvard, Vancouver, ISO, and other styles

19

., Runjati, Sri Rahayu, Ida Ariyanti, Sri Wahyuni, and Emy Suryani. "Smart Mother Classes Toward Coping Skill Ability, and Anxiety Level among Pregnant Women." Pakistan Journal of Medical and Health Sciences 15, no. 7 (July 30, 2021): 2039–43. http://dx.doi.org/10.53350/pjmhs211572039.

Full text

Abstract:

Background: Antenatal education is considered standard care for pregnant women. Unfortunately, this class does not provide sufficient skills for women to cope with stress during pregnancy and delivery. In the other side, study literature claims that coping skill is truly essential for the mother to cope with and minimize the anxiety which leads to a serious risk for both mother and baby. Objective: This study aims to prove the impact of smart mother classes to improve coping skills ability and decrease anxiety levels among pregnant women. Methods: This study used a randomized pre-test post-test control group design in which the ages of pregnancies were 28-35 weeks in Semarang City Region. The mothers were randomly assigned to be members of an experiment group (n=50) and a control group (n=50). The experiment group was given smart mother classes that did perform antenatal classes and coping skills, while the control group was given standard classes, antenatal education only. The data analysis employed a dependent sample t-test and independent sample t-test. Results: There is a significant change over coping skill ability for the intervention group (p<.01), but not in the control group. Furthermore, there is also a significant change in the decrease in anxiety levels in the intervention group (p<.01). Conclusion: Smart mother classes are predominantly effective to reduce anxiety levels and enhance coping skill ability among pregnant women. Thus, pregnant women need to join smart mother classes during pregnancy. Keywords: smart mother classes; coping skill, anxiety level, antenatal classes

APA, Harvard, Vancouver, ISO, and other styles

20

Robertson, Kerry, and Erica Frydenberg. "Coping Strategies Used by Young People with Autism Spectrum Disorders." Children Australia 36, no. 3 (September 1, 2011): 136–43. http://dx.doi.org/10.1375/jcas.36.3.136.

Full text

Abstract:

Little is understood about how adolescents with high-functioning autism spectrum disorders attempt to cope with problems. Six males between 13- and 17-years-old with Asperger syndrome or high-functioning autism completed an adapted Adolescent Coping Scale, the Social Skills Rating System, the Personal Wellbeing Index and a semistructured interview about the ways they coped. Parental reports on an adapted Adolescent Coping Scale and the Social Skills Rating System were also collected for four participants. Social skill and subjective wellbeing measures demonstrated a sample characterised by considerable variability between normative and less than normative ranges. Adolescents reported using a range of coping strategies, however they described their coping efforts as often ineffective. Parents also perceived that their sons used several nonproductive coping strategies more frequently. The results support that coping is a relevant area for future research attention with these young people and that the assessment of coping would be useful for targeted intervention practices.

APA, Harvard, Vancouver, ISO, and other styles

21

Kajiwara, Yusuke, and Haruhiko Kimura. "Predicting the Coping Skills of Older Drivers in the Face of Unexpected Situation." Sensors 21, no. 6 (March 17, 2021): 2099. http://dx.doi.org/10.3390/s21062099.

Full text

Abstract:

In recent years, when an older driver who cannot immediately recognize, judge, and operate properly faces an unexpected situation, they often panic, which may cause a traffic accident. However, there has not yet been enough discussion about the coping skills of older drivers in the face of this unexpected situation. Therefore, this study discusses the coping skills of older drivers in the face of unexpected situations. Moreover, we propose a coping skills prediction system (CP system). The CP system predicts coping skills from the tilt angle and angular velocity of the left foot when an older driver is driving or preparing to start a car. The experiment carried out two phases, a phase of driving a car and a phase of preparing to start the car. In the driving phase, the young and older driver drive the car in a driving simulator. The average age of the young driver group was ± standard deviation = 20.6 ± 0.7 years, and the age of the older driver group was 78.5 ± 5.1 years. The driving route included 15 cases in which collision accidents are likely to occur. We analyzed the experimental results of the driving phase and clarified the predictors of coping skills. Moreover, we analyzed the correlation between the left foot movement in driving and the left foot movement during preparing to start the car. As a result of the experiment, there was a 0.84 correlation between the tilt angle of the left foot of the older driver in driving and the tilt angle of the left foot of the older driver in preparing to start the car. The result shows that the coping skills can be predicted from the tilt angle of the left foot of the older driver during preparing to start the car. We showed that the coping skill can be predicted with an accuracy of 92% or 94% on average from the tilt angle and the angular velocity of the left foot while driving or preparing to start the car. Moreover, we clarified that the tilt angle of the left foot of a driver without coping skills is perpendicular to the ground compared to a driver with coping skills. This study is expected to contribute to the prevention of traffic accidents that occur in the face of an unexpected situation.

APA, Harvard, Vancouver, ISO, and other styles

22

Su, Di. "Coping with Constant Obsolescence." International Journal of Librarianship 7, no. 2 (December 15, 2022): 147–54. http://dx.doi.org/10.23974/ijol.2022.vol7.2.256.

Full text

Abstract:

Knowledge and skill obsolescence is a common obstacle in individual, organization, and society development. Thanks to the modern technologies, the rate of obsolescence accelerates rapidly in the information age. In the library workplace, obsolescence occurs constantly. We may be used to routines, but changes are inevitable as we have witnessed the evolution in library services and librarian workplace since the advent of the internet. To cope with obsolescence, it is crucial to have a lifelong learning mindset, make it a habit, and find ways to update our knowledge and skills to stay competent and serve the clientele effectively.

APA, Harvard, Vancouver, ISO, and other styles

23

Frydenberg, Erica, Jan Deans, and Rachel Liang. "Families Can Do Coping: Parenting Skills in the Early Years." Children Australia 39, no. 2 (May 21, 2014): 99–106. http://dx.doi.org/10.1017/cha.2014.7.

Full text

Abstract:

Parenting programmes are very much a part of the international landscape in Western communities. Coping skills provide a useful resource for parents and children in managing their everyday lives, both together and individually. Following a 5-year research programme with parents and children in an early years setting, Families Can Do Coping was developed as a comprehensive parenting skills programme that incorporates parents’ understanding of their own coping and that of their children. The programme was delivered with the twin aims of teaching communication and coping skills to parents. In 2012, five 2-hour sessions were delivered to 19 parents in an Early Learning Centre at the University of Melbourne. The five-session programme focused on providing parents with information regarding coping skills and the use of visual tools to assist parents to engage with their children in conversations about coping. Additionally, parents completed a pencil-and-paper coping skills evaluation for their child. The programme outcomes included perceptions of parents’ enhancement of their wellbeing, and development of proactive and productive coping skills in both parents and children. After a 3-month period three parents provided feedback on their progress and use of the new tools and strategies for maintaining helpful parenting.

APA, Harvard, Vancouver, ISO, and other styles

24

Kim, Hye-Young, Eun-Jung Chung, Sang-Woo Kim, and Byoung-Hee Lee. "Effect of Judo Athletes’ Psychological Function on Sports Coping Skills: Moderated Mediating Effect of Tension." International Journal of Environmental Research and Public Health 19, no. 11 (May 29, 2022): 6634. http://dx.doi.org/10.3390/ijerph19116634.

Full text

Abstract:

This study aimed to investigate the effects of Judo athletes’ psychological function on sports coping skills through self-management: the moderated mediating effect of tension. A total of 124 participants (66 males and 58 females) were included, comprising high school students, college students, and judo team players (age 16 to 30, 20.51 ± 3.17) in the Republic of Korea. The psychological function was measured using the Profile of Mood Test, Athletes’ Self-Management Questionnaire, and Athletic Coping Skills Inventory-28. The results of the analysis of the moderating effect of the athlete’s self-management behavior showed that tension had a moderating effect on the relationship between the athlete’s self-management behavior and sports coping skills. The mediating effect analysis revealed a mediating effect of self-management behavior on the relationship between player vitality and sports coping skills. It was also confirmed that tension had a moderating effect on athletes’ self-management behavior and sports coping skills. Therefore, it was confirmed that the higher the self-management, the more moderated the mediating effect on sports coping skills. In conclusion, it was confirmed that psychological function affects sports coping skills, and thereby, the mediating effect of the athlete’s self-management behavior is regulated by tension. In future research, it will be necessary to study the sports coping ability and performance of judo athletes according to tension control.

APA, Harvard, Vancouver, ISO, and other styles

25

Wilke, Jan, Tatjana Pfarr, and Mandy-Deborah Möller. "Even Warriors Can be Scared: A Survey Assessing Anxiety and Coping Skills in Competitive CrossFit Athletes." International Journal of Environmental Research and Public Health 17, no. 6 (March 13, 2020): 1874. http://dx.doi.org/10.3390/ijerph17061874.

Full text

Abstract:

Competition anxiety has been demonstrated to decrease sports performance while increasing burnout risk. To date, its degree in CrossFit (CF) is unknown. The present study, therefore, examines competition fear and relevant coping skills as well as potential correlates of both in individuals participating in CF events. A total of n = 79 athletes answered a battery of three questionnaires (competition fear index, athletic coping skills inventory, mindfulness attention awareness scale). Substantial levels of anxiety, particularly regarding the somatic dimension of the competition fear index, were reported. The most pronounced coping skill was freedom of worry. While age or level of competition showed no/very small associations with survey data, sex was correlated to the psychological characteristics: women reported higher competition fears and lower coping skill levels (p > 0.05). Competition fears are highly prevalent in CF athletes and the preventive value of population-specific interventions, particularly in females, should be investigated in future trials.

APA, Harvard, Vancouver, ISO, and other styles

26

Bredicean, C., C. Giurgi-Oncu, I. Papava, R. Romosan, A. Jurma, M. Cristanovici, M. Hurmuz, and A. Popescu. "Defence mechanisms and coping skills in oncology patients." European Psychiatry 33, S1 (March 2016): S204. http://dx.doi.org/10.1016/j.eurpsy.2016.01.488.

Full text

Abstract:

IntroductionOncology-related illnesses have become quite frequent in our lives. Lately, medical progress in the field of oncology has led to an increase in the survival rates of people diagnosed with cancer. The minimisation of disturbances in the lives of these people is done by each on their own, by using defence mechanisms and coping skills.ObjectivesTo identify the coping and defence mechanisms of subjects diagnosed with cancer compared with non-clinical subjects.AimsTo increase quality of life of subjects diagnosed with cancer through psychotherapy interventions.MethodNineteen subjects diagnosed with cancer who were receiving chemotherapy were recruited to the study. For comparison, a control group of non-clinical participants were also recruited. Participants were included into the study according to particular inclusion/exclusion criteria. The evaluation was conducted during 2014 and consisted of the analysis of the following parameters: socio-demographic data, clinical data, defence mechanisms (DSQ-60) and coping mechanisms (COPE scale).ResultsThe group of subjects diagnosed with cancer demonstrated the presence of defence mechanisms of the following type: passive aggressiveness, projection and coping mechanisms that were characterised by an emphasis on social support. The control group had defence mechanisms of the following types: repression, denial and coping mechanisms that focused on emotions.ConclusionsThere are differences in defence and coping mechanisms between subjects with cancer compared to the non-clinical group. It may be that defence and coping mechanisms can be optimized through psychotherapy interventions to increase quality of life.Disclosure of interestThe authors have not supplied their declaration of competing interest.

APA, Harvard, Vancouver, ISO, and other styles

27

Sakk, Monica. "Coping at School - Academic Success or/and Sustainable Coping in Future?" Journal of Teacher Education for Sustainability 15, no. 1 (June 1, 2013): 84–106. http://dx.doi.org/10.2478/jtes-2013-0006.

Full text

Abstract:

Abstract The purpose of the research was to monitor opinions of learners, parents and teachers on the aspects of coping at the second level of primary school in both Estonian-medium and Russian-medium schools. The research was carried out from 2006 to 2011. The research used a questionnaire which was administered to 652 learners and their parents in Forms 4 through 6 at both Estonian-medium and Russian-medium general education schools. In the second part of the research, 30 teachers from the same selection were interviewed. The results of the research show that the learners, parents and teachers who took part in the research in both Estonian-medium and Russian-medium schools link the aspects of coping with academic success. Additionally, teachers in schools with Estonian as the language of instruction consider the learnersí skills of social coping also important. Both the Estonian-medium and Russian-medium school teachers consider home and parents the main factors that influence coping skills. According to the teachers, changes in society have changed common beliefs, attitudes and the way of thinking among the parents and the learners, causing difficulties in learnersí academic as well as social coping. Based on the rapid changes in society, it is important to reorient teacher education. Social skills, forming the basic skills of learning, and accessing different websites for studying will become crucial in teaching the new generation.

APA, Harvard, Vancouver, ISO, and other styles

28

Smith, Ronald E., Robert W. Schutz, Frank L. Smoll, and J. T. Ptacek. "Development and Validation of a Multidimensional Measure of Sport-Specific Psychological Skills: The Athletic Coping Skills Inventory-28." Journal of Sport and Exercise Psychology 17, no. 4 (December 1995): 379–98. http://dx.doi.org/10.1123/jsep.17.4.379.

Full text

Abstract:

Confirmatory factor analysis was used as the basis for a new form of the Athletic Coping Skills Inventory (ACSI). The ACSI-28 contains seven sport-specific subscales: Coping With Adversity, Peaking Under Pressure, Goal Setting/Mental Preparation, Concentration, Freedom From Worry, Confidence and Achievement Motivation, and Coachability. The scales can be summed to yield a Personal Coping Resources score, which is assumed to reflect a multifaceted psychological skills construct. Confirmatory factor analyses demonstrated the factorial validity of the ACSI-28, as the seven subscales conform well to the underlying factor structure for both male and female athletes. Psychometric characteristics are described, and preliminary evidence for construct and predictive validity is presented.

APA, Harvard, Vancouver, ISO, and other styles

29

Grey, M. "Coping Skills Training for Youths With Diabetes." Diabetes Spectrum 24, no. 2 (May 1, 2011): 70–75. http://dx.doi.org/10.2337/diaspect.24.2.70.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

BIANCHI, GABRIEL. "Training in Skills for Coping with Democracy." ANNALS of the American Academy of Political and Social Science 552, no. 1 (July 1997): 114–24. http://dx.doi.org/10.1177/0002716297552001011.

Full text

Abstract:

This article presents experiences from projects aimed at training citizens (especially environmental leaders, local government officials, and mayors) in group decision processes, public participation procedures, conflict resolution, and mediation approaches. The general purpose of these activities has been to assist the development of democratic skills in citizens with decision-making power. Third-sector organizations (nongovernmental, nonprofit organizations) play a significant role in this process of challenging old values and introducing new ones through open communication. The author generalizes from his experience in conducting training over the last three years.

APA, Harvard, Vancouver, ISO, and other styles

31

Barth, Richard P., Steven Paul Schinke, and Josie Solseng Maxwell. "Coping Skills Training for School-Age Mothers." Journal of Social Service Research 8, no. 2 (September 30, 1985): 75–94. http://dx.doi.org/10.1300/j079v08n02_04.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Broderick, Joan E., Doerte U. Junghaenel, Stefan Schneider, Patricia Bruckenthal, and Francis J. Keefe. "Treatment Expectation for Pain Coping Skills Training." Clinical Journal of Pain 27, no. 4 (May 2011): 315–22. http://dx.doi.org/10.1097/ajp.0b013e3182048549.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Cox, W. Miles. "Substance Use: Stress Plus Inadequate Coping Skills." Contemporary Psychology: A Journal of Reviews 31, no. 12 (December 1986): 999–1000. http://dx.doi.org/10.1037/024360.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Harrison, P. V., and L. Moore-Fitgerald. "Psoriasis, stressful life events and coping skills." British Journal of Dermatology 130, no. 6 (June 1994): 798. http://dx.doi.org/10.1111/j.1365-2133.1994.tb03425.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

KILGORE, CHRISTINE. "Diabetes Patients Voice Need for Coping Skills." Family Practice News 36, no. 17 (September 2006): 20. http://dx.doi.org/10.1016/s0300-7073(06)73752-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Huxley, Linda, Elizabeth Freeman, and Erica Frydenberg. "Coping skills training: Implications for educational practice." Australian Educational and Developmental Psychologist 24, no. 2 (2007): 44–68. http://dx.doi.org/10.1017/s0816512200029205.

Full text

Abstract:

AbstractDuring the last decade there has been a call for schools to become more active in the promotion of students’ social and emotional learning (SEL). Given that teachers are significant adults in young people’s lives, they are often in the best position to deliver SEL programs. This small in-depth study investigated the impact of implementing a specific SEL program, “The Best of Coping”, on both the teacher and a class of 26 Year 9 (15-16 years) students. The study used a mixed methodology to evaluate the impact of the program. Both quantitative and qualitative data, including two case studies and entries from the teacher’s reflective journal, are reported. Changes in coping for both teacher and students as well as a positive impact on relationships between teachers and students were demonstrated. The study highlights the importance of the teacher’s role in implementing SEL programs and the challenges for teachers of delivering these programs. Issues associated with the implementation of school-based coping skills programs and the role of educational psychologists in supporting teachers in this work are discussed.

APA, Harvard, Vancouver, ISO, and other styles

37

MELVILLE, NANCY A. "Coping Skills Can Prevent, Relieve Headache Pain." Internal Medicine News 38, no. 5 (March 2005): 40. http://dx.doi.org/10.1016/s1553-3212(05)70326-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

SULLIVAN, MICHELE G. "School-Based Project Improves Girls' Coping Skills." Clinical Psychiatry News 34, no. 4 (April 2006): 30. http://dx.doi.org/10.1016/s0270-6644(06)71337-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Meyers, M., C. Stewart, C. Laurent, A. LeUnes, and A. Bourgeois. "Coping Skills of Olympic Developmental Soccer Athletes." International Journal of Sports Medicine 29, no. 12 (June 11, 2008): 987–93. http://dx.doi.org/10.1055/s-2008-1038679.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Juniper, Dean. "Leisure counselling, coping skills and therapeutic applications." British Journal of Guidance & Counselling 33, no. 1 (February 2005): 27–36. http://dx.doi.org/10.1080/03069880412331335920.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Gano-Overway, Lori A., Enza Steele, B. Ann Boyce, and Diane Whaley. "Exploring relationships between the coach-initiated motivational climate and psychological coping skills over the high school American football season." International Journal of Sports Science & Coaching 12, no. 6 (October 26, 2017): 790–94. http://dx.doi.org/10.1177/1747954117738873.

Full text

Abstract:

This study investigated the relationship between the perceived coach-initiated motivational climate and psychological coping skills over a competitive high school football season as well as changes in perceptions of the climate over the season. Near the beginning (Time 1) and end of the season (Time 2), 101 players from five competitive high school American football programs completed the Perceived Motivational Climate in Sport Questionnaire-2 and the Athletic Coping Skill Inventory-28. A hierarchical linear regression revealed that Time 2 task-involving climate predicted Time 2 psychological coping skills when controlling for Time 1 psychological coping skills. Repeated measure multivariate analysis of variance results demonstrated that players perceived a decrease in the task-involving climate and an increase in the ego-involving climate over the course of the competitive season. These results add to the research on the positive role of a task-involving climate in the sport domain. Additionally, this research provides insight into how perceptions of the coach-initiated motivational climate can shift over the course of the competitive season.

APA, Harvard, Vancouver, ISO, and other styles

42

Yarelahi, Mahsa, Masoud Karimi, and Abdolrahim Asadollahi. "Dose spouses’ coping skills promote qol and dyadic coping of menopausal women?" Women & Health 61, no. 5 (April 25, 2021): 431–39. http://dx.doi.org/10.1080/03630242.2021.1917478.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Shahnaz, Ishrat, and Hosne Ara. "Self-esteem and coping skills of victims and nonvictims of bullying in public school." Dhaka University Journal of Biological Sciences 28, no. 2 (June 30, 2019): 139–46. http://dx.doi.org/10.3329/dujbs.v28i2.46500.

Full text

Abstract:

Good self-esteem and coping skills are essential to maintain a strong, happy and healthy life. The present study examined the self-esteem and coping skills of victims and non-victims of bullying in public school. The sample consisted of 150 participants (75 bullied and 75 non-bullied) who were selected through convenience sampling technique from different public schools of Dhaka city. The Bangla version of the California bullying victimization scale, the Rosenberg’s self-esteem scale and the coping scale were used to achieve the research objectives. Result of the study showed that bullying was negatively correlated with self-esteem and coping skills whereas self-esteem was positively correlated with coping skills. Result also showed that there were significant differences in self-esteem and in coping skills between victims and non-victims of bullying. The findings of the present study will advance our understanding about the negative impact of bullying on children’s mental health and will help mental health professionals to develop bullying awareness program for teachers and parents. Dhaka Univ. J. Biol. Sci. 28(2): 139-146, 2019 (July)

APA, Harvard, Vancouver, ISO, and other styles

44

Nurdin, Muhammad, Tri Mega Ralasari, and Eli Trisnowati. "ANALISIS COPING SKILLS KEJENUHAN BELAJAR PADA PESERTA DIDIK KELAS VIII SEKOLAH MENENGAH PERTAMA NEGERI 12 PONTIANAK." Jurnal Mahasiswa BK An-Nur : Berbeda, Bermakna, Mulia 8, no. 3 (December 15, 2022): 178. http://dx.doi.org/10.31602/jmbkan.v8i3.8702.

Full text

Abstract:

Tujuan penelitian ini adalah untuk mengetahui Coping Skills kejenuhan belajar pada SMP Negeri 12 Pontianak, metode yang digunakan yaitu deskriftif kuantitatif dengan responden berjumlah 67 siswa, alat pengumpul data menggunakan skala psikologis coping skills kejenuhan belajar pada aspek Lazarus. Berdasarkan hasil penelitian yang telah dilaksanakan bahwa analisis Coping Skills kejenuhan belajar SMP Negeri 12 Pontianak termasuk dalam kategori “Baik”. Pada gambaran kejenuhan belajar dengan kategori “baik”, faktor yang mempengaruhi coping skills kejenuhan belajar yaitu faktor internal dan eksternal. Upaya yang dilakukan oleh guru Bimbingan dan Konseling yaitu melakukan layanan bimbingan kelompok dan layanan konseling kelompok, untuk guru mata pelajaran dapat melakukan rapat terkait pencegahan kejenuhan belajar.

APA, Harvard, Vancouver, ISO, and other styles

45

Novianti, Angela, Muhammad Rafi Akhyari, Syifa Nadhifah Hakim, and Nopriadi Saputra. "Meneropong Dampak Stress, Social Skills dan Internet Addiction pada Office Workers semasa Covid-19." Reviu Akuntansi, Manajemen, dan Bisnis 1, no. 1 (June 25, 2021): 39–60. http://dx.doi.org/10.35912/rambis.v1i1.501.

Full text

Abstract:

Abstract Purpose: This study aimed to determine how much coping stress levels, social skills, and internet addiction affect employee engagement of millennial employees during the COVID-19 pandemic. Research Methodology: Questionnaires were distributed to 391 millennial office employees during the Covid-19 pandemic. The samples used were only 196 respondents because we used the Krejcie and Morgan method. The technique used by the author to analyze the data was multiple regression techniques. Results: This study show that social skills and internet addiction affect employee engagement while coping with stress does not affect employee engagement. Limitations: This study focuses on coping stress, social skills, internet addiction, and employee engagement, and only on millennial office workers in Jabodetabek. This is supported by very clear references on coping stress, social skills, internet addiction, and employee engagement Contribution: This research shows how to overcome stress, social skills, and internet addiction that affect employee engagement and shows employee engagement, stress coping, social skills, and internet addiction. This research will help companies to find ways to increase employee engagement in their companies.

APA, Harvard, Vancouver, ISO, and other styles

46

Kalra, Sanjay, Yatan Pal Singh Balhara, Komal Verma, and Bharti Kalra. "The GlucoCoper – a Tool for the Assessment of Coping Mechanisms." European Endocrinology 14, no. 1 (2018): 52. http://dx.doi.org/10.17925/ee.2018.14.1.52.

Full text

Abstract:

Diabetes distress – commonly encountered as a part of life with diabetes mellitus – can be effectively managed by coping skills training. Systematic assessment and documentation of the existing coping skills (and lack thereof) is a pre-requisite for planning such coping skills training. A six-item tool, the GlucoCoper – which assesses two negative (resistance, blame) and four positive (acceptance, optimism, planning and action) coping mechanisms – was administered to English-literate adult participants with type 2 diabetes (T2DM) at an endocrine centre in India. Each item was graded on a 10-point Likert scale. The GlucoCoper was administered to 338 participants. The tool demonstrated high internal validity. Total score on the GlucoCoper correlated with fasting and postprandial glucose. The GlucoCoper is a valid tool which can be used to assess and rate coping in persons with T2DM. It has potential in helping plan, deliver and monitor coping skills training in persons with diabetes distress.

APA, Harvard, Vancouver, ISO, and other styles

47

M., Samuel Finny, Dr Suresh P., and Dr Jayashree Prabakhar A.A. "Stress Coping Skills and English Language Attitude of College-Going Students in Chennai." Webology 19, no. 1 (January 20, 2022): 3899–910. http://dx.doi.org/10.14704/web/v19i1/web19257.

Full text

Abstract:

Stress and stress coping skills of college students during their learning process are novel topics among the research scholars searching for the psychological reasons behind the problems of adolescents in educational institutions. As adolescents are in an age of transition, stress-related problems are very common among them and their developmental process in cultivating their identity in adjusting to the environment. This paper provides the link between the stress coping skills of college students in their English learning process. This has proved that a moderate correlation exists between stress coping skills and the English learning attitude. The alarming rate of suicides among college students has motivated the researcher to bring out the facts between these two variables. The differences, associations, and relationships between these two variables are statistically proven with gender, community, Location, Residence, etc. The teaching communities, parents, and educators need to understand this fact to help the students cope with their learning process.

APA, Harvard, Vancouver, ISO, and other styles

48

Septiyantoro, Fazar, Eli Trisnowati, and Tri Mega Ralasari. "ANALISIS COPING SKILLS KEPERCAYAAN DIRI SISWA KELAS VIII MADRASAH TSANAWIYAH NEGERI 2 PONTIANAK." Jurnal Mahasiswa BK An-Nur : Berbeda, Bermakna, Mulia 8, no. 3 (December 15, 2022): 184. http://dx.doi.org/10.31602/jmbkan.v8i3.8711.

Full text

Abstract:

Tujuan penelitian ini adalah untuk mendeskripsikan dan mengetahui gambaran coping skills kepercayaan diri siswa kelas VIII Madrasah Tsanawiyah Negeri 2 Pontianak,. Dengan menggunakan metode deskriptif kuantitatif dan jumlah sampel yang terlibat berjumlah 67 sampel. Dalam penelitian ini juga terdapat tujuan khsusus yang dibagi menjadi yang dibagi menjadi 3 bagian yaitu sebagai berikut: Dampak dari kepercayaan diri pada siswa Madrasah Tsanawiyah Negeri 2 Pontianak, Coping skills yang dilakukan terhadap kepercayaan diri siswa Madrasah Tsanawiyah Negeri 2 Pontianak, Faktor yang mempengaruhi coping skills kepercayaan diri pada siswa Madrasah Tsanawiyah Negeri 2 Pontianak,. Berdasarkan hasil penelitian yang telah dilaksanakan dengan judul analisis coping skills kepercayaan diri siswa Madrasah Tsnawiyah Negeri 2 Pontianak termasuk dalam kategori “Baik”.

APA, Harvard, Vancouver, ISO, and other styles

49

Su, Yingying, Carl D’Arcy, and Xiangfei Meng. "Social Support and Positive Coping Skills as Mediators Buffering the Impact of Childhood Maltreatment on Psychological Distress and Positive Mental Health in Adulthood: Analysis of a National Population-Based Sample." American Journal of Epidemiology 189, no. 5 (January 6, 2020): 394–402. http://dx.doi.org/10.1093/aje/kwz275.

Full text

Abstract:

Abstract There is little research on how childhood maltreatment influences the use of resilience mechanisms that are key to mental health outcomes in the face of adversity. We assessed the mediating roles of social support and positive coping skills in the relationships between childhood maltreatment and both psychological distress and positive mental health. We analyzed data from a national population survey, the 2012 Canadian Community Health Survey—Mental Health (CCHS-MH 2012, n = 25,113). Confirmatory factor analysis and structural equation modeling were used to model the relationships between childhood maltreatment, social support, and positive coping skills and their direct and mediated effect on psychological distress and positive mental health. Childhood maltreatment was found to be negatively associated with social support, positive coping skills, and positive mental health but positively associated with psychological distress. Social support and positive coping skills predicted higher rates of positive mental health but lower rates of psychological distress. Social support and positive coping skills partially mediated the negative consequences of childhood maltreatment on mental health outcomes. Surprisingly, no sex differences were observed among these associations. This research clearly demonstrates that social support and positive coping skills can mediate the negative impact of childhood maltreatment on mental health.

APA, Harvard, Vancouver, ISO, and other styles

50

Martin, Jeffrey J., and Laurie A. Malone. "Elite Wheelchair Rugby Players’ Mental Skills and Sport Engagement." Journal of Clinical Sport Psychology 7, no. 4 (December 2013): 253–63. http://dx.doi.org/10.1123/jcsp.7.4.253.

Full text

Abstract:

Although sport psychologists have started to examine elite disability sport, studies of comprehensive mental skill use are rare. In the current study, we examined multidimensional imagery and self-talk, as well as comprehensive mental skills (i.e., coping with adversity, goal setting, concentration, peaking under pressure, being coachable, confident, and feeling free from worry). In addition to descriptive data, we also were interested in the ability of athlete’s mental skills to predict engagement (e.g., being dedicated). Fourteen elite level wheelchair rugby players from the United States participated, and results indicated that athletes employed most mental skills. We accounted for 50% of the variance in engagement with comprehensive mental skills (β = .72, p = .03) contributing the most to the regression equation, while imagery (β = -.02, p = .94) and self-talk (β = -.00, p = .99) were not significant. Athletes who reported using a host of mental skills (e.g., coping with adversity) also reported being engaged (e.g., dedicated, enthused, committed) to wheelchair rugby. Athletes reporting minimal mental skill use were less engaged.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Coping skills'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles