1,721,109 research outputs found
La valutazione dello stress e delle strategie di coping
No full textStress e coping sono due aspetti strettamente legati tra loro che entrano in gioco quando le richieste dell’ambiente superano le capacità adattive di un individuo provocando dei cambiamenti fisiologici e psicologici (stress) che richiedono la messa in atto di specifiche strategie, psicologiche e comportamentali, per farvi fronte (coping) (Lazarus, Folkman, 1984). Questi costrutti sono particolarmente importanti nel momento in cui il bambino si trova a dover affrontare una situazione di cambiamento potenzialmente traumatica, come quella legata al contesto medico-pediatrico.
Lo stress può essere studiato secondo tre diverse prospettive: la prospettiva ambientale, che si focalizza solo sull’esperienza oggettiva dello stress (scale di eventi di vita o dei piccoli stress quotidiani); la prospettiva psicologica, che unisce l’evento stressante alla percezione dell’impatto di questo (osservazione diretta dei comportamenti di attivazione del bambino e scale self-report di valutazione degli stati emotivi negativi); infine, la prospettiva biologica, che si focalizza sull’attivazione delle riposte fisiologiche (misurazione del cortisolo salivare e del tono vagale).
Le strategie di coping al dolore sono quelle risposte comportamentali e cognitive che vengono messe in atto dagli individui per far fronte a episodi che causano dolore. La ricerca in questo campo non è caratterizzata da un’omogeneità di teorizzazioni e quindi esistono diversi strumenti per l'assessment delle strategie di coping anche in campo pediatrico. Si possono però anche individuare delle similitudini nei differenti metodi disponibili per la misurazione del coping: sono tutti inventari self-report da somministrare al bambino o al suo genitore e quello che cambia è il tipo e il numero di strategie.
Il capitolo di conclude sottolineando l’importanza della valutazione degli interconnessi costrutti di stress e coping in ambito pediatrico, dato che l’efficacia di specifiche strategie di coping influenza il successivo adattamento del bambino a situazioni stressanti come quella del dolore fisico e dell’ospedalizzazione. La comprensione della relazione dinamica tra stress, coping e le variabili psico-sociali può guidare i clinici nello sviluppo di interventi efficaci e funzionali
Emotional Awareness Moderates the Association Between Discrimination and Emotional-Behavioral Problems: A Cross-Informant Study in Chinese Rural-to-Urban Migrant Youth
No full textSensitive children’s attention and emotional response to student-teacher interactions
No full textStudent-teacher interactions capture bystanders’ attention causing an emotional arousal that takes away the focus of attention form the assigned task. To assess attentional and emotional response to socio-emotional interactions within the classroom, student’s eye movement and dilatation were registered while investigating children’s environmental sensitivity. Primary school children’s pupil response (n = 95) while watching different interaction scenes were registered. Children self-reported on environmental sensitivity. Two mixed-effects regression models for pupil fixation durations and dilatation showed that students’ attention was captured more by the teacher yet the focus on the student caused grater arousal. The association between emotional arousal and focus of attention was moderated by students’ environmental sensitivity with incongruent socio-emotional exchanges causing grater emotional arousal in highly sensitive children compared to low sensitive ones. Intervention should promote emotionally positive and in-tune teacher-student interactions to avoid students’ distraction and sympathetic arousal, especially in more environmentally sensitive students
Stress genitoriale e comportamento esternalizzante in bambini di età scolare: il ruolo della reattività psicofisiologica a stimoli emozionali.
No full textParenting Stress and Child Externalizing Behavior: the Moderating Role of Skin Conductance Reactivity To Emotional Stimuli.
No full textSelf-blame and PTSD in adolescents surviving terrorism: The mediating role of school connectedness.
No full textAre Beslan's Children Learning to Cope? A 3-Year Prospective Study of Youths Exposed to Terrorism
No full textObjective: This longitudinal study aimed to assess the course of psychological symptoms and coping behaviors in 33 adolescents directly and indirectly exposed to the 2004 terrorist attack in Beslan, Russia. We also investigated the role of coping in the development of posttraumatic stress. Method: At 1.5 and 3 years postattack, youths' psychological distress was measured using the Brief Symptom Inventory 18; emotional and behavioral difficulties were assessed via the Strength and Difficulties Questionnaire; and coping behaviors were measured using the Brief COPE. Three years after the attack, posttraumatic stress symptoms were evaluated via the UCLA Posttraumatic Stress Disorder Reaction Index. Results: Directly exposed youths showed a significant increase in psychological distress (P = .05) and a decrease in active coping (P = .042), whereas indirectly exposed youths reported better mental health and more active coping over time. Compared to girls, boys showed a disproportionate increase in psychological distress, emotional and behavioral problems, and avoidant coping. Direct exposure to the attack and the endorsement of avoidant coping behaviors significantly predicted the severity of posttraumatic symptoms at follow-up (P < .05 for both). Conclusions: Our findings highlight the importance of conducting follow-up studies to monitor long-term psychological functioning and to screen for adolescents who may need additional referral for trauma treatment. The long-term detrimental effects of avoidant coping on youths' psychological well-being underscore the need to implement early psychoeducational interventions to minimize adverse outcomes and prevent the chronicity of posttraumatic reactions. © Copyright 2011 Physicians Postgraduate Press Inc
Narratives from Caregivers of Children Surviving the Terrorist Attack in Beslan: Issues of Health, Culture, and Resilience
No full textActs of terrorism have an extremely negative impact on the mental health of children and families. The school siege in Beslan, Russia, in 2004, represents a particularly traumatizing event as it was directed specifically at children and involved the entire community. This qualitative study aims to: (a) examine caregiver reactions to the terrorist attack in Beslan as reported 3 months after the traumatic event; (b) determine the extent to which indigenous cultural values and religious belief systems play a role in Beslan's caregivers' reactions to such event; and (c) identify variables that may function as sources of resilience to caregivers. A convenience sample of 17 primary caregivers from Beslan with at least one child who survived the school siege were asked to participate in semi-structured interviews. Narratives generated from the interviews were qualitatively analyzed using a thematic approach; nine major themes were identified. Caregivers' concerns centered on children's physical and psychological well-being, the reorganization of family life, and the disruption of community ties. Cultural values of pride, heroism, courage, and revenge emerged as relevant aspects shaping caregivers' reactions to the traumatic event. Possible sources of resilience included the willingness to return to normality, social support, and the reaffirmation of positive, culturally shared values in face of the perceived threat of future terrorist attacks. Findings are discussed in terms of their theoretical implications on the effects of trauma on children and families as well as interventions with highly traumatized populations in diverse cultural settings
Externalizing behaviors and learning from text in primary school students: The moderating role of mood
No full textPrevious research indicates that externalizing problems and negative mood can impair learning. However, the interaction between these variables in predicting learning from text is not well understood. This study examined the moderating role of negative mood in the association between externalizing behaviors and learning from text in primary school children. Fifth graders (N = 160) were randomly assigned to either a negative or a neutral mood condition. Students were mood-induced by watching a video-clip. Subsequently, they read a text, answered a post-reading knowledge question, and reported on their externalizing behaviors.Ordinal logistic regression and simple slope analysis revealed that more externalizing behaviors were related to poorer learning gain in students in the negative mood condition, but not in those in the neutral mood condition. These results show that negative mood moderates the effect of externalizing behaviors on learning from text, thus giving important hints for practice in educational settings
Socio-ecological correlates of mental health among ethnic minorities in areas of political conflict: A study of Druze adolescents in Israel.
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