Advertisement

Assessment of Youth Coping and Appraisals Through a Timelining Activity: Validation and Utility of a Tool for Pediatric Research and Practice

      Introduction

      Many tools to assess coping in youth fail to engage youth meaningfully in the assessment process. This study aimed to evaluate a brief timeline activity as an interactive way to assess appraisal and coping in pediatric research and practice.

      Method

      We used a mixed method convergent design to collect and analyze survey and interview data from 231 youths aged 8–17 years in a community-based setting.

      Results

      The youth engaged readily in the timeline activity and found the activity easy to understand. Relationships among appraisal, coping, subjective well-being and depression were in the hypothesized directions, suggesting the tool supports a valid assessment of appraisals and coping in this age group.

      Discussion

      The timelining activity is well-accepted by youth and supports reflexivity, prompting youth to share insights on strengths and resilience. The tool may augment existing practices for assessing and intervening in youth mental health in research and practice.

      KEY WORDS

      To read this article in full you will need to make a payment

      Purchase one-time access:

      Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online access
      One-time access price info
      • For academic or personal research use, select 'Academic and Personal'
      • For corporate R&D use, select 'Corporate R&D Professionals'

      Subscribe:

      Subscribe to Journal of Pediatric Health Care
      Already a print subscriber? Claim online access
      Already an online subscriber? Sign in
      Institutional Access: Sign in to ScienceDirect

      References

        • American Academy of Pediatrics
        Mental health tools for pediatrics.
        in: Earls M.F. Foy J.M. Green C.M. Addressing mental health concerns in pediatrics: A practical resource toolkit for clinicians. 2nd ed. American Academy of Pediatrics, 2021
        • Baron R.M.
        • Kenny D.A.
        The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.
        Journal of Personality and Social Psychology. 1986; 51: 1173-1182https://doi.org/10.1037/0022-3514.51.6.1173
        • Cella D.
        • Lai J.S.
        • Nowinski C.J.
        • Victorson D.
        • Peterman A.
        • Miller D.
        • Bethoux F.
        • Heinemann A.
        • Rubin S.
        • Cavazos J.E.
        • Reder A.T.
        • Sufit R.
        • Simuni T.
        • Holmes G.L.
        • Siderowf A.
        • Wojna V.
        • Bode R.
        • McKinney N.
        • Podrabsky T.
        • Moy C.
        Neuro-QOL: Brief measures of health-related quality of life for clinical research in neurology.
        Neurology. 2012; 78: 1860-1867https://doi.org/10.1212/WNL.0b013e318258f744
        • Christmas C.M.
        • Khanlou N.
        Defining youth resilience: A scoping review.
        International Journal of Mental Health and Addiction. 2019; 17: 731-742https://doi.org/10.1007/s11469-018-0002-x
        • Compas B.E.
        • Jaser S.S.
        • Bettis A.H.
        • Watson K.H.
        • Gruhn M.A.
        • Dunbar J.P.
        • Williams E.
        • Thigpen J.C.
        Coping, emotion regulation, and psychopathology in childhood and adolescence: A meta-analysis and narrative review.
        Psychological Bulletin. 2017; 143: 939-991https://doi.org/10.1037/bul0000110
        • Copeland M.E.
        Wellness recovery action plan.
        Human Potential Press, 2018
        • D'Amico M.
        • Denov M.
        • Khan F.
        • Linds W.
        • Akesson B.
        Research as intervention? Exploring the health and well-being of children and youth facing global adversity through participatory visual methods.
        Global Public Health. 2016; 11: 528-545https://doi.org/10.1080/17441692.2016.1165719
        • Dariotis J.K.
        • Chen F.R.
        Stress coping strategies as mediators: Toward a better understanding of sexual, substance, and delinquent behavior-related risk-taking among transition-aged youth.
        Deviant Behavior. 2022; 43: 397-414https://doi.org/10.1080/01639625.2020.1796210
        • Demaray M.K.
        • Ogg J.A.
        • Malecki C.K.
        • Styck K.M.
        COVID-19 stress and coping and associations with internalizing problems in 4th through 12th grade students.
        School Psychology Review. 2022; 51: 150-169https://doi.org/10.1016/j.dhjo.2021.101113
        • Driessnack M.
        Draw-and-tell conversations with children about fear.
        Qualitative Health Research. 2006; 16: 1414-1435https://doi.org/10.1177/1049732306294127
        • Fetters M.D.
        • Curry L.A.
        • Creswell J.W.
        Achieving integration in mixed methods designs-Principles and practices.
        Health Services Research. 2013; 48: 2134-2156https://doi.org/10.1111/1475-6773.12117
        • Folkman S.
        Personal control and stress and coping processes: A theoretical analysis.
        Journal of Personality and Social Psychology. 1984; 46: 839-852https://doi.org/10.1037/0022-3514.46.4.839
        • Forkey H.
        • Szilagyi M.
        • Kelly E.T.
        • Duffee J.
        • Council on Foster Care, Adoption, and Kinship Care, Council on Community Pediatrics, Council on Child Abuse and Neglect, Committee on Psychosocial Aspects of Child and Family Health
        Trauma-informed care.
        Pediatrics. 2021; 148e2021052580https://doi.org/10.1542/peds.2021-052580
        • Foy J.M.
        • Green C.M.
        • Earls M.F.
        • Committee on Psychosocial Aspects of Child and Family Health, Mental Health Leadership Work Group
        Mental health competencies for pediatric practice.
        Pediatrics. 2019; 144e20192757https://doi.org/10.1542/peds.2019-2757
        • Gauntlett D.
        • Holzwarth P.
        Creative and visual methods for exploring identities.
        Visual Studies. 2006; 21: 82-91https://doi.org/10.1080/14725860600613261
        • Grych J.
        • Hamby S.
        • Banyard V.
        The resilience portfolio model: Understanding healthy adaptation in victims of violence.
        Psychology of Violence. 2015; 5: 343-354https://doi.org/10.1037/a0039671
        • Guillemin M.
        • Drew S.
        Questions of process in participant-generated visual methodologies.
        Visual Studies. 2010; 25: 175-188https://doi.org/10.1080/1472586X.2010.502676
        • Güss C.D.
        What is going through your mind? Thinking aloud as a method in cross-cultural psychology.
        Frontiers in Psychology. 2018; 9: 1292https://doi.org/10.3389/fpsyg.2018.01292
        • Hamby S.
        • Taylor E.
        • Smith A.
        • Blount Z.
        Resilience Portfolio Questionnaire manual: Scales for youth.
        Life Paths Research Center. 2018; https://doi.org/10.13140/RG.2.2.27296.74243
        • Harris P.A.
        • Taylor R.
        • Thielke R.
        • Payne J.
        • Gonzalez N.
        • Conde J.G.
        Research Electronic Data Capture (REDCap)-A metadata-driven methodology and workflow process for providing translational research informatics support.
        Journal of Biomedical Informatics. 2009; 42: 377-381https://doi.org/10.1016/j.jbi.2008.08.010
        • Jiang X.
        • Ji L.
        • Chen Y.
        • Zhou C.
        • Ge C.
        • Zhang X.
        How to improve the well-being of youths: An exploratory study of the relationships among coping style, emotion regulation, and subjective well-being using the random forest classification and structural equation modeling.
        Frontiers in Psychology. 2021; 12637712https://doi.org/10.3389/fpsyg.2021.637712
        • Lazarus R.S.
        • Folkman S.
        Stress, appraisal, and coping.
        Springer, Inc, 1984
        • Looman W.S.
        • Eull D.J.
        • Bell A.N.
        • Gallagher T.T.
        • Nersesian P.V.
        Participant-generated timelines as a novel strategy for assessing youth resilience factors: A mixed-methods, community-based study.
        Journal of Pediatric Nursing. 2022; 67: 64-74https://doi.org/10.1016/j.pedn.2022.07.025
      1. MacKinnon, D. P., Fairchild, A. J., & Fritz, M. S. (2007). Mediation analysis. Annual Review of Psychology, 58, 593–614. doi:10.1146/annurev.psych.58.110405.085542

        • Mak W.W.S.
        • Tsoi E.W.S.
        • Wong H.C.Y.
        Brief Wellness Recovery Action Planning (WRAP®) as a mental health self-management tool for community adults in Hong Kong: A randomized controlled trial.
        Journal of Mental Health. 2022; https://doi.org/10.1080/09638237.2022.2069723
        • Milas G.
        • Martinović Klarić I.
        • Malnar A.
        • Saftić V.
        • Šupe-Domić D.
        • Slavich G.M.
        The impact of stress and coping strategies on life satisfaction in a national sample of adolescents: A structural equation modelling approach.
        Stress and Health. 2021; 37: 1026-1034https://doi.org/10.1002/smi.3050
        • Moran G.
        • Russo-Netzer P.
        Understanding universal elements in mental health recovery: A cross-examination of peer providers and a non-clinical sample.
        Qualitative Health Research. 2016; 26: 273-287https://doi.org/10.1177/1049732315570124
        • National Institute of Neurological Disorders and Stroke
        User manual for the quality of life in neurological disorders (Neuro-QoL) measures.
        2015
        • Raanaas R.K.
        • Bjøntegaard H.Ø.
        • Shaw L.
        A scoping review of participatory action research to promote mental health and resilience in youth and adolescents.
        Adolescent Research Review. 2020; 5: 137-152https://doi.org/10.1007/s40894-018-0097-0
        • Ridder D.D.
        What is wrong with coping assessment? A review of conceptual and methodological issues.
        Psychology and Health. 1997; 12: 417-431https://doi.org/10.1080/08870449708406717
        • Riepenhausen A.
        • Wackerhagen C.
        • Reppmann Z.C.
        • Deter H.C.
        • Kalisch R.
        • Veer I.M.
        • Walter H.
        Positive cognitive reappraisal in stress resilience, mental health, and well-being: A comprehensive systematic review.
        Emotion Review. 2022; 14: 310-331https://doi.org/10.1177/17540739221114642
        • Samios C.
        • Catania J.
        • Newton K.
        • Fulton T.
        • Breadman A.
        Stress, savouring, and coping: The role of savouring in psychological adjustment following a stressful life event.
        Stress and Health. 2020; 36: 119-130https://doi.org/10.1002/smi.2914
        • Schneider R.L.
        • Long E.E.
        • Arch J.J.
        • Hankin B.L.
        The relationship between stressful events, emotion dysregulation, and anxiety symptoms among youth: Longitudinal support for stress causation but not stress generation.
        Anxiety, Stress, & Coping. 2021; 34: 157-172https://doi.org/10.1080/10615806.2020.1839730
        • Ungar M.
        Designing resilience research: Using multiple methods to investigate risk exposure, promotive and protective processes, and contextually relevant outcomes for children and youth.
        Child Abuse & Neglect. 2019; 96104098https://doi.org/10.1016/j.chiabu.2019.104098
        • Walker L.S.
        • Smith C.A.
        • Garber J.
        • Claar R.L.
        Appraisal and coping with daily stressors by pediatric patients with chronic abdominal pain.
        Journal of Pediatric Psychology. 2007; 32: 206-216https://doi.org/10.1093/jpepsy/jsj124
        • Walker L.S.
        • Smith C.A.
        • Garber J.
        • Van Slyke D.A.
        Development and validation of the pain response inventory for children.
        Psychological Assessment. 1997; 9: 392-405https://doi.org/10.1037/1040-3590.9.4.392
        • Weitzman C.
        • Wegner L.
        • Section on Developmental and Behavioral Pediatrics, Committee on Psychosocial Aspects of Child and Family Health, Council on Early Childhood, Society for Developmental and Behavioral Pediatrics, & American Academy of Pediatrics.
        Promoting optimal development: Screening for behavioral and emotional problems.
        Pediatrics. 2015; 135: 384-395https://doi.org/10.1542/peds.2014-3716
      2. Wissow, L. S., Van Ginneken, N., Chandna, J., & Rahman, A. (2016). Integrating children's mental health into primary care. Pediatric Clinics of North America, 63(1), 97–113. doi:10.1016%2Fj.pcl.2015.08.005

        • Wolcott M.D.
        • Lobczowski N.G.
        Using cognitive interviews and think-aloud protocols to understand thought processes.
        Currents in Pharmacy Teaching and Learning. 2021; 13: 181-188https://doi.org/10.1016/j.cptl.2020.09.005
      3. World Health Organization. (2020). Guidelines on mental health promotive and preventive interventions for adolescents: Helping adolescents thrive. https://www.who.int/publications/i/item/9789240011854

        • Zakowski S.G.
        • Hall M.H.
        • Klein L.C.
        • Baum A.
        Appraised control, coping, and stress in a community sample: A test of the goodness-of-fit hypothesis.
        Annals of Behavioral Medicine. 2001; 23: 158-165https://doi.org/10.1207/S15324796ABM2303_3
        • Zimmer-Gembeck M.J.
        • Skinner E.A.
        The development of coping: Implications for psychopathology and resilience.
        in: Cicchetti D. Developmental psychopathology. Wiley, 2016https://doi.org/10.1002/9781119125556.devpsy410

      Biography

      Wendy S. Looman, Professor, School of Nursing, University of Minnesota, Minneapolis, MN.

      Biography

      Donna Eull, Clinical Associate Professor, School of Nursing, University of Minnesota, Minneapolis, MN.

      Biography

      Elena Geiger-Simpson, Clinical Assistant Professor, School of Nursing, University of Minnesota, Minneapolis, MN.

      Biography

      Jiwoo Lee, Assistant Professor, School of Nursing, University of Minnesota, Minneapolis, MN.

      Biography

      Paula V. Nersesian, Assistant Professor, School of Nursing, University of Southern Maine, Portland, ME.

      Biography

      Adrianna N. Bell, PhD Student, School of Nursing, University of Minnesota, Minneapolis, MN.

      Biography

      Angela L. Miller, PhD Student, School of Nursing, University of Minnesota, Minneapolis, MN.