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
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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.
Article info
Publication history
Published online: March 06, 2023
Editor: Martha SwartzPublication stage
In Press Corrected ProofFootnotes
This work was supported by the University of Minnesota School of Nursing Foundation and the School of Nursing Office of Nursing Research and Scholarship. Lee was supported by a career development award funded by the Eunice Kennedy Shriver National Institute of Child Health & Human Development of the National Institutes of Health award number 1K23HD107179 (PI: Lee)
The University of Minnesota Institutional Review Board approved the protocol for this study.
Conflicts of interest: None to report.
Identification
Copyright
Copyright © 2023 by the National Association of Pediatric Nurse Practitioners. Published by Elsevier Inc. All rights reserved.
