The primary aim of this study was to describe how preschoolers (4-5 years old, N = 94) cope with stress based on parent ratings on the Children's Coping Scale Revised. A second aim was to investigate how coping in preschoolers may be associated with the anxiety level of the child and controllability of the stressor, as measured by parent ratings on the Spence Preschool Anxiety Scale and children's coping in two different situations of varying controllability. Three distinct dimensions of coping were identified-positive coping, negative coping-emotional expression, and negative coping-emotional inhibition. As predicted, preschoolers rated higher on anxiety were more likely to engage in negative forms of coping while less anxious preschoolers were more likely to engage in a positive form of coping. This suggests an early pattern of maladaptive coping among more anxious children. Contrary to adult and adolescent models, preschoolers in general were more likely to use negative coping in a more controllable situation and to use positive coping in a less controllable situation. Possible explanations for these findings and suggestions for future research are proposed.
Temperament in the toddler age group has received relatively little attention in the developmental literature, and there is a clear need for well-established, culturally-appropriate measurement instruments. To this end, the Toddler Temperament Scale (TTS) of Fullard, McDevitt and Carey (1984) was administered to a sample of 397, 1 to 3 year old Australian children. Older and younger toddlers showed developmentally related differences on a number of dimensions, emphasising the need for them to be regarded as separate groups in temperament research. Relationships between temperament classification and maternal and day-caretakers' reports of behaviour problems provided some evidence of concurrent validity of the measures. While some dimensions of the TTS were less than satisfactory psychometrically, the content of the questionnaire seemed suitable for Australian use; Australian normative data is provided for the two age groups.
Chronic illness is common in childhood and is associated with an increased risk of psychological difficulties in the child. Current research is focused on the identification of specific risk and protective factors that may predict psychological and health outcomes. The challenges faced by physicians caring for a child with chronic illness are described and contrasted with the medical role in treating acute illness. The child's adaptation to illness is discussed in a developmental framework and positive and maladaptive family responses are identified. It is suggested that chronic illness and/or its treatment may compromise intellectual development and academic progress.
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