Coping skills

Gardner, Alex A.; Zimmer‐Gembeck, Melanie J.; Skinner, Ellen A.

doi:10.1016/b978-0-12-818872-9.00029-7

Cited by 5 publications

(9 citation statements)

References 36 publications

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“…3) The principle of reaction is related to the way teachers develop coping skills for children, both as teachers, educators, mentors, trainers, motivators, evaluators, and other roles. Frydenberg, and Dean (Gardner et al, 2021;Pang et al, 2018)…”

Section: B Discussionmentioning

confidence: 99%

“…Chalmers, Frydenberg, & Deans (Chalmers et al, 2011) stated that children in pre-school learning activities could be trained in coping. Coping is an action or response to a challenging situation to prevent or reduce harm, loss, harm, or threat (Carver & Connor-Smith, 2010;Gardner et al, 2021). Training children with coping skills is part of emotional education.…”

Section: Introductionmentioning

confidence: 99%

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The validity of coping skills learning media to manage negative emotions for children

Muthmainah

Purwanta²,

Suwarjo³

2022

Al-Athfaal

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Coping or problem-solving skills need to be trained from an early age. If the child does not have positive coping skills, it is feared that it can cause the child to become maladaptive and stressed. This research aims to test the validity of the learning media for coping skills to manage negative emotions for children aged 4-6. The learning media guidebooks and supporting products, such as posters, emoticon pictures for jumping activities, pictures of emotional expressions, story books, cartoon films, and children's activity sheets. This learning media has a novelty because it focuses on developing media based on children's coping skills that did not exist before. This research is quantitative. This research conducted expert validation to obtain validation and then analyzed quantitatively descriptively. The researcher calculated the validation results with Aiken's V formula. Based on the assessment results from experts, it can be concluded that the learning media for coping skills to manage negative emotions for children aged 4-6 years is declared valid. All items are considered valid because Vtable is 5% greater than Vcount. Guidebooks and supporting products for coping skills to manage children's negative emotions were declared valid and worthy of use for field trials

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Section: B Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The validity of coping skills learning media to manage negative emotions for children

Muthmainah

Purwanta²,

Suwarjo³

2022

Al-Athfaal

View full text Add to dashboard Cite

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“…The analysis was most accurate in predicting the MLD group with an 88.6% classification accuracy. This was followed by controls, FP, and AI with a classification accuracy of 83.3%, 44.4% and 36.8% respectively. The gait parameter with the most significant contribution to the prediction of subject group in the pain condition was ankle power generation with a standardized canonical discriminant function coefficient of -0.539.…”

Section: Plos Onementioning

confidence: 95%

“…During the pain free condition for patients with PAD, a one-minute rest period was required between walking trials to ensure the absence of claudication; more rest was required if the participant indicated pain was present. To induce claudication pain, patients with PAD performed the Gardner-Skinner progressive treadmill test [44]. As soon as the patients had the onset of claudication pain, they started to perform the overground walking trials.…”

Section: Plos Onementioning

confidence: 99%

Peripheral artery disease affects the function of the legs of claudicating patients in a diffuse manner irrespective of the segment of the arterial tree primarily involved

et al. 2022

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Different levels of arterial occlusive disease (aortoiliac, femoropopliteal, multi-level disease) can produce claudication symptoms in different leg muscle groups (buttocks, thighs, calves) in patients with peripheral artery disease (PAD). We tested the hypothesis that different locations of occlusive disease uniquely affect the muscles of PAD legs and produce distinctive patterns in the way claudicating patients walk. Ninety-seven PAD patients and 35 healthy controls were recruited. PAD patients were categorized to aortoiliac, femoropopliteal and multi-level disease groups using computerized tomographic angiography. Subjects performed walking trials both pain-free and during claudication pain and joint kinematics, kinetics, and spatiotemporal parameters were calculated to evaluate the net contribution of the calf, thigh and buttock muscles. PAD patients with occlusive disease affecting different segments of the arterial tree (aortoiliac, femoropopliteal, multi-level disease) presented with symptoms affecting different muscle groups of the lower extremity (calves, thighs and buttocks alone or in combination). However, no significant biomechanical differences were found between PAD groups during the pain-free conditions with minimal differences between PAD groups in the claudicating state. All statistical differences in the pain-free condition occurred between healthy controls and one or more PAD groups. A discriminant analysis function was able to adequately predict if a subject was a control with over 70% accuracy, but the function was unable to differentiate between PAD groups. In-depth gait analyses of claudicating PAD patients indicate that different locations of arterial disease produce claudication symptoms that affect different muscle groups across the lower extremity but impact the function of the leg muscles in a diffuse manner generating similar walking impairments.

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“…etapas tempranas los niños recurren a la búsqueda de apoyo (principalmente de sus cuidadores principales y evitación o escape, estrategias que van disminuyendo en la infancia tardía (Gardner et al, 2021).…”

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Afrontamiento y Estrés en Preescolares: El Papel de la Edad y el Sexo

Rodríguez

Gómez-Maqueo

Godínez

et al. 2021

aip

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El estrés en las primeras edades de la vida, así como la forma de afrontar las situaciones adversas pueden tener repercusiones a futuro en la salud mental. El sexo y la edad son variables que juegan un rol importante en ambas variables, sin embargo, han sido poco estudiadas en la población preescolar, analizar dichas variables contribuye en el desarrollo de intervenciones preventivas. Objetivo: Analizar las diferencias en el nivel de estrés y tipos de afrontamiento según el sexo y la edad; para esto, se realizó un estudio transversal. Método. Se trabajó con una muestra no probabilística de 115 preescolares mexicanos entre 4 y 5 años (M = 4.6; DE= 0.49), a quienes se les aplicó la Escala de Estrés Cotidiano y la Escala de Afrontamiento. Los resultados mostraron que el estrés afecta de la misma forma a niños y niñas de 4 y 5 años; los niños emplean más el Afrontamiento Disfuncional y los más pequeños (4 años) emplean más el Afrontamiento Emocional, Disfuncional y Evitativo. Estos datos se discuten en términos del desarrollo del afrontamiento en niños mexicanos y sus implicaciones para la instrumentación de intervenciones preventivas encaminadas a promover la salud mental.

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Coping skills

Cited by 5 publications

References 36 publications

The validity of coping skills learning media to manage negative emotions for children

The validity of coping skills learning media to manage negative emotions for children

Peripheral artery disease affects the function of the legs of claudicating patients in a diffuse manner irrespective of the segment of the arterial tree primarily involved

Afrontamiento y Estrés en Preescolares: El Papel de la Edad y el Sexo

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