Responses to stress in adolescence: Measurement of coping and involuntary stress responses.

Abstract

The development of a measure of coping and involuntary stress responses in adolescence is described. The Responses to Stress Questionnaire (RSQ) reflects a conceptual model that includes volitional coping efforts and involuntary responses to specific stressful events or specified domains of stress. The psychometric characteristics of the RSQ were examined across 4 domains of stress in 3 samples of adolescents and parent reports obtained in 2 samples. The factor structure of the RSQ was tested and replicated with an adequate degree of fit using confirmatory factor analysis across 3 stressors in 2 samples. Internal consistency and retest reliability for the 5 factors were adequate to excellent. Concurrent validity was established through correlations with another measure of coping, heart rate reactivity, and correlations of self- and parent-reports. Significant correlations with both adolescents' and parents' reports of internalizing and externalizing symptoms were consistent with hypotheses.

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

“…The modal model of ER is not the only model that could be used to organize a broad set of ER strategies. For example, Mazefsky et al (2014) recently employed a theoretical framework developed by Connor-Smith et al [2000], in which emotional responses are categorized first, as either voluntary versus involuntary and second, by engagement or disengagement [i.e. aimed directly or indirectly at the stressor or emotional response, respectively; Connor-Smith et al, 2000].…”

“…For example, Mazefsky et al (2014) recently employed a theoretical framework developed by Connor-Smith et al [2000], in which emotional responses are categorized first, as either voluntary versus involuntary and second, by engagement or disengagement [i.e. aimed directly or indirectly at the stressor or emotional response, respectively; Connor-Smith et al, 2000]. Many of the same ER strategies are found in both the modal model and the theoretical framework by Connor-Smith et al [2000].…”

“…aimed directly or indirectly at the stressor or emotional response, respectively; Connor-Smith et al, 2000]. Many of the same ER strategies are found in both the modal model and the theoretical framework by Connor-Smith et al [2000]. One useful aspect of using the modal model is that its emphasis on ER as a multidimensional individualcontextual process has helped to shape effective ER interventions for individuals without ASD [Ehrenreich-May et al, 2013;Moses & Barlow, 2006;Trosper et al, 2009] and has the potential to inform the overall conceptualization and treatment of ER in individuals with ASD (Weiss, in press).…”

“…As shown in Table 1, a number of the self-report measures assessed multiple ER domains. The ECS [Lonigan & Phillips, 2001], a selfreport measure used to assess the behavioral and attention components of ER, and the RSQ [Connor-Smith et al, 2000], a self-report measure of voluntary and involuntary cognitive and behavioral ER processes, were the only measures to tap into all of the ER domains. Table 2, the informant report type measures most frequently assessed response modulation (100% of informant report measures, n = 14), followed by situation modification (57%, n = 8).…”

Searching for the structure of coping: A review and critique of category systems for classifying ways of coping.

“…For example, seeking instrumental support seems conceptually similar to active problem solving, seeking emotional support is likely to have many of the same functions as emotion regulation, seeking advice or consultation with professionals might be considered social forms of information seeking, getting together with friends might be considered a social form of distraction, blaming others may be a social form of opposition, and incessant complaints to others may be a social form of rumination. This line of reasoning was followed in the development of the measure by Connor-Smith et al (2000), who explained that "an independent social support scale was not created because social support can be accessed for many reasons. Thus, items reflecting specific uses of social support were included in problem solving, emotional regulation, and emotional expression" (p. 979).…”