THE COPING STRATEGIES ACCORDING TO SEX AND AGE IN A SAMPLE OF URUGUAYAN ADOLESCENTS
DOI:
https://doi.org/10.22235/cp.v0i1.558Keywords:
Adolescents, Coping, Stress, sex differencesAbstract
How the adolescents cope with stress is an important component of the mental health and well-being. Adolescence is a psychological stage of development where physical changes appear and face a variety of situations that are a source of problems and concerns. The aim of this work is to describe and compare the stress coping strategies that adolescents reveal to use when they are in trouble according to sex and age. A sample of 1228 dolescents pertaining to 7 schools of Montevideo with ages between 12 and 19 years was used and analyzed with a descriptive-comparative cross-sectional design. All the participants answered the Specific Form of the Adolescent Coping Scale (ACS). The results indicated significant differences in the variables sex and age.
Downloads
References
Casullo, M.M. y Fernández, M. (2001a) Estrategias de afrontamiento en estudiantes adolescentes. Revista del Instituto de Investigaciones de la Facultad de Psicología UBA, 6, (1) 25-50.
Compas, B., Connor-Smith, J., Saltzman et al.(2001) Coping with Stress During Childhood and Adolescence Problems, Progress, and Potential
in Theory and Research. Psychological Bulletín, 127, (1) 87-127.
D´Anastasi, T. y Frydenberg, E. (2005) Ethnicity and Coping: What Young People Do and What Young People Learn. Australian Journal of
Guidance andCounselling, 15, (1) 43-59.
De Minzi, M.C.Richaud (2003) Coping Assessment in Adolescents. Adolescence, 38, (150) 322-330.
Eschenbeck,H., Kohlmann, C.W. y Lohaus, A (2007) Gender Differences in Coping Strategies in Children and Adolescents. Journal of Individual
Differences, 28(1) 18-26.
Fantín, MB., Florentino, M.T. y Correché, MS. (2005) Estilos de Personalidad y Estrategias de Afrontamiento en adolescentes de una escuela privada en la Ciudad de San Luis. Fundamentos nHumanidades, VI, 1, (11) 159-176.
Frydenberg, E. (1993).The Coping Strategies Used by Capable Adolescents Australian Journal of Guidance & Counselling, 3, (1) 1- 9.
Frydenberg, E.(1994)Coping and its correlates: what the Adolescent coping scale tells us.The Australian Educational and Developmental
Psychologist, 11,( 2)1-10.
Frydenberg, E. (1999) Health, Well-Being &Coping? What s that got to do with Education? Australian Journal of Guidance & Australian Journal of Guidance & Counselig, 9, (1) 1-18.
Frydenberg, E. (2002) Beyond Coping: meeting goals, visions, and challenges. Oxford University Press, Inc. New York.
Frydenberg, E. (2004a) Coping competencies: what to teach and when.Theory into Practices. .43, (1),14-22.
Frydenberg, E. (2004b) Thriving, Surviving, or Going Under: Coping with Everyday Lives. Information Age Publishing, E.E.U.U.
Frydenberg, E. y Lewis, R. (1991) Adolescent coping: the different ways in which boys and girls cope. Adolescence, 14, 119-133.
Frydenberg, E. y Lewis, R. (1993) Boys play sport and girls turn to others: age, gender and ethnicity as determinants of coping. Adolescence, 16, 253- 266.
Frydenberg, E. y Lewis, R. (1996) A Replication study of the structure of the Adolescent Coping Scale: Multiple Forms and Applications of a Selfreport Inventory in a Counselling and Research Context. European Journal of Psychological Assessment, 12,(3).224-235.
Frydenberg, E. y Lewis, R. (1997) Coping with stress and concerns during adolescence: A longitudinal study. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL. March 24-28).
Frydenberg, E. y Lewis, R. (1998) Coping with social issues: What Australiann university students do. Issues in Educational Research, 8, (1) 33-49.
Frydenberg, E. y Lewis, R. (1999a) Academia and General Well-Being: The Relationship with coping. Australian Journal of Guidance & counseling, 9, (1) 19-36.
Frydenberg, E. y Lewis, R. (1999b) Things don´t get better just because you´re older: A case for facilitating reflection. British Journal of Educational Psychology, 69, 81-94.
Frydenberg, E. y Lewis, R. (2000). Teaching Coping to Adolescents: When and to Whom? American Educational Research Journal, 37, (3) 727-745.
Frydenberg, E. y Lewis, R. (2004) The adolescents least able to cope: How do they respond to their stress? British Journal of Guidance and
Counselling, 32, (1) 25-38.
Frydenberg, E., Lewis, R. Ardila, R. et al. (2001). Adolescent Concern With Social Issues: An Exploratory Comparison Between Australian,
Colombian, and Norhern Irish Students.” Peace and Conflict, Peace psychology, 7, (1) 59-76.
Frydenberg, E., Lewis, R. Ardila, R. et al. (2003)Coping with concern: An exploratory comparison of Australian, Colombian, German, and
Palestinian adolescents. Youth and Adolescence, 32, (1) 59-66.
García Pérez, R.C. (2008) Estrategias y Estilos de Afrontamiento al Estrés en una muestra de adolescentes uruguayos. Adaptación y Baremación de la Escala de Afrontamiento al estrés para Adolescentes (ACS). Tesis Doctoral. Universidad de Murcia, Facultad de Psicología. España.
González Barrón, R., Montoya Castilla, I., Casullo, M. et al. (2002) Relación entre estilos y estrategias de Afrontamiento y Bienestar Psicológico en adolescentes. Psicothema, 14, (2) 363-368. Instituto Nacional de Estadística. Censo Nacional 2004-Fase I. Montevideo-Uruguay. www.ine.gub.uy.
Lazarus, R. S.(1991) Cognition and motivation in emotion. American Psychologist, 46, (4) 352- 367.
Lazarus, R. S. (1993) From Psychological Stress to the emotions: A history of changing outlooks. Annual Review Psychology, 44, 1-21.
Lazarus, R. S. (2000) Estrés y Emoción (J.Aldekoa,trad.) España Bilbao:Desclée De Brouwer (trabajo original publicado 1999).
Lazarus, R. S. (2006) Emotions and Interpersonal Relationship: Towar a Person-Centered Conceptualitation of Emotions and Coping. Personality, 74, (1) 9-46.
Lazarus, R.S.y Folkman, S. (1984) Stress, Appraisail, and Coping. New York NY, Springer.
Lazarus, R. S.y Folkman, S. (1987). Transactional Theory and research on emotion and coping. European Personality, 1,141-169.
Lazarus, R. S. y Lazarus B.(2000) Pasión y Razón: La comprensión de nuestras emociones (M.Ribas Casellas,trad) Barcelona: Paidós (trabajo original publicado1994).
Maddaleno, M., Morello, P. y Infante-Espínola (2003)Salud y Desarrollo de Adolescentes y Jóvenes en Latinoamérica y el Caribe: Desafíos para la próxima década, Salud Pública Mex, 45 supl 1, S132.
Ministerio de Salud Pública del Uruguay. (2004) Informe Estadístico año 2004. www.msp.gub.uy/ignoticias/12063.xls
Organización Panamericana de la Salud. (1998) La Salud en las Américas, Publicación Científica, 569, (1) 193-194.
Pereña, J., y Seidedos, N. (1997) ACS Escala de Afrontamiento para Adolescentes. Adaptación española Adolescent Coping Scale. TEA, Ediciones, España.
Plucker, J. (1997) Psychometric characteristics of the adolescent coping scale with academically giftedadolescents. Secondary Gifted Education, 9 (1)5- 15, 4 charts.
Sandi, C., Venero, C. y Cordero, I. (2001) Estrés, memoria y trastornos asociados: Implicaciones en el daño cerebral y el envejecimiento (1ªed.) Barcelona: Ariel.
Sandín, B. (2003) El estrés: un análisis basado en los factores sociales. Internacional Clinical and Health Psychology, 141-157.
Seiffe-Krenke, I. (2003) Testing Theorie of Romantic developmento from adolescence to young adulthood: Evidence of a developmental
sequence. International Journal of Behavioral Development, 27, (6) 519- 531.
Smetana, J.G, Campione-Barr, N. y Metzner, A. (2006) Adolescent Development in interpersonal and societal context. Annual Review
Psychological, 57, 255-284.
Steinberg, L. (2005) Cognitive and affective development in adolescence. Trends In Cognitive Sciences, 9 (2), 69-74.
Steinberg, L. y Morris, A. (2001) Adolescent Development. Annual Rev. Psychology, 52, 83-110.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2008 Universidad Católica del Uruguay
This work is licensed under a Creative Commons Attribution 4.0 International License.
