Gerly M. de Boo

Assessing Cognitive and Behavioral Coping Strategies in Children

The objective was to examine the psychometric qualities of a Dutch version of the Coping Strategies Checklist for Children (CCSC-R1) in the Netherlands and to replicate the 4-factor coping model that was established in an American population. Confirmatory factor analyses were used to investigate the factorial structure underlying the 13 subscales. A 5-factor model in which Positive Cognitive Restructuring was a separate coping dimension proved superior to a 4-factor model in which Positive Cognitive Restructuring was part of Direct Problem Solving. The 5-factor model proved invariant across age, and 10 subscales proved invariant across gender. Significant gender differences were found for the subscales “support for feelings,” “distracting actions” and “wishful thinking,” with girls scoring higher than boys. Pro-social behavior correlated positively with all five coping dimensions; the strongest correlations were with the coping dimensions Direct Problem Solving and Positive Cognitive Restructuring. Socially inadequate behavior was only significantly correlated with Avoidance Coping. The significance of coping assessment for cognitive and behavioral interventions for children with mental health problems was discussed.

Early maladaptive schemas in children: development and validation of the schema inventory for children

A Schema Inventory for Children (SIC) was developed, based on Youngs schema model. Its psychometric properties were investigated in a non-clinical multi-ethnic sample of children, aged 8-13 years. The latent structure of the SIC was explored using a cross-validation design. Confirmatory factor analyses yielded satisfying fits for a modified model, that included 8 of the original 15 schema factors, as well as 3 new factors, each containing a theoretically meaningful combination of 2 or 3 original schema factors. Our data suggest that, to a certain extent, children present with the same schemas as identified in adolescents and adults, although some unique, children-specific schemas occurred. SIC item loadings were moderate to good, and all factors showed adequate discriminant validity. However, factor reliability estimates were mediocre, but in most cases still acceptable. Furthermore, results suggest adequate stability for all SIC scales. Finally, strong relations between most of the SIC scales and measures of psychopathology were found, although an opposite pattern of associations emerged for two scales (i.e., Enmeshment and Self-Sacrifice), suggesting that these schemas are not maladaptive -yet- at this young age.

Pre-adolescent gender differences in associations between temperament, coping, and mood

Relationships between temperament, coping, depressive and aggressive mood in 8-12-year-old boys (n = 185) and girls (n = 219) were investigated, with a focus on gender differences. Children completed two self-report questionnaires: the Early Adolescent Temperament Questionnaire-Revised and Childrens Coping Strategies Checklist-Revised1. Comparing boys and girls on three temperament dimensions, positive affectivity, negative affectivity and effortful control, girls scored higher than boys on the first two dimensions. Girls also scored higher than boys on avoidant coping and depressive mood. For both boys and girls, aggressive and depressive mood were predicted by negative affectivity. Coping did not add towards this prediction. Gender specific models of temperament, coping and depressive mood were tested. For girls, both effortful control and active problem solving, accounted for the variability in depressive mood. For boys, only effortful control accounted for variance in depressive mood. Results showed that gender specific vulnerability to depression in girls is apparent before adolescence and can be linked to temperament and coping.

School-based intervention for childhood disruptive behavior in disadvantaged settings: A randomized controlled trial with and without active teacher support

OBJECTIVE In this randomized controlled trial, we investigated the effectiveness of a school-based targeted intervention program for disruptive behavior. A child-focused cognitive behavioral therapy (CBT) program was introduced at schools in disadvantaged settings and with active teacher support (ATS) versus educational teacher support (ETS) (CBT + ATS vs. CBT + ETS). METHOD Screening (n = 1,929) and assessment (n = 224) led to the inclusion of 173 children ages 8-12 years from 17 elementary schools. Most of the children were boys (n = 136, 79%) of low or low-to-middle class socioeconomic status (87%); the sample was ethnically diverse (63% of non-Western origin). Children received CBT + ATS (n = 29) or CBT + ETS (n = 41) or were entered into a waitlist control condition (n = 103) to be treated afterward (CBT + ATS, n = 39, and CBT + ETS, n = 64). Effect sizes (ES), clinical significance (reliable change), and the results of multilevel modeling are reported. RESULTS Ninety-seven percent of children completed treatment. Teachers and parents reported positive posttreatment effects (mean ES = .31) for CBT compared with the waitlist control condition on disruptive behavior. Multilevel modeling showed similar results. Clinical significance was modest. Changes had remained stable or had increased at 3-months follow-up (mean ES = .39). No consistent effect of teacher condition was found at posttreatment; however, at follow-up, children who received ETS fared significantly better. CONCLUSIONS This study shows that a school-based CBT program is beneficial for difficult-to-reach children with disruptive behavior: The completion rate was remarkably high, ESs (mean ES = .31) matched those of previous studies with targeted intervention, and effects were maintained or had increased at follow-up.

Copingstrategieën bij kinderen: Instrument, sekseverschillen en samenhang met sociaal gedrag

SamenvattingDe psychometrische eigenschappen van de Nederlandse versie van de Coping Strategies Checklist for Children (ccsc-r1; Coping Strategieën Lijst voor Kinderen: cslk) werden onderzocht bij 437 kinderen (8-13 jaar). Met confirmatieve factoranalyses werd bevestiging gevonden voor een vijf-factorenmodel bestaande uit de schalen: Cognitieve herstructurering, Directe aanpak van problemen, Afleiding, Vermijding en Steun zoeken. Dit model bleek grotendeels invariant voor sekse en leeftijd. Meisjes scoorden significant hoger op de subschalen Begrip zoeken voor gevoelens, Afleidende activiteiten en Wensgedachten. Er werd een significante samenhang gevonden tussen de vijf copingschalen en prosociaal gedrag. Sociaal inadequaat gedrag hing significant samen met de copingschaal Vermijding. In de discussie wordt betoogd dat inzicht in de coping van het kind waardevolle aanknopingspunten kan bieden voor interventie.