Sarah Bal

Avoidant coping as a mediator between self-reported sexual abuse and stress-related symptoms in adolescents

OBJECTIVE This study investigated to what extent the more severe consequences of sexual trauma in adolescents are mediated by coping strategies. Furthermore, this study explored differences in symptoms, self-esteem and coping in a group that reported sexual abuse, in a group that reported another stressful experience, and in a group that reported no stressful episode until now. METHOD Nine-hundred seventy adolescents aged 11-19 years were asked to complete self-report questionnaires assessing traumatic symptoms (Trauma Symptom Checklist, Briere, 1996); self-image (Self-Description Questionnaire II, Marsh, 1990) and coping (How I Cope Under Pressure Scale, Ayers, Sandler, West, & Roosa, 1996). RESULTS Seventy-two percent of the participants reported a lifetime prevalence of a stressful event. Participants who reported sexual abuse (10%) reported more traumatic symptoms and more avoidant coping strategies than the adolescents who reported another type of stressful event. Results revealed that avoidant coping is a mediator between sexual abuse and the severity of symptoms. CONCLUSIONS Sexually abused adolescents exhibited more symptoms and used more avoidant coping strategies than adolescents in the other groups. Avoidant coping can be seen as a mediator between a sexual stressful event and the consequent stress-related symptoms. Results reveal the importance of assessment and consideration of coping strategies in prevention and in therapeutic interventions.

Differences in Trauma Symptoms and Family Functioning in Intra-and Extrafamilial Sexually Abused Adolescents

This study investigated to what extent abuse-related symptoms and family functioning are related to intra- or extrafamilial sexual abuse. One hundred adolescents (12 to 18 years old) were recruited shortly after disclosure of the abuse. Information from the participants was obtained through self-report questionnaires and a semistructured interview. Fifty-three percent of the adolescents reported clinically significant symptoms. Data did not support the idea that intrafamilial sexually abused adolescents report more symptoms than extrafamilial sexually abused adolescents. Type of abuse did not account for the differences and variety of reported symptoms or for differences in family functioning. Family functioning—in particular, lack of cohesion— was an independent contributor to internalizing trauma-related problems.

Symptomatology in adolescents following initial disclosure of sexual abuse: The roles of crisis support, appraisals and coping

OBJECTIVE The present study examined possible explanations for symptom development and variability in sexually abused adolescents. A theoretical model of sexual abuse, in which appraisal, coping and crisis support play prominent roles, was tested in a clinical group of 100 sexually abused adolescents. METHOD Participants, aged 12-18 years, completed questionnaires regarding severity of abuse, negative appraisals, crisis support, coping strategies, and trauma-related stress symptoms. RESULTS Since severity of abuse had no influence on the association between appraisals and symptoms it was eliminated from our model. Structural equation modeling analyses showed a significant interrelationship between the examined concepts. Adolescents who appraised the abuse as more threatening showed more internalizing and externalizing trauma symptoms. Moreover, more negative appraisals were associated with more avoidance as well as with more active coping strategies. Direct crisis support was associated with less negative appraisals and with the use of more active coping strategies. CONCLUSIONS The study showed that especially the buffering role of crisis support and the role of negative appraisals explained symptom development and variety in sexually abused adolescents. PRACTICE IMPLICATIONS Adaptation to sexual abuse includes the ways in which adolescents perceive the event as threatening and harmful, how they cope with the abusive experience, and how they receive direct support from their family. Clinicians, therefore, need to expand the focus of their assessments beyond age- and trauma-specific symptoms, to age- and trauma-specific appraisals, coping, and social support. The assessment of these factors should take place as soon as possible after the disclosure of the abuse. Individualized treatment plans and clinical interventions need to be based on these personal and environmental variables, rather than reliance on the influence of abuse-related characteristics, such as the severity or type of abuse.

The impact of instructional context on classroom on-task behavior: A matched comparison of children with ADHD and non-ADHD classmates

Classroom inattentiveness is an important reason for clinical referral of children with ADHD and a strong predictor of their educational achievement. This study investigates classroom on-task behavior of Flemish children with ADHD withdrawn from medication as a function of instructional context. Thirty-one pairs of children (one with ADHD and one age- and sex-matched control; 25 boys and 6 girls 6 to 12years of age) were observed in their classroom environment during two consecutive school days. On-task behavior (time on-task and on-task span) of ADHD and non-ADHD individuals was compared in different class contexts (i.e., different class structures and academic content types). Individualized teacher supervision was simultaneously assessed. Generalized estimation equation analyses showed that children with ADHD were significantly less on-task than controls during individual work and whole class group teaching, but not during small group work, and had significantly shorter on-task span during academic tasks (mathematics, language, and sciences) and instructional transitions between tasks, but not during music and arts. These effects persisted even after controlling for the higher levels of teacher supervision observed for ADHD pupils (7%) across all contexts (vs. 4% in controls). Findings suggest that despite receiving more overall teacher supervision, children with ADHD displayed lower levels of on-task behavior in settings that place high self-regulatory, information processing, and motivational demands on them. This finding may have initial implications for classroom interventions in this population.

The Impact of Idle Time in the Classroom Differential Effects on Children With ADHD

Objective: Studies have identified an exacerbation of ADHD deficits under specific laboratory conditions. Less is known about the significance of such contextual factors in relation to everyday functioning in naturalistic settings. Method: This study investigated the differential impact of classroom “idle time”—periods when students are not actively engaged or waiting for a task—on the behavior of 31 children with ADHD (25 boys and 6 girls; aged 6-12 years) and 31 sex- and age-matched typically developing classmates, who were simultaneously observed in their normal classroom during two school days. Results: Both groups experienced the same amount of idle time (12% of the time). During idle time, however, levels of hyperactivity and noisiness increased significantly more in children with ADHD than in their classmates (p < .05). Conclusion: Findings highlight the differential susceptibility of ADHD children to classroom idle time. Classroom interventions might consider targeting specifically these periods to reduce disruptive behavior in these children.