Veronica Greco

Coping with uncertainty: the construction and validation of a new measure

The present study describes the construction and validation of a new scale for measuring styles of coping with uncertainty, entitled the Uncertainty Response Scale (URS). Principal-axis factoring of an initial item pool generated by a scenario study yielded three factors labelled emotional uncertainty, desire for change and cognitive uncertainty, all of which showed high internal (coefficient alpha) and re-test reliabilities. Emotional uncertainty was of particular interest in this study, and was validated by means of an experiment in which physiological and psychological responses to the anticipation of threat were assessed. The findings showed that heart-rate, blood pressure and state anxiety were affected in predictable ways as a function of scores on the new scale, and the paper concludes with suggestions for research applications using the URS.

Surviving Childhood Cancer: Quality of Life and Parental Regulatory Focus

Applying Regulatory Focus Theory (RFT), the authors predicted that among survivors of childhood cancer, quality of life (QOL) may be compromised by prevention-focused parenting characterized by an overly protective concern with possible mishaps and illness recurrence rather than promotion-focused parenting encouraging expectations of recovery and a normal life. Interviews with parents of 64 survivors (M age = 13.83 years) of acute lymphoblastic leukemia (ALL) or central nervous system (CNS) tumors were coded for reports of promotion or preventionoriented parenting and positive and negative expectancies. Overall, parents expressed more promotion than prevention focus, especially in relation to general rather than illness-related contexts. Greater use by parents of prevention focus in general contexts predicted lower QOL for survivors (as rated both by parents and survivors themselves) and less satisfactory parental well-being. These effects were independent of a main effect for type of cancer, with survivors of ALL having higher QOL.

Parenting a child with cancer: promotion and prevention-focused parenting.

Applying regulatory focus theory (RFT), it was predicted that, among survivors of childhood cancer, quality of life (QoL) may be compromised by prevention-focused parenting (the focus on avoiding negative outcomes), rather than promotion-focused parenting (the focus on approaching positive outcomes). Interviews with mothers of survivors of Acute Lymphoblastic Leukaemia (ALL) and tumours of the Central Nervous System (CNS) were coded for reports of parenting and related to child QoL. Parents reported overall more promotion than prevention; however, mothers of children with tumours of the CNS reported more prevention-focus than mothers of children with ALL. Furthermore, prevention focus was related to child QoL, regardless of diagnosis. The study points toward the value of further development of RFT in clinical contexts.

Key workers and schools: meeting the needs of children and young people with disabilities

Across the world countries are advocating the education of children and young people with disabilities in mainstream schools. There is also increasing interest in developing effective coordination of the specialist services pupils with disabilities receive from different agencies. This is accompanied by growing recognition that such care coordination can positively influence the experience of inclusion for children and their families. However, while the literature of care coordination generally includes education as a core provider, there is little evidence on involvement of education professionals and the outcomes for children and schools. These issues are addressed by the findings reported here on the role of key workers in care coordination and their relationship with schools. The findings draw on interviews with professionals from seven key worker services across England and Wales, parents and carers who were recipients of these services and teachers in schools serving children supported by key workers. These interviews are part of a wider multi‐method study exploring the effectiveness and costs of different models of key worker services for disabled children. The data reveal the range of education and school issues addressed by key workers and the factors influencing their work with teachers. The benefits for children, families and schools of key worker involvement are identified and the implications for schools explored. Consideration is also given to the advantages and disadvantages of teachers themselves taking on the role of key workers. It is argued that key workers can improve home–school relationships, facilitate the contribution of teachers in inter‐agency working, enable mainstream schools to better meet the individual needs of pupils with disabilities and improve their inclusive practice.