Coping Responses Inventory-Youth Form (CRI-Youth)

AIM- To understand coping strategies used by young males and female participants using the
Coping Responses Inventory-Youth Form (CRI-Youth) by Moos, R. H. (1993a).

BASIC CONCEPTS

Stress and Coping

As described by researchers such as Lazarus and Folkman, implies a more specific process of
cognitive appraisal to determine whether an individual believes he or she has the resources to
respond effectively to the challenges of a stressor or change (Folkman & Lazarus, 1988; Lazarus
& Folkman, 1987). The appraisal literature explains the response or coping process in terms of
problem-focused coping or emotion-focused coping (Folkman & Lazarus, 1980; Lazarus &
Folkman, 1984), also referred to as active and passive coping styles (Jex, Bliese, Buzzell, &
Primeau, 2001). As well, approach and avoidance-style measures of coping exist involving
assertiveness or withdrawal (Anshel, 1996; Anshel & Weinberg, 1999; Roth & Cohen, 1986).

When faced with a challenge, an individual primarily appraises the challenge as either
threatening or non-threatening, and secondarily in terms of whether he or she has the resources to
respond to or cope with the challenge effectively. If the individual does not believe he or she has
the capacity to respond to the challenge or feels a lack of control, he or she is most likely to turn
to an emotion-focused coping response such as wishful thinking (e.g., I wish that I could change
what is happening or how I feel), distancing (e.g., I’ll try to forget the whole thing), or
emphasizing the positive (e.g., I’ll just look for the silver lining) (Lazarus & Folkman, 1987). If
the person has the resources to manage the challenge, he or she will usually develop a problem-
focused coping response such as analysis (e.g., I try to analyze the problem in order to
understand it better; I’m making a plan of action and following it). It is theorized and empirically
demonstrated that a person’s secondary appraisal then determines coping strategies (Lazarus &
Folkman, 1987). Coping strategies vary from positive thinking to denial and are measured and
tested using a variety of instruments and scales such as the COPE inventory (Carver, Scheier, &
Weintraub, 1989).

Coping involves adjusting to unusual demands, or stressors. This requires giving a greater effort
and using greater energy than what's needed in the daily routines of life. Prolonged mobilization
of effort can contribute to elevated levels of stress-related hormones and to eventual physical
breakdown and illness.

Stressors that require coping may be acute, like moving to a new home or experiencing the onset
of marriage problems. Stressors also occur that are of longer duration, such as chronic pain,
chronic illness or long-lasting financial problems.
Personal and Social Mediators of Stress

Stress is associated with life satisfaction by increasing the demand for social support. In other
words, the level of social support can mediate the relationship between stress and life
satisfaction.

Stress mediators, which include the classic neuroendocrine hormones of the stress system, but
also several other neurotransmitters, cytokines and growth factors, regulate both basal and
threatened homeostasis and might mediate the pathogenesis of dyshomeostasis-related diseases.

For example, sleep quality (an independent variable) can affect academic achievement (a
dependent variable) through the mediator of alertness. In a mediation relationship, you can draw
an arrow from an independent variable to a mediator and then from the mediator to the
dependent variable.

Stress Management

Coping strategies are actions that people can take to master, tolerate, reduce, or minimize the
effects of stressors, and they can include both behavioral strategies and psychological strategies.
While there are medications used for the treatment of stress-related problems, as well as
nonmedical treatments such as hypnosis.

Although stress is inevitable, it can be manageable. When you understand the toll it takes on you
and the steps to combat stress, you can take charge of your health and reduce the impact stress
has on your life.

 Learn to recognize the signs of burnout. High levels of stress may place you at a high
risk of burnout. Burnout can leave you feeling exhausted and apathetic about your job. 7
When you start to feel symptoms of emotional exhaustion, it's a sign that you need to find
a way to get a handle on your stress.

 Try to get regular exercise. Physical activity has a big impact on your brain and your
body. Whether you enjoy Tai Chi or you want to begin jogging, exercise reduces stress
and improves many symptoms associated with mental illness.8

 Take care of yourself. Incorporating regular self-care activities into your daily life is
essential to stress management. Learn how to take care of your mind, body, and spirit and
discover how to equip yourself to live your best life.9

 Practice mindfulness in your life. Mindfulness isn't just something you practice for 10
minutes each day. It can also be a way of life. Discover how to live more mindfully
throughout your day so you can become more awake and conscious throughout your life.
Nature of Constructive Coping

Constructive coping involves confronting your problems directly and realistically. You should
learn to recognize when you’re reacting to stress in a negative way. And you should make an
effort to stay healthy, and not let your body become vulnerable to the damaging effects of stress.

Constructive coping refers to efforts to deal with a stressful event that is considered relatively
healthy. Therefore, understanding the relationship between coping processes and adaptation
outcomes has become a major concern among stress researchers

Problem Focused Coping

Problem-Focused Coping One type of coping strategy is to work on eliminating or changing the
stressor itself. When people try to eliminate the source of a stress or reduce its impact through
their own actions, it is called problem-focused coping (Folkman & Lazarus, 1980; Lazarus,
1993).

Problem-focused coping might include talking to the professor after class, asking fellow students
to clarify the concepts, getting a tutor, or forming a study group with other students who are also
having difficulty to pool the group’s resources.

Emotion Focused Coping

Emotion-Focused Coping Problem-focused coping can work quite well but is not the only
method people can use. Most people use both problem-focused coping (Folkman & Lazarus,
1980; Lazarus, 1993).

Some forms of emotion-focused coping involve appraising the situation in a manner that
minimizes its emotional impact. A person might deal with the stress from an interpersonal
conflict by denying that any problem exists. Other forms involve avoidance or acceptance of the
stressful situation.

REVIEW OF RELATED LITERATURE

1. Kyung MI Sung, Kathryn R. Puskar, Susan Sereika (2006). Psychosocial Factors and Coping
Strategies of Adolescents in a Rural Pennsylvania High School

To evaluate the coping levels of rural adolescents and gender differences of coping strategies and
psychosocial factors and To identify the relationships of coping strategies with psychosocial
factors of rural adolescents, A convenience sample of 72 students attending a rural high school in
southwestern Pennsylvania was taken. Subjects completed the Coping Response Inventory-
Youth (CRI-Y), the State-Trait Anger Expression Inventory (STAXI), the Screen for Child
Anxiety Related Emotional Disorder (SCARED), the Reynolds Adolescent Depression Scale
(RADS), and the Rosenberg Self-Esteem Scale (RSES).

Results: Significant gender differences were found for psychosocial factors of depression, self-
esteem, and anxiety. Several significant relationships were observed between coping strategies
and psychosocial factors of rural adolescents. Additionally, using content analysis, seven
categories were determined based on the content of the open-ended question on the CRI: familial
factors, peer relationships, etc.

2. Hans Steiner , Sarah J Erickson, Nicole L Hernandez, Renee Pavelski (2002). Coping styles as
correlates of health in high school students

Aim: To study a large, population-based sample of adolescents with the goal of expanding our
knowledge base about the relationship of coping and health outcomes.
Method: We examined 1769 nonclinical, high school students (48% girls, mean age 16 years,
predominantly white) using one class period to establish a link between coping styles, health
problems, and health risk behaviors. Instruments employed included the Coping Response
Inventory - Youth form (abbreviated version) and the Juvenile Wellness and Health Survey.
ANCOVAs were used to test the main effects of coping typology, gender, and their interaction
on the five health domains.

Results: Findings were consistent with previous research and showed that approach coping
correlated negatively with indicators of health problems and health risk behaviors, while
avoidance coping correlated positively with these domains. The presence of both forms of coping
mitigated the negative effects of avoidance coping.

3. Daniela Sacramento Zanini, Maria Forns (2014). Mediation of Coping in Personality and
Behavioural Problems Relationship

The aim of the present study was to investigate the applicability of two models of the influence
of coping on personality and behavioral problems (the additive and mediational one).

Participants were 558 adolescents drawn from three different secondary schools randomly
selected from the metropolitan area of Barcelona. To measure coping responses the Coping
Response Inventory-Youth form of Moos (1993) was used. data confirmed the existence of
significant levels of correlation between both avoidance coping and anxiety trait and behavioral
problems. Beside that, the mediational influence is of low amount, it is important to highlight the
role of risk factor the avoidance coping plays. It is not only related to problem behaviors on
adolescence but it also contribute to the influence (although in a small proportion) of the anxiety
trait on behavioral problems. In other words, it means that adolescents who adopt an avoidance
coping style are at risk for developing problem behaviors and the ones who have anxiety trait are
exposed to a double risk.
METHOD
Measure Used

The CAI-Youth materials include the Professional Manual, the reusable four-page item booklet,
and the hand scorable answer sheet. The first page of the item booklet presents instructions for
completing.Part 1 of the CRI-Youth and contains the 10 stressor appraisal Items. The second
page presents instructions for completing Part 2 of the CRI-Youth. The second and third pages of
the booklet contain the coping items. An Ideal version of the item booklet is available separately.
This version asks the respondent to indicate what coping responses he or she thinks are the best
way to deal with the stressor.

PROCEDURE

Preliminaries

NAME: ABC, XYZ

AGE: 21 years and 19 years

GENDER: Male and female

EDUCATIONAL QUALIFICATIONS: College students

PLACE OF ADMINISTRATION: Home Setting

Materials Required

 Response sheet
 Screen
 Pen
 Item booklet

Rapport Formation

The participant was invited to the room and was seated. A normal conversation was started to
lessen the nervousness and pre requisite doubts were answered. Then a rapport was formed with
the participant so that they were at ease.

Instructions

The subject was told that the answer given by them would by highly confidential and then the
following instructions were given,

General Precautions

 The room should be well ventilated and well illuminated.

  The participant must be seated comfortably.
 Rapport should be formed with the participant before administration.
 There should be no noise during the conduction.

Specific Precautions

 It had to be made sure that all the items in the CRI response sheet were answered.
 A flat surface, such as a desk or a clipboard, should be provided for the participant to
write.
 The participant should be 18- 24 years of age.

Administration.

A rapport was formed by initiating a normal conversation to make them feel at ease. The test was
administered face to face by first making the subject sit comfortably and then asked to complete
the scale and the demographic details. Help was provided whenever needed by the subject. The
participant was invited to the room and asked to sit comfortably. First the instructions for both
the parts of the test were read out from the booklet itself. After making sure that the participant
was clear with the instructions, the self report inventory was conducted.

Scoring
The CRI- Youth can be hand- scored in about 5 minutes by using the scoring template printed on
the carbonless bottom sheet of the answer sheet.

Calculating Raw Scores

Tear off the stub at the top of the answer sheet and remove the top sheet. Locate the first column
of items (i.e., items 1, 9, 17, 25, 33, and 41) in the answer grid and sum the values of the marked
responses to these six items. Enter this sum in the space labeled LA located beneath the column.
This number is the raw score for the Logical Analysis scale. Use an analogous procedure to
calculate the raw scores for the remaining scales.

Missing Responses

Missing data make scoring the CR!- Youth more you answer sheet as soon as you receive it.
Note any questions for which the respondent circled the item number (indicate a wish not to
answer the question) or wrote in "NA" (indicate that the item did not apply to him or her). If the
respondent has left other questions unanswered, ask him/her to complete them. If the respondent
is no longer available, and cannot be contacted by mail or telephone, the examiner must
determine whether the data may be validly scored and interpreted. Generally, if only one, two, or
three items within a scale have been completed, no score should be provided for that scale. If
four or five items within a scale have been completed, then sum the values of those items and
weight by a correction factor. For example, if a person answered only four of the six items on the
Logical Analysis subscale, then sum the values of those four responses. (The resulting sum can
range only from O to 12 instead of 0 to 18).

Standard Scores and Profiles

A profile area is provided on the reverse side of the answer sheet. This profile allows the
examiner to convert the respondent's raw scores to T scores (M = 50; SD= 10) and to plot the
respondent's coping responses profile . These raw to standard score conversions are also
presented in Appendix A of this manual. Enter the raw scores tor each of the eight scales in the
appropriate areas at the bottom of the profile. Locate the column labeled LA on the profile.
Within this column, mark an X over the number that corresponds to the respondent's LA raw
score, analogous procedure to mark the remaining raw scores. When all the respondent's scores
have been marked, connect the Xs with a continuous line to produce a graph of the respondent's
CRI- Youth scores.

QUALITATIVE DATA

Observational Report

(Male)- The male subject was a little hesitant at first but after explaining the study he was at ease
during the rapport formation. He got a little curious about the task, and took his own time in
filling the response sheet and expressed that he likes to ponder over himself.

(Female)- The female subject was quite excited while rapport formation and did not take much
time in completing the response sheet. She also expressed that she wishes to take part in more of
these tasks.

Introspective Report

(Male)- "Although it was not my first time doing this I was still a little confused but then
understood that it was only about me. The questions were really very deep and made me ponder
over myself."

(Female)- "It was a good experience because some of the questions made me think over many
things and understand myself more. I really enjoyed and would like to participate more in these
studies."

QUANTITATIVE DATA

Response Sheet

( attached)

Participant’s Score Profile ----- ( attached)

RESULTS

TABLE 1: Showing the raw scores and T scores obtained by both the subjects on the basis of
their coping responses.

Raw Score T- Score Raw Score T- score

LA 11 55 10 52
PR 8 50 7 48
SG 14 68 8 54
PS 11 56 9 48
CA 10 56 11 58
AR 7 51 12 64
SR 8 53 6 49
ED 13 67 11 62

INTERPRETATION AND DISCUSSION

The aim of the practical was to assess the different types of coping responses of the subject to
stressful life circumstances by using the Coping Response Inventory - Youth' (CRI- Youth).

The factors of stress in adolescents can be grouped into four, namely Relationship factors,
Environmental factors, Academic factors, and Personal factors. With respect to Relationship
factors, working with new people is the main cause of stress for students. In the case of
Environmental factors, worries about the future is the main factor causing stress among students,
whereas class workload is the main element of stress with regard to the Academic factors. In the
category of Personal factors, financial problems causes most stress to students.

Stress can, however, be managed through the introduction of a stress management course and
engaging in extracurricular activities (George Essel and Patrick Owusu, 2017)

Table 1 shows the raw scores and T scores obtained by both the subjects on each coping
response. The CAI-Youth profile for an 18-year-old girl shows how she tried to manage her
academic failure. The raw scores obtained by the subject on LA, PR, SG, PS, CA, AR, SR, and
ED are 11, 8, 14, 11, 10, 7, 8, and 13 respectively and simultaneously the T scores are 55, 50, 68,
56, 56, 51, 53, and 67 respectively. This implies that she had faced this problem before and
appraised it now as more harmful than challenging. Her primary coping responses to the stressor
involved Cognitive Avoidance and specifically emotional Discharge. She tried to avoid thinking
about the problem and to deny how serious it was as evidenced by her fairly often response on
statements: "Did you try to forget the whole thing" and "Did you day dream or imagine things
being better than they were". She expressed her frustration by taking out her feelings on other
people, yelling or shouting to vent her anger, and listening to music as a way to cope as
expressed in statement; "Did you listen music as a way to cope" and " Did you take it out on
other people when you felt angry or sad". These avoidance coping responses, which are not
directed toward the stressor itself, tend to be ineffective methods of managing most stressors.
Also, as shown in the profile, these responses were not balanced by a reliance on approach
responses such as Logical Analysis and Problem Solving. In addition, the participant reported
that the situation was not resolved satisfactorily as suggested by the statement: "Did you find
new ways to enjoy life". Therefore, the responses shows that the subject may feel very anxious
and stressed and may be destroying her future due to her inability to cope and make choices for
her upcoming career.

The CRI- Youth profile of a 21 years old boy shows he faced a major life crisis during the
subsequent year when his father died due to sudden heart attack. The raw scores obtained by the
subject on LA, PR, SG, PS, CA, AR, SR, and ED are 10, 7, 8, 9, 11, 12, 6, and 11 respectively
and simultaneously the T scores are 52, 48, 54, 48, 58, 64, 49, and 62 respectively. He had never
confronted such a problem before and did not have time to prepare for it. He appraised the crisis
as both harmful and challenging. He reported above-average reliance on all four approach coping
strategies i.e. Logical Analysis, Cognitive Avoidance, Acceptance or Resignation and Emotional
Discharge which implies that he may try to avoid/ forge_t his pain of l?sin~ his father by
constantly engaging himself in some or other activity as evidenced by his fairly often response
on the statement "Did you do something that you didn't think w~uld work. but at least you were
doing something?" and by escaping from the grief of the loss as evidenced by statements "Did
you yell or shout to let off steam?" and "Did you listen to music as a way to cope?" On the other
he, reported average or below- average reliance on all four avoidance strategies i.e Positive
Appraisal, Seeking Guidance and support, Seeking Alternative Rewards, and Problem solving.
This implies that he may be a conservative person or may indicate that he shares talks with his
father so much that he was not able to alternate this empty space as evidenced by his fairly often
response to the statement "Did you try to do more things on your own?" and not at all respond to
the statement"Did you ask for sympathy and understanding from someone?". Consistent with
these findings, the client also reported that he sometimes feels depressed and lacks something in
himself.

Graph 1 (female) and Graph 2 (male) attached with the response sheets show the line diagram of
the responses given by both the subjects in each coping technique.

CONCLUSION
The participant prefers avoidance coping responses over Approach coping responses. She
experiences psychological as well as physiological distress because of her stressful situation.
Coping strategies, in conclusion, have an impact on adolescents' mental and psychosocial well-
being as mentioned in a study by Puska et al.
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