DEVELOPMENTAL ANALYSIS OF COGNITIVE APPRAISAL OF STRESS IN CHRONICALLY ILL CHILDREN.
Contributors: Boston College.
Published: 1994
Number of pages: 235
Subjects: Psychology, Developmental.; Education, Educational Psychology.; Health Sciences, Nursing.
Description: This study was a developmental analysis of how children and adolescents with chronic health conditions appraise illness-related stress. Cognitive appraisal is the process by which an individual gives structure and meaning to a stressful experience. It was hypothesized that how children appraise stress is a function of their cognitive development. Cognitive-developmental theory was used to create a set of ordered scoring categories that describe how cognitive appraisal matures. The set of categories was validated using empirical data. 79 subjects in three age groups were interviewed: ages 8-9, 11-12, and 14-16. Subjects related a situation that had been hard for them because of their illness. Structured questions assessed feelings, what was at stake in the situation, and the reasons subjects gave for their behavior. Results indicated significant group differences. Adolescents were abstract and complex in how they appraised stress; reasons for their behavior reflected internalized personal standards. Subjects aged 8-9 appraised stress as a unilateral press; 11-12 year olds took a second person perspective. Both younger groups reported reasons for behavior that reflected following rules. Cognitive appraisal of stress was explained as a developmental phenomenon. Future research on stress processing in children must account for cognitive differences.
Notes: Source: Dissertation Abstracts International, Volume: 55-07, Section: B, page: 3039.

Thesis (PH.D.)--BOSTON COLLEGE, 1994.

School code: 0016.