Description

Children’s Coping Strategies Checklist (CCSC-106) is a psychometric tool designed to assess the coping strategies used by children when facing stressful situations. The CCSC-106 includes 106 items addressing various strategies that children employ to manage their difficulties. The tool evaluates aspects such as emotional regulation, social strategies, and cognitive approaches to stress management.

Data Analysis and Usage

Analyzing data from the CCSC-106 involves evaluating responses from children (or parents/caregivers) regarding coping strategies. Key analysis procedures include:
Descriptive Statistics: Utilizing means, variances, and standard deviations to describe the basic characteristics of the data.
Factor Analysis: Identifying underlying factors or dimensions of coping strategies that emerge from the responses.
Reliability Analysis (e.g., Cronbach’s alpha): Assessing the internal consistency of the tool’s scales.
Correlational Analysis: Studying relationships between various coping strategies and other psychological or developmental characteristics.
The CCSC-106 can be used to better understand how children manage stress and to develop interventions that enhance effective strategies while reducing less effective ones.

Purpose

The primary aim of the CCSC-106 is to provide a detailed picture of the coping strategies children use. The information gathered through the tool can be used to develop interventions that promote psychological resilience and well-being in children, helping them develop better mechanisms for handling stress and challenges in their daily lives.

Calibration

Standardization of the CCSC-106 involves the process of developing reference norms that allow for the interpretation of results relative to a representative sample of the target population. This process includes collecting data from a variety of sources and age groups to ensure that the tool is reliable and valid for assessing children’s coping strategies.

References

*Rothbart, M. K., & Derryberry, D. (1981). Development of individual differences in temperament. In M. E. Lamb & A. L. Brown (Eds.), Advances in developmental psychology (Vol. 1, pp. 37-86). Erlbaum.
Lazarus, R. S., & Folkman, S. (1984). Stress, Appraisal, and Coping. Springer Publishing Company.
Garmezy, N., Masten, A. S., & Tellegen, A. (1984). The study of stress and competence in children: A building block for developmental psychopathology. Child Development, 55(1), 97-111.
Compas, B. E., Connor-Smith, J., Saltzman, H., Thomsen, A. H., & Wadsworth, M. E. (2001). Coping with stress during childhood and adolescence: Problems, progress, and potential. Journal of Clinical Child Psychology, 30(3), 376-400.