Description

The Children’s Coping Questionnaire [CCQ-81] is a psychometric tool designed to assess the coping strategies that children use when facing challenges or stressful situations. This questionnaire includes items related to the various strategies children may adopt to manage their difficulties, such as acceptance, denial, seeking feedback, or social support.

Analysis and Use of Data

The analysis of data from the CCQ involves interpreting the responses from children or their parents/caregivers to understand the coping strategies used and the frequency with which they are employed. Key techniques in data analysis include:
Descriptive Statistics: To describe the characteristics of the data, such as means and standard deviations of the use of different coping strategies.
Factor Analysis: To identify underlying dimensions or factors of coping strategies.
Reliability Analysis (e.g., Cronbach’s alpha): To assess the internal consistency of the underlying dimensions of the questionnaire.
Correlation Analysis: To explore relationships between coping strategies and other variables, such as psychological well-being or academic performance.

Objective

The primary objective of the CCQ is to understand and evaluate the coping strategies children use to manage stress and everyday challenges. Results can help develop targeted interventions to enhance positive coping strategies and address less effective ones. Additionally, it can be used to identify areas needing support and guidance from parents or educators.

Calibration

Calibration of the CCQ involves creating normative standards or reference points to allow for the assessment of questionnaire results. This typically includes collecting data from a representative sample of children to ensure the validity and reliability of the tool. Calibration ensures that the questionnaire results are reliable and comparable.

Bibliography

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. Social Development, 10(3), 307-326.
Herman, K. C., & Koshy, A. M. (2000). Children’s coping strategies in response to stress: The role of parent-child relationships and temperament. Journal of Child and Family Studies, 9(4), 473-487.
Garber, J., & Flynn, C. (2001). Cognitive and affective predictors of coping with stress in children and adolescents. Journal of Clinical Child Psychology, 30(1), 16-28.