Psychometric Evaluation of the Child and Parent Versions of the Coping Questionnaire
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ORIGINAL ARTICLE
Psychometric Evaluation of the Child and Parent Versions of the Coping Questionnaire Margaret E. Crane1 · Philip C. Kendall1
© Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract The Coping Questionnaire (CQ)—child and parent version—is an idiographic measure of youth’s perceived ability to cope in anxiety provoking situations. Participants (N = 442; aged 7–17) met DSM-IV criteria for separation anxiety disorder, generalized anxiety disorder, or social anxiety disorder. The internal consistency of the CQ was supported, and retest reliability and parent/child agreement were, as expected, modest. The CQ scores were significantly correlated in the expected direction with measures of anxiety symptoms and functioning, providing evidence of convergent and divergent validity. The criterion validity of the CQ also was supported: the CQ scores were significantly correlated with the clinical severity rating of the youth’s principal diagnosis on ADIS. There was a significant correlation between change in CQ scores and in anxiety severity and symptoms following treatment. Results support the CQ as a measure to assess coping efficacy in anxious youths as part of evidence-based assessment. Keywords Coping · Anxiety · Assessment · Idiographic assessment · Evidence-based assessment
Introduction Anxiety disorders affect more than 15% of youth [1] and are associated with impairment in academic, occupational, family, social, and legal functioning [2, 3]. This impairment is in part due to avoidance of activities deemed difficult or stressful [4]. This avoidance may be due in part because the youth does not believe that they can successfully cope in the stressful situation [5]. Coping is an intentional behavioral, physiological, or cognitive modification in response to undesirable changes in one’s environment or emotions [4]. Therefore, a key goal of cognitive behavioral therapy (CBT) is to increase one’s ability to cope in anxiety provoking situations [6]. Specifically, anxious youth first learn coping strategies and then practice using coping skills in stressful situations [7–9]. Evidence indicates that CBT produces a favorable effect on coping [10]. Findings suggest that an increase in youths * Margaret E. Crane [email protected] Philip C. Kendall [email protected] 1
Department of Psychology, Temple University, Weiss Hall, 1701 N. 13th Street, Philadelphia, PA, USA
perceived coping efficacy, rather than actual coping ability, mediates treatment gains [11–13]. For example, in the child/ adolescent anxiety multimodal treatment study (CAMS) [14], which compared CBT, sertraline, their combination, and pill placebo, change in self-perceived coping efficacy, not anxious self-talk, mediated gains in all treatments [11]. Similarly, change in perceived control, not specific coping strategies, mediated the effects of group CBT for youth anxiety [12]. Although anxiety symptoms and coping efficacy are conceptually related [5], coping efficacy describes the youth’s ability to help him/
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