Coping behaviors of young children during a chest tube procedure in the pediatric intensive care unit.

This descriptive correlational study examined the coping behaviors of young children experiencing a chest tube procedure in the pediatric intensive care unit (PICU) and explored specific variables that may affect coping. A developmental model of stress and coping among children provided the theoretical framework for the study. A sample of 24 children, age 2.9 to 6.8 years old, participated. Mothers completed the Dimensions of Temperament Scale-Revised and a demographic information form. In the PICU, children's coping behaviors during chest tube removal were observed and recorded on the Children's Coping Strategies Checklist-Intrusive Procedures. Analysis used descriptive statistics, correlations, chi-squares, t-tests, and repeated-measures analysis of variance. Findings indicate that the predominant coping behaviors represented a self-protective approach to the procedure, followed by reaching out and controlling behaviors, and information-seeking behaviors. Correlations between coping and nine temperament dimensions revealed significant results between coping and Activity-General, Activity-Sleep, and Flexibility.

Coping behaviors of children hospitalized for cardiac surgery: a secondary analysis.

While the coping behaviors of hospitalized children continue to be an area of interest for researchers, systematic documentation in the literature concerning children's coping remains limited. In this descriptive secondary analysis, 23 master's thesis case studies were analyzed to determine how researchers described the range of coping behaviors that children used while hospitalized for cardiac surgery. The analysis sought to determine patterns of coping in both preschool and school-age children. A second aim was to validate further and refine the dimensions and items of the Children's Coping Behaviors Category System developed by Ritchie, Caty, and Ellerton in 1987. Results revealed that a broad range of names and labels of behavior was used to describe children's coping. The predominant patterns of behavior that emerged were direct action and information-seeking. Differences between preschool and school-age children's reported behaviors were evident. The coping category system was validated further and refinements are suggested.