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Refuse to believe that this problem has happened.L!$ Lj Q$ LjrpG"Realistic Acceptance and Survival&#"0 qH  xKyLzM{NhR  Z  |O}PijklSalivary Cortisol Levels.f iC/r~      !"#$%&'()*+,-./012345  0` ̙33` ` ff3333f` 333MMM` f` f` 3` ̙33>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> (    6 O> P > T Click to edit Master title style! !  0Q>  > RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  0@)> `` > P*   0L.> `  > R*   02> `  > R* Z  Bc޽h @ ? fܕf3̙ $Blank Presentation0 tl(    s *D P    V*    s *I     X*  d  c $ ?    s *lL  @  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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"" Lj-Lj " Lj"      8jfXB  0DjJ^B  6D>PpPH  0޽h ? ̙33 0 P( @ p   6d%_   .Dimensions of Coping Lazarus and Folkman Model0/!  0D_ @0` Problem-focused coping Action taken to counteract the source of the stress Emotion-focused coping Responses designed to alter the emotions produced by the event 4$Lj?$Lj4?   8jfXB  0DjJ^B  6D>PpPH  0޽h ? ̙330 `'( @ p   6h_   ,Dimensions of Coping Suls and Fletcher Model6-  0DY_ 00 Approach coping Responses focused on source of stress and reactions to it Avoidant coping Responses designed to place focus away from source of stress and reactions to it :$LjQ$Lj:Q  JZ8jfXB  0DjJ^B  6D>PpPH  0޽h ? ̙33R0 p( 5%   6_   qDimensions of Coping Moos Model6    0D_ p@0 UgDifferentiates responses along two independent dimensions Active vs. avoidant Behavioral vs. cognitive :$0Lj($Lj:  ,A 8jfXB  0DjJ^B  6D>PPH  0޽h ? ̙33{0 +#( wY   6_   TMeasuring Coping(  0~9 00 Omnibus measures: Ways of Coping Checklist (Folkman & Lazarus, 1980; revised 1985) The COPE (Carver, Scheier, & Weintraub, 1989) Dimension-specific measures: Impact of Events Scale (Horowitz et al., 1979) Emotional Approach Coping Scale (Stanton et al., 2000).q$Lj%Ljh$Lj' $",-= 8jfXB  0DjJ  ^B  6D>pH  0޽h ? ̙33H0 (    s *@9Pj VThe COPE2 (20(XB  0DjJ  ^B  6D>p#  s *9@  60 item self-report questionnaire Dispositional and Situational versions 15 broad coping subscales Broad range of strategies: Behavioral Affective Cognitive#% Lj2( -Lj27% Lj2" -Lj#&7  p88  s *h9` M(Carver et al., 1989) 2H  0޽h ? fܕf3̙ 0 80  (      s *xOPj \COPE Subscales2(20(XB   0DjJ  ^B   6D>p   s *P .Active Coping: Taking action, exerting efforts to remove or circumvent the stressor. Planning: Thinking about how to confront the stressor, planning one s active coping efforts. Seeking Instrumental Social Support: Seeking assistance, information, or advise about what to do.>$ Lj2F$ Lj $ LjFS$ Lj%$ LjF=$ Lj E   R $ <     p@@88Z   B`\޽h @ ? ̙33 0 @$ (  $ $ s *TdPj \COPE Subscales2(20(XB $ 0DjJ  ^B $ 6D>pN $ s *Α Seeking Emotional Social Support: Getting sympathy or emotional support from someone. Suppression of Competing Activities: Suppressing one s attention to activities in which one might engage, in order to concentrate more completely on dealing with the stressor. Religion: Increased engagement in religious activities.>$$ Lj24$ Lj'$ LjF$ Lj $ LjF.$ Lj! 3 $    -     p@@88Z $ B`\޽h @ ? ̙33 0 |`((  ( ( s *Pj \COPE Subscales2(20(XB ( 0DjJ  ^B ( 6D>pF ( s * zPositive Reinterpretation and Growth: Making the best of the situation by growing from it, or viewing it in a more favorable light. Restraint Coping: Coping passively by holding back one s coping attempts until they can be of use. Acceptance: Accepting the fact that the stressful event has occurred and is real.>($ Lj2^$ Lj$ LjFR$ Lj $ LjFF$ Lj% ]  Q   E     p@@88Z ( B`\޽h @ ? ̙33" 0 ,P( tbx , , s *Vp \COPE Subscales2(20(XB , 0DjJ^B , 6D>p , s *0p0 0 s *$P` GBehavioral Disengagement: Giving up or withdrawing effort from the attempt to attain the goal with which the stressor is interfering. Mental Disengagement: Psychological disengagement from the goal with which the stressor is interfering, through daydreaming, sleep or self-distraction. Humor: Making jokes about the stressor.$ Lj2l$ Lj$ LjF$ Lj$ LjF!$ Lj k   !  phh88Z 0 B`\޽h @ ? ̙33  0 p+(  p$  px p c $? `    p s *Ph`___PPTMac11  (namd Symbol33   (namd Geneva   (namd Symbol33  <___PPT10R___PPT94, # Active .72 Denial .80 Pos Rein & Growth .71 Beh Disengage .76 Planning .67 Mental Disengage .58 Supp Comp Activ .63 Restraint Coping .59 Acceptance .52 Emot Soc Supp .86 Humor .67 Instru Soc Supp .79 Religion -.59 Focus on/Vent Emot .76 Use of drugs/alcoh .47B  2@ - %)  PXB p 0DԔ XB p 0DԔ  XB p 0DjJ``^B p 6D>0p0r p Zc޽h @ ? fܕf3̙0 :( @ p R  s *V  R  s *VpR  s *V    0(9V`   D( R  s *V 0pR  s *V0  039  ^ ܕ 8"jf  s *49I 8Chronic/Stable Burdens and Resources Coping dispositionsD9(2%&  s *90 P vAcute Precipitating Event >(2e  s *9   qPsychological Pathways Affect, Quality of life, Perceived stress, Depression, Purpose Emotion-focused coping~(2B(2(}Y    s *X9 !Behavioral Pathways Active copingV"(2     s *^9. aBiological Pathways2(2  s *dc9P   Disability Diseaseb (2   dB  <DjJ0dB  <DjJ 0 dB  <DjJ ^B  6DjJdB  <DjJ dB  <DjJ dB  <DjJdB  <DjJ^B  6DjJdB  <DjJdB  <DjJp X  0o` p0 X  0oP ` p` ^B  6D0 P   s *m9 [Place of Coping in Center Model (2 $jB  BDjJ H  0޽h ? ̙330 8( wY 8 8 69   LDevelopment of Coping  8 0,9 0 6vInfluence of genes Temperaments/IQ Influence of learning Idiosyncratic experience/trial and error Parent/peer modeling$Lj$Lj$Lj>$Lj> 0jf 8 s *L9@b m!How do coping tendencies develop?0" 2!XB 8 0DjJ  ^B 8 6D>H 8 0޽h ? ̙33B0 <(  < < s *|9  LCMU Parent Study (20 < s *9P~ |Subjects: 44 college students, their parents (42 mothers, 41 fathers), and their roommates (43). Measures: COPE: 60 item inventory assessing 15 conceptually distinct coping strategies 2 [   Q^B < 6DLj>P0XB < 0DjJ  ` H < 0޽h ? fܕf3̙ 0 }u4(  4b 4 s *tc  Correlations between student s coping responses and coping responses of parents and roommates2^(2]$(! 4 s *h   Active Planning Suppression Restraint Positive coping competing coping reinterpret activities and growth Mother - .16 - .06 .00 - .12 .01 Father - .26 - .12 .19 - .15 - .21 Roommate - .23 - .08 .22 -.07 - .15 s# KJ 2p  fk` HXB 4 0Do  XB 4 0Do^B 4 6DLj>XB 4 0DjJ0P0 4 6o`w D Z 4 Bf޽h @ ? ̙33 0 0 <( ̙ <b < s *Ѕ  Correlations between student s coping responses and coping responses of parents and roommates2^(2]$( < s * z  Humor Instrumental Religion Emotional Acceptance soc support soc support Mother .20 - .16 .46 - .11 .11 Father .09 .00 .20 .14 .19 Roommate .50 .01 .23 .11 - .18 K 2S  fq`( HXB < 0Do  XB < 0Do@^B < 6DLj>XB < 0DjJ0P0 < s *쐎P0 e * p < .05@ 2  < s *L P   K*.(  < s *_ P*  K*.(  < 6\eR D Z < Bf޽h @ ? ̙33 0 `XP @( tbtx @P @ s *p  Correlations between student s coping responses and coping responses of parents and roommates ^(2^$0 @ s * '   Denial Focus on Mental Behavioral Use of & venting disengage- disengage- drugs or of emotions ment ment alcohol Mother - .19 .02 - .12 - .07 .29 Father .02 .14 .04 .01 .40 Roommate - .04 .00 .27 .06 .16  g 2|  ff$j o`( HXB @ 0Do  XB @ 0Do ^B @ 6DLj>XB @ 0DjJ0P0 @ s *uP0 w * p < .05@ 2   @ s *9@ j  ]*.( Z @ Bf޽h @ ? ̙33i0 (    6A9   RIssues in Coping&  0S9  @P   Dispositional vs. situational assessment Adaptive vs. maladaptive ways of coping Importance of engagement vs. disengagement %LjS$Lj+$LjS+H#68jfXB  0DjJ  ^B  6D>pH  0޽h ? ̙330 nf( wY   69   (Dispositional vs. Situational Assessment&)(I  09 0p Is the notion of coping styles useful? How do these relate to coping responses in particular situations? Which is better to assess?$$Lj  0jf  s *79 J [Some questions: 2  XB  0DjJ^B  6D>pH  0޽h ? ̙330 g_X( wY X X 6Du9 ` _College Adaptation Study (CAPS)$ (, X 0  ` `Sample: 89 first-semester undergraduates COPE: Dispositional  Start of the semester Situational  12 to 16 weeks later Outcomes: Depression Perceived stress Subjective health :!$Lj%LjI$Lj %Lj.$Lj I .  8jfXB X 0DjJ^B X 6D>H X 0޽h ? ̙33 0N0 @8 (      3 rA <?XA8c?X <$0c0    fwawaXA8c?  ]College Undergraduates:*    # l|wawaXA8c?` E L(Scheier et al., 2000)Z   s *05 z @Correlations between Dispositional and Situational Coping (CAPS)2A(2@(0   <=b  OCorrelation CoefficientH   0޽h ? +'`[3e!0N0 @8$(  $ $ 3 rA >?XA8c?0X >$0c0 $  fwawaXA8c?  ]College Undergraduates:*  $ # l ,wawaXA8c?` E L(Scheier et al., 2000)Z $ s *f z @Correlations between Dispositional and Situational Coping (CAPS)2A(2@(0 $ <f   OCorrelation CoefficientH $ 0޽h ? +'`[3e^"0N0  ((  ( ( 3 rA @?XA8c?@X @$0c0 (  f@fwawaXA8c?Z  ]College Undergraduates:*  (  ffwawaXA8c?P u X(Scheier et al., 2000)&Z ( s *Df` J @Correlations between Dispositional and Situational Coping (CAPS)2A(2@(0 ( 6tfT z B B  ( <wf~H  OCorrelation CoefficientH ( 0޽h ? +'`[3e#0 0E(  l  0A 6??  6  s *f  t8Dispositional and Situational Coping and Distress (CAPS) 9(29(  0`f~Y cCorrelation Coefficient0(2(H  0޽h ? fܕf3̙$0 @=(  l  0A 8?? z 8  s *Rf t8Dispositional and Situational Coping and Distress (CAPS) 9(29(  <WfJ  OCorrelation CoefficientH  0޽h ? fܕf3̙%0 P=(  l  0A :??  :  s *Xbf t8Dispositional and Situational Coping and Distress (CAPS) 9(29(  <gf`N  OCorrelation CoefficientH  0޽h ? fܕf3̙ &0 bZ H( P R H H 6H ` @ Mediation   H 0B P0 ^$$Lj  0jfXB H 0DjJPp^B H 6D>`@`2 H 0d P  ]Coping Dispositions.32 H 0   PDistress, 332 H 0D P  MSituational Responses3jB  H BDԔPdB H <DԔ  dB H <DԔ ` ` T H <`\޽h @ ? ̙33 '0   `, ( wY , , s *@'f  VMediation Analyses (CAPS) (2( , s *l/f R  (  2 `@ ^B , 6DLj>PXB , 0DjJ0 0M , s *8f@j /* p < .05 * * p < .01 * * * p < .001 0 2      , s *df   K*.(E , s *f v   Dispositional Situational Coping Coping Active coping - 0.13 - 0.36 Behavioral Disengagement 0.14 0.54 Denial 0.20 0.37 Use of drugs or alcohol 0.10 0.29 Focus on/venting emotions 0.13 0.15 Pos Reinterpretation & Growth - 0.25 - 0.34 Planning - 0.04 - 0.25  2! d 2(  ` (XB  , 0DԔ  XB  , 0DԔ   , s *f`@ :**  , 6hfPz ;***  , 6ĸfp  ;*** , 6IJf )  :** , s *fppG  9* , 6sf qG  9* , 6tf`   9*H , 0޽h ? fܕf3̙D(0 p0( ̙ 0 0 6f ` B Conclusions   0 0d f  0 vCoping styles predict situational responses Both predict adjustment (situational stronger) Situational responses largely (but not entirely) mediate effects of dispositional coping styles Which to use? Base decision on conceptual issues and/or study needsH$Lj6$Lj6 0jfXB 0 0DjJPp^B 0 6D>`@`H 0 0޽h ? ̙33F)0 x( wY x x 6f P [Functionality of Coping($ x 0f 0   Lots of work on psychological well-being Adjustment to chronic/acute disease Adjustment to medical problems Less work on physical health/relationship to disease processes*$LjE$LjA$0Lj-)D  A| 8XB x 0DjJ^B x 6D>`` x s *f fCharacterization of field:0 2H x 0޽h ? ̙33 *0    |~ (  | | 6 f P u1Functionality of Coping: General Characterization(21  | 0tf 0  j$$Lj | 8XB | 0DjJ^B | 6DLj>`` | s *$ 4  s *e v rFocus on Specifics2(26, ^B  6DLj>XB  0DjJ P H  0޽h ? +'`[3e ,0N0 4( wY o  C xewawa1 ?  e [74 gay/bisexual men Mean age: 38 years 95% white Mean length of diagnosis: 12.2 months 8[$ LjZ  THewawa8c? | c(Data from Reed et al., 1994)B   s *e v vLiving with AIDS Study2(26, ^B  6DLj>XB  0DjJ P H  0޽h ? +'`[3ex -0N0 (    C xwawa1 ?p    s *`  tRealistic Acceptance2(20, ^B  6D>XB  0DjJH  0޽h ? +'`[3eG 0N0 o(     `A _?8c?X _$0c0  Z䯉wawa8c?  c(Data from Reed et al., 1994)B x  c $L։ P     0|M  rPercentage surviving0 2 H  0޽h ? +'`[3e .0N0 !(  M  Tlwawa1?Pp ?Active coping Fighting spirit Vital exhaustion Stoic acceptanceF%0LjZ2%0Lj?   @  s *dz t&Further Manifestations of Process '(2'0 '^B  6D>XB  0DjJPH  0޽h ? +'`[3e|/0N0  ( wY   6Le   w#Disengagement and Successful Living&$# $  0!e @   U Much research suggests giving-up is bad Questions Is disengagement always bad? Is persistence always good? Might disengagement produce positive effects if goals are unattainable? \4$Lj$0Lj 3ff 8jfXB  0DjJ^B  6DjJT  <K~fd޽h ? a(+00N0 G(    6fe  UP rComponents of Disengagement(' i  0\8e    3 Withdrawal of effort Relinquishment of commitment$0Lj($Lj  f   ff 48jfXB  0DjJ^B  6DjJT  <K~fd޽h ? a(-.0N0 c[( f 2  61?P  ,$D  0  <1?+,$D 0  <1?@U ,$D 02  61?0,$D 0v2  Nѽ @ѽ1?UP<  S ~?epp @1ȜȜ?P  $Obstacles seem too great to overcome%@%݀ %@@j P  #  5 ,$D 0~   N @1?P T    fJepp1ȜȜ?;'  ,Give up goal commitment, disengage from goal>-@݀f݀ -@@    #  ` P,$D 0~   Nѽ @1?     fX#pp1ȜȜ?@ P@ +Give up effort but remain committed to goal,`݀ff  ݀} ݀}݀ ,@@7   f#pp1ԔԔ? 0,$D0 m1  ݀ @@7   fL#pp1ԔԔ?U ,$D0 m2  ݀ @@c   #   ,$D0~  Nѽ @1? M  C x #pp @1ȜȜ?P, Distress, despondency, futility2 `f݀ @@A `  #  0,$D 0~  N @1?` +   f5#pp1ȜȜ? ; Absence of distress.@ ݀ @@`  H&2޽h @ ? Oq!U>=UU(NF___PPT10&+vVD' += @B DU' = @BA?%,( < +O%,( < +DH ' =%(D' =%(D@' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-o6Bdissolve*<3<*D' =%(D7' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-s6Bwipe(left)*<3<*D' =%(D7' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-s6Bwipe(left)*<3<* D' =%(D7' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-s6Bwipe(left)*<3<*D' =%( D3' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-o6Bdissolve*<3<*D< ' =%(D' =%(D@' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-o6Bdissolve*<3<*D' =%(D3' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-o6Bwipe(up)*<3<*D' =%(D3' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-o6Bwipe(up)*<3<*D' =%(D3' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-o6Bwipe(up)*<3<*D' =%(D3' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-o6Bdissolve*<3<*+p+0+0 ++0+0 +_0N0 ''22T'(    B11?H,$D 0  B1? U ,$D  0  B21? b,$D 0  <1?@ ,$D 0^  61?+  <1?@`5,$D 0  <1?`5,$D  0   <1?p `50 ,$D 0   <1?`5`,$D 0^   61?  ^   61?@U ^2   61?0v2  Nѽ @ѽ1?UP<  S ~|<pp @1ȜȜ?P  $Obstacles seem too great to overcome%@%݀ %@@v  N @1?@ ,   f<pp1ȜȜ? m0  ,Give up goal commitment, disengage from goal-@-݀ -@@a   #   ,$D 0~  Nѽ @1? K  C x<pp @1ȜȜ? Ppp /Scale back to more limited goal in same domain 0`0݀ 0@@F    # P  ,$D 0~  Nѽ @1?  0   fL<pp1ȜȜ?p @  &Pick alternate path to high order goal '`'݀ '@@L    # P d ,$D  0~  Nѽ @1?  6   f'<pp1ȜȜ? P  ,Form new goal or new path to high order goal -`-݀ -@@D   #  ),$D 0~  Nѽ @1? .   f\2<pp1ȜȜ?  $Give up goal commitment, no new goal %`%݀ %@@'   `<<pp1ȜȜ? u +Give up effort but remain committed to goal ,`, ,@@   fTG<pp1ԔԔ? 0 m1  ݀ @@    fQ<pp1ԔԔ?U  m2  ݀ @@^ ! 61? "  `Z<pp1ȜȜ? Distress, despondency, futility `  @@u   ## @ ,$D0~ $ Nѽ @1? _ % C x !pp @1ȜȜ?Pp Potential for positive outcomesD `݀  ݀ @@u    &# P@ ,$D 0~ ' Nѽ @1?  _ ( C x|!pp @1ȜȜ?Pp  Potential for positive outcomesD `݀ ݀ @@f   )#  @ ,$D0~ * Nѽ @1? P + C xx!!pp @1ȜȜ?P  "Aimlessness, emptiness, loneliness2#` f݀ #@@u    ,# P @P ,$D0~ - Nѽ @1?  _ . C x#!pp @1ȜȜ?P ,  Potential for positive outcomesD `݀ ݀ @@7 /  f&!pp1ԔԔ?p+U,$D0 ma  ݀ @@7 0  f7!pp1ԔԔ?  `,$D0 mb  ݀ @@7 1  fTA!pp1ԔԔ?0 + p ,$D 0 mc  ݀ @@7 2  fJ!pp1ԔԔ? +  ,$D0 md  ݀ @@`  H&2޽h @ ? Oq!U>=UU(7z7___PPT10Z7+XD^6' += @B D6' = @BA?%,( < +O%,( < +DR ' =%(D' =%(D@' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*/%(D' =-o6Bdissolve*<3<*/D' =%(DA' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-}6B!strips(upRight)*<3<*D' =%(D7' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-s6Bwipe(left)*<3<*D' =%(D7' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-s6Bwipe(left)*<3<*D' =%( D3' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<*#%(D' =-o6Bdissolve*<3<*#DH ' =%(D' =%(D@' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*0%(D' =-o6Bdissolve*<3<*0D' =%(D7' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-s6Bwipe(left)*<3<*D' =%(D7' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-s6Bwipe(left)*<3<*D' =%(D7' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-s6Bwipe(left)*<3<*D' =%( D3' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<*&%(D' =-o6Bdissolve*<3<*&DH ' =%(D' =%(D@' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*1%(D' =-o6Bdissolve*<3<*1D' =%(D7' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-s6Bwipe(left)*<3<*D' =%(D7' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-s6Bwipe(left)*<3<*D' =%(D7' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-s6Bwipe(left)*<3<* D' =%( D3' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<*,%(D' =-o6Bdissolve*<3<*,DV ' =%(D' =%(D@' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*2%(D' =-o6Bdissolve*<3<*2D' =%(DE' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-6B%strips(downRight)*<3<*D' =%(D7' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-s6Bwipe(left)*<3<*D' =%(D7' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-s6Bwipe(left)*<3<* D' =%( D3' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<*)%(D' =-o6Bdissolve*<3<*)++0+/0 ++0+00 ++0+10 ++0+20 +_10N0 L{(  L L 6Z  B`\޽h @ ? ̙33C 30 P q(      6d `` e!Goal Re-engagement Items from GAS("!$:   0Y 0 PH@___PPT9" If I have to stop pursuing an important goal in my life: I seek other meaningful goals. I convince myself that I have other meaningful goals to pursue. I start working on other new goals.9 " Lj00" Lj(0" Lj%0" Lj(98jf$F      P`B   0DjJ  fB   6D>Z   B`\޽h @ ? ̙3340N0 / ' ( e e  0Ѐ!̙Ua OChildren with Cancer Study (Wrosch et. al. , 2003)t(24 2( f   f9  0x!+  R n  0D*U Sample (cross-sectional) 20 parents whose children were diagnosed with cancer 25 parents with healthy children (matched control group)X 26 2:0(2333 8  0l * U,$D 0 \Main Measures Disengagement (a = .79), Re-Engagement (a = .86) Depression (CES-D, a = .94) 22 2022 333  33333  3 $$3((3,,3003443 ]n )p  # p ,$D 0  0| *p  < 2  0*)o  pPhenomenon Parents might have to restructure life goals (e.g., career goals, daily activities, being with child),q 2 3g3 qT  <K~fd޽h ? a(me___PPT10E+V\D' += @B D' = @BA?%,( < +O%,( < +D' =%(D' =%(D7' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-s6Bwipe(left)*<3<*D' =%(D' =%(DD' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-s6Bwipe(left)*<3<*+8+0+0 +0N0 g_ 00(    0)*̙@ 8Effects of Disengagement and Re-Engagement on Depression29(28$$f 9  0/*+  R   B6*1+K{  dDepression (CES-D)$   <;*# g c r = -.53*,    < :*Ug d r = -.64**,  l L  ` # \@ `  zBCDE F]@4 % <B   # ]d% & <B   # ]d  <B   # ]d<B   # ]d45<B   # ]4% <B  # ]0 X <B  # ] 0 X <B  # ]% & BB  3   z BB  3     6XG* S  W0(0   6DM*: [  X10(0   6Q*[> X20(0   6 *[ X30(0   6d*{ ( [-1 SD(0   6xX*{ ( [+1 SD(0   6b*L ` c Disengagement( 0   6f*   dCancer Parents(0   6 e* `  nContol Parents(0l L  n` # D )`  zBCDE F]@| 4n% <B  # ]I % r & <B  # ]I | r } <B   # ]I r <B ! # ]I 4r 5<B " # ]| 4} % <B # # ]y0 zX <B $ # ]q0 rX <B % # ]| % n& BB & 3  nI g BB ' 3  n2gI  ( 6* 8  W0(0  ) 6* 0 A  X10(0  * 6* A > X20(0  + 6* A  X30(0  , 6 * { d( [-1 SD(0  - 6\*{ q( [+1 SD(0  . 6*` c Re-Engagement( 0  / 6$q*+ dCancer Parents(0  0 6`t* I  nContol Parents(0T  <޽h @ ? G- q!U>=UU(u0N0  0P( , P P 6}* `` #Goal Adjustment and Cortisol Levels($##  P 0j* @vnf___PPT9H@  Examined goal adjustment and objective measure of health -- cortisol secretion Normally, cortisol peaks in the early morning hours & declines steadily throughout the day Those experiencing stress have a flattened cortisol rhythm, with low morning output or no drop in secretion during the day Wrosch, C., Miller, G.E., Scheier, M.F., de Pontet, S.B. (under review), Giving up on unattainable goals: Benefits for health?(Z+Z" Lj" Lj2%LjSf  ffb@  r H&N8jfjB P BDjJ?  T P <޽h @ ? G- q!U>=UU(0N0 ?7@X(   X X 6* `` #Goal Adjustment and Cortisol Levels($## " X 0p* @jbZ___PPT9<4 P Sample& 54 participants Recruited via newspaper ad 38 female; 24 Caucasian; 85% of non-Caucasians were African-American Average age = 30.3  n 2" Lj" Ljs$Lj" Lj f  fs  f  f 8jfjB X BDjJ?  T X <޽h @ ? 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