Life Stress,Coping Stragtegies and Delinquency

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(2) Juvenih sociological. Life Stress, Coping Stragtegies. ical and ps gical theoril. and Delinquency. psychologic:. conditions 1 tions suffer. Jeaw-mei Chen, Lee-jan Jan, Mei-man Kuo. ditions do spectives se This. ABSTRACT It has been found that life stress is related to a variety of deviant behavior. (Budd, Eiser, Morgan & "Gammage, 1985; Gispert et al., 1985; Pattern & Mc Cubbin, 1978). Individuals respond to stressful events by adopting different Cop ing Strategies, and some of the coping strategies are effective while others are not (Kurdek & Sinclair, 1988; Peck & Hughes, 1979; Penny & Robinson, 1986). This study collected data on 212 juvenile offenders from two of the reformato ries in Taiwan, and on 212 junior high school students from four junior high schools in Taipei, to examine the relationships among life stress, coping strategy, and delinquency. Life stress is measured by a life stress scale constructed by in corporating ideas from pilot study, Chu's (1988) Adolescent Life Stress Scale and McCubbin and Patterson's (1987) A-File and YA-File. Coping strategies are clas sified based on pilot study, Lazarus and Folkman's (1984) Ways of Coping, and Patterson and McCubbin's (1987) A-Cope and YA-Cope. Generally speaking, delinquent adolescents on the average encounter more stressful events, have higher mean life stress scores, and are more likely to use ineffective coping strategies than non-delinquent adolescents.. S1. delinquency. produce stI Stress justment p identity, ke same tim McCubbin,. probably b The I McCubbin, problems Morgan. aJ. there was alcoholism the tendel Since. ment prot mediating. •. This research was supported by National Science Council. Grant NSC 79-0301-HOO4-04L First draft of this paper was presented at the 1991 Annual meeting of the Southern So ciological Society, April, 11-14, Atlanta, Georgia. ••• All correspondence of this paper schould be addressed to Dr. Jeaw-mei Chen, Graduate Institute of Psychology, National Cheng-Chi Univ. Taipei. ••. stress, thl Catalano; due to it. tional stft:.

(3) ~m~ti·~~. ••~.~~m.. ~1. Juvenile delinquency has been examined from biological, psychological ,and. •. )'Ies. ). sociological perspectives.. Individual differences have been noticed by the biolog. ical and psychological theories, and social factors have been cited by the socilol gical theories to explain the causes of delinquency.. However, the biogocial and. psychological perspectives seemed to have neglected the overwhelming social conditions that may have contributed to delinquency, and the socilogical explana tions suffer the nagging question of why individuals sharing the same social con. 10. ditions do not repond to them the same way.. A combination of theses per. spectives seems necessary to gain a better understanding of the problem. This study attempts to look at stress as a major factor in contributing to delinquency with a synthetic approach, which includes the social conditions that produce stress, and the individual's copings with that stress.. It behavior m & Mc ~rent Cop others are on, 1986). reformato mior high ~ strategy, ed by in Scale and are clas ping, and. ter more y to use. Stress has been cited as one of the major factors causing adolescent ad justment problems, and the stress comes from three major sources: seeking self identity, keeping harmonious family relationships and testing independence at the same time, and being accepted by peers (Corbett, 1985; Patterson and McCubbin, 1987a). Research, in Taiwan, show school life and academic demands probably bring the greatest stress to the adolescents (Kuo, 1986; Chu, 1988). The link of high stress to adjustment problem has been demonstrated by McCubbin, Needle, and Wilson (1985), that adolescents who are facing family problems have high rates of smoking, drinking, and drug abuse.. Budd, Eiser,. Morgan and Gammage (1985), studing adolescents with alcoholic problems found there was a positive relationship between the level of stress and the degree of alcoholism.. Gispert and his associats (1985), found stress is positively related to. the tendency of suicide among adolescents. Since not every individual facing the same stress will have the same adjust ment problem, the individual's coping skills for such stress become an important mediating factor.. 104-04L. lthem So-. Therefore effective coping skills can reduce the impact of. stress, thus lessening maladjustment (Kobasa, 1979; Rabkin, 1980; Dooley and Catalano, 1980), and ineffective coping skills not only cannot reduce stress, but. Graduate. due to its ineffectiveness may actually generate new frustration and thus addi tional stress and problems (Newman & Beehr, 1979)..

(4) Folkman and Lazarus (1980) beleive all the coping strategies people adopt for stressful situations can be summarized in two categories: problem-focused, face the problem, find the solution,. Subjects. and carry it out; or emotion-focused, not. attempt to solve the problem but try to find emotional comfort. Brillings and Moos (1982) and Latack (1984) classified coping strategies into three categories: action, similar to the Folkman and Lazarus' problem-focused strategy; cognitive reappraisal, and symptom-management, these two are similar to Folkman and Lazarus' emotion-focused strategy. Latack (1986) further divided each above men. The ta samples an cents and There are. Procedur. l. tioned strategy into two dimensions, control and escape. For example, in prob lem-focused strategy, one can adopt a positive way by changing the stressful sit. Constructi(. In emo. The sl. tion-focused stragegy one may adopt a positive way by changing one's perception. ed to cons. of the situation, or by some passive ways of using alcohol or durgs.. school in. uation, or simply try to escape the stressful situation, a passive way.. Coping strategy is found related to adolescent adjustment. Peck and Hughes. ries, togett. (1979) indicated that the adolescents who employed more positive strategies tend. views were. to perform better academically.. Kurdek and Sinclair (1988) pointed out that. of stress f. adolescents who experienced more family conflicts and used more passive strate. The infon. gies tend to have more adjustment problems.. Wolf (1981) pointed out that. "Coping S. adolescent substance abuse mostly is for escaping stress. Kozicki (1986) also. Life Str. pointed out that substance abuse is a way used by adolsecenct to deal with per sonality conflict.. The. Penny and Robinson (1986) found smoking is associated with. I. adolescents who have fewer coping resources. Lerox (1986) studied adolescent. the stressJ. suicide and found lack of effective coping strategies is one of the major causes.. two code]. Based on the above mentioned research one can assume the source and. the. prof~. strength of stress and the adolescent's coping skills would be related to delin. were ide]. quency.. The specific purposes of this study are: 1) compare the sources and. (1988) "P. strength of stress between nondelinquent and delinquent asolescent to see the. tory of I. relationship between stress and delinquency, 2) compare the coping strategies. of Life I. adopted by delinquent and nondelinquent adolescents to examine the relationship. bining ite. between coping strategy and delinquency.. quencies, perts in.

(5) ~ii5l1!1J '~I!t:*BJC;fOwY~5~~. Method. >eople adopt. ,lem-focused,. 463. Subjects. focused, not. Brillings and ~. categories:. ~;. cognitive. The target popUlation of this study are the adolescents in Taiwan.. The. samples are drawn from middle schools in Taipei for the nondelinquent adoles cents and from two of the three reformatories for the delinquent adolescents.. >lkman and. There are 212 yourths in each group.. above men. Procedure. e, in prob. stressful sitIn emo perception. Construction of the scales The study involves two stages: in the first stage, a pilot study was conduct ed to construct the scales.. Fifty students were randomly selected from a middle. school in Taipei, and 64 residents were randomly selected from two reformato nd Hughes. ries, together there were 73 boys and 41 grils.. tegies tend. views were conducted by members of the research team to find out the sources. :f out that. of stress for these adolescents and their strategies for· coping with these stresses.. sive strate. The information collected was used to construct the "Life-Stress Scale" and the. ! out that. "Coping Skills Scale", the two main instruments used in this study.. 1986) also. with per. iated with. Unstructured questionnaire inter. Life Stress Scale The construction of the life stress scale involved several steps.. First of all,. adolescent. the stressful life events solicited from the questionnaire interviews were coded by. r causes.. two coders jointly, then a discussion of the coding was held which included all. mrce and. the professors and research assistants in the project; 112 life stressful events. to delin. were identified.. A comparison of these events with the ones listed in Chu's. lrces and. (1988) "Adolescent life stress scale" and the A-FILE ( Adolescent-Family Inven. see the. tory of Life Events and Changes) and YA-FILE (young Adult-Family Inventory. strategies. of Life Events and Strains) (McCubbin and Patterson, 1987) was made.. ationship. bining items in all the scales, eliminating duplications and items that of low fre quencies, resulted in the frrst draft of a 68 items ''Life Stress Scale".. Com Five ex. perts in the field were invited to make suggestions on the content, wording, and.

(6) format of this draft of the scale. Based on the ecperts suggestions, modifications were made and a 70 item ''llie Stress Scale" was produced.. Table 1. Dist. It includes 28 fam. ily related stress items, 10 friend related stress items, 18 school related stress items, 2 work related stress items, 12 self related stress items.. Ma 1e. Coping Skills Scale Femal. The "Coping Skills Scale" was constructed by the same procedure.. The 74. Tota 1. items of coping methods derived from the interviews were compared with Tseng's (1989) "Married Working Women's Coping Methods"; Chang'S (1988) "Breast Cancer Patients' Adjustment Scale"; Lazarus and Folkman's (1984) 'Ways of Coping"; and Patterson's (1987) A-COPE (Adolescent-Coping Orientation for Problem Expreiences), and YA-Cope (Young Adult-Coping Orientation for Prob lem Experiences).. The final "Coping Skills Scale" consistes of 61 items.. The. Life. stre~. The sc. itmes were further classified into four dimensions: 12 items are of problem. evaluation. focused-positive dimension, which indicates one is taking action to solve the. item the a. problem; 6 items are of problem-focused-passive dimension, which indicates one. pened to I. looks at the problem but does not take action to solve the problem; 23 items. the event. are of emotion-focused-positive dimension, which indicates one focuses on the. and had a. emotion and feelings and makes proper adjustment; 20 items are of emotion. to him/he:. focused-passive dimension, which indicate one focuses on the emotion and feel. (5). Totali. ings but does not make proper adjustment.. adolescent. Formal Study. Based was found. In the second stage of the research, 212 delinquent adolescents were ran. adolescent:. domly selected from the two above mentioned reformatories, and 212 non. scale, non. delinquent adolescents were randomly selected from four of the middle schools. tered, whi. in Taipei.. The distribution of sex are not equal in the two groups because. they have. there were fewer delinquent girls in the reformatories. (see table 1) The two. more life. Scales were administered to the above selected adolescents in group sessions at. areas, it. their respective facilities and schools.. five areas.

(7) ~lEEjJ '~J!~J~~;fD1!1/~~~W. Idifications. 465. Table 1. Distribution of adolescents by delinquency and sex. :s 28 fam. De7inquent. Non-de7inquent. Ma7e. 172. 104. 276. Fema7e. 40. 108. 148. 212. 212. 424. lted stress. Tota 7. The 74 I. Ted with. Tota7. 's (1988) ~). "Ways. The. IS.. )roblem. )lve the. ltes one. .3 items on the. rnotion. ld feel-. I. Results. Ition for. or Prob. I. Life stress The scoring of the "Life Stress Scale" is based on the adolescent's subjective evaluation of their situation in relation to the items in the scale.. For each. item the adolescent is to select one of the six reponses: the event never hap pened to him/her (0), the event happended to him/het: but had no effect (1), the event happened and had a little effect to him/her (2), the event happened and had an effect to him/her (3), the event happened and had an strong effect to him/her (4), the event happened and had an very strong effect to him/her (5). Totaling all the scores together and dividing by the number of items the adolescent responded to, constitutes the individual adolescent's life stress score. Based on this measures, the delinquent adolescents' average score (M=.15). was found to be significantly (t=9.19, p<.OOl) higher than the nondelingquent. e ran-. adolescents' average score (M = .67). Among the 70 stressful events listed in the. non. scale, non-delinquents listed an average of 16.06 events which they have encoun. chools. tered, while the delinquent adolescents listed an average of 24.76 events which. ~cause. ~. two. iflS. at. they have encountered. This indicates that Delinquent adolescents do experience more life stress than the non-delinquent adolescents.. When broken down to sub. areas, it can be seen the delinquent adolescents experienced more stress in all five areas than the non-delinquent adolescents (see Table 2).. 'I ,I.

(8) Table 2. Comparison of stressful events mean scores between delinquent and non. Table 3 for the del. delinquent in subareas.. sources of. Stressful event Sub-areas. Delinquent. Fami ly-related Fr i end.- re 1a ted School-related Work-related Self-related. .98 1.17 1. 02 1. 29 1. 56. non-delinquent. t. and family,. .56 .63 .92 .11 .67. 7.93** 7.00** 2.56* 10.50** 12.30**. Note. Mean Score ranges from 0 to 5. *P < .01 **P < .001. events.. Self-related Family-related Self-related Self-related . School-related Schoo7-related Family-related Friend-related School-related School-related . *range: 0-5. come from Table 4. NOI. eve. Sub-a. Table 3. Delinquent adolescents' top ten most frequently encountered stressful. Sub-areas. adolescents.. SchoolSelf-re. Stressful events. Frequency. Mean *. pecieved punishment for 198 3.84 violating the 7aw runaway from home 3.16 167 involved in gambling, 155 2.89 drinking, smoking, drug abuse personality problem, too 141 3.50 competitive, too trusting, lack of self discipline reprimanded by teacher 134 2.76 Academic performance not 123 3.53 up to par with sib7ings, friends family member is sick or 121 3.03 in poor health separation from or lose 119 3.06 of contact with friends decision-making about 111 3.24 furthering education or going to work dropped-out, expelled 109 3.12 from schoo7, or retaind in the same grade. Schoo 1 Family Fami ly School School School. Fami 1.1 Fami IJ *range:. o·.

(9) ~ml!1J '1ZI~~~fI]WYif-~e.NJl. t and non-. 467. Table 3 and Table 4 show the most frequently encountered stressful events for the delinquent and non-delinquent adolescents.. It can be seen that the. sources of stress. are different between delinquent and non-delinquent. t. adolescents.. The non-delinquent adolescents'. stress mostly comes from school. and family, while for the delinquent adolescents the top two soruces of stress. 93** 00** 56* 50** 30**. come from school and self-related problems. Table 4. Non-delinquent adolescents' top most frequently encountered stressful. events.. Sub-areas stressful. an * .84. . 16 .89 50. 76 53. 03. 76. ?4. 2. Stressful events. Frequency. Mean *. School-related academic work and test 165 3.38 pressures Self-related Personality problem, too 129 3.09 competetive, too trusting, lack of self discipline . 125 School-related academic performance 3.21 not up to par with siblings, friends Fami7y-related punished by parents 121 2.71 Fami ly-related family member is sick or 117 1.33 in poor hea7th Schoo7-re7ated academic c7assification, 115 3.21 pressure at schoo7 School-re7ated Schoo7-either 7ack of 112 3.16 academic atmosphere or too competitive Schoo7-re7ated inter-c7ass performance 101 2.87 (academic, behaviora7, etc.) competition Fami 7y-re7ated family member's 99 3.26 expectation is too high Fami 7y- re 7ated Conf7its and arguments 94 2.48 wi th fami 7y members *range: 0-5.

(10) Tables. Coping Strategies. delinquent The scoreing of· the "Coping Skills Scale" is based on whether the adoles cent has adopted a certain coping method listed in the scale; for each coping. tend to be cents adopt. method there are five choices: never used that method (1), rarely used that. tive solutiOI. method (2), occasionally used that method (3), freguently used that method (4),. volving ora. always used that method (5). Totaling all the scores together and dividing by. adolescents. the number of items the adolescent reponded to, constitutes the individual ado. ternative Sl. lescent's coping skills score.. ranked nUll. The delinquent and non-delinquent adolescents were compared on their use of the four different types of coping strategies.. The problem-focused- positive. (eating) rar delinquent. dimension as measured by the "Coping Skills Scale" showed no signigicant differ. eral of. ence between the delinquent and non-delinquent adolescents. For the other three. playing elel. dimensions the average scores of the delinquent adolescents were all significantly. dety in gel. higher than the non-delinquent adolescents (see Table 5).. th~. As these three cop. ing strategies can not really solve the problems, thus the results show that. Table 6. T(]. delinquent adolescents tend to use ineffective problem solving strategies more of..;. ad. ten than non-delinquent adolescents.. Din. Table 5. Comparison of coping strategy mean scores between delinquent and. non-delinquent adolescents.. Coping strategy. Del i nquent non-delinquent. t. Problem-focused-positive. 2.54. 2.54. 0.01. Prob7em-focused-passive. 2.49. 2.36. 2.11 *. Emotion-facused-pasitive. 2.66. 2.31. 7.06 **. Ematian-facused-passive. 2.48. 2.12. 7.67 **. Emati (. Emoti ( Emati ( Emati ( Emati (. Emat i ( Emat i I Emot i I Prob II Probl. Note. Mean Score ranges from 1 to 5. *P<.05 ; "P<.OO1. **range 1.

(11) ~ltS&1J ,[2Ql¥m~fDWYfF.3~~. 469. Tables 6 and 7 show the ten most frequently used coping strategies for. r the adoles each coping. Iy used that method (4), dividing by. fividual ado. )fl. their use. :ed- positive. ~cant. differ. other three. significantly. three cop. show that. s more of-. delinquent and non-delinquent adolescents.. Although both types of adolescents. tend to be immature, the noticeable differences are that the delinquent adoles cents adopted only one problem-focused-positive strategy (prepare several alterna tive solutions) and it ranked tenth, while the emotion-focused-passive strategy in volving oral distraction (drinking, somking) ranked first.. The non-delinquent. adolescents adopted two problem-focused-positive strategies (prepare several al ternative solutions, ranked number 3, and self-criticism and self improvement, ranked number 6), the emotion-focused-passive strategy involving oral distraction (eating) ranked tenth.. Another difference is that none of the activities the non. delinquent adolescents adopted would be frowned upon by grownups, while sev eral of the activities adopted by the delinquent adolescents (drinking, smoking, playing electronic games, shooting pool) are frowned upon by grownups and so ciety in general. Table 6. Top ten most frequently used coping strategies by Delinquent. adolescents.. Dimension . Strategies. Mean *. Emotion-passive Emotion-positive Emotion-positive Emotion-positive Emotion-positive. drinking or smoking 7istening to music watching television going to movies do things one enjoys (play pool. electronic games) hoping things will get better going to watch MTV or KTV getting together with friends 7et nature take its course, one step at a time prepare several alternative solutions. 3.79 3.39 3.38 3.34 3.31. and. t. 01. 11 *. 16. **. "7. **. Emotion-passive Emotion-positive Emotion-positive Problem-passive Problem-positive. **range 1-5. I. 3.28 3.28 3.26 3.19 3.06.

(12) Table 7. The Top ten most frequently used coping strategies by non. That b<. delinquent adolescents.. focused stra1. Dimension . Strategies. Mean *. Emotion-passive Emotion-positive Prob7em-positive. hoping things wi77 get better getting together with firends prepare severa7 a7ternative so7utions watching te7evision 7istening to music se7f criticism and se7f improvement worrying, anxious, nervous resting, taking a wa7k . 700king at the positive side eating, consuming food. 3.47 3.17 3.16. Emotion-positive Emotion-positive Prob7em-pdsitive Emotion-passive Emo t i on -pas it i ve Emotion-positive Emotion-passive. flect a gene Also the rn that attentil two sources more effect. 3.13. 3.09 3.09. Brillings, A resoun. 2.98 2.94 2.87. 2.75. oretical. Budd, J., ]. istics : adoles Chang,. **range 1-5. c... and. CI. (R.O.(. Conclusion and discussion. Chu,. The findings generally sustained the assumptions that stress and coping skills are related to delinquency, as delinquent adolescents on the average encountered more stressful events, have higher mean life stress scores, and are more likely to use ineffective coping strategies than non-delinquent adolescents.. These results. are consistent with the findings of McCubbin and associates (1985), and Budd and his associates (1985), that high stress is positively related to high levels of maladjusted' behavior.. More sepcifically the findings supported Kuo's (1986). study, that the major source of stress for adolescents in Taiwan are school re lated.. However, the current study further found out that for delinquent adoles. cents, the stress from school comes from social/behavioral requirements, while for non-delinquent adolescents the stress is mostly from academic requirements.. s.. S,. lished sity,. r. Dooley, I disof( Folkman, muni. Gispert, 1. 753-1. Kozicki, : of A. Kobasa, hard.

(13) 1:.ii5!!1J. 'lEl~m~fDWYfF.5~~. 471. That both delinquent and non-delinquent adolescents adopted more emotion focused strategies (seven out of the top ten) in response to their stress, may re. ean *. flect a general sense of helplessness among adolescents in solving their problems. Also the major sources of stress are from school and family; this may indicate. 3.47 1.17 ~ .16. that attention should be directed to alleviating some of the stress from these two sources by school and family counseling as well as teaching the adolescents more effective coping methods.. r .13. References. :.09 .09. Brillings, A. G., & Moos, R H. (1982). Conceptualizing and measuring coping. resources and process. In L. Goldberg et al. (Eds.), Handbook of stress: The. .98. oretical and clinical aspects. New York: Free Press .. . 94. Budd, J., Eiser, R, Morgan, M. & Gammage, P. (1985). The personal character. .87. istics and life-style of the young drinker: The results of a survey of British. .75. adolescents. Drug and Alcohol Dependence, 16(2), 1.45-157. Chang,. c.,. Huang, M. G., & Lin, H. C. (1988). Priliminary study on stressor. and coping of mastectemy patients. Journal of National Public Health Asso. (R. O. C.), 8(2).. Chu, S. S. (1988). A study of adolescents' life stress and its adjustments. Unpub ng skills. lished master's thesis, Department of Psychology, National Chengchi Univer. >untered. sity, Taipei, Taiwan, Republic of China.. likely to results. d Budd ~vels. of. (1986). 001 re adoles while ~nts.. Dooley, D., & Catalano, R (1980). Economy change as a cause of behavior disorder. Psychological Bulletin, 87, 450-468. Folkman, S., & Lazarus, R S. (1980). Analysis of coping in a middle age com munity sample. Journal of Health and Social Behavior, 21, 219-239. Gispert, M. (1985). Suicidal adolescents: Factors in evaluation. Adolescence, 20, 753-762.. Kozicki, Z. (1986). Why do adolescents use substances (drugs/alcohol)? Journal of Alcohol and Drug Education, 32(1), 1-7.. Kobasa, C. (1979). Stressful life events, personality and health: An inquiry into hardiness. Journal of Personality and Social Psychology, 37(1), 1-11..

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