Meadus R J
School of Nursing, Memorial University, St. John's, NL, Canada.
J Psychiatr Ment Health Nurs. 2007 Apr;14(2):209-17. doi: 10.1111/j.1365-2850.2007.01067.x.
A grounded theory methodology was used to explore the phenomenon of coping as experienced by adolescents with a mood disorder. Mood disorders among children and adolescents are more persistent than previously thought and have numerous negative associated features, including further episodes of depression, impaired social, academic and vocational relationships, use of alcohol and other drugs, and an increased risk of suicide. Current literature offered little awareness of how adolescents cope with a mood disorder, as well as their perspective of how such an illness impacts their lives. A substantive theory regarding the process of coping for adolescents with a mood disorder was generated from the data collected from one male and eight female adolescents. Using grounded theory coding procedures, a four-phase coping theory identified by the categories feeling different, cutting off connections, facing the challenge/reconnecting, and learning from the experience was developed. The core category identified in this research was An Unplanned Journey: Coping Through Connections. Implications identified for nursing practice, research and education included greater attention on the prevention of adolescent mood disorder, and the education of adolescents about the development and enhancement of healthy coping skills.
采用扎根理论方法来探究患有情绪障碍的青少年所经历的应对现象。儿童和青少年中的情绪障碍比之前认为的更具持续性，并且有许多负面相关特征，包括进一步的抑郁发作、社会、学业和职业关系受损、酒精和其他药物的使用以及自杀风险增加。当前文献对青少年如何应对情绪障碍以及他们对这种疾病如何影响其生活的看法了解甚少。从一名男性和八名女性青少年收集的数据中生成了一个关于患有情绪障碍的青少年应对过程的实质性理论。使用扎根理论编码程序，开发了一个由“感觉不同”“切断联系”“面对挑战/重新建立联系”和“从经历中学习”等类别确定的四阶段应对理论。本研究确定的核心类别是“一段意外之旅：通过联系应对”。对护理实践、研究和教育的启示包括更加关注青少年情绪障碍的预防，以及对青少年进行关于培养和增强健康应对技能的教育。
