Article

Social cognitive theory of traumatic recovery: The role of perceived self-efficacy

Department of Psychology, Stanford University, Stanford, California, United States
Behaviour Research and Therapy (Impact Factor: 3.85). 11/2004; 42(10):1129-48. DOI: 10.1016/j.brat.2003.08.008
Source: PubMed

ABSTRACT

The present article integrates findings from diverse studies on the generalized role of perceived coping self-efficacy in recovery from different types of traumatic experiences. They include natural disasters, technological catastrophes, terrorist attacks, military combat, and sexual and criminal assaults. The various studies apply multiple controls for diverse sets of potential contributors to posttraumatic recovery. In these different multivariate analyses, perceived coping self-efficacy emerges as a focal mediator of posttraumatic recovery. Verification of its independent contribution to posttraumatic recovery across a wide range of traumas lends support to the centrality of the enabling and protective function of belief in one's capability to exercise some measure of control over traumatic adversity.

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    • "We propose that this complexity is at least partially a result of four attributes: (1) the biological and psychological characteristics of the individual, (2) the individual's history, (3) the social context of the individual, and (4) how the individual interprets and understands the meaning of having been victimized. Among the factors contributing to these individual differences are sense of agency, self-efficacy, and coping skills (e.g.,Benight & Bandura, 2004). We make the case that because there are substantial individual differences in how potentially traumatic experiences are understood, even the strongest predictors will remain probabilistic. "

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    • "Arts and play activities rely on non-verbal strategies to help individuals develop healthy attitudes (Lieberman, Berlin, Palen, & Ashley, 2012) and establish positive resources within themselves (Zeng & Bordeaux Silverstein, 2011). Interventions using arts and play activities, such as photography, mapmaking games, movies, and memorial marches, implemented after disasters can promote the positive psychological development of young disaster survivors (Zeng & Bordeaux Silverstein, 2011), which may in turn decrease their anxiety (Benight & Bandura, 2004;Cohen & Wills, 1995). Engagement in arts and play activities allows children to develop and test new coping behaviors in safe environments and recognize their personal strengths, such as self-efficacy (Bandura, 1997;Kim, Kirchhoff, & Whitsett, 2011;Orr, 2007). "
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    ABSTRACT: A year after the earthquake in Sichuan, China, a strength-based arts and play support program was launched to promote the well-being of young survivors, and this study was designed to examine its effectiveness. It was hypothesized that participation in the program would have direct positive effects on general self-efficacy and peer support, and that these would mediate the effect of the program on anxiety. One hundred twelve Grade 4 students joined the study, the measures of which included the General Self-Efficacy Scale, the Classmate Support Scale, and the Generalized Anxiety subscale in the Spence Children’s Anxiety Scale. The results showed that participation in the program was associated with increased general self-efficacy and peer support, which lowered anxiety, although the relationship was not statistically significant. This study has provided insights for the development of a culturally sound arts and play program for young disaster victims in China.
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    • "High self-efficacy has been found to be associated with a sense of control, positive cognitions about the self, good decision-making and the ability to manage one's feelings (Benight and Cieslak 2011), as well as a smaller likelihood of experiencing depression and anxiety. When dealing with a traumatic event, self-efficacy is the person's belief in her ability to cope with the consequences and demands of this event (Benight and Bandura 2004). Cognitive-emotional regulation involves cognitive processes that trigger a change in one's reaction to stressors by regulating and managing feelings and emotions (Garnefski et al. 2001). "

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