Children’s Coping Strategies Checklist (CCSC)

Abstract

The Children’s Coping Strategies Checklist (CCSC) is a robust psychological scale designed to quantify the specific behavioral and cognitive efforts children employ when managing stress or problematic situations. Developed in 1991 by Ayers and colleagues, the CCSC organizes coping responses into eleven primary factors that load onto four theoretically distinct, higher-order dimensions: Active Coping, Distraction Strategies, Avoidance Strategies, and Support Seeking Strategies. The instrument is valuable in developmental and clinical psychology for providing both dispositional (general style) and situational (specific event) assessments of how children adjust to significant life challenges, such as parental divorce.

Keywords

Children’s Coping Strategies Checklist, CCSC, coping mechanisms, stress, child psychology, behavioral assessment, problem-focused coping, emotion-focused coping, Active Coping, Avoidance Strategies, Cognitive Restructuring, psychometrics, divorce adjustment, emotional regulation.

Authors

Terri S. Ayers, Irwin N. Sandler, Stephen G. West, Mark W. Roosa.

Purpose

The primary objective of the CCSC is to offer a comprehensive, multi-dimensional framework for assessing the efforts children utilize to manage both external stressful events and internal emotional distress. The scale is crucial for operationalizing specific coping behaviors, enabling researchers and clinicians to clearly distinguish between adaptive strategies, such as direct problem-solving, and potentially maladaptive responses, such as cognitive avoidance or aggressive actions.

The instrument was initially developed to empirically test alternative theoretical models of coping, specifically examining how different coping efforts relate to psychological outcomes, such as symptomology following major life stressors like parental divorce. Subsequent revisions, including the CCSC-R1, introduced flexibility in administration, allowing for the measurement of general dispositional coping styles or responses tailored to specific, recent stressors. Furthermore, some versions incorporate a subscale assessing the child’s perceived coping effectiveness, providing subjective data on how well strategies work to improve the situation or regulate feelings.

Construct

The CCSC is designed to measure the psychological construct of coping strategies, which are defined as the dynamic cognitive and behavioral efforts mobilized to manage internal and external demands appraised as taxing or exceeding an individual’s resources. The scale captures eleven distinct core factors, which are hierarchically organized into four higher-order, broad coping domains:

• Active Coping: Strategies characterized by direct efforts to address the problem or initiate positive cognitive restructuring.
• Distraction Strategies: Behaviors employed to temporarily divert attention and resources away from the immediate stressor.
• Avoidance Strategies: Efforts, both behavioral and cognitive, intended to ignore, minimize, or physically withdraw from the source of distress.
• Support Seeking Strategies: Actions focused on obtaining help, advice, or emotional comfort from social networks.

The eleven core subscales assessed are: Cognitive Decision Making (CDM), Direct Problem Solving (DPS), Seeking Understanding (SU), Positive Cognitive Restructuring (PCR), Expressing Feelings (EF), Physical Release of Emotions (PRE), Distracting Actions (DA), Avoidant Actions (AvA), Cognitive Avoidance (CA), Problem Focused Support (PFS), and Emotion Focused Support (EFS).

Validity

The validity of the CCSC is well-supported by extensive psychometric research, tracing back to Ayers’ foundational 1991 dissertation. Key evidence supports its construct validity, confirming that the identified factor structure accurately reflects the theoretical distinctions between different coping approaches, such as the dichotomy between problem-focused versus emotion-focused strategies, and active versus avoidant responses.

The scale also exhibits strong predictive validity. Studies, particularly those focusing on children navigating high-stress situations like divorce, consistently demonstrate that specific coping profiles measured by the CCSC reliably predict subsequent psychological symptoms and long-term adjustment outcomes. Ongoing refinement, including the development of the CCSC-R1, ensures that the scale items maintain high ecological validity and accurately reflect the underlying coping constructs across diverse developmental and situational contexts. The inclusion of the perceived coping effectiveness measure further enhances the instrument’s ability to capture the child’s subjective appraisal of their coping success.

Reliability

The CCSC demonstrates strong psychometric reliability, primarily through high measures of Internal Consistency, as determined by Cronbach’s Alpha coefficients. These estimates confirm the internal coherence and consistency of the items within both the specific subscales and the broader, higher-order coping dimensions.

Reported internal consistency scores for the four overarching dimensions are consistently high:

• Active Coping: Alpha = 0.89
• Distraction Strategies: Alpha = 0.80
• Avoidance Strategies: Alpha = 0.73
• Support Seeking Strategies: Alpha = 0.78

While reliability estimates for the individual subscales vary, most exhibit acceptable to good internal consistency, supporting their use in differentiated analysis. Examples include Cognitive Decision Making (.68), Direct Problem Solving (.66), Positive Cognitive Restructuring (.71), and Emotion Focused Support (.73). The reliability data validates the scale’s ability to consistently measure the intended coping constructs.

Factor Analysis

The structural integrity of the CCSC was empirically confirmed using Factor Analysis, which initially identified eleven distinct factors representing specific coping behaviors. These factors were subsequently collapsed into the four major, theoretically coherent dimensions that define the scale’s hierarchical structure, providing a parsimonious and comprehensive summary of a child’s coping profile.

The composition of the four higher-order factors is defined by the following core subscales:

• Active Coping: Composed of items loading heavily on Cognitive Decision Making, Direct Problem Solving, Seeking Understanding, and Positive Cognitive Restructuring.
• Distraction Strategies: Composed of items loading heavily on Physical Release of Emotions and Distracting Actions.
• Avoidance Strategies: Composed of items loading heavily on Avoidant Actions and Cognitive Avoidance.
• Support Seeking Strategies: Composed of items loading heavily on Problem Focused Support and Emotion Focused Support.

The coefficients reported for these higher-order factors (Active Coping: .80; Avoidance Coping: .64; Distraction Coping: .79; Support Coping: .79) generally confirm the strength of the loadings and robustly support the hierarchical model utilized by the CCSC.

Instrument

Test Type: Self-report checklist/inventory.

Format: The original 1991 version contained 45 items, while the revised CCSC-R1 contains 54 items. Responses are typically gauged using a 4-point Likert Scale (ranging from 1 = Never to 4 = Most of the time).

Language Available: English (Primary validation).

Population Group: Children and early adolescents.

Age Group: Typically utilized for children in middle childhood through early adolescence (approximately 8 to 14 years old).

Population Details: Originally validated using general populations of children as well as specific high-stress populations, such as those experiencing parental divorce.

Test Methodology: Respondents complete the inventory by indicating the frequency with which they employ specific cognitive strategies or behavioral responses when faced with a problem or feeling upset. The instrument and related documentation are often available for academic use. The original PDF manual can be downloaded here: https://psychology.clas.asu.edu/sites/default/files/ccsc-hicups__manual2.pdf.

Keywords

Child development, psychometrics, stress coping, divorce adjustment, emotional regulation, cognitive avoidance, self-report measures, problem solving.

Authors

Author ORCID Identifier: Not provided in the source material.

Affiliation Email addresses: Not provided in the source material.

Correspondence Address: Correspondence is typically directed toward the principal investigators at the Program for Prevention Research, Arizona State University (ASU).

Permissions & Fee and Test Year

The scale was initially developed and published in 1991, based on the doctoral dissertation of Terri S. Ayers. Subsequent revisions, such as the CCSC-R1, were published shortly thereafter. Information regarding commercial fees is generally not provided in the primary documentation. However, the instrument is often made available for non-commercial academic research use via the Arizona State University Program for Prevention Research website: http://asuprc.asu.edu/pirc-measures/pirc-measures.htm. Researchers are advised to seek formal permissions for use from the primary authors or the associated university program.

Reference’s

• Ayers‚ T. S. (1991). A dispositional and situational assessment of children’s coping: Testing alternative theoretical models. Unpublished Dissertation‚ Arizona State University‚ Tempe.
• Ayers‚ T. S. (1992). A dispositional and situational assessment of children’s coping: Testing alternative theoretical models. Dissertation Abstracts International‚ 53(1-B)‚ 556.
• Ayers‚ T. S.‚ Sandler‚ I. N.‚ West‚ S. G.‚ & Roosa‚ M. W. (1996). A dispositional and situational assessment of children’s coping: Testing alternative models of coping. Journal of Personality‚ 64(4)‚ 923-958.
• Sandler‚ I. N.‚ Tein‚ J. Y.‚ & West‚ S. G. (1994). Coping‚ stress‚ and the psychological symptoms of children of divorce: A cross-sectional and longitudinal study. Child Development‚ 65(6)‚ 1744-1763.
• Program for Prevention Research (1992‚ October). Divorce Adjustment Project Documentation. Unpublished manuscript‚ Arizona State University: Tempe‚ AZ.

Items of the Children’s Coping Strategies Checklist (CCSC)

Children’s Coping Strategies Checklist (CCSC) (1991 Version)

WHEN I HAVE A PROBLEM‚ I________________________

1. Listen to music
2. Think about what I could do before I do something.
3. Write down my feelings.
4. Do something to make things better.
5. Try to notice or think about only the good things in life.
6. Go bicycle riding.
7. Try to stay away from the problem.
8. Try to put it out of my mind.
9. Figure out what I can do by talking with one of my friends.
10. Think about why it has happened.
11. Think about what would happen before I decide what to do.
12. Try to make things better by changing what I do.
13. Talk about how I am feeling with my mother or father.
14. Tell myself it will be over in a short time.
15. Play sports.
16. Talk about how I am feeling with some adult who is not in my family.
17. Ask God to help me understand it.
18. Cry by myself.
19. Go walking.
20. Imagine how I’d like things to be.
21. Talk to my brother or sister about how to make things better.
22. Try to understand it better by thinking more about it.
23. Read a book or magazine.
24. Try to stay away from things that make me feel upset.
25. Try to solve the problem by talking with my mother or father.
26. Think about what I can learn from the problem.
27. Let out feelings to my pet or stuffed animal.
28. Think about which things are best to do to handle the problem.
29. Talk with my brother or sister about my feelings.
30. Wait and hope that things will get better.
31. Think about what I need to know so I can solve the problem.
32. Go skateboard riding or roller skating.
33. Talk with one of my friends about my feelings.
34. Watch TV.
35. Avoid the people that make me feel bad.
36. Do something to solve the problem.
37. Remind myself that things could be worse.
38. Do some exercise.
39. Try to figure out what I can do by talking to an adult who is not in my family.
40. Avoid it by going to my room.
41. Try to figure out why things like this happen.
42. Wish that things were better.
43. Tell myself it’s not worth getting upset about.
44. Do something like video games or a hobby.
45. Do something in order to get something good out of it.

Children’s Coping Strategies Checklist- Revision 1 (CCSC-R1)

When you had problems in the past month…

1=Never‚ 2=Sometimes‚ 3=Often‚ 4=Most of the time

1. You thought about what you could do before you did something.
2. You tried to notice or think about only the good things in your life.
3. You tried to ignore it.
4. You told people how you felt about the problem.
5. You tried to stay away from the problem.
6. You did something to make things better.
7. You talked to someone who could help you figure out what to do.
8. You told yourself that things would get better.
9. You listened to music.
10. You reminded yourself that you are better off than a lot of other kids.
11. You daydreamed that everything was okay.
12. You went bicycle riding.
13. You talked about your feelings to someone who really understood.
14. You told other people what you wanted them to do.
15. You tried to put it out of your mind.
16. You thought about what would happen before you decided what to do.
17. You told yourself that it would be OK.
18. You told other people what made you feel the way you did.
19. You told yourself that you could handle this problem.
20. You went for a walk.
21. You tried to stay away from things that made you feel upset.
22. You told others how you would like to solve the problem.
23. you tried to make things better by changing what you did.
24. You told yourself you have taken care of things like this before.
25. You played sports.
26. You thought about why it happened.
27. You didn’t think about it.
28. You let other people know how you felt.
29. You told yourself you could handle whatever happens.
30. You told other people what you would like to happen.
31. You told yourself that in the long run‚ things would work out for the best.
32. You read a book or magazine.
33. You imagined how you’d like things to be.
34. You reminded yourself that you knew what to do.
35. You thought about which things are best to do to handle the problem.
36. You just forgot about it.
37. You told yourself that it would work itself out.
38. You talked to someone who could help you solve the problem.
39. You went skateboard riding or roller skating.
40. You avoided the people who made you feel bad.
41. You reminded yourself that overall things are tty good for you.
42. You did something like video games or a hobby.
43. You did something to solve the problem.
44. You tried to understand it better by thinking more about it.
45. You reminded yourself about all the things you have going for you.
46. You wished that bad things wouldn’t happen.
47. You thought about what you needed to know so you could solve the problem.
48. You avoided it by going to your room.
49. You did something in order to get the most you could out of the situation.
50. You thought about what you could learn from the problem.
51. You wished that things were better.
52. You watched TV.
53. You did some exercise.
54. You tried to figure out why things like this happen.

Children’s Coping Strategies Checklist (CCSC): DIVORCE ADJUSTMENT PROJECT

1 = Never‚ 2=Sometimes‚ 3=Often‚ 4=Most of the time

WHEN I HAVE A PROBLEM‚ I . . .

1. Think about what I could do before I do something.
2. Try to notice or think about only the good things in life.
3. Talk about how I am feeling with my mother or father.
4. Go bicycle riding.
5. Try to stay away from the problem.
6. Blame or say bad things about other people.
7. Do something to make things better.
8. Think about why it has happened.
9. Write down my feelings.
10. Tell myself to accept this situation the way it is.
11. Listen to music.
12. Try to put it out of my mind.
13. Figure out what I can do by talking with one of my friends.
14. Think about what would happen before I decide what to do.
15. Tell myself it will be over in a short time.
16. Talk about how I am feeling with some adult who is not in my family.
17. Play sports.
18. Try to stay away from things that make me feel upset.
19. Do something bad or cause trouble.
20. Try to make things better by changing what I do.
21. Ask God to help me understand it.
22. Go for a walk.
23. Imagine how I=d like things to be.
24. Talk to my brother or sister about how to make things better.
25. Think about which things are best to do to handle the problem.
26. Remind myself that things could be worse.
27. Talk with my brother or sister about my feelings.
28. Go skateboard riding or roller skating.
29. Avoid the people that make me feel bad.
30. Get angry and threaten the people who caused the problem.
31. Talk to someone who might understand how I feel.
32. Do something to solve the problem.
33. Try to understand it better by thinking more about it.
34. Let out feelings to my pet or stuffed animal.
35. Read a book or magazine.
36. Wait and hope that things will get better.
37. Try to solve the problem by talking with my mother or father.
38. Think about what I need to know so I can solve the problem.
39. Tell myself it=s not worth getting upset about.
40. Talk with one of my friends about my feelings.
41. Do some exercise.
42. Avoid it by going to my room.
43. Do something like video games or a hobby.
44. Talk to someone who could help me make the situation better.
45. Do something in order to get the most I can out of the situation.
46. Think about what I can learn from the problem.
47. Let off steam by hitting my pillow or bed.
48. Watch TV.
49. Wish that things were better.
50. Try to figure out what I can do by talking to an adult who is not in my family.
51. Try to figure out why things like this happen.

HOW WELL I COPE

1=Do not work at all‚ 2=Work a little‚ 3=Work pretty well‚ 4=Work very well

1. Overall‚ how well do you think that the things you usually do work to make the SITUATION BETTER?
2. Overall‚ how well do you think that the things you usually do work to make you FEEL BETTER?