Passage
The diagnosis of a child with a serious disability significantly impacts the child's parents. While positive psychological outcomes are sometimes possible, evidenced by research showing that for some parents a child's disability is eventually viewed as a chance for personal growth, research also indicates that many parents of children with disabilities are at greater risk for poor physical and mental health outcomes. Coping with a child's initial symptoms, providing ongoing care, and dealing with prejudice from others present significant stressors for parents. This stress may also disrupt marriages; results of a meta-analysis showed a modest, increased risk for divorce in parents of children with disabilities. Another line of research has identified significantly higher rates of anxiety and/or depression in parents of children with disabilities. The fact that parental distress often results in poorer outcomes for their children points to a need for evidence-based interventions for parents of children with disabilities.In Study 1, researchers compared the effectiveness of two interventions in reducing depressive symptoms in parents of children with cognitive disabilities. Researchers recruited 30 parents of children with intellectual disorders from the contact list of an affluent community wellness center and randomly assigned them to a meditation (M) group or a humanistic psychotherapy (HP) group. Both groups were led by peer mentors trained in specific interventions who taught and demonstrated the techniques to the participants during the weekly sessions. Participants completed self-report measures of depressive symptoms at baseline (pre-test) , 4 weeks into the intervention (midpoint) , at the end of the 8-week program (post-test 1) , and 4 weeks after the program ended (post-test 2) . The findings are shown in Figure 1.
Figure 1 Depressive symptoms at pre-test, midpoint, post-test 1, and post-test 2 (Note: * indicates p < .05.) In Study 2, researchers examined the impact of coping strategies on distress in 80 parents of children with muscular dystrophy. Participants were asked to think of a recent stressful, threatening event and report whether they had classified their future expectancy for the event as "changeable" (situation is able to be modified) or "unchangeable" (situation is not able to be modified) . They were then asked whether they attempted to cope with the event primarily by regulating their emotions (emotion-focused) or by modifying aspects of the situation (problem-focused) , such as seeking help from others. Lastly, they were surveyed about their level of distress after they tried to cope with the stressor. Figure 2 illustrates the findings.
Figure 2 Average level of distress by coping strategy (emotion-focused vs. problem-focused) and future expectancy appraisal for the threatening event (Note: * indicates p < .05.)
-Based on Figure 2, the most accurate conclusion is that:

Question

Passage
The diagnosis of a child with a serious disability significantly impacts the child's parents. While positive psychological outcomes are sometimes possible, evidenced by research showing that for some parents a child's disability is eventually viewed as a chance for personal growth, research also indicates that many parents of children with disabilities are at greater risk for poor physical and mental health outcomes. Coping with a child's initial symptoms, providing ongoing care, and dealing with prejudice from others present significant stressors for parents. This stress may also disrupt marriages; results of a meta-analysis showed a modest, increased risk for divorce in parents of children with disabilities. Another line of research has identified significantly higher rates of anxiety and/or depression in parents of children with disabilities. The fact that parental distress often results in poorer outcomes for their children points to a need for evidence-based interventions for parents of children with disabilities.In Study 1, researchers compared the effectiveness of two interventions in reducing depressive symptoms in parents of children with cognitive disabilities. Researchers recruited 30 parents of children with intellectual disorders from the contact list of an affluent community wellness center and randomly assigned them to a meditation (M) group or a humanistic psychotherapy (HP) group. Both groups were led by peer mentors trained in specific interventions who taught and demonstrated the techniques to the participants during the weekly sessions. Participants completed self-report measures of depressive symptoms at baseline (pre-test) , 4 weeks into the intervention (midpoint) , at the end of the 8-week program (post-test 1) , and 4 weeks after the program ended (post-test 2) . The findings are shown in Figure 1.

Figure 1 Depressive symptoms at pre-test, midpoint, post-test 1, and post-test 2 (Note: * indicates p < .05.) In Study 2, researchers examined the impact of coping strategies on distress in 80 parents of children with muscular dystrophy. Participants were asked to think of a recent stressful, threatening event and report whether they had classified their future expectancy for the event as "changeable" (situation is able to be modified) or "unchangeable" (situation is not able to be modified) . They were then asked whether they attempted to cope with the event primarily by regulating their emotions (emotion-focused) or by modifying aspects of the situation (problem-focused) , such as seeking help from others. Lastly, they were surveyed about their level of distress after they tried to cope with the stressor. Figure 2 illustrates the findings.

Figure 2 Average level of distress by coping strategy (emotion-focused vs. problem-focused) and future expectancy appraisal for the threatening event (Note: * indicates p < .05.)
-Based on Figure 2, the most accurate conclusion is that:

Quizplus · Accepted Answer

11ecba2d_0db1_985d_a3bf_99c6b3f54bd3_MD0008_00 Appraisal theory states that one's appraisal (evaluation) of a stimulus determines one's emotional response. In a primary appraisal, an individual classifies a stimulus as threatening, positive, or irrelevant. For stimuli deemed threatening, a secondary appraisal takes place in which the individual evaluates whether their resources/abilities are sufficient to cope with the stressor. Study 2 investigated the level of distress resulting from different coping strategies, depending on whether participants viewed a threatening event (ie, primary appraisal) as "changeable" or "unchangeable" in the future (ie, an aspect of secondary appraisal). Results (Figure 2) showed that for "unchangeable" events, average levels of distress were not significantly different between participants who used either emotion-focused or problem-focused coping. For "changeable" events, participants who used problem-focused coping experienced significantly less distress than those who used emotion-focused coping. Therefore, the most accurate conclusion is that whether one coping strategy results in lower distress than the other depends on the future expectancy appraisal of the event. (Choice A) Figure 2 does not combine emotion-focused and problem-focused coping for either type of appraisal (ie, changeable or unchangeable) and compare the overall distress levels. (Choice B) For events viewed as "unchangeable," there was no significant difference in the level of distress resulting from emotion-focused and problem-focused coping. (Choice D) Study 2 did not assess baseline levels of distress, so it is not possible to determine how distress changed compared to baseline. Educational objective: Appraisal theory states that one's evaluation of a stimulus determines one's emotional response. In a primary appraisal, an individual determines whether a stimulus is a threat, positive, or irrelevant. If it is deemed a threat, the individual evaluates whether their resources are sufficient to cope with the stressor in the secondary appraisal.

Passage The Diagnosis of a Child with a Serious Disability Significantly