Positive effects of communal coping in the aftermath of a collective trauma: The case of the 2010 Chilean earthquake
Positive effects of communal coping in the aftermath of a collective trauma: The case of the 2010 Chilean earthquake
Main Article Content
Abstract
A cross-sectional study examines the relationship between participation in secular demonstrations, spiritual rituals, and communal coping, as well as the question whether these strategies might serve as triggers of post-traumatic growth, and enhance social well-being. A communal coping scale, showing satisfactory structural validity, was administered to a quasi-random sample (N = 517) of people affected by an earthquake in Chile in 2010. The results indicated that adaptive forms, such as communal reappraisal, regulated emotional expression, communal distraction, and communal searching for social support, were associated with social well-being (SWB) and post-traumatic growth (PTG). Participation in spiritual rituals was specifically related to communal reappraisal and contributed to post-traumatic growth. On the other hand, participation in secular collective gatherings also reinforced post-traumatic growth, as well as social well-being, but not through communal reappraisal. Overall, this study confirmed social functions of collective ritualized activities, which through the reinforcement of in-group interaction, foster individual post-traumatic growth and social well-being of people affected by a collective trauma, like an earthquake. Results are discussed in the framework of a collective positive psychology approach on micro- and macro-social processes of coping and their implications for social well-being.
References
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Crapanzano, A. M., Frick, P. J. y Terranova, A. M. (2010). Patterns of physical and relational aggression in a school-based sample of boys and girls. Journal of Abnormal Child Psychology, 38, 433---445.
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Gázquez, J. J., Cangas, A. J., Pérez-Fuentes, M. C. y Lucas, F. (2009). Teachers’ perception of school violence in a sample from three European countries. European Journal of Psychology of Education, 24, 49---59.
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Hu, L. y Bentler, P. M. (1999). Cutoff criteria for fit indices in covariance structure analysis. Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1---55.
Inglés, C. J., Torregrosa, M. S., García-Fernández, J. M., Martínez-Monteagudo, M. C., Estévez, E. y Delgado, B. (2014). Conducta agresiva e inteligencia emocional en la adolescencia. European Journal of Education and Psychology, 7(1), 29---41.
Inglés, C. J., Gonzálvez-Maciá, C., García-Fernández, J. M., Vicent, M. y Martínez-Monteagudo, M. C. (2015). Current status of research on school refusal. European Journal of Education and Psychology, 8(1), 37---52.
Little, T. D., Jones, S. M., Henrich, C. C. y Hawley, P. H. (2003). Disentangling the ‘whys’ from the ‘whats’ of aggressive behavior. International Journal of Behavioral Development, 27(2), 122---133.
Marsee, M.A., Kimonis, E.R. y Frick, P.J. (2004). Peer Conflict Scale. Unpublished rating scale, University of New Orleans.
Marsee, M. A., Barry, C. T., Childs, K. K., Frick, P. J., Kimonis, E. R., Muñoz, L. C., et al. (2011). Assessing the forms and functions of aggression using self-report: Factor structure and invariance of the Peer Conflict Scale in youths. Psychological Assessment, 23(3), 792---804.
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Marsee, M. A. y Frick, P. J. (2010). Callous-unemotional traits and aggression in youth. En W. Arsenio y E. Lemerise (Eds.), Emotions, aggression, and morality in children: Bridging development and psychopathology (pp. 137---156). Washington, DC: American Psychological Association.
Muñoz, L. C., Frick, P. J., Kimonis, E. R. y Aucoin, K. J. (2008). Types of aggression, responsiveness to provocation, and callousunemotional traits in detained adolescents. Journal of Abnormal Child Psychology, 36(1), 15---28.
Orve, I. y Calvete, E. (2010). Elaboración y validación de un cuestionario para medir la exposición a la violencia en infancia y adolescencia. International Journal of Psychology and Psychological Therapy, 10(2), 279---292.
Ostrov, J. M. y Crick, N. R. (2007). Forms and functions of aggression during early childhood: A short-term longitudinal study. School Psychology Review, 36, 22---43.
Pérez-Fuentes, M. C., Gázquez, J. J., Mercader, I., Molero, M. M. y García, M. M. (2011). Rendimiento académico y conductas antisociales y delictivas en alumnos de educación secundaria obligatoria. International Journal of Psychology and Psychological Therapy, 11(3), 401---412.
Pérez-Fuentes, M., Gázquez, J., Molero, M., Cardila, F., Martos, A., Barragán, A., et al. (2015). Impulsividad y consumo de alcohol y tabaco en adolescentes. European Journal of Investigation in Health, Psychology and Education, 5(3), 371---382.
Polman, H., Orobio de Castro, B., Koops, W., van Boxtel, H. W. y Merk, W. W. (2007). A metaanalysis of the distinction between reactive and proactive aggression in children and adolescents. Journal of Abnormal Child Psychology, 35(4), 522---535.
Raine, A., Dodge, K., Loeber, R., Gatzke-Kopp, L., Lynam, D., Reynolds, C., et al. (2006). The Reactive-Proactive Aggression Questionnaire: Differential correlates of reactive and proactive aggression in adolescent boys. Aggressive Behavior, 32(2), 159---171.
Russell, J. (2014). The structure of child and adolescent aggression: Confirmatory factor analysis of a brief peer conflict scale. University of New Orleans Theses and Dissertations.
Thornton, L. C., Frick, P. J., Crapanzano, A. M. y Terranova, A. M. (2013). The incremental utility of callous-unemotional traits in predicting aggression and bullying in a community sample of boys and girls. Psychological Assessment, 31(2), 256---270.
Valle, A., Regueiro, B., Estévez, I., Piñeiro, I., Rodríguez, S. y Freire, C. (2015). Implicación y motivación hacia los deberes escolares en los estudiantes de primaria según el rendimiento académico y el curso. European Journal of Investigation in Health, Psychology and Education, 5(3), 345---355.
Andreu, J. M., Peña, M. E. y Graña, J. L. (2002). Adaptación psicométrica de la versión española del Cuestionario de Agresión. Psicothema, 14, 476---482.
Andreu, J. M., Peña, M. E. y Ramírez, J. M. (2009). Cuestionario de Agresión Reactiva y Proactiva: un instrumento de medida de la agresión en adolescentes. Revista de Psicopatología Clínica, 14(1), 37---49.
Berkowitz, L. (1993). Aggression: Its causes, consequences, and control. New York: Academic Press.
Brown, K., Atkins, M. S., Osborne, M. L. y Milnamow, M. (1996). A revised teacher rating scale for reactive and proactive aggression. Journal of Abnormal Child Psychology, 24(4), 473---479.
Browne, M. W. y Cudeck, R. (1993). Alternative ways of assessing model fit. En K. A. Bollen y J. S. Long (Eds.), Testing structural equation models (pp. 136---162). Newbury Park, CA: Sage.
Buss, A. H. y Perry, M. (1992). The Aggression Questionnaire. Journal of Personality and Social Psychology, 63(3), 452---459.
Byrne, B. M. (2000). Structural equation modeling with AMOS. Basic concepts, applications and programming. New Jersey: Lawrence Erlbaum Associates.
Cangas, A. J., Gázquez, J. J., Pérez-Fuentes, M. C., Padilla, D. y Miras, F. (2007). La evaluación de la violencia escolar y su afectación personal en una muestra de estudiantes europeos. Psicothema, 19, 114---119.
Card, N. A., Stucky, B. D., Sawalani, G. M. y Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence: A meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79(5), 1185---1229.
Card, N. A. y Little, T. D. (2006). Proactive and reactive aggression in childhood and adolescence: A meta-analysis of differential relational with psychological adjustment. International Journal of Behavioral Development, 30(5), 466---480.
Crapanzano, A. M., Frick, P. J. y Terranova, A. M. (2010). Patterns of physical and relational aggression in a school-based sample of boys and girls. Journal of Abnormal Child Psychology, 38, 433---445.
Dodge, K. A. (1991). Emotion and social information processing. En J. Garber y K. A. Dodge (Eds.), The development of emotion regulation and dysregulation (pp. 159---181). New York: Cambridge University Press.
Fite, P. J., Stauffacher, K., Ostrov, J. M. y Colder, C. R. (2008). Replication and extension of Little et al. (2003) forms and functions of aggression measure. International Journal of Behavioral Development, 32(3), 238---242.
Frick, P. J., Barry, C. T. y Kamphaus, R. W. (2010). Self-report inventories. En P. J. Frick, C. T. Barry, y R. W. Kamphaus (Eds.), Clinical assessment of child and adolescent personality and behavior (pp. 101---139). London: Springer US.
Gázquez, J. J., Cangas, A. J., Pérez-Fuentes, M. C., Padilla, D. y Cano, A. (2007). Percepción de la violencia escolar por parte de los familiares: un estudio comparativo en cuatro países europeos. International Journal of Clinical and Health Psychology, 7(1), 93---104.
Gázquez, J. J., Cangas, A. J., Pérez-Fuentes, M. C. y Lucas, F. (2009). Teachers’ perception of school violence in a sample from three European countries. European Journal of Psychology of Education, 24, 49---59.
Gázquez, J. J., Pérez-Fuentes, M. C., Carrión, J. J. y Santiuste, V. (2010). Estudio y análisis de conductas violentas en educación secundaria en España. Universitas Psychologica, 9(2), 371---380.
Gázquez, J., Pérez-Fuentes, M., Molero, M., Martos, Á., Cardila, F., Barragán, A., et al. (2015). Adaptación española del Cuestionario de Expectativas del Alcohol en Adolescentes. European Journal of Investigation in Health, Psychology and Education, 5(3), 357---369.
Gázquez, J. J., Pérez-Fuentes, M. C., Carrión, J. J., Luque, A. y Molero, M. M. (2015). Interpersonal value profiles and analysis to adolescent behavior and social attitudes. Revista de Psicodidáctica, 20(2), 321---337.
Gázquez, J. J., Sainz, J., Pérez-Fuentes, M. C., Molero, M. M. y Soler, F. J. (2015). Interpersonal value profiles and analysis of adolescent academic performance and social thinking. Frontiers in Psychology, 6, 575.
Herrera, M., Romera, E. M., Ortega, R. y Gómez, O. (2016). Influence of social motivation, self-perception of social efficacy and normative adjustment in the peer setting. Psicothema, 28(1), 32---39.
Hu, L. y Bentler, P. M. (1999). Cutoff criteria for fit indices in covariance structure analysis. Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1---55.
Inglés, C. J., Torregrosa, M. S., García-Fernández, J. M., Martínez-Monteagudo, M. C., Estévez, E. y Delgado, B. (2014). Conducta agresiva e inteligencia emocional en la adolescencia. European Journal of Education and Psychology, 7(1), 29---41.
Inglés, C. J., Gonzálvez-Maciá, C., García-Fernández, J. M., Vicent, M. y Martínez-Monteagudo, M. C. (2015). Current status of research on school refusal. European Journal of Education and Psychology, 8(1), 37---52.
Little, T. D., Jones, S. M., Henrich, C. C. y Hawley, P. H. (2003). Disentangling the ‘whys’ from the ‘whats’ of aggressive behavior. International Journal of Behavioral Development, 27(2), 122---133.
Marsee, M.A., Kimonis, E.R. y Frick, P.J. (2004). Peer Conflict Scale. Unpublished rating scale, University of New Orleans.
Marsee, M. A., Barry, C. T., Childs, K. K., Frick, P. J., Kimonis, E. R., Muñoz, L. C., et al. (2011). Assessing the forms and functions of aggression using self-report: Factor structure and invariance of the Peer Conflict Scale in youths. Psychological Assessment, 23(3), 792---804.
Marsee, M. A., Frick, P. J., Barry, C. T., Kimonis, E. R., Muñoz, L. C. y Aucoin, K. J. (2014). Profiles of the forms and functions of selfreported aggression in three adolescent samples. Development and Psychopathology, 26(3), 705---720.
Marsee, M. A. y Frick, P. J. (2010). Callous-unemotional traits and aggression in youth. En W. Arsenio y E. Lemerise (Eds.), Emotions, aggression, and morality in children: Bridging development and psychopathology (pp. 137---156). Washington, DC: American Psychological Association.
Muñoz, L. C., Frick, P. J., Kimonis, E. R. y Aucoin, K. J. (2008). Types of aggression, responsiveness to provocation, and callousunemotional traits in detained adolescents. Journal of Abnormal Child Psychology, 36(1), 15---28.
Orve, I. y Calvete, E. (2010). Elaboración y validación de un cuestionario para medir la exposición a la violencia en infancia y adolescencia. International Journal of Psychology and Psychological Therapy, 10(2), 279---292.
Ostrov, J. M. y Crick, N. R. (2007). Forms and functions of aggression during early childhood: A short-term longitudinal study. School Psychology Review, 36, 22---43.
Pérez-Fuentes, M. C., Gázquez, J. J., Mercader, I., Molero, M. M. y García, M. M. (2011). Rendimiento académico y conductas antisociales y delictivas en alumnos de educación secundaria obligatoria. International Journal of Psychology and Psychological Therapy, 11(3), 401---412.
Pérez-Fuentes, M., Gázquez, J., Molero, M., Cardila, F., Martos, A., Barragán, A., et al. (2015). Impulsividad y consumo de alcohol y tabaco en adolescentes. European Journal of Investigation in Health, Psychology and Education, 5(3), 371---382.
Polman, H., Orobio de Castro, B., Koops, W., van Boxtel, H. W. y Merk, W. W. (2007). A metaanalysis of the distinction between reactive and proactive aggression in children and adolescents. Journal of Abnormal Child Psychology, 35(4), 522---535.
Raine, A., Dodge, K., Loeber, R., Gatzke-Kopp, L., Lynam, D., Reynolds, C., et al. (2006). The Reactive-Proactive Aggression Questionnaire: Differential correlates of reactive and proactive aggression in adolescent boys. Aggressive Behavior, 32(2), 159---171.
Russell, J. (2014). The structure of child and adolescent aggression: Confirmatory factor analysis of a brief peer conflict scale. University of New Orleans Theses and Dissertations.
Thornton, L. C., Frick, P. J., Crapanzano, A. M. y Terranova, A. M. (2013). The incremental utility of callous-unemotional traits in predicting aggression and bullying in a community sample of boys and girls. Psychological Assessment, 31(2), 256---270.
Valle, A., Regueiro, B., Estévez, I., Piñeiro, I., Rodríguez, S. y Freire, C. (2015). Implicación y motivación hacia los deberes escolares en los estudiantes de primaria según el rendimiento académico y el curso. European Journal of Investigation in Health, Psychology and Education, 5(3), 345---355.