Analogue

A study was conducted using the analogue methodology on 146 children from Grades 3, 5 and 7, in order to understand how children react to various stressors and how it could help in their development and coping skills. Two groups were formed, the first group was exposed to low threat scenarios and the second group was exposed to lower threat scenarios.

The stressors that were introduced threatened sociological needs for relatedness, competence and autonomy in the children. The children were shown eight videotaped vignettes of parental, peer and interpersonal events which were known to be common and distressing to children.

Through the analogue study it was found that children found higher threat scenarios more distressing than lower threat scenarios, the children showed an inclination to escape higher threat scenarios. Younger children appraised more distress and less threat than older children, it was also appraised that girls displayed higher level of distress than boys.

They were distressed when they were shown threatening scenarios, they expressed sadness to scenarios, and felt insecure while watching competence appraisal vignettes they also displayed a high degree of fear to parent stressors and dyadic conflicts.

This study was done, in order to understand the tenets of the ‘motivational theory of stress and coping’. It is hoped that the analogue procedure and measures developed for these studies will be useful in future research on children’s appraisals of a range of stressful events and for studies of children’s development and individual differences in stress appraisal and coping responses.

This study was conducted by Dr. Melanie Zimmer-Gembeck, Daniel Lees, Graham Bradley, Ellen Skinner and was published as “use of an analogue method to examine children’s appraisal of threat and emotions in response to stressful events “in the journal, Motivation and Emotion.

Drawbacks in the Traditional Analogue Methodology

In the present case study few associations were found when children’s appraisals of stress and coping responses were co-related with children’s temperament. (Negative reactivity, task persistence, approach/withdrawal and activity)

Another disadvantage of analogue research is the question of applicability to relevant clinical populations, it is important that psychologists be cautious in assuming that the findings of a specific analogue study can be generalized to other populations.

New Analogue Methodology

A new analogue methodology has been developed, that provides greater experimental rigor than past procedures, in this procedure children are exposed to vividly described vignettes which are then followed by brief tightly defined videotaped presentation of target stressors.

The advantage of this methodology is:

a.       We could elicit children’s responses to very precisely defined behavior so that one could isolate the effect of a particular behavior.

b.      The presentation is less repetitious and therefore more engaging because videotaped story stems so not have to be repeatedly presented.

Based on an initial test with 50 children it was  found that even very young children are responsive to this methodology and children’s reaction to one or more scenario’s can be obtained in a single session even among pre-schoolers.

The new analogue methodology children’s emotional reactions to stressors have provided an empirical basis for making statistically significant and fine-grained distinction between constructive and destructive behavior. (Geeke-Morey, 1999)

Conclusion

The analogue method of assessment directly examines how children appraise and cope with hypothetical stressful events across different domains (parent, peer and intrapersonal). It significantly contributes to research literature given that measures currently used in the field are typically based adults conceptualization of cognitive appraisal and coping processes, as well as, check list questionnaire and interview methods.

References

Daniel C Lees,” Psychology; Study data from Griffith University Update Understanding of Psychology”

John Howard Grych, Frank D. Fincham, “Inter- parental Conflict And Child Development: Theory, Research, and Applications” pg 49

Johnson Mark , “Presentation Format In Analogue Studies Effects On Participants Evaluation”, the Journal Of Psychology.

Melanie Zimmer-Gembeck , Daniel Lees, Graham Bradley, Ellen Skinner, ”Use of an Analogue Method to Examine Children’s Appraisal Of Threat And Emotions in Response To Stressful Events ”