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The present research investigated the relationship between emotional distress and coping strategies in university students after the death of their parental figure. It was hypothesized that there is likely to be a relationship between emotional distress and coping strategies and there are gender differences in emotional distress and use of coping strategies. Correlational research design was used. Sample was drawn by using purposive sampling strategy. The sample was composed of (N= 160) students from University of the Punjab and University of Engineering and Technology, Lahore. Emotional Distress Inventory (Moscoso, et al., 1999, 2000) and Brief Cope Inventory (Carver, Scheier, & Weintraub, 1989) were administered. Findings of the research revealed significant relationship between emotional distress and coping strategies and non-significant relationship with coping strategies (active coping and acceptance) among university students after the death of parental figure. Results showed non-significant gender differences of emotional distress and of (self-distraction, active coping, use of instrumental support, behavioral disengagement, venting of emotions, planning, acceptance, turning to turning to religion and self-blame) and significant gender differences on subtypes of coping strategies (denial, use of emotional support). Counseling programs for the students are recommended to help them deal with their feelings and problems.
Keywords: Emotional distress, coping strategies, death of parental figure
Parents provide children shelter and the necessities of life. The death of parents is one of the most severe traumas that a child can suffer (Davies & Cummings, 2004, Ahrons, 2007). As family roles, relationships, and circumstances change consequently children often tend to be depressed, anxious, angry, demanding and noncompliant, and experience difficulty to cope with situations (Amato, 2001; Hetherington & Hagan, 1999). Emotional distress occurs in reaction to a loss. Coping strategies play an important role in one's ability to adapt to stressful life conditions (Lazarus, 1976).
Moscoso et al., (2000) define emotional distress as feelings of anxiety, anger, depression, and demoralization making distinctions regarding the expression and suppression of angry feelings. Farlex (2010) states that when students are suffering from emotional distress they show noticeable decline in quality of work or writing and class participation, increased absences, or failure to turn in work, prolonged appearance of depression, sad expressions, apathy, tearfulness, distractibility, weight loss, nervousness, agitation, irritability, aggressiveness and non-stop talking. According to Lazarus (1976)...