00069 Ineffective coping

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00069 Ineffective coping

Definition of the NANDA label

State in which the individual presents an inability to carry out a valid assessment of stressors, to choose adequately the usual responses or to use available resources.

A pattern of invalid appraisal of stressors, with cognitive and/or behavioral efforts, that fails to manage demands related to well-being.

Defining characteristics

• Lack of behaviors aimed at achieving goals or solving problems, including inability to deal with the difficulty in organizing information.
• Sleep disorders.
• Abuse of chemical agents.
• Reduction in the use of social support.
• Use of forms of coping that prevent adaptive behavior.
• Bad concentration.
• Fatigue.
• Inadequate solution of problems.
• Expressions of inability to face the situation or to ask for help.
• Inability to meet basic needs.
• Destructive behavior towards oneself or towards others.
• Inability to meet the expectations of the role.
• High rate of illness.
• Change in habitual communication patterns.
• Assumption of risks.

Related factors

• Gender differences in coping strategies.
• Lack of confidence in the ability to face the situation.
• Uncertainty.
• Inadequate social support conditioned by the characteristics of the relationships.
• Perception of an inadequate level of control.
• Inadequate resources available.
• High degree of threat.
• Situational or maturing crises.
• Disorder in the patterns of release of tension.
• Lack of opportunities to prepare for stressors.
• Inability to conserve adaptive energies.
• Disturbance in the threat appreciation pattern.

At risk population

• Maturational crisis
• Situational crisis


• Control of aggression.
• Impulse control.
• Execution of the role.
• Preparation of information.
• Social support.
• Overcoming problems.
• Decision making.


• Help to control anger.
• Training to control impulses.
• Environmental management: prevention of violence.
• Increase coping.
• Role empowerment.
• Facilitate learning.
• Enhancement of readiness for learning.
• Increase support systems.
• Promotion of family involvement.
• Support group.
• Support in decision making.

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