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Strategic Response to Coping Scale (SRCS) Test

Understand how kids ages 7 to 11 cope with stress in just 5 minutes. This quick 22 item check spots key coping patterns to guide stronger support at home or school.
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Questions: 225 minutes
Hi! My name is Freudly, i am an AI therapist, I will give you an interpretation of the test after you complete it.
08:30
October 2, 2025
October 2, 2025
Material has been updated
22825 views
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Scale Explorer
How the Scales are Structured
example score
2/5
Distancing (D)
Measures how often a child copes with stress by mentally stepping back from the situation or shifting attention away from it.
Low distancing
Moderate distancing
High distancing
0 – 1: Low distancing | 2 – 3: Moderate distancing | 4 – 5: High distancing
A score of 2 indicates a moderate tendency to use distancing, meaning the child sometimes copes by psychologically stepping back or redirecting attention from stress.
example score
2/5
Externalization (E)
Measures how often a child expresses stress-related emotions outwardly, such as through blaming others or acting out.
Low
Moderate
High
0 – 1: Low | 2 – 3: Moderate | 4 – 5: High
A score of 2 falls in the Moderate range, suggesting the child sometimes responds to stress by expressing emotions outwardly rather than keeping them inside.
example score
3/5
Internalization (I)
Measures how often a child copes with stress by turning feelings inward, including self-blame and keeping worries to themselves.
Low internalization
Moderate internalization
High internalization
0 – 1: Low internalization | 2 – 3: Moderate internalization | 4 – 5: High internalization
A score of 3 indicates a moderate tendency to internalize stress, suggesting the child sometimes keeps concerns and self-blame inside rather than expressing them outwardly.
example score
2/5
Seeking Social Support (SSS)
Measures how often the child seeks help, advice, or comfort from others when stressed.
Low
Moderate
High
0 – 1: Low | 2 – 3: Moderate | 4 – 5: High
A score of 2 suggests the child sometimes turns to others for support in stressful situations, but does not rely on it consistently.
example score
1/5
Problem Solving (PS)
Measures how often the child uses active problem-solving to manage stressful situations.
Low use
Moderate use
High use
0 – 1: Low use | 2 – 3: Moderate use | 4 – 5: High use
A score of 1 indicates the child uses problem-solving strategies infrequently and may more often rely on other coping approaches in stressful situations.
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DATA-BASED USER COHORTS
Who Usually Takes This Test?
School psychologists
41%OF USERS
Use it to quickly understand how a child copes with stress at school and to plan targeted support or corrective work.
Concerned parents
34%OF USERS
Take it to see which coping habits their 7–11-year-old uses and how to help them handle worries more safely.
Teachers and counselors
25%OF USERS
Use it when a student shows tension or behavior changes to choose the right way to communicate and involve support.
BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.
RESULTS YOU CAN ACTUALLY USE
What You’ll See After You Finish the Test
Scale Results
— Explained Clearly
Your scores across each test scale, translated into plain, usable insights. Not just numbers, but what they actually mean for your daily life, emotional state, and overall well-being.
AI-Powered
Interpretation
A structured, clinically grounded explanation. Our AI analyzes patterns and relationships between scales to provide a coherent interpretation — without alarmist language.
Statistical
Comparison
See how you compare to others. Your scores are placed in a statistical context, showing percentiles and trends based on anonymized platform data to help you understand what`s typical.
Practical
Recommendations
Actionable guidance tailored to your profile. Receive clear, realistic suggestions you can apply immediately — focused on coping, self-regulation, and realistic next steps.
AI-Detected
Insights
Key patterns you might not notice on your own. Surfacing subtle connections in your responses that help you better understand what may be driving your current results.
Discuss with
an AI Psychologist
Clarify, reflect, and explore right away. Talk through your outcomes, ask questions, and explore meanings in a calm, non-diagnostic dialogue environment.
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Used in 52+ countries
Benchmarking
See How You Compare
Once you finish the test, your results will be compared with real-world data from people in your country.
Below is a preview of the benchmarks we use to place your score in context.
Distancing (D)
Average
1.8
Normal range
1 — 2.6
min.
0
max.
5
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Externalization (E)
Average
2.3
Normal range
1.7 — 2.9
min.
0
max.
5
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Internalization (I)
Average
2.1
Normal range
1.2 — 3
min.
0
max.
5
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Seeking Social Support (SSS)
Average
2.2
Normal range
1.4 — 3
min.
0
max.
5
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Problem Solving (PS)
Average
1.6
Normal range
0.7 — 2.5
min.
0
max.
5
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
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CLEAR ANSWERS TO COMMON QUESTIONS
Frequently Asked Questions

Any questions left?

What does this questionnaire measure?
It measures how often a child uses different coping strategies when experiencing stress. The items cover problem-solving, seeking support, distancing, internalization, and externalization.
Who is it designed for?
It is designed for children ages 7 to 11. It can be used in school or clinical settings when a brief coping profile is needed.
How long does it take to complete and what is the format?
Completion typically takes about 5 minutes. The questionnaire includes 22 items rated by how often each strategy is used.
How should responses be selected?
Each item should be answered based on what is usually done in stressful situations. Responses should reflect typical behavior rather than what seems most appropriate.
How are results used?
Results identify coping strategies used more or less often and highlight patterns across the five areas. The findings can guide support planning and inform intervention targets.
WHAT THE TEST MEASURES
About This Assessment
Coping Strategies Questionnaire, SRCS Test

Strategic Response to Coping Scale (SRCS) Test

coping behavior

This measure is designed to assess children’s coping responses to stressful situations. The Strategic Response to Coping Scale (SRCS) is a brief self-report tool intended for use with school-age children, typically in late childhood.

The instrument includes 22 items and takes about 5 minutes to complete. Respondents indicate how often they use specific coping strategies, supporting a structured profile of coping patterns that may include problem-focused efforts, seeking social support, distancing, internalizing responses, and externalizing responses.

In clinical and school settings, the Strategic Response to Coping Scale (SRCS) can inform case conceptualization, guide intervention planning, and support monitoring of coping-related change over time, alongside other sources of information (e.g., caregiver report, teacher input, and clinical interview).

Author: richard-s-lazarus, susan-folkman
Literature: Lerner, R. M. (Ed.). Handbook of child psychology and developmental science (7th ed.). Wiley. 2015.; Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. E. Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research. Psychological Bulletin. 2001.; Kochenderfer-Ladd, B., & Skinner, K. Children’s coping strategies. Developmental Psychology. 2002.
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