The Development of Coping

1. Front Matter

   Pages i-xix

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2. Constructing “Developmentally-Friendly” Conceptualizations of Coping

   1. Front Matter

      Pages 1-1

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   2. Coping as Action Regulation under Stress

      • Ellen A. Skinner, Melanie J. Zimmer-Gembeck

      Pages 3-25

   3. Ways and Families of Coping as Adaptive Processes

      • Ellen A. Skinner, Melanie J. Zimmer-Gembeck

      Pages 27-49

3. Review of Research on the Development of Stress Reactivity and Ways of Coping

   1. Front Matter

      Pages 51-51

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   2. Age Differences and Changes in Ways of Coping across Childhood and Adolescence

      • Ellen A. Skinner, Melanie J. Zimmer-Gembeck

      Pages 53-62

   3. Neurophysiological Developments that underlie Age-related Changes in Coping

      • Ellen A. Skinner, Melanie J. Zimmer-Gembeck

      Pages 63-93

4. Normative Development of Adaptive Coping within the Context of Relationships with Caregivers

   1. Front Matter

      Pages 95-102

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   2. Development of “Coping” in Newborns: Neurophysiological Stress Reactivity and “External Coping” via the Caregiver

      • Ellen A. Skinner, Melanie J. Zimmer-Gembeck

      Pages 103-114

   3. Development of Coping during Infancy: Implicit Appraisals, Intentional Action Regulation, and Co-regulated Coping Systems

      • Ellen A. Skinner, Melanie J. Zimmer-Gembeck

      Pages 115-128

   4. Development of Coping during Toddlerhood: Explicit Appraisals, Emotional Action Regulation, and Cooperative Coping Systems

      • Ellen A. Skinner, Melanie J. Zimmer-Gembeck

      Pages 129-142

   5. Development of Coping during Early Childhood: Inferential Appraisals, Voluntary Action Regulation, and Individual Coping Systems

      • Ellen A. Skinner, Melanie J. Zimmer-Gembeck

      Pages 143-161

   6. Development of Coping during Middle Childhood: Cognitive Reappraisal, Mental Modes of Coping, and Coordination with Demands

      • Ellen A. Skinner, Melanie J. Zimmer-Gembeck

      Pages 163-183

   7. Development of Coping during Adolescence: Heightened Reactivity, Pro-active Regulation, and Increased Coping Flexibility

      • Ellen A. Skinner, Melanie J. Zimmer-Gembeck

      Pages 185-209

5. Foundations of Coping and Its Differential Development

   1. Front Matter

      Pages 211-214

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   2. Early Adversity, Temperament, Attachment, and the Differential Development of Coping

      • Ellen A. Skinner, Melanie J. Zimmer-Gembeck

      Pages 215-238

   3. Parenting, Family Stress, Developmental Cascades, and the Differential Development of Coping

      • Ellen A. Skinner, Melanie J. Zimmer-Gembeck

      Pages 239-261

   4. Conclusion: Goals and Strategies for Studying the Development of Coping

      • Ellen A. Skinner, Melanie J. Zimmer-Gembeck

      Pages 263-286

6. Back Matter

   Pages 287-336

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This book traces the development of coping from birth to emerging adulthood by building a conceptual and empirical bridge between coping and the development of regulation and resilience. It offers a comprehensive overview of the challenges facing the developmental study of coping, including the history of the concept, critiques of current coping theories and research, and reviews of age differences and changes in coping during childhood and adolescence. It integrates multiple strands of cutting-edge theory and research, including work on the development of stress neurophysiology, attachment, emotion regulation, and executive functions.


In addition, chapters track how coping develops, starting from birth and following its progress across multiple qualitative shifts during childhood and adolescence. The book identifies factors that shape the development of coping, focusing on the effects of underlying neurobiological changes, social relationships, and stressful experiences. Qualitative shifts are emphasized and explanatory factors highlight multiple entry points for the diagnosis of problems and implementation of remedial and preventive interventions.


Topics featured in this text include:

• Developmental conceptualizations of coping, such as action regulation under stress.
  
• Neurophysiological developments that underlie age-related shifts in coping.
  
• How coping is shaped by early adversity, temperament, and attachment.
  
• How parenting and family factors affect the development of coping. 
  
• The role of coping in the development of psychopathology and resilience.

The Development of Coping is a must-have resource for researchers, professors, and graduate students as well as clinicians and related professionals in developmental, clinical child, and school psychology, public health, counseling, personality and social psychology, and neurophysiological psychology as well as prevention and intervention science.

• Age differences and coping across adolescence
• Age differences and coping across childhood
• Age-related changes in coping
• Attachment and coping
• Coping and adaptive processes
• Coping and development in childhood
• Developing relationships with caregivers
• Family stress and coping
• Maladaptive coping in adolescence
• Maladaptive coping in childhood
• Neurophysiological developments and coping
• Normative development of adaptive coping
• Parenting and coping
• Temperament and coping

“The Development of Coping is extremely informative, and offers a thoughtfully presented western theory of the development of coping. … The book’s eloquent descriptions and detailed chapters make strong arguments that are logical and include comprehensive reviews of current literature in the field. This book could easily become the seminal book in the field of coping and will be of particular interest for academics as well as for anyone working with children and adolescents.” (Carol Drucker and Brittany Friedrich, PsycCRITIQUES, Vol. 62 (15), April, 2017)

• Psychology Department, Portland State University, Portland, USA

  Ellen A. Skinner

• School of Applied Psychology, Griffith University, Southport, Australia

  Melanie J. Zimmer-Gembeck

Ellen A. Skinner, Ph.D., is a leading expert on the development of children’s motivation, coping, and academic identity in school. She is a Professor in the Psychology Department at Portland State University, in Portland Oregon. As part of Psychology’s concentration in Developmental Science and Education, her research explores ways to promote students’ constructive coping, ongoing classroom engagement (marked by hard work, interest, and enthusiasm), and perseverance in the face of obstacles and setbacks. She is especially focused on two ingredients that shape motivational resilience: (1) close relationships with teachers, parents, and peers, and (2) academic work that is authentic and intrinsically motivating. 


Melanie J. Zimmer-Gembeck, Ph.D., is a leading expert on social relationships, stress and coping, and autonomy and identity during adolescence. She is a Professor in the School of Applied Psychology and Menzies Health Institute of Queensland, at Griffith University in Queensland, Australia. She also directs The Family Interaction Program, a center that develops, pilots, evaluates and disseminates innovative programs for children, adolescents, and families, focusing especially on building family supports for children aged 1 to 12. Her broad range of research interests and funded projects include parent-infant attachment, stress and other important family issues, adolescent development as associated with couple (dating), peer and family relationships, adolescent sexual behavior and sexuality, the development of emotional, cognitive and behavioral regulation, interpersonal rejection and sensitivity to rejection, and appearance-related concerns.

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