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The development of coping.

Ellen A Skinner1, Melanie J Zimmer-Gembeck

  • 1Department of Psychology, Portland State University, Portland, Oregon 97221, USA. skinnere@pdx.edu

Annual Review of Psychology
|August 15, 2006
PubMed
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Children

Area of Science:

  • Developmental Psychology
  • Child Psychology
  • Adolescent Psychology

Background:

  • Coping research traditionally focuses on children's real-life stress responses.
  • Integrating studies on developmental differences in coping has been challenging.
  • Existing literature lacks a cohesive developmental framework for childhood coping.

Purpose of the Study:

  • To develop an integrated developmental framework for childhood and adolescent coping.
  • To synthesize findings on age-related changes and differences in coping mechanisms.
  • To explore the relationship between self-regulation and coping development.

Main Methods:

  • Utilized dual-process models conceptualizing coping as 'regulation under stress'.
  • Analyzed functions of higher-order coping families and their lower-order counterparts.

Related Experiment Videos

  • Integrated findings from 44 studies reporting age differences in coping (infancy to adolescence).

    • Main Results:

    • Dual-process models link coping development to emotional, attentional, and behavioral self-regulation.
    • Identified developmentally graded coping families, showing progression across age groups.
    • A systems perspective emerged, highlighting the accumulation of coping mechanisms.

    Conclusions:

    • Advances in dual-process models and coping family analyses facilitate framework integration.
    • Coping development is viewed as an accumulation of general mechanisms within integrated regulatory subsystems.
    • The proposed framework offers directions for future research on developmental changes in coping.