Development of Coping

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 ofQueensland, 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.

“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)

• Section I: Constructing "Developmentally-Friendly" Conceptualizations of Coping.- ​Chapter 1. Coping as Action Regulation Under Stress.- Chapter 2. Ways and Families of Coping as Adaptive Processes.- Section II: Review of Research on the Development of Stress Reactivity and Ways of Coping.- Chapter 3.Age Differences and Changes in Ways of Coping Across Childhood & Adolescence.- Chapter 4. Neurophysiological Developments that Underlie Age-Related Changes in Coping.- Section III: Normative Development of Coping within the Context of Relationships with Caregivers.- Chapter 5. Development of Coping in Newborns.- Chapter 6. Development of Coping During Infancy.- Chapter 7. Development of Coping During Toddlerhood.- Chapter 8. Development of Coping During Early Childhood.- Chapter 9. Development of Coping During Middle Childhood.- Chapter 10. Development of Coping During Adolescence.- Section IV: Foundations of Coping and its Differential Development.- Chapter 11. Early Adversity, Temperment, Attachment, and the Differential Development of Coping.- Chapter 12. Parenting, Family Stress, Developmental Cascades, and the Differential Development of Coping.- Chapter 13. Conclusion.