The volume is geared toward researchers working in the broad areas of regulation, coping , stress, adversity, and resilience. For regulation researchers, it offers opportunities to focus on age–graded changes in how these processes function under stress and to consider multiple targets of regulation simultaneously––emotion, attention, behavior––that typically are examined in isolation. For researchers interested in coping, this volume offers invigorating theoretical and operational ideas. For researchers studying stress, adversity, and resilience, this volume highlights coping as one pathway through which exposure to adversity shapes children′s long–term development.
The authors also address cross–cutting developmental themes, such as the role of stress, coping, and social relationships in the successive integration of regulatory subsystems, the emergence of autonomous regulation, and the progressive construction of the kinds of regulatory resources and routines that allow flexible constructive coping under successively higher levels of stress and adversity. All chapters emphasize the importance of integrative multilevel perspectives in bringing together work on the neurobiology of stress, temperament, attachment, regulation, personal resources, relationships, stress exposure, and social contexts in studying processes of coping, adversity, and resilience.
This is the 124th volume of the Jossey–Bass quarterly report series New Directions for Child and Adolescent Development. The mission of New Directions for Child and Adolescent Development is to provide scientific and scholarly presentations on cutting edge issues and concepts in the field of child and adolescent development. Each volume focuses on a specific "new direction" or research topic, and is edited by an expert or experts on that topic.
Introduction 1Ellen A. Skinner, Melanie J. Zimmer–Gembeck
1. Challenges to the Developmental Study of Coping 5Ellen A. Skinner, Melanie J. Zimmer–GembeckThis chapter explores how developmental conceptualizations that emphasize coping as regulation under stress open the way to explore synergies between coping and theoretical and empirical work on agegraded changes in how regulatory processes function under stress.
2. The Influence of Temperament on the Development of Coping: The Role of Maturation and Experience 19M. Rosario Rueda, Mary K. RothbartThis chapter examines how individual differences in temperament are conceptually linked to the development of coping and how this association is modulated by the maturation of brain systems underlying temperament.
3. Emotion–Focused Coping in Young Children: Self and Self–Regulatory Processes 33Claire B. KoppThis chapter explores pathways toward emotion–focused coping among typically developing young children and their more or less average parents portraying characteristic developmental patterns, demands, and stresses.
4. Adaptive Coping Under Conditions of Extreme Stress: Multilevel Influences on the Determinants of Resilience in Maltreated Children 47Dante Cicchetti, Fred A. RogoschThe study of resilience in maltreated children serves as an exemplar of coping under severe stress. This chapter presents a perspective using multiple levels of analysis and incorporating personality, neuroendocrine, neurophysiological, and genetic contributions to adaptive coping.
5. How Social and Cultural Contexts Shape the Development of Coping: Youth in the Inner City as an Example 61Patrick Tolan, Kathryn GrantThis chapter argues that the patterns of coping that children and youth show depend on the stresses they face. Therefore, it is difficult to understand or study coping, or promote it in interventions, unless it is conceptualized as embedded within the overall ecology of stress, including the demands and resources that influence its use, utility, and impact.
6. How the Study of Regulation Can Inform the Study of Coping 75Nancy Eisenberg, Carlos Valiente, Michael J. SulikThis chapter discusses several topics of current interest in the emotionrelated regulation literature that are relevant to coping: conceptual issues related to definitions and types of coping, types of physiological responses deemed to tap emotion regulation that could be exploited in work on coping, and findings on the socialization of self–regulation that have implications for understanding the development of coping.
7. Coping, Regulation, and Development During Childhood and Adolescence 87Bruce E. CompasThis chapter identifies four challenges to the study of the development of coping and regulation and outlines specific theoretical and empirical strategies for addressing them. How researchers resolve these challenges will affect greatly the future contributions that our understanding of coping will make to basic and applied developmental science.
Melanie J. Zimmer–Gembeck is associate professor in the School of Psychology at Griffith University, Australia, and deputy director of the Behavioral Basis of Health, Institute of Health and Medical Research.