Coping, regulation, and development during childhood and adolescence.
This chapter identifies four challenges to the study of the development of coping and regulation and outlines specific theoretical and empirical strategies for addressing them. The challenges are (1) to integrate work on coping and processes of emotion regulation, (2) to use the integration of research on neuro-biology and context to inform the study of coping, (3) to explore the implications of dual process conceptualizations of automatic and controlled processes for the development of coping, and (4) to articulate how coping is organized around specific adaptive processes. How researchers resolve these challenges will affect greatly the future contributions that our understanding of coping will make to basic and applied developmental science.
Compas
Bruce E
BE
Vanderbilt-Ingram Cancer Center in Nashville, Tennessee, USA.
D000222:Adaptation, Physiological; D000223:Adaptation, Psychological / Q000502:physiology; D000293:Adolescent; D000294:Adolescent Behavior / Q000502:physiology / Q000523:psychology*; D041923:Adolescent Development / Q000502:physiology; D002648:Child; D002652:Child Behavior / Q000502:physiology / Q000523:psychology*; D002657:Child Development / Q000502:physiology; D002675:Child, Preschool; D003071:Cognition; D004644:Emotions / Q000502:physiology; D006801:Humans; D011599:Psychopathology; D013315:Stress, Psychological / Q000503:physiopathology