title: Challenges to the developmental study of coping.
abstract: We summarize progress in the developmental study of coping, including specification of a multilevel framework, construction of definitions of coping that rely on regulation as a core concept, and identification of developmentally graded members of families of coping. We argue that these accomplishments are a prelude to the real tasks of a developmental agenda: (1) identifying age-graded shifts in how children and adolescents recognize, react to, and deal with the stressors they encounter in their daily lives; (2) determining the developmental processes that underlie these shifts; and (3) describing and explaining differential pathways for negotiating these normative transitions.
authors.affiliation: Department of Psychology at Portland State University, Portland, Oregon, USA.
authors.forename: Ellen A
authors.initials: EA
authors.lastname: Skinner
authors.forename: Melanie J
authors.initials: MJ
authors.lastname: Zimmer-Gembeck
mesh_terms: D000223:Adaptation, Psychological; D000293:Adolescent; D000294:Adolescent Behavior / Q000523:psychology; D041923:Adolescent Development; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D005190:Family / Q000523:psychology; D006801:Humans; D007223:Infant; D007231:Infant, Newborn; D008960:Models, Psychological; D013315:Stress, Psychological; D055815:Young Adult