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Cited by 997Child and Adolescent Psychosocial and Emotional DevelopmentResilience and Mental HealthStudent Stress and Coping

The Development of Coping

Skinner, Ellen A., Zimmer-Gembeck, Melanie J.·2007·Annual Review of Psychology
DOI 10.1146/annurev.psych.58.110405.085705
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Abstract

Abstract Research on coping during childhood and adolescence is distinguished by its focus on how children deal with actual stressors in real-life contexts. Despite burgeoning literatures within age groups, studies on developmental differences and changes have proven difficult to integrate. Two recent advances promise progress toward a developmental framework. First, dual-process models that conceptualize coping as “regulation under stress” establish links to the development of emotional, attentional, and behavioral self-regulation and suggest constitutional underpinnings and social factors that shape coping development. Second, analyses of the functions of higher-order coping families allow identification of corresponding lower-order ways of coping that, despite their differences, are developmentally graded members of the same family. This emerging framework was used to integrate 44 studies reporting age differences or changes in coping from infancy through adolescence. Together, these advances outline a systems perspective in which, as regulatory subsystems are integrated, general mechanisms of coping accumulate developmentally, suggesting multiple directions for future research.

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Crossref · 10.1146/annurev.psych.58.110405.085705

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  • As distraction is a significant way of managing negative emotions, exercising and entertainment interventions have the potential to reduce depression by suspending reality.

    “As distraction is a significant way of managing negative emotions,46 exercising and entertainment interventions have the potential to reduce depression by suspending reality.”

    From Game-based digital interventions for depression therapy: a systematic review and meta-analysis (2014) · cites this paper as [46]

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Authors
Skinner, E. A., & Zimmer-Gembeck, M. J.
Affiliations
  • Portland State University (US)
  • School of Psychology, Griffith University, Gold Coast, Queensland, 9726 Australia;
ORCID
Skinner, Ellen A.
Venue
Annual Review of Psychology
Publisher
Annual Reviews
Published
2007-01-01
Volume
58
Issue
1
Pages
119-144
ISSN
  • 0066-4308 (ISSN-L)
  • 1545-2085
DOI
10.1146/annurev.psych.58.110405.085705
OpenAlex
W2155069270
Cited by
997
References
79
Citations by year
2026: 56 · 2025: 52 · 2024: 56 · 2023: 59 · 2022: 51 · 2021: 70 · 2020: 46 · 2019: 59 · 2018: 51 · 2017: 61 · 2016: 59 · 2015: 59 · 2014: 61 · 2013: 52 · 2012: 43
FWCI
2.84
Type
journal article
Language
en
Open access
closed
Locations
  • Annual Review of Psychology (publishedVersion)
  • PubMed (publishedVersion)
  • Griffith Research Online (submittedVersion)
Funders
Commercializations Promotion Agency for R and D Outcomes
Topics
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
  • Social Sciences › Psychology › Clinical Psychology › Resilience and Mental Health
  • Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
Keywords
childhood stress, adolescence, dual-process models, self-regulation, emotion regulation, behavioral self-regulation, constitutional factors, social factors, developmental framework, systems approach
MeSH terms
Adaptation, Psychological, Adolescent, Age Factors, Child, Child Behavior, Child Development, Child, Preschool, Defense Mechanisms, Emotions, Family, Humans, Infant, Internal-External Control, Problem Solving, Social Support, Stress, Psychological

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