The Cambridge Handbook of the Development of Coping
The Cambridge Handbook of the Development of Coping
Melanie J. Zimmer-Gembeck, Griffith University, Queensland
Despite broad interest in how children and youth cope with stress and how others can support their coping, this is the first Handbook to consolidate the many theories and large bodies of research that contribute to the study of the development of coping. The Handbook's goal is field building - it brings together theory and research from across the spectrum of psychological, developmental, and related sciences to inform our understanding of coping and its development across the lifespan. Hence, it is of interest not only to psychologists, but also to neuroscientists, sociologists, and public health experts. Moreover, work on stress and coping touches many areas of applied social science, including prevention and intervention science, education, clinical practice, and youth development, making this Handbook a vital interdisciplinary resource for parents, teachers, clinical practitioners, social workers, and anyone interested in improving the lives of children.
- Describes a multi-level human system that operates on the level of action, but draws on underlying processes, from the neurophysiological to the psychological, to cope with stress
- Draws attention to the social forces that shape the development of coping in children and youth, including support from their close social contexts (e.g., family, peers, and schools) and influences from their community, culture, society, and other macrosystems
- Directly connects coping to other major areas of study in the psychological and neurosciences, such as stress neurophysiology, self-regulation, emotion regulation, executive functioning, and resilience
- Addresses and expands theory and scientific methods to outline the parameters of the field and guide future research
- Explores applications of theory and research on coping in multiple arenas, including education, youth development programs, and intervention and prevention efforts
Reviews & endorsements
'This is a significant and timely volume on a critically important topic. The editors have assembled an outstanding group of scholars to cover all aspects of the complex nature of coping. We all need to understand coping, and this book is just what we need.' L. Alan Sroufe, University of Minnesota, USA
'The Cambridge Handbook of the Development of Coping is a magnificent undertaking with fresh insights on this most useful of constructs from researchers and practitioners. First from a systems perspective, then traversing childhood and adolescence through to adult perspectives, it includes inputs from neuroscience, psychology, interpersonal relationships, and applications. The field of stress and coping continues to grow, and this comprehensive book conveys cutting-edge research to a wide range of professionals, researchers, practitioners, and policy makers in the social sciences.' Erica Frydenberg, University of Melbourne, Australia
Product details
July 2023Hardback
9781108831420
700 pages
251 × 176 × 47 mm
1.44kg
Available
Table of Contents
- 1. A systems perspective on the development of coping: 'we're going to need a bigger boat'
- Part I. Theoretical Perspectives on the Development of Coping:
- 2. Towards a lifespan theory of coping development: a social ecological approach
- 3. Attachment, regulation and the development of coping
- 4. Social context, psychological needs and the development of coping
- 5. Processes of stress resistance, stress resilience: role of behavioral control and the medial prefrontal corte
- Part II. Methods for Studying the Development of Coping:
- 6. Capturing coping: innovative designs and considerations for studying the topography of adolescents' coping
- 7. Resilience and coping in development: pathways to integration
- Part III. Neurophysiological and Experiential Bases of the Development of Coping:
- 8. The development of neurobiology underlying stress and coping
- 9. Biological systems underlying the development of adaptive functioning and coping
- 10. Childhood adversity and the development of coping
- 11. Adolescence, physiological adaptation, and the development of stress responses
- Part IV. Psychological Foundations of the Development of Coping:
- 12. Attention, temperament, self-regulation and the development of coping
- 13. The development of emotion regulation and coping in early childhood
- 14. Towards a more inclusive, contextualized approach to studying executive functions and self-regulation in the context of coping
- 15. The development of accommodative coping: conditions and consequences from a lifespan perspective
- 16. The development of temperament and personality traits and coping in childhood and adolescence
- Part V. Social Contexts and the Development of Coping:
- 17. Coping development as an everyday interpersonal process: broadening definitions and investigations of coping
- 18. Parenting, emotion socialization, and the development of coping
- 19. Temperament, family context and the development of coping
- 20. Interparental conflict, parental relationship dissolution and the development of children's coping
- 21. Autonomy, self-determination and the development of coping in adolescence
- 22. Peer stressors and peer relationship dynamics in the development of coping
- 23. Income, income inequality, community and the development of coping: the reformulated adaptation to poverty-related stress model
- 24. Culture, diversity, context and the development of coping: a phenomenological perspective
- Part VI. Application and the Development of Coping:
- 25. Social media use and misuse, stress and the development of coping
- 26. Clinical treatments for child emotional disorders and the development of coping: the case of irritability
- 27. Fostering the development of academic coping: a multi-level systems perspective
- 28. Youth programs and the development of coping.
