Skinner / Zimmer-Gembeck The Development of Coping

Stress, Neurophysiology, Social Relationships, and Resilience During Childhood and Adolescence
1. Auflage 2016
ISBN: 978-3-319-41740-0
Verlag: Springer Nature Switzerland
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 344 Seiten

This book traces the development of coping from birth to emerging adulthood by building a conceptual and empirical bridge between coping and the development of regulation and resilience. It offers a comprehensive overview of the challenges facing the developmental study of coping, including the history of the concept, critiques of current coping theories and research, and reviews of age differences and changes in coping during childhood and adolescence. It integrates multiple strands of cutting-edge theory and research, including work on the development of stress neurophysiology, attachment, emotion regulation, and executive functions.
In addition, chapters track how coping develops, starting from birth and following its progress across multiple qualitative shifts during childhood and adolescence. The book identifies factors that shape the development of coping, focusing on the effects of underlying neurobiological changes, social relationships, and stressful experiences. Qualitative shifts are emphasized and explanatory factors highlight multiple entry points for the diagnosis of problems and implementation of remedial and preventive interventions.
Topics featured in this text include:Developmental conceptualizations of coping, such as action regulation under stress.
Neurophysiological developments that underlie age-related shifts in coping.
How coping is shaped by early adversity, temperament, and attachment.
How parenting and family factors affect the development of coping. 
The role of coping in the development of psychopathology and resilience.The Development of Coping is a must-have resource for researchers, professors, and graduate students as well as clinicians and related professionals in developmental, clinical child, and school psychology, public health, counseling, personality and social psychology, and neurophysiological psychology as well as prevention and intervention science.


Ellen A. Skinner, Ph.D., is a leading expert on the development of children's motivation, coping, and academic identity in school. She is a Professor in the Psychology Department at Portland State University, in Portland Oregon. As part of Psychology's concentration in Developmental Science and Education, her research explores ways to promote students' constructive coping, ongoing classroom engagement (marked by hard work, interest, and enthusiasm), and perseverance in the face of obstacles and setbacks. She is especially focused on two ingredients that shape motivational resilience: (1) close relationships with teachers, parents, and peers, and (2) academic work that is authentic and intrinsically motivating. 
Melanie J. Zimmer-Gembeck, Ph.D., is a leading expert on social relationships, stress and coping, and autonomy and identity during adolescence. She is a Professor in the School of Applied Psychology and Menzies Health Institute of Queensland, at Griffith University in Queensland, Australia. She also directs The Family Interaction Program, a center that develops, pilots, evaluates and disseminates innovative programs for children, adolescents, and families, focusing especially on building family supports for children aged 1 to 12. Her broad range of research interests and funded projects include parent-infant attachment, stress and other important family issues, adolescent development as associated with couple (dating), peer and family relationships, adolescent sexual behavior and sexuality, the development of emotional, cognitive and behavioral regulation, interpersonal rejection and sensitivity to rejection, and appearance-related concerns.

Autoren/Hrsg.

Skinner, Ellen A.

Zimmer-Gembeck, Melanie J.

Inhaltsverzeichnis

1;Preface;6
1.1;Stress, Risk, and Resilience;6
1.2;The Study of Coping;7
1.3;Development and Coping;8
1.4;Purpose of this Book;10
2;Contents;12
3;About the Authors;18
4;Constructing “Developmentally-Friendly” Conceptualizations of Coping;19
5;1 Coping as Action Regulation under Stress;20
5.1;1.1 Coping as a Fundamental Adaptive Process;21
5.1.1;1.1.1 Overview of Conceptualizations of Coping and a Focus on Individual Differences;22
5.1.2;1.1.2 Multi-level Integrative Systems Frameworks: Coping, Regulation, and Resilience;25
5.2;1.2 Developmentally-Friendly Conceptualizations of Coping;29
5.2.1;1.2.1 Coping as Regulation under Stress;29
5.2.2;1.2.2 Coping and Emotion Regulation;31
5.2.3;1.2.3 Action and Action Theories;32
5.2.4;1.2.4 The Nature of Regulation;34
5.2.5;1.2.5 Coping Is Built on Action Tendencies;36
5.2.6;1.2.6 Stress and Regulation;38
5.3;1.3 Summary of Developmental Conceptualizations of Coping;41
6;2 Ways and Families of Coping as Adaptive Processes;43
6.1;2.1 The Structure of Coping;44
6.1.1;2.1.1 Lower-Order Ways of Coping;46
6.1.2;2.1.2 Higher-Order Dimensions and Categories of Coping;47
6.1.3;2.1.3 Families of Coping as Serving Adaptive Functions;50
6.2;2.2 “Good News” and “Bad News” Ways of Coping;57
6.2.1;2.2.1 Developmentally Adaptive Families of Coping;58
6.2.2;2.2.2 The Balance Between Challenge and Threat;60
6.2.3;2.2.3 Good News Families of Coping;62
6.3;2.3 Summary of Ways and Families of Coping;64
7;Review of Research on the Development of Stress Reactivity and Ways of Coping;66
8;3 Age Differences and Changes in Ways of Coping across Childhood and Adolescence;67
8.1;3.1 Looking for Qualitative Shifts in Coping across Childhood and Adolescence;68
8.2;3.2 Age Differences and Changes in Each of the Coping Families;70
8.3;3.3 Beyond Quantitative Changes in Mean Levels of Individual Ways of Coping;74
8.4;3.4 Summary of Age Differences and Changes in Ways of Coping;76
9;4 Neurophysiological Developments that underlie Age-related Changes in Coping;77
9.1;4.1 Neuroanatomical Systems involved in Stress Reactivity, Regulation, and Coping;77
9.1.1;4.1.1 Neurophysiology of Stressful Encounters;78
9.1.2;4.1.2 Stress Reactivity and Regulation as Complex Dynamic Systems;86
9.2;4.2 The Assessment of Neurophysiological Structure and Function;88
9.3;4.3 The Development of the Multi-level Neurophysiological Systems that Underlie Coping;91
9.3.1;4.3.1 Development of the Neurophysiology of Stress Reactivity, Threat Detection, and Coping;93
9.3.2;4.3.2 Development of the Neurophysiology of Regulation and Coping;100
9.4;4.4 Summary of the Development of the Neurophysiological Systems Underlying Coping;105
10;Normative Development of Adaptive Coping within the Context of Relationships with Caregivers;108
11;5 Development of “Coping” in Newborns: Neurophysiological Stress Reactivity and “External Coping” via the Caregiver;116
11.1;5.1 Threat Detection and Stress Reactivity: Development of Neurophysiological Subsystems;117
11.2;5.2 Attachment, the Development of “External” Coping, and the Omnibus Coping Strategy of “Proximity Seeking”;120
11.3;5.3 Development of a Neurophysiological System that Responds to “External Coping” by the Caregiver;121
11.4;5.4 Social Tuning of the Neurophysiological Stress Reactivity and Recovery System;123
11.5;5.5 The Emergence of a Hierarchy of Reactivity, Regulatory, and Coping Processes;125
11.6;5.6 Summary of Transformations of the Coping System during the Neonatal Period;126
12;6 Development of Coping during Infancy: Implicit Appraisals, Intentional Action Regulation, and Co-regulated Coping Systems;128
12.1;6.1 Threat Detection and Stress Reactivity: Emergence of Appraisal Systems that Increasingly Guide Action Readiness;129
12.2;6.2 Action Regulation: Development of Intentionality and Goal-Directed Coping;132
12.3;6.3 Changing Role of Social Partners: Development of a Co-regulatory Coping System;135
12.4;6.4 Development of Stress Resistance and Stress Resilience;137
12.5;6.5 Summary of Transformations of the Coping System during Infancy;141
13;7 Development of Coping during Toddlerhood: Explicit Appraisals, Emotional Action Regulation, and Cooperative Coping Systems;142
13.1;7.1 Threat Detection and Stress Reactivity: Explicit Appraisals of Threat and Challenge;143
13.2;7.2 Action Regulation: From Emotional Action Regulation to Self-awareness in Coping;146
13.3;7.3 Changing Role of Social Partners: Emotion Socialization and Coping “Coaching”;149
13.4;7.4 Shared Intentionality and the Emergence of a Cooperative Coping System;151
13.5;7.5 Reorganization of the Coping System during Toddlerhood;152
13.6;7.6 Summary of Transformations of the Coping System during Toddlerhood;154
14;8 Development of Coping during Early Childhood: Inferential Appraisals, Voluntary Action Regulation, and Individual Coping Systems;156
14.1;8.1 Threat Detection and Appraisal: Incorporating Emotion Understanding and Theory of Mind;157
14.2;8.2 Regulatory Subsystems: Development of Attention Networks and Coping;160
14.3;8.3 Emergence of Voluntary Self-regulation and Coping;164
14.4;8.4 Integration of Appraisal and Regulation: Development of Understanding and Control;167
14.5;8.5 Development of Voluntary Action Regulation and the Emergence of Intrapersonal Coping;168
14.6;8.6 Development of Conscience and the Emergence of Autonomous Coping;169
14.7;8.7 Changing Role of Social Partners: Development of Intrapersonal Coping;171
14.8;8.8 Summary of Transformations of the Coping System during Early Childhood;173
15;9 Development of Coping during Middle Childhood: Cognitive Reappraisal, Mental Modes of Coping, and Coordination with Demands;175
15.1;9.1 Threat Detection and Appraisal: Emotional Understanding and Intentional Regulation of Stressful Experiences;176
15.2;9.2 Reappraisal as an Emotion Regulation and Coping Strategy;180
15.3;9.3 Development of Problem-Focused Coping and Executive Functions;183
15.4;9.4 Action Regulation and the Emergence of Mental Means of Coping;188
15.5;9.5 Expanding Repertoire of Coping Strategies and Better Coordination with Demands;191
15.6;9.6 “Mental” Participation of Social Partners and Coping Coaching;193
15.7;9.7 Summary of Transformations of the Coping System during Middle Childhood;194
16;10 Development of Coping during Adolescence: Heightened Reactivity, Pro-active Regulation, and Increased Coping Flexibility;196
16.1;10.1 Enhanced Threat Detection and Stress Reactivity: Recalibrating Neurophysiological Systems;198
16.2;10.2 Development of Appraisals: Affective Theory of Mind and a Two-Level Emotion Theory;200
16.3;10.3 Development of Regulatory Capacity: Changing Balance among Multiple Subsystems;203
16.4;10.4 Emergence and Integration of Meta-capacities in Coping;211
16.5;10.5 Changing Role of Social Partners as Proactive Monitoring and Dependable Backup Systems;214
16.6;10.6 Summary of Transformations of the Coping System during Adolescence;216
17;Foundations of Coping and Its Differential Development;221
18;11 Early Adversity, Temperament, Attachment, and the Differential Development of Coping;225
18.1;11.1 Early Adversity and the Differential Development of Coping;226
18.1.1;11.1.1 Possible Mechanisms through which Adversity Shapes Stress Reactivity;228
18.1.2;11.1.2 Developmentally-Graded Effects of Adversity on Coping;232
18.1.3;11.1.3 Intervention Implications of Neuroplasticity and Experience-Dependent Effects;235
18.2;11.2 Temperament and the Differential Development of Coping;236
18.2.1;11.2.1 Differential Patterns of Temperamental Dimensions;237
18.2.2;11.2.2 Balance and Regulation of the Defensive and Appetitive Systems;241
18.3;11.3 Attachment Relationships and the Differential Development of Coping;242
18.3.1;11.3.1 Caregiving and the Development of Coping;242
18.3.2;11.3.2 Qualities of Attachment and the Differential Development of Coping;244
19;12 Parenting, Family Stress, Developmental Cascades, and the Differential Development of Coping;249
19.1;12.1 Parent–Child Relationships and the Differential Development of Coping;249
19.1.1;12.1.1 Dimensions of Parenting and Children’s Coping;252
19.1.2;12.1.2 A Systems View on Parenting and Children’s Coping;254
19.1.3;12.1.3 Goals of Parenting and the Differential Development of Coping;259
19.2;12.2 The Stress of Caregiving: Stressful Family Systems and the Differential Development of Coping;260
19.2.1;12.2.1 Stressful Family Systems;263
19.3;12.3 Cascades in the Differential Development of Coping;265
19.3.1;12.3.1 Maladaptive Coping as a Marker of Developmental Difficulties;267
19.3.2;12.3.2 Internal Dynamics Can Amplify Maladaptive Patterns of Coping;268
19.3.3;12.3.3 Maladaptive Coping as an Active “Trouble Maker” in Developmental Cascades;270
19.3.4;12.3.4 Self-righting Tendencies in Developmental Cascades;270
20;13 Conclusion: Goals and Strategies for Studying the Development of Coping;272
20.1;13.1 Surfacing and Consolidating Key Themes in the Development of Coping;273
20.1.1;13.1.1 Qualitative Shifts in the Development of the Coping System;274
20.1.2;13.1.2 Multiple Pathways in the Development of Coping;277
20.2;13.2 Future Study of the Development of Coping;280
20.3;13.3 Three Closing Ideas about Lines of Sight into the Development of Coping;282
20.3.1;13.3.1 The Dangers and Safeguards in Developing a System of Coping;283
20.3.2;13.3.2 The Origami of Coping’s Development;287
20.3.3;13.3.3 The Place and Purpose of the Study of Coping;291
20.4;13.4 Conclusion;294
21;References;296
22;Index;337