The Cambridge Handbook of the Development of Coping

Préface
Focuses on how coping develops across the lifespan, drawing together theory and research from across the psychological sciences.

Auteur
Ellen A. Skinner is a Professor in the Developmental Science and Education concentration in the Department of Psychology at Portland State University, USA. She is a leading expert on the development of motivation, coping, and academic identity in school. She conducts research and publishes widely in the developmental and educational sciences, including numerous publications, three books, two edited volumes, and several special issues. With Dr Zimmer-Gembeck, she co-authored multiple seminal works on the development of coping, including several reviews, the first annual review chapter on the topic, and a recent book. Melanie J. Zimmer-Gembeck is Professor in the School of Applied Psychology and the Centre for Mental Health at Griffith University, Australia. After being inspired to study development when she was a PhD student working with Dr Skinner, she has now attracted more than $25 million in research funding and has published more than 300 articles, books, and book chapters. She co-leads the Griffith Centre for Mental Health and is Director of the Family Interaction Program, which has a 20+ year history of evaluating innovative parenting programs helping to improve the family relationships of thousands of Australians.

Texte du rabat
"How people develop and deploy the many skills needed to cope with stress is a topic of enduring interest to science, practice, and general audiences. Stress and coping cut across multiple areas of enquiry, making this Handbook relevant for psychologists, sociologists, neuroscientists, public health experts, educators, and practitioners"--

Résumé
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.

Contenu

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.