Abstract
Coping and development are interlinked in a bidirectional way, in that development determines coping but how an individual copes also impacts development. The relationship between coping and development provides a framework for understanding how coping can contribute to resilience. Ages and stages of development have an impact and the picture is compounded by the fact that at different stages of the lifecycle individuals are confronted by different stresses.
Until I was 10 my mum and dad were people who said ‘you can do whatever you want’. They were very encouraging and supportive. (Julian, accountant)
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Aldwin, C. (2010). Stress and coping across the lifespan. In The Oxford handbook of stress, health, and coping (pp. 15–34). Oxford, UK: Oxford University Press. doi:10.1093/oxfordhb/9780195375343.013.0002.
Amirkhan, J., & Auyeung, B. (2007). Coping with stress across the lifespan: Absolute versus relative changes in strategy. Journal of Applied Developmental Psychology, 28(4), 298–317.
Australian Institute of Health and Welfare. (2014). Australia’s health 2014. Australia’s health series no. 14. (Cat. no. AUS 178). Canberra: AIHW.
Broderick, P. C., & Korteland, C. (2004). A prospective study of rumination and depression in early adolescence. Clinical Child Psychology and Psychiatry, 9(3), 383–394.
Centre for Research and Innovations. (2007). Understanding the brain: The birth of a learning science. Paris: OECD.
Compas, B. E. (2009). Coping, regulation, and development during childhood and adolescence. New Directions for Child and Adolescent Development, 2009(124), 87–99. doi:10.1002/cd.245.
Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. E. (2001). Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research. Psychological Bulletin, 127(1), 87–127.
Compas, B. E., Worsham, N. L., & Ey, S. (1992). Conceptual and developmental issues in children’s coping with stress. In A. M. La Greca, L. J. Siegel, J. L. Wallander, & C. E. Walker (Eds.), Stress and coping in child health (pp. 7–24). New York: Guilford Press.
Eacott, C., & Clark, N. (2008). From distress to success: Developing a coping language and programs for adolescents. Prevention Researcher, 15(4), 8–12.
Eisenberg, N., Cumberland, A., Spinrad, T. L., Fabes, R. A., Shepard, S. A., Reiser, M., et al. (2001). The relations of regulation and emotionality to children’s externalizing and internalizing problem behavior. Child Development, 72(4), 1112–1134.
Eisenberg, N., Fabes, R. A., & Guthrie, I. K. (1997). Coping with stress: The roles of regulation and development. In S. A. Wolchik & I. Sandler (Eds.), Handbook of children’s coping: Linking theory and intervention (pp. 41–70). New York: Plenum.
Frydenberg, E. (2007). Coping for success. ISBN 978-0-7340-2741-2. University of Melbourne’s eShowcase web site: http://eshowcase.unimelb.edu.au/eshowcase/
Frydenberg, E. (2010). Thinking positively!: A course for developing coping skills in adolescents. London/New York: Continuum.
Frydenberg, E., & Brandon, C. (2002). The best of coping: Developing coping skills for adolescents. South Melbourne, VIC: Oz Child, Children Australia, c2002.
Frydenberg, E., & Brandon, C. (2007). The best of coping: Developing coping skills for adolescents. Camberwell, VIC: ACER Press.
Frydenberg, E., Bugalski, K., Firth, N., Kamsner, S., & Poole, C. (2007). Teaching young people to cope: Benefits and gains for at risk students. Australian Educational and Developmental Psychologist, 23(1), 91–110.
Frydenberg, E., Deans, J., & O’Brien, K. (2012). Developing everyday coping skills in the early years. London: Continuum.
Frydenberg, E., & Lewis, R. (2000). Teaching coping to adolescents: When and to whom? American Educational Research Journal, 37, 727–745.
Frydenberg, E., & Lewis, R. (2009). The Relationship between problem-solving efficacy and coping amongst Australian adolescents. British Journal of Guidance and Counselling, 37(1), 51–64.
Fuhr, M. (2002). Coping humor in early adolescence. Humor- International Journal of Humor Research, 15(3), 283–304.
Gresham, F. M., MacMillan, D. L., & Bocian, K. M. (1996). Learning disabilities, low achievement, and mild mental retardation: More alike than different? Journal of Learning Disabilities, 29, 570–581.
Gulliford, H., Deans, J., Frydenberg, E., & Liang, R. (2015). Teaching coping skills in the context of positive parenting within a preschool setting. Australian Psychologist, 50(3), 219–231. doi:10.1111/ap.12121.
Hewitt, P. L., & Flett, G. L. (1996). The multidimensional perfectionism scale. Toronto, ON: Multi-Health Systems Inc.
Horton, P. C. (2002). Self-comforting strategies used by adolescents. Bulletin of the Menninger Clinic, 66(3), 259–272.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.
McKenzie, V., Frydenberg, E., & Poole, C. (2004). What resources matter to young people: The relationship between resources and coping style. The Australian Educational and Developmental Psychologist, 19(2), 78–96.
Moreland, A. D., & Dumas, J. E. (2008). Evaluating child coping competence: Theory and measurement. Journal of Child and Family Studies, 17(3), 437–454.
Nieder, T., & Seiffge-Krenke, I. (2001). Coping with stress in different phases of romantic development. Journal of Adolescence, 24(3), 297–311.
Omizo, M. M., Omizo, S. A., & Suzuki, L. A. (1988). Children and stress: An exploratory study of stressors and symptoms. School Counselor, 35, 267–274.
Pallant, J. F. (2000). Development and validation of a scale to measure perceived control of internal states. Journal of Personality Assessment, 75(2), 308–337.
Seiffge-Krenke, I. (2000). Causal links between stressful events, coping style, and adolescent symptomatology. Journal of Adolescence, 23(6), 675–691. doi:10.1006/jado.2000.0352.
Seiffge-Krenke, I. (2006). Leaving home or still in the nest? Parent – Child relationships and psychological health as predictors of different leaving home patterns. Developmental Psychology, 42(5), 864–876.
Seiffge-Krenke, I. (2011). Coping with relationship stressors: A decade review. Journal of Research on Adolescence, 21(1), 196–210. doi:10.1111/j.1532-7795.2010.00723.x.
Seiffge-Krenke, I., & Pakalniskiene, V. (2011). Who shapes whom in the family: Reciprocal links between autonomy support in the family and parents’ and adolescents’ coping behaviors. Journal of Youth and Adolescence, 40(8), 983–995.
Seligman, M. E. P., Peterson, C., Kaslow, N. J., Tanenbaum, R. L., Alloy, L. B., & Abramson, L. Y. (1984). Attributional style and depressive symptoms among children. Journal of Abnormal Psychology, 93, 235–238.
Serlachius, A. S., Scratch, S. E., Northam, E. A., Frydenberg, E., Lee, K. J., & Cameron, F. J. (2016). A randomized controlled trial of cognitive behaviour therapy to improve glycaemic control and psychosocial wellbeing in adolescents with type 1 diabetes. Journal of Health Psychology, 21(6), 1157–1169. doi:10.1177/1359105314547940.
Skinner, E. A., & Zimmer-Gembeck, M. (2009a). Challenges to the developmental study of coping. New Directions for Child and Adolescent Development, 2009a(124), 5–17. doi:10.1002/cd.239.
Skinner, E. A., & Zimmer-Gembeck, M. J. (Eds.) (2009b). Introduction: Challenges to the developmental study of coping,Perspective on children’s coping with stress as regulation of emotion, cognition and behavior. New directions in child and adolescent development series (Issue 124, pp. 5–17). New York: Wiley.
Spear, L. P. (2000a). Neurobehavioral changes in adolescence. Current Directions in Psychological Science, 9(4), 111–114.
Spear, L. P. (2000b). The adolescent brain and age-related behavioral manifestations. Neuroscience and Biobehavioral Reviews, 24(4), 417–463.
Stone, A. A., Greenberg, M. A., Kennedy-Moore, E., & Newman, M. G. (1991). Self-report, situation-specific coping questionnaires: What are they measuring? Journal of Personality and Social Psychology, 61, 648–658.
Valas, H. (1999). Students with learning disabilities and low achieving students: Peer acceptance, loneliness, self-esteem, and depression. Social Psychology of Education, 3, 173–192.
Wills, T. A., Sandy, J. M., Yaeger, A. M., Cleary, S. D., & Shinar, O. (2001). Coping dimensions, life stress, and adolescent substance use: A latent growth analysis. Journal of Abnormal Psychology, 110, 309–323.
Wilmshurst, L. (2008). Abnormal child psychology: A developmental perspective. New York: Routledge.
Wojcik, Z., McKenzie, V., Frydenberg, E., & Poole, C. (2004). Resources loss, gain, investment, and coping in adolescents. Australian Educational and Developmental Psychologist, 19/20(2/1), 52–77.
Yancura, L. A., & Aldwin, C. M. (2009). Stability and change in retrospective reports of childhood experiences over a 5-year period: Findings from the Davis longitudinal study. Psychology and Aging, 24(3), 715–721. doi:10.1037/a0016203.
Zimmer-Gembeck, M. J., & Skinner, E. A. (2011). The development of coping across childhood and adolescence: An integrative review and critique of research. International Journal of Behavioral Development, 35, 1–17. Supplementary material.
Author information
Authors and Affiliations
Copyright information
© 2017 The Author(s)
About this chapter
Cite this chapter
Frydenberg, E. (2017). Development of Coping in the Formative Years: Building Resilience. In: Coping and the Challenge of Resilience. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-56924-0_8
Download citation
DOI: https://doi.org/10.1057/978-1-137-56924-0_8
Published:
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-137-56923-3
Online ISBN: 978-1-137-56924-0
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)