The Cambridge Handbook of the Development of Coping

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.

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.