Overview

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.

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9781108831420

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Reviews

'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

Author Information

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.

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