Developmental and Cross-Situational Differences in Adolescents' Coping Strategies

By M. Griffith, E. Dubow, M. F. Ippolito. 2000

246 citations recorded by the source corpus.

Subfields: Behavioral Neuroscience, Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/08f4addecfa8514d6de816ccf61ffd35f28dfe08

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Behavioral Neuroscience

In Clinical Psychology

In Education

Citations in the corpus

Coping strategies, stressful life events, problem behaviors, and depressed affect (2006, background): “…of the concept coping responses by researchers has lead to different classification systems (Compas, Orosan, & Grant, 1993; Roth & Cohen, 1986; Griffith et al., 2000), but most research has focused on the positive and negative affect of different coping responses on behavioral and social…”
Coping Strategies With Minor Stressors in Adolescence: Relationships With Social Support, Self‐Efficacy, and Psychological Well‐Being (2011, background): “…specify whether or not they use each strategy (Yes or No) when coping with problems concerning eight different domains that previous research (e.g., Griffith et al., 2000; Seiffge-Krenke, 1995) has demonstrated to be problem areas that concern adolescents the most: parents, peers, school, leisure,…”
Coping strategies and psychological well-being among teacher education students (2012, background): “This research has not always produced consistent findings, due, among other things, to the complex nature of the relationship between stressors, coping strategies and health, one in which many other factors intervene (Mattlin et al. 1990; Griffith et al. 2000; Zajacova et al. 2005).”
Age and Gender Effects on Coping in Children and Adolescents (2005, background): “In accordance with previous results, effects of age and gender on situation-specific coping were sparse (Griffith et al., 2000; Roecker et al., 1996).”
Review: The development of coping across childhood and adolescence: An integrative review and critique of research (2011, background): “Three studies showed no age differences in opposition during middle to late adolescence (ages 13–18; 16–19) in response to family problems, peer problems, and self-identified stressors (Griffith et al., 2000; Groër, Thomas, & Shoffner, 1992; Seiffge-Krenke et al., 2009).”
An Integrated Theory Of The Adolescent Peak In Offending (2003, background): “…and anticipate the consequences of these solutions—although they are less skilled than adults in these areas (Carnegie Council on Adolescent Development, 1995; Compas, Conner-Smith, Saltzman, Thomsen, & Wadsworth, 2001; Greene & Larson, 1991; Griffith et al., 2000; Keating, 1990; Salthouse, 1998).”
Cognitive-Social Sources of Wellbeing: Differentiating the Roles of Coping Style, Social Support and Emotional Intelligence (2016, background): “Strategies that are typically beneficial for adults, such as active engagement with a problem, also seem to be associated with more positive affective outcomes in adolescents (Cicognani 2011; Compas et al. 2001; Griffith et al. 2000).”
School-based Stress Management Training for Adolescents: Longitudinal Results from an Experimental Study (2008, background): “With regard to gender differences, girls predominantly endorse social support and maladaptive coping strategies, such as emotional venting, rumination, resignation, and avoidance (Donaldson et al. 2000; Frydenberg and Lewis 1993; Griffith et al. 2000; Hampel, in press; Hampel and Petermann 2005, 2”