This book traces the development of coping from birth to emerging adulthood by building a conceptual and empirical bridge between coping and the development of regulation and resilience. It offers a comprehensive overview of the challenges facing the developmental study of coping, including the history of the concept, critiques of current coping theories and research, and reviews of age differences and changes in coping during childhood and adolescence. It integrates multiple strands of cutting-edge theory and research, including work on the development of stress neurophysiology, attachment, emotion regulation, and executive functions. In addition, chapters track how coping develops, starting from birth and following its progress across multiple qualitative shifts during childhood and adolescence. The book identifies factors that shape the development of coping, focusing on the effects of underlying neurobiological changes, social relationships, and stressful experiences. Qualitative shifts are emphasized and explanatory factors highlight multiple entry points for the diagnosis of problems and implementation of remedial and preventive interventions. Topics featured in this text include: Developmental conceptualizations of coping, such as action regulation under stress. Neurophysiological developments that underlie age-related shifts in coping. How coping is shaped by early adversity, temperament, and attachment. How parenting and family factors affect the development of coping. The role of coping in the development of psychopathology and resilience. The Development of Coping is a must-have resource for researchers, professors, and graduate students as well as clinicians and related professionals in developmental, clinical child, and school psychology, public health, counseling, personality and social psychology, and neurophysiological psychology as well as prevention and intervention science.

At every point in the lifespan, individual differences in a sense of control are strong predictors of motivation, coping and success and failure in a wide range of domains. What are the origins of these individual differences, how do they develop and what are the mechanisms by which they exert such an influence on psychological functioning? To answer these questions, this book draws on theories and research covering key control constructs, including self-efficacy, learned helplessness, locus of control and attribution theory. Skinner also considers such issues as: the origins of control in social interaction; environmental features that promote or undermine control; developmental change in the mechanisms by which experience

The Upper Country melds myth and conventional history to provide a memorable tale of French designs in the middle of what became the United States. Putting the reader on the battlefields, at the trading posts, and on the rivers with voyageurs and their allies from the Indian nations, Claiborne Skinner reveals the saintly missionaries and jolly fur traders of popular myth as agents of a hard-nosed, often ruthless, imperial endeavor. Skinner’s engaging narrative takes the reader through daily life at posts like Forts Saint Louis and Michilimakinac, illuminates the complexities of interracial marriage with the courtship of Michel Aco at Peoria, and explains how France's New World adventurism played a role in the outbreak of the Seven Years War and the beginning of the modern era. In this story, many of the traditional heroes and villains of American history take on surprising roles. The last Stuart kings of England seem shrewd and even human; George Washington makes his debut appearance on the stage of history by assassinating a French officer and plunging Europe into the first truly global war. From unthinkable hardship to dreams of fur trade profits, this fascinating exploration sheds new light on France and its imperial venture into the Great Lakes.

The discovery of alien artifacts across the world brought humanity together. Activating the pillars threatened to tear the world apart. The resulting vibrations did more than rumble the earth. It altered DNA, changed ordinary people into supers. Governments were quick to step in, to quarantine and control. The affected were a threat. Civilians were never meant to have real power. For Lee, that means choosing between the family that betrayed him and the agency offering to train him. Ember’s loyalties are divided between the brother she’s lied to all her life and the family sworn for generations to protect the Nexus – the largest convergence of ley lines on the planet. The path ahead will not be easy. It is a time of beginnings, for new powers to arise. The age of heroes is upon us… A Supernal Dawn.

Reprint of the original, first published in 1860.

Strubel and the Village of Strawberry By: Judith A. Skinner A group of mice realized the extreme dangers of living in the forest and foraging for themselves. They were unprotected and exposed to predators, so they chose to find a place to live that would protect them, not only from predators but from the harshness of nature. Soon, Strubel and his friends discovered a petrified hollow log with crystals embedded into the top allowing warm sunlight to shine through and established the Village of Strawberry. They learned to care for each other and their village prospered. Then after a while, for no reason anyone was aware of, the village started to fail and rules were being ignored. Their main food source, the wild strawberry gardens, was dying from lack of care. Strubel knew he needed to show the villagers that the things one loves the most, but fails to take care of, would soon be lost. Secretly, Strubel took charge and deliberately made things worse. It was a hard lesson to teach and to learn but learn they did and the experience and trials they had would never be forgotten.

One of the strongest predictors of children's school performance are individual differences in perceived control: those beliefs about how effective the self can be in producing desired outcomes. Drawing perspectives from both developmental and individual differences research, this longitudinal study documents the cycles in which children who develop optimal profiles of control are more actively engaged and have better academic success, (or in contrast, how children may doubt their capacities, experience lower scholastic achievement, and believe in the power of luck or unknown forces.) Further, the results show how these cycles may change with age, and suggest ways to improve children's perceived control.

Everything you always wanted to know about theories, meta-theories, methods, and interventions but didn’t realize you needed to ask. This innovative textbook takes advanced undergraduate and graduate students "behind the curtain" of standard developmental science, so they can begin to appreciate the generative value and methodological challenges of a lifespan developmental systems perspective. It envisions applied developmental science as focused on ways to use knowledge about human development to help solve societal problems in real-life contexts, and considers applied developmental research to be purpose driven, field based, community engaged, and oriented toward efforts to optimize development. Based on the authors’ more than 25 years of teaching, this text is designed to help researchers and their students intentionally create a cooperative learning community, full of arguments, doubts, and insights, that can facilitate their own internal paradigm shifts, one student at a time. With the aid of extensive online supplementary materials, students of developmental psychology as well as students in other psychological subdisciplines (such as industrial-organizational, social, and community psychology) and applied professions that rely on developmental training (such as education, social work, counseling, nursing, health care, and business) will find this to be an invaluable guidebook and toolbox for conceptualizing and studying applied problems from a lifespan developmental systems perspective.

Research on coping during childhood and adolescence is distinguished by its focus on how children deal with actual stressors in real-life contexts. Despite burgeoning literatures within age groups, studies on developmental differences and changes have proven difficult to integrate. Two recent advances promise progress toward a developmental framework. First, dual-process models that conceptualize coping as "regulation under stress" establish links to the development of emotional, attentional, and behavioral self-regulation and suggest constitutional underpinnings and social factors that shape coping development. Second, analyses of the functions of higher-order coping families allow identification of corresponding lower-order ways of coping that, despite their differences, are developmentally graded members of the same family. This emerging framework was used to integrate 44 studies reporting age differences or changes in coping from infancy through adolescence. Together, these advances outline a systems perspective in which, as regulatory subsystems are integrated, general mechanisms of coping accumulate developmentally, suggesting multiple directions for future research.