Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-76dd75c94c-ccc76 Total loading time: 0 Render date: 2024-04-30T08:40:14.928Z Has data issue: false hasContentIssue false

22 - Peer Stressors and Peer Relationship Dynamics in the Development of Coping

from Part V - Social Contexts and the Development of Coping

Published online by Cambridge University Press:  22 June 2023

By
Melanie J. Zimmer-Gembeck ,
Alex A. Gardner  and
Thomas A. Kindermann
Edited by
Ellen A. Skinner  and
Melanie J. Zimmer-Gembeck
Ellen A. Skinner
Affiliation:
Portland State University
Melanie J. Zimmer-Gembeck
Affiliation:
Griffith University, Queensland
Get access

Summary

Coping refers to the multitude of actions individuals use to manage stressful encounters. In this chapter, we first describe stressful peer events during childhood and adolescence (e.g., bullying, rejection, victimization), focusing on their impact on mental health but also how they can provide opportunities to apply coping skills. Second, we address how peer relationships, at the group and the dyadic level, are prime settings for the development of coping by considering 1) the soothing and distracting presence of peers, 2) the selection of peers, and 3) the socialization of emotion and coping that can occur within peer interactions and relationships via processes of support, communication, and disclosure. We end with brief notes on the important consideration of the quality of peer relationships and the usefulness of considering gender (and cultural) differences, especially focusing on moderation effects to uncover whether these processes differ across gender and cultural subgroups.

Keywords

peer relationshipspeer influencepeer selectioncopingcoping mechanismscoping socializationsocial supportfriendshipscommunicationself-disclosureco-regulation
Type
Chapter
Information
The Cambridge Handbook of the Development of Coping , pp. 538 - 559
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adams, R. E., Santo, J. B., & Bukowski, W. M. (2011). The presence of a best friend buffers the effects of negative experiences. Developmental Psychology, 47(6), 1786–1791. https://doi.org/10.1037/a0025401Google Scholar
Aldwin, C. M., Skinner, E. A., Zimmer-Gembeck, M. J., & Taylor, R. (2011). Coping and self-regulation across the lifespan. In Fingerman, K., Berg, C., Antonucci, T., & Smith, J. (Eds.), Handbook of lifespan development (pp. 563–590). Springer.Google Scholar
Banny, A. M., Ames, A., Heilbron, N., & Prinstein, M. J. (2011). Relational benefits of relational aggression: Adaptive and maladaptive associations with friendship quality. Developmental Psychology, 47(4), 1153–1166. https://doi.org/10.1037/a0022546Google Scholar
Berg, C. A., & Strough, J. (2010). Problem solving across the life span. In Fingerman, K., Berg, C., Antonucci, T., & Smith, J. (Eds.), Handbook of lifespan development (pp. 239–265). Springer.Google Scholar
Booker, J. A., & Dunsmore, J. C. (2017). Affective social competence in adolescence: Current findings and future directions. Social Development, 26(1), 3–20. https://doi.org/10.1111/sode.12193Google Scholar
Borowski, S. K., Zeman, J., & Braunstein, K. (2018). Social anxiety and socioemotional functioning during early adolescence: The mediating role of best friend emotion socialization. Journal of Early Adolescence, 38(2), 238–260. https://doi.org/10.1177/0272431616665212Google Scholar
Bradbury, S. L., Dubow, E. F., & Domoff, S. E. (2018). How do adolescents learn cyber-victimization coping skills? An examination of parent and peer coping socialization. Journal of Youth and Adolescence, 47(9), 1866–1879. https://doi.org/10.1007/s10964-018-0812-yGoogle Scholar
Brandtstädter, J., & Renner, G. (1990). Tenacious goal pursuit and flexible goal adjustment: Explication and age-related analysis of assimilative and accommodative strategies of coping. Psychology and Aging, 5(1), 58–67. https://doi.org/10.1037/0882-7974.5.1.58CrossRefGoogle ScholarPubMed
Brown, B. B., & Larson, J. (2009). Peer relationships in adolescence. In Lerner, R. M. & Steinberg, L. (Eds.), Handbook of adolescent psychology: Contextual influences on adolescent development (pp. 74–103). Wiley. https://doi.org/10.1002/9780470479193.adlpsy002004Google Scholar
Calhoun, C. D., Helms, S. W., Heilbron, N., Rudolph, K. D., Hastings, P. D., & Prinstein, M. J. (2014). Relational victimization, friendship, and adolescents’ hypothalamic-pituitary-adrenal axis responses to an in vivo social stressor. Development and Psychopathology, 26(3), 605–618. https://doi.org/10.1017/80954579414000261CrossRefGoogle Scholar
Casper, D. M., Card, N. A., & Barlow, C. (2020). Relational aggression and victimization during adolescence: A meta-analytic review of unique associations with popularity, peer acceptance, rejection and friendship characteristics. Journal of Adolescence, 80, 41–52. https://doi.org/10.1016/j.adolescence.2019.12.012Google Scholar
Chein, J., Albert, D., O’Brien, L., Uckert, K., & Steinberg, L. (2011). Peers increase adolescent risk taking by enhancing activity in the brain’s reward circuitry. Developmental Science, 14(2), F1–F10. https://doi.org/10.1111/j.1467-7687.2010.01035.xGoogle Scholar
Ciarrochi, J., Wilson, C. J., Deane, F. P., & Rickwood, D. (2003). Do difficulties with emotions inhibit help-seeking in adolescence? The role of age and emotional competence in predicting help-seeking intentions. Counselling Psychology Quarterly, 16(2), 103–120. https://doi.org/10.1080/0951507031000152632Google Scholar
Cillessen, A. H. N., & Bukowski, W. M. (2018). Sociometric perspectives. In Bukowski, W. M., Laursen, B., & Rubin, K. H. (Eds.), Handbook of peer interactions, relationships, and groups (pp. 64–83). Guilford Press.Google Scholar
Collins, W. A., & Laursen, B. (2004). Changing relationships, changing youth. The Journal of Early Adolescence, 24(1), 55–62. https://doi.org/10.1177/0272431603260882Google Scholar
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. https://doi.org/10.1037/0033-2909.127.1.87Google Scholar
Compas, B., Jaser, S., Bettis, A., Watson, K., Gruhn, M., Dunbar, J., Williams, E., & Thigpen, J. (2017). Coping, emotion regulation, and psychopathology in childhood and adolescence: A meta-analysis and narrative review. Psychological Bulletin, 143(9), 939–991. http://dx.doi.org/10.1037/bul0000110Google Scholar
Connor-Smith, J. K., Compas, B. E., Wadsworth, M. E., Thomsen, A. H., & Saltzman, H. (2000). Responses to stress in adolescence: Measurement of coping and involuntary stress responses. Journal of Counseling and Clinical Psychology, 68(6), 976–992. https://doi.org/10.1037/0022-006X.68.6.976Google Scholar
Coyne, S. M., & Ostrov, J. M. (Eds.). (2018). The development of relational aggression. Oxford University Press. https://doi.org/10.1093/oso/9780190491826.001.0001Google Scholar
Dishion, T. J., & Tipsord, J. M. (2011). Peer contagion in child and adolescent social and emotional development. Annual Review of Psychology, 62, 189–214. https://doi.org/10.1146/annurev.psych.093008.100412Google Scholar
Duffy, A. L., Gardner, A. A., & Zimmer-Gembeck, M. J. (2020). Peer rejection and dislike. In Zimmer-Gembeck, M. J. & Waters, A. M. (Vol. Eds.), Hupp, S. & Jewel, J. D. (Series Eds.), The encyclopedia of child and adolescent development: Emotion in childhood (pp. 1727–1740). John Wiley & Sons, Inc. https://doi.org/10.1002/9781119171492.wecad191Google Scholar
Eisenberg, N., Fabes, R. A., Guthrie, I. K., & Reiser, M. (2000). Dispositional emotionality and regulation: Their role in predicting quality of social functioning. Journal of Personality and Social Psychology, 78(1), 136–157. https://doi.org/10.1037/0022-3514.78.1.136CrossRefGoogle ScholarPubMed
Ferguson, S., Duffy, A., Zimmer-Gembeck, M. J., & Laursen, B. (2019). The adolescent friendship structure inventory (AFSI): A review and empirical consolidation of existing measures. European Journal of Developmental Psychology, 16(6), 654–665. https://doi.org/10.1080/17405629.2018.1488684Google Scholar
Furman, W., & Buhrmester, D. (2009). The Network of Relationships Inventory: Behavioral systems version. International Journal of Behavioral Development, 33(5), 470–478. https://doi.org/10.1177/0165025409342634Google Scholar
Gardner, A. A., Zimmer-Gembeck, M. J., & Skinner, E. A. (2021). Coping skills. In Epperson, A. (Section Ed.) & Halpern-Felsher, B. (Ed.), The encyclopedia of child and adolescent health: Cognitive and psychosocial development (pp. 1–11). Elsevier. https://doi.org/10.1016/B978-0-12-818872-9.00029-7Google Scholar
Garrote, A. (2020). Academic achievement and social interactions: A longitudinal analysis of peer selection processes in inclusive elementary classrooms. Frontiers in Education, 5, Article 4. https://doi.org/10.3389/feduc.2020.00004Google Scholar
Glick, G. C., & Rose, A. J. (2011). Prospective associations between friendship adjustment and social strategies: Friendship as a context for building social skills. Developmental Psychology, 47(4), 1117–1132. https://doi.org/10.1037/a0023277Google Scholar
Gottman, J. M., & Mettetal, G. (1986). Speculations about social and affective development: Friendship and acquaintanceship through adolescence. In Gottman, J. M. & Parker, J. G. (Eds.), Conversations of friends: Speculations on affective development (pp. 192–237). Cambridge University Press.Google Scholar
Graber, R., Turner, R., & Madill, A. (2016). Best friends and better coping: Facilitating psychological resilience through boys’ and girls’ closest friendships. British Journal of Psychology, 107(2), 338–358. https://doi.org/10.1111/bjop.12135Google Scholar
Hartup, W. W. (1996). The company they keep: Friendships and their developmental significance. Child Development, 67(1), 1–13. https://doi.org/10.1111/j.1467-8624.1996.tb01714.xGoogle Scholar
Hartup, W. W., & Stevens, N. (1999). Friendships and adaptation across the life span. Current Directions in Psychological Science, 8(3), 76–79. https://doi.org/10.1111/1467-8721.00018Google Scholar
Herres, J., Caporino, N. E., Cummings, C. M., & Kendall, P. C. (2018). Emotional reactivity to daily events in youth with anxiety disorders. Anxiety, Stress & Coping, 31(4), 387–401. https://doi.org/10.1080/10615806.2018.1472492Google Scholar
Hostinar, C. E., Sullivan, R. M., & Gunnar, M. R. (2014). Psychobiological mechanisms underlying the social buffering of the hypothalamic–pituitary–adrenocortical axis: A review of animal models and human studies across development. Psychological Bulletin, 140(1), 256–282. https://doi.org/10.1037/a0032671Google Scholar
Hubbard, J. A., & Dearing, K. F. (2004). Children’s understanding and regulation of emotion in the context of their peer relations. In Kupersmidt, J. B. & Dodge, K. A. (Eds.), Children’s peer relations: From development to intervention (pp. 81–99). American Psychological Association. https://doi.org/10.1037/10653-005Google Scholar
Katz, D. A., Peckins, M. K., & Lyon, C. C. (2019). Adolescent stress reactivity: Examining physiological, psychological and peer relationship measures with a group stress protocol in a school setting. Journal of Adolescence, 74, 45–62. https://doi.org/10.1016/j.adolescence.2019.05.002CrossRefGoogle Scholar
Keen, R. (2011). The development of problem solving in young children: A critical cognitive skill. Annual Review of Psychology, 62, 1–21. https://doi.org/10.1146/annurev.psych.031809.130730Google Scholar
Kindermann, T. A. (2007). Effects of naturally-existing peer groups on changes in academic engagement in a cohort of sixth graders. Child Development, 78(4), 1186–1203. https://doi.org/10.1111/j.1467-8624.2007.01060.xCrossRefGoogle Scholar
Klimes‐Dougan, B., Pearson, T. E., Jappe, L., Mathieson, L., Simard, M. R., Hastings, P., & Zahn‐Waxler, C. (2014). Adolescent emotion socialization: A longitudinal study of friends’ responses to negative emotions. Social Development, 23(2), 395–412. https://doi.org/10.1111/sode.12045Google Scholar
Kochenderfer-Ladd, B., & Skinner, K. (2002). Children’s coping strategies: Moderators of the effects of peer victimization? Developmental Psychology, 38(2), 267–278. https://doi.org/10.1037//0012-1649.38.2.267Google Scholar
Larson, R. W., & Richards, M. H. (1994). Divergent realities: The emotional lives of mothers, fathers, and adolescents. Basic Books.Google Scholar
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.Google Scholar
Legerski, J.-P., Biggs, B. K., Greenhoot, A. F., & Sampilo, M. L. (2015). Emotion talk and friend responses among early adolescent same-sex friend dyads. Social Development, 24(1), 20–38. https://doi.org/10.1111/sode.12079Google Scholar
Masters, M. R., Zimmer-Gembeck, M. J., Farrell, L. J., & Modecki, K. L. (2021). Coping and emotion regulation in response to social stress tasks among young adolescents with and without social anxiety. Applied Developmental Science.Google Scholar
Masters, M. R., Zimmer-Gembeck, M. J., Farrell, L. J., & Modecki, K. L. (2023). Coping and emotion regulation in response to social stress tasks among young adolescents with and without social anxiety. Applied Developmental Science, 27(1), 18–33. https://doi.org/10.1080/10888691.2021.1990060Google Scholar
Miller-Slough, R. L., & Dunsmore, J. C. (2016). Parent and friend emotion socialization in adolescence: Associations with psychological adjustment. Adolescent Research Review, 1, 287–305. https://doi.org/10.1007/s40894-016-0026-zGoogle Scholar
Miller-Slough, R. L., & Dunsmore, J. C. (2019). Longitudinal patterns in parent and friend emotion socialization: Associations with adolescent emotion regulation. Journal of Research on Adolescence, 29(4), 953–966. https://doi.org/10.1111/jora.12434Google Scholar
Modecki, K. L., Minchin, J., Harbaugh, A. G., Guerra, N. G., & Runions, K. C. (2014). Bullying prevalence across contexts: A meta-analysis measuring cyber and traditional bullying. Journal of Adolescent Health, 55(5), 602–611. https://doi.org/10.1016/j.jadohealth.2014.06.007Google Scholar
Nakamichi, K. (2017). Differences in young children’s peer preference by inhibitory control and emotion regulation. Psychological Reports, 120(5), 805–823. https://doi.org/10.1177/0033294117709260CrossRefGoogle ScholarPubMed
Neal, J. W., & Veenstra, R. (2021). Network selection and influence effects on children’s and adolescents’ internalizing behaviors and peer victimization: A systematic review. Developmental Review, 59, Article 100944. https://doi.org/10.1016/j.dr.2020.100944Google Scholar
Newman, M. L., Holden, G. W., & Delville, Y. (2011). Coping with the stress of being bullied. Social Psychological and Personality Science, 2(2), 205–211. https://doi.org/10.1177/1948550610386388Google Scholar
Perry-Parish, C., & Zeman, J. (2011). Relations among sadness regulation, peer acceptance, and social functioning in early adolescence: The role of gender. Social Development, 20(1), 135–153. https://doi.org/10.1111/j.1467-9507.2009.00568.xGoogle Scholar
Ponzi, D., Muehlenbein, M. P., Geary, D. C., & Flinn, M. V. (2016). Cortisol, salivary alpha-amylase and children’s perceptions of their social networks. Social Neuroscience, 11(2), 164–174. https://doi.org/10.1080/17470919.2015.1045988Google Scholar
Prinstein, M. J., & Giletta, M. (2020). Future directions in peer relations research. Journal of Clinical Child & Adolescent Psychology, 49(4), 556–572. https://doi.org/10.1080/15374416.2020.1756299Google Scholar
Pronk, R., & Zimmer-Gembeck, M. J. (2010). It’s “mean,” but what does it mean to adolescents?: Aggressors’ and victims’ understanding of relational aggression. Journal of Adolescent Research, 25(2), 175–204. https://doi.org/10.1177/0743558409350504Google Scholar
Reindl, M., Gniewosz, B., & Reinders, H. (2016). Socialization of emotion regulation strategies through friends. Journal of Adolescence, 49(C), 146–157. https://doi.org/10.1016/j.adolescence.2016.03.008Google Scholar
Remillard, A. M., & Lamb, S. (2005). Adolescent girls’ coping with relational aggression. Sex Roles: A Journal of Research, 53(3–4), 221–229. https://doi.org/10.1007/s11199-005-5680-8Google Scholar
Rohrbeck, C. A., Ginsburg-Block, M. D., Fantuzzo, J. W., & Miller, T. R. (2003). Peer-assisted learning interventions with elementary school students: A meta-analytic review. Journal of Educational Psychology, 95(2), 240–257. https://doi.org/10.1037/0022-0663.95.2.240Google Scholar
Rose, A. J., & Rudolph, K. D. (2006). A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys. Psychological Bulletin, 132(1), 98–131. https://doi.org/10.1037/0033-2909.132.1.98CrossRefGoogle ScholarPubMed
Rose, A. J., Schwartz-Mette, R. A., Glick, G. C., Smith, R. L., & Juebbe, A. M. (2014). An observational study of co-rumination in adolescent friendships. Developmental Psychology, 50(9), 2199–2209. https://doi.org/10.1037/a0037465CrossRefGoogle ScholarPubMed
Rose, A. J., Schwartz-Mette, R. A., Smith, R. L., & Asher, S. R. (2012). How girls and boys expect disclosure about problems will make them feel: Implications for friendships. Child Development, 83(3), 844–863. https://doi.org/10.1111/j.1467-8624.2012.01734.xGoogle Scholar
Rose, A. J., Smith, R. L., Glick, G. C., & Schwartz-Mette, R. A. (2016). Girls’ and boys’ problem talk: Implications for emotional closeness in friendships. Developmental Psychology, 52(4), 629–639. http://dx.doi.org/10.1037/dev0000096Google Scholar
Rudolph, K. D., Dennig, M. D., & Weisz, J. R. (1995). Determinants and consequences of children’s coping in the medical setting: Conceptualization, review, and critique. Psychological Bulletin, 118(3), 328–357. https://doi.org/10.1037/0033-2909.118.3.328Google Scholar
Saarni, C. (1988). Children’s understanding of the interpersonal consequences of dissemblance of nonverbal emotional-expressive behavior. Journal of Nonverbal Behavior, 12(4), 275–294. https://doi.org/10.1007/BF00987596Google Scholar
Sandstrom, M. J. (2004). Pitfalls of the peer world: How children cope with common rejection experiences. Journal of Abnormal Child Psychology, 32(1), 67–81. https://doi.org/10.1023/B:JACP.0000007581.95080.8bGoogle Scholar
Santiago, C. D., Brewer, S. K., Fuller, A. K., Torres, S. A., Papadakis, J. C., & Ros, A. M. (2016). Stress, coping, and mood among Latino adolescents: A daily diary study. Journal of Research on Adolescence, 27(3), 566–580. https://doi.org/10.1111/jora.12294Google Scholar
Schaefer, D. R., Adams, J., & Haas, S. A. (2013). Social networks and smoking: Exploring the effects of influence and smoker popularity through simulations. Health Education and Behavior, 40(10), 24S–32S. https://doi.org/10.1177/1090198113493091Google Scholar
Seiffge-Krenke, I., Aunola, K., & Nurmo, J.-E. (2009). Changes in stress perception and coping during adolescence: The role of situational and personal factors. Child Development, 80(1), 259–279. https://doi.org/10.1111/j.1467-8624.2008.01258.xGoogle Scholar
Seiffge-Krenke, I., & Persike, M. (2017). Gendered pathways to young adult symptomatology: The impact of managing relationship stress during adolescence. International Journal of Behavioral Development, 41(1), 52–63. https://doi.org/10.1177/0165025416646485Google Scholar
Skinner, E. A., & Zimmer-Gembeck, M. J. (2016). The development of coping from birth to emerging adulthood: Neurophysiological and social underpinnings, qualitative shifts, and differential pathways towards psychopathology and resilience. Springer.Google Scholar
Smetana, J. G. (2010). The role of trust in adolescent-parent relationships: To trust you is to tell you. In Rotenberg, K. J. (Ed.), Interpersonal trust during childhood and adolescence (pp. 223–246). Cambridge University Press. https://doi.org/10.1017/CBO9780511750946.011Google Scholar
Stone, L. B., Mennies, R. J., Waller, J. M., Ladouceur, C. D., Forbes, E. E., Ryan, N. D., Dahl, R. E., & Silk, J. S. (2019). Help me feel better! Ecological momentary assessment of anxious youths’ emotion regulation with parents and peers. Journal of Abnormal Child Psychology, 47(2), 313–324. https://doi.org/10.1007/s10802-018-0454-2Google Scholar
Sugimura, N., Rudolph, K. D., & Agoston, A. M. (2014). Depressive symptoms following coping with peer aggression: The moderating role of negative emotionality. Journal of Abnormal Child Psychology, 42(4), 563–575. https://doi.org/10.1007/s10802-013-9805-1Google Scholar
Tassi, F., & Schneider, B. H. (1997). Task-oriented versus other-referenced competition: Differential implications for children’s peer relations. Journal of Applied Social Psychology, 27(17), 1557–1580. https://doi.org/10.1111/j.1559-1816.1997.tb01613.xGoogle Scholar
Taylor, K. A., Sullivan, T. N., & Kliewer, W. (2013). A longitudinal path analysis of peer victimization, threat appraisals to the self, and aggression, anxiety, and depression among urban African American adolescents. Journal of Youth and Adolescence, 42(2), 178–189. https://doi.org/10.1007/s10964-012-9821-4Google Scholar
Trompeter, N., Bussey, K., & Fitzpatrick, S. (2018). Cyber victimization and internalizing difficulties: The mediating roles of coping self-efficacy and emotion dysregulation. Journal of Abnormal Child Psychology, 46(5), 1129–1139. https://doi.org/10.1007/s10802-017-0378-2Google Scholar
Troop-Gordon, W. (2017). Peer victimization in adolescence: The nature, progression, and consequences of being bullied within a developmental context. Journal of Adolescence, 55, 116–128. https://doi.org/10.1016/j.adolescence.2016.12.012Google Scholar
Uink, B. N., Modecki, K. L., & Barber, B. L. (2017). Disadvantaged youth report less negative emotion to minor stressors when with peers: An experience sampling study. International Journal of Behavioral Development, 41(1), 41–51. https://doi.org/10.1177/0165025415626516Google Scholar
Valkenburg, P. M., Sumter, S. R., & Peter, J. (2011). Gender differences in online and offline self-disclosure in pre-adolescence and adolescence. British Journal of Developmental Psychology, 29, 253–269. https://doi.org/10.1348/2044-835X.002001Google Scholar
Veenstra, R., Dijkstra, J. K., & Kreager, D. A. (2018). Pathways, networks, and norms: A sociological perspective on peer research. In Bukowski, W. M., Laursen, B., & Rubin, K. H. (Eds.), Handbook of peer interactions, relationships, and groups (pp. 45–63). Guilford Press.Google Scholar
Vijayakumar, N., Flournoy, J. C., Mills, K. L., Cheng, T. W., Mobasser, A., Flannery, J. E., Allen, N. B., & Pfeifer, J. H. (2020). Getting to know me better: An fMRI study of intimate and superficial self-disclosure to friends during adolescence. Journal of Personality and Social Psychology, 118(5), 885–899. https://doi.org/10.1037/pspa0000182Google Scholar
Vollet, J. W., George, M. J., Burnell, K., & Underwood, M. K. (2019). Exploring text messaging as a platform for peer socialization of social aggression. Developmental Psychology, 56(1), 138–152. https://doi.org/10.1037/dev0000848Google Scholar
von Salisch, M. (2001). Children’s emotional development: Challenges in their relationships to parents, peers, and friends. International Journal of Behavioral Development, 25(4), 310–319. https://doi.org/10.1080/01650250143000058Google Scholar
von Salisch, M. (2018). Emotional competence and friendship involvement: Spiral effects in adolescence. European Journal of Developmental Psychology, 15(4), 1–16. https://doi.org/10.1080/17405629.2017.1422720Google Scholar
von Salisch, M., & Pfeiffer, I. (1998). Anger regulation in children’s friendship: Development of a questionnaire. Diagnostica, 44(1), 41–53.Google Scholar
von Salisch, M., & Zeman, J. (2018). Pathways to reciprocated friendships: A cross-lagged-panel study on young adolescents’ anger regulation towards friends. Journal of Youth and Adolescence, 47(3), 673–687. https://doi.org/10.1007/s10964-017-0683-7Google Scholar
von Salish, M., Zeman, J., Luepschen, N., & Kanevski, R. (2014). Prospective relations between adolescents’ social-emotional competencies and their friendships. Social Development, 23(4), 684–701. https://doi.org/10.1111/sode.12064Google Scholar
Wadsworth, M. E. (2015). Development of maladaptive coping: A functional adaptation to chronic, uncontrollable stress. Child Development Perspectives, 9(2), 96–100. https://doi.org/10.1111/cdep.12112Google Scholar
Waller, E. M., & Rose, A. J. (2013). Adolescents’ co-rumination with mothers, co-rumination with friends, and internalizing symptoms. Journal of Adolescence, 36(2), 429–433. https://doi.org/10.1016/j.adolescence.2012.12.006Google Scholar
Waller, J. M., Silk, J. S., Stone, L. B., & Dahl, R. E. (2014). Co-rumination and co-problem-solving in the daily lives of adolescents with major depressive disorder. Journal of American Academy of Child Adolescent Psychiatry, 53(8), 869–878. https://doi.org/10.1016/j.jaac.2014.05.004Google Scholar
Way, N. (2013). Boys’ friendships during adolescence: Intimacy, desire, and loss. Journal of Research on Adolescence, 23(2), 201–213. https://doi.org/10.1111/jora.12047Google Scholar
Webb, H., & Zimmer-Gembeck, M. J. (2014). The role of friends and peers in adolescent body dissatisfaction: A review and critique of 15 years of research. Journal of Research on Adolescence, 24(4), 564–590. https://doi.org/10.1111/jora.1208Google Scholar
Youniss, J., & Smollar, J. (1985). Adolescent relations with mothers, fathers, and friends. University of Chicago Press.Google Scholar
Zajac, R. J., & Hartup, W. W. (1997). Friends as coworkers: Research review and classroom implications. The Elementary School Journal, 98(1), 3–13. https://doi.org/10.1086/461881Google Scholar
Zeman, J., Cassano, M., & Adrian, M. (2013). Socialization influences on children’s and adolescents’ emotional self-regulation processes: A developmental psychopathology perspective. In Barrett, K., Morgan, G., & Fox, N. (Eds.), Handbook of self-regulatory processes in development: New directions and international perspectives (pp. 79–107). Routledge. https://doi.org/10.4324/9780203080719Google Scholar
Zeman, J., & Garber, J. (1996). Display rules for anger, sadness, and pain: It depends on who is watching. Child Development, 67(3), 957–973. https://doi.org/10.2307/1131873Google Scholar
Zeman, J., & Shipman, K. (1997). Social-contextual influences on expectancies for managing anger and sadness: The transition from middle childhood to adolescence. Developmental Psychology, 33(6), 917–924. https://doi.org/10.1037/0012-1649.33.6.917Google Scholar
Zimmer-Gembeck, M. J. (2015). Emotional sensitivity before and after coping with rejection: A longitudinal study. Journal of Applied Developmental Psychology, 41, 28–37. https://doi.org/10.1016/j.appdev.2015.05.001Google Scholar
Zimmer-Gembeck, M. J. (2016). Peer rejection, victimization, and relational self-system processes in adolescence: Toward a transactional model of stress, coping, and developing sensitivities. Child Development Perspectives, 10(2), 122–127. https://doi.org/10.1111/cdep.12174Google Scholar
Zimmer-Gembeck, M. J., & Duffy, A. (2014). Heightened emotional sensitivity intensifies the association between relational aggression and victimization among girls but not boys. Development & Psychopathology, 26(3), 661–673. https://doi.org/10.1017/S0954579414000303Google Scholar
Zimmer-Gembeck, M. J., Hunter, T. A., & Pronk, R. (2007). A model of behaviors, peer relations and depression: Perceived social acceptance as a mediator and the divergence of perceptions. Journal of Social and Clinical Psychology, 26(3), 273–302. https://doi.org/10.1521/jscp.2007.26.3.273Google Scholar
Zimmer-Gembeck, M. J., Lees, D. C., Bradley, G. L., & Skinner, E. A. (2009). Use of an analogue method to examine children’s appraisals of threat and emotion in response to stressful events. Motivation and Emotion, 33(2), 136–149. https://doi.org/10.1007/s11031-009-9123-7Google Scholar
Zimmer‐Gembeck, M. J., Lees, D., & Skinner, E. A. (2011). Children’s emotions and coping with interpersonal stress as correlates of social competence. Australian Journal of Psychology, 63(3), 131–141. https://doi.org/10.1111/j.1742-9536.2011.00019.xGoogle Scholar
Zimmer-Gembeck, M. J., & Skinner, E. A. (2009). Adolescents coping with stress: Development and diversity. Prevention Researcher, 15, 3–7.Google Scholar
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), 1–17. https://doi.org/10.1177/0165025410384923Google Scholar
Zimmer-Gembeck, M. J., & Skinner, E. A. (2015). Adolescent vulnerability and the distress of rejection: Associations of adjustment problems and gender with control, emotions, and coping. Journal of Adolescence, 45, 149–159. https://doi.org/10.1016/j.adolescence.2015.09.004Google Scholar
Zimmer-Gembeck, M. J., & Skinner, E. A. (2016). The development of coping and regulation: Implications for psychopathology and resilience. In Cicchetti, D. (Ed.), Developmental psychopathology (3rd ed., Vol. 4, pp. 485–544). Wiley.Google Scholar
Zimmer-Gembeck, M. J., Skinner, E. A., Morris, H., & Thomas, R. (2013). Anticipated coping with interpersonal stressors: Links with the emotional reactions of sadness, anger and fear. Journal of Early Adolescence, 33(5), 684–709. https://doi.org/10.1177/0272431612466175Google Scholar
Zimmer-Gembeck, M. J., Waters, A. M., & Kindermann, T. (2010). A social relations analysis of liking for and by peers: Associations with gender, depression, peer perception, and worry. Journal of Adolescence, 33(1), 69–81. https://doi.org/10.1016/j.adolescence.2009.05.005Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×