Coping and adjustment during childhood and adolescence.

This paper reviews research published within the last 10 years on child and adolescent strategies for coping with commonly occurring stressors in nonclinical populations and the relationship of these strategies to adjustment. Current conceptual and classification schemes for children's coping strategies are analyzed and compared. Studies of child coping are reviewed in three clusters: (a) descriptive and taxonomic studies, (b) age-group comparisons, and (c) evaluations of coping-adjustment relationships. Developmental commonalities and changes are identified across studies and conceptual models. Conceptual models compatible with problem-focused/ emotion-focused and approach/avoidance frameworks have proven to be useful for descriptive purposes. However, it is of concern that categories in the current classification systems do not distinguish coping strategies that promote adjustment from ones that limit adjustment. Future directions for addressing this issue and developmental considerations are suggested, including an alternative model pertaining to coping competence.