Overview

Adolescence Overview (11-19 years)

Coping

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Within the psychological literature, developments in coping behaviour tend to be either summarised across the entire adolescence age range, or associated with early, middle or late adolescence. We provide a description of general trends and features in adolescence followed by a tabulated developmental sequence.

Independent Coping ■ increased self-reliance

uses meta-cognitive strategies for coping o reflects on their own cognitive processes, emotions and actions when selecting the best coping strategy o considers long term social and emotional consequences of possible coping behaviours o considers the effects of their actions on, and coordinates their actions with, others o allows the adolescent to choose the coping strategy that will result in the most positive emotional and social consequences for themselves and others (e.g. choosing to seek information rather than withdraw themselves from a family problem, in order to tackle the issue and reduce stress for themselves and other family members) more sophisticated problem solving skills result in improved coping (see Cognitive Development) increased knowledge results in quicker, better informed and more useful responses to stressful events o generates more response options to a problem o considers the effects of their actions on themselves and others o identifies the salient features of a problem and uses their knowledge of possible responses to co-ordinate the most effective coping strategy o integrates information from different sources and perspectives to develop the best plan of action coping becomes more differentiated to different stressors as the adolescent gets older insightful coping - uses moral character and personal philosophy when choosing coping strategies may meditate or use guided relaxation as a form of distraction coping coping style can affect self-esteem (see Self-Esteem) Metacognition Awareness and understanding of, and reflection upon one’s own thought processes

o active and direct coping methods which attempt to tackle and remove the negative effects of the stressor (e.g. problem solving) are related to higher self-esteem (vs. avoidant coping strategies which involve avoiding the stressor e.g. denying that there is a problem) girls tend to use more self-soothing strategies (e.g. soaking in the bath, relaxing by reading a book) and place more reliance on social and spiritual support boys tend to self-regulate through strategies that are more physical (e.g. using a punch bag to relieve stress) and avoidant (e.g. pretending that there isn’t a problem)

Reliance on Others for Coping ■ holds mental representations of others as sources of support, without needing the person to be physically present o feels supported without needing to physically seek that support, allowing them to focus better on co-ordinating their coping actions values of social partners are internalised by the adolescent and inform the selection of coping behaviours (see

Attachment and Socialisation) o looks to friends and siblings for support o parents still have some influence over coping strategies used by the adolescent o may rely on romantic partners