Consider your future practice as a counselor, keeping in mind a population and/or setting for your work. The Final Course Project is a synthesis of literature and it is aimed to help you determine the

Keywords:adolescents, children, coping, emotion regulation, psychopathology The identification of processes of risk and resilience is crucial for understanding the etiology of internalizing and externalizing symptoms and disorders in childhood and adolescence and for the development of interventions for the prevention and treatment of these symptoms and disorders (e.g.,Cicchetti & Curtis, 2007; Kraemer, Lowe, & Kupfer, 2005;Luthar, 2006;Masten, 2001, 2014;Troy & Mauss, 2011). Exposure to acute and chronic stress- ful events and adversity is one of the most potent risk factors for psychopathology during childhood and adolescence (e.g.,Evans, Li, & Whipple, 2013;Grant et al., 2003;Kushner, 2015). Yet not all who experience stress and adversity go on to develop symptoms of psychopathology, raising the question, why are some childrenand adolescents adversely affected while others are resilient? The ability tocopewith stressful events and circumstances andregu- late emotionsacross situations may play a primary role in the development of resilience and reducing the risk for psychopathol- ogy during childhood and adolescence (Compas, Gruhn, & Bettis, 2017;McRae & Mauss, 2016;Zimmer-Gembeck & Skinner, 2016). Given the potential to inform our understanding of pro- cesses of risk, resilience, and intervention, research on coping and emotion regulation in children and adolescents is of considerable importance for the field of developmental psychopathology and prevention science. However, despite a large and growing body of research, there has been no quantitative meta-analysis of the as- sociation of coping and emotion regulation with symptoms of internalizing and externalizing psychopathology in children and adolescents. Therefore, an integrative, quantitative review of this research is a high priority.

Although there are many commonalities between these con- structs, research on coping and emotion regulation has remained relatively separate (e.g.,Compas, Jaser, & Benson, 2009;Compas et al., 2014a;Kopp, 1989;Zalewski, Lengua, Wilson, Trancik, & Bazinet, 2011;Zimmer-Gembeck et al., 2014). For example,Com- pas et al. (2014a)found that although both coping and emotion regulation are active areas of research, only 208 of 20,804 publi- cations (1%) between 2003 and 2012 identified in a PsycINFO search included both of these concepts as key terms. There has been little integration of the conceptualization and measurement of these two processes. Further, confusion in defining and conceptu- This article was published Online First June 15, 2017.

Bruce E. Compas, Department of Psychology and Human Development, Vanderbilt University; Sarah S. Jaser, Department of Pediatrics, Vanderbilt University; Alexandra H. Bettis, Kelly H. Watson, Meredith A. Gruhn, Jennifer P. Dunbar, Ellen Williams, and Jennifer C. Thigpen, Department of Psychology and Human Development, Vanderbilt University.

This research was supported by Grants R01 MH100258 and T32 MH018921 from the National Institute of Mental Health, R01 CA118332 from the National Cancer Institute, and DP3 DK097678 from the National Institute of Diabetes and Digestive and Kidney Diseases.

Correspondence concerning this article should be addressed to Bruce E.

Compas, Department of Psychology and Human Development, Peabody 552, 230 Appleton Place, Vanderbilt University, Nashville, TN 37203.

E-mail:[email protected] This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. Psychological Bulletin© 2017 American Psychological Association 2017, Vol. 143, No. 9, 939 –9910033-2909/17/$12.00http://dx.doi.org/10.1037/bul0000110 939 alizing coping and emotion regulation in youth, as well as identi- fying clear dimensions or subtypes of these processes, has inhib- ited the synthesis and integration of findings (Skinner, Edge, Altman, & Sherwood, 2003). In addition, the measurement of coping and emotion regulation is characterized by a large and ever-expanding number of measures, many of which are of un- known psychometric quality. Finally, it has been 16 years since the last comprehensive review of coping and internalizing and exter- nalizing psychopathology in children and adolescents (Compas, Connor-Smith, Saltzman, Thomsen, & Wadsworth, 2001) and 7 years since the last review of emotion regulation and these broad domains of psychopathology in young people (Eisenberg, Spinrad, & Eggum, 2010). Notably, neither of these reviews provided quantitative meta-analyses.

To address these gaps in the field, we begin by examining several overarching issues related to the study of coping, emotion regulation, and psychopathology in children and adolescents. First, we consider several broad issues in this field including definitions and conceptualizations of coping and emotion regulation in child- hood and adolescence, the status of the measurement of coping and emotion regulation, the role of exposure to acute and chronic stressors and the experience of emotions in the development of psychopathology, and previous reviews on the associations of coping and emotion regulation with symptoms of psychopathol- ogy. In the primary section of this review, we report on a quanti- tative meta-analysis of the associations between coping and emo- tion regulation and internalizing and externalizing symptoms in children and adolescents. We also consider three possible moder- ators of the association of coping and emotion regulation with symptoms of psychopathology: child age, the quality of measures of coping and emotion regulation, and the use of single versus multiple informants to measure coping and emotion regulation and symptoms of psychopathology. Finally, we offer a critique of the current state of the field and outline an agenda for research to advance our understanding of coping and emotion regulation in youth. Coping and Emotion Regulation: Definitions and Conceptualization Previous reviews have noted a lack of consensus in the defini- tion and conceptualization of coping and emotion regulation in children and adolescents (e.g.,Adrian, Zeman, & Veits, 2011; Compas et al., 2001;Eisenberg et al., 2010;Skinner et al., 2003).

Clear consensus on the definitions of coping and emotion regula- tion is needed to identify the boundaries of what is and is not included within each of these constructs, shape the identification of the structure and subtypes of coping and emotion regulation, and guide the selection of measures for research on the association of coping and emotion regulation with psychopathology. It is encour- aging, therefore, that since earlier reviews of coping and emotion regulation were published there have been some signs of conver- gence on the central features of these constructs.

Definitions of Coping and Emotion Regulation The challenge of establishing consensus regarding definitions of coping and emotion regulation is reflected in the 212 studies included in the meta-analysis reported below. The most widely used definitions of coping and emotion regulation in childhood and adolescence are presented inTable 1. Both theLazarus and Folk- man (1984)andCompas et al. (2001)definitions of coping high- light the role of coping as a process of responding to stress.

Further, both definitions emphasize coping as a controlled, effort- ful process; that is, responses that require conscious, purposeful, and intentional thoughts and behaviors. However,Lazarus and Folkman (1984)emphasize cognitive appraisals of stress as pre- cipitants of coping responses, whereasCompas et al. (2001)focus on objectively stressful events or circumstances in the environment as precipitants of coping responses. The Lazarus and Folkman model incorporates two broad types of coping that differ based on the focus and goals of coping efforts: problem-focused coping (i.e., efforts to resolve the source of stress, including problem solving) Table 1 Definitions of Coping and Emotion Regulation CitationConstruct of interest Definition Cicchetti and colleagues (e.g.,Cicchetti, Ganiban, & Barnett, 1991)Emotion Regulation “The intra– and extraorganismic factors by which emotional arousal is redirected, controlled, modulated, and modified to enable an individual to function adaptively in emotionally arousing situations.” (p. 15) Compas and colleagues (e.g.,Compas et al., 2001;Connor-Smith et al., 2000)Coping “Conscious and volitional efforts to regulate emotion, cognition, behavior, physiology, and the environment in response to stressful events or circumstances.” (Compas et al., 2001;p.89) Eisenberg and colleagues (e.g.,Eisenberg et al., 1997,2010)Emotion Regulation “Processes used to manage and change if, when, and how (e.g., how intensely) one experiences emotions and emotion-related motivational and physiological states, as well as how emotions are expressed behaviorally.” (p. 495) Thompson, Gross and colleagues (e.g.,Gross & Thompson, 2007, 2010;Thompson, 1991, 1994;Thompson & Calkins, 1996)Emotion Regulation “The extrinsic and intrinsic processes responsible for monitoring, evaluating, and modifying emotional reactions, especially their intensive and temporal features, to accomplish one’s goals.” (Thompson, 1994; pp. 27–28) Lazarus and colleagues (e.g.,Folkman & Lazarus, 1985;Lazarus & Folkman, 1984; Lazarus & Launier, 1978)Coping “Constantly changing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding the re-sources of the person.” (Lazarus & Folkman, 1984; p. 141) This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 940 COMPAS ET AL. and emotion-focused coping (i.e., efforts to palliate one’s emo- tions, including seeking social support and escape/avoidance) (e.g.,Folkman & Moskowitz, 2004). TheCompas et al. (2001) definition is linked to a control-based model of coping that in- cludes primary control coping (i.e., efforts to directly act on the source of stress or one’s emotions, including problem solving and emotional expression), secondary control coping (i.e., efforts to adapt to the source of stress, including acceptance and cognitive reappraisal), and disengagement coping (i.e., efforts to orient away from the source of stress or one’s emotions, including avoidance or denial) (e.g.,Compas, Jaser, Dunn, & Rodriguez, 2012;Rudolph, Dennig, & Weisz, 1995;Weisz, McCabe, & Dennig, 1994). Fur- ther, the scope of the construct of coping has broadened since the earlier work ofLazarus and Folkman (1984), with a growing emphasis on coping as the regulation of a wider range of functions in response to stress, including emotion, behavior, cognitions, physiology, and the environment (e.g.,Compas et al., 2001;Eisen- berg, Fabes, & Guthrie, 1997;Kopp, 1989).

The most commonly cited definition of emotion regulation emphasizes processes of monitoring, evaluation, and modification of emotional reactions. Specifically,Thompson (1994)defines emotion regulation as, “the extrinsic and intrinsic processes re- sponsible for monitoring, evaluating, and modifying emotional reactions, especially their intensive and temporal features, to ac- complish one’s goals” (pp. 27–28). These regulation processes involve a series of steps that include the selection and modification of situations that give rise to emotions, the deployment of attention in response to emotion, cognitive change, and modulation of emotional responses. This process model of emotion regulation includes strategies such as problem solving, cognitive reappraisal, and emotional suppression and emphasizes the deployment of these strategies as part of the temporal process of the experience and regulation of emotions (Gross & Thompson, 2007). Similar elements can be found in the work ofEisenberg et al. (2010)who focus on the construct of emotion-related self-regulation, defined as “processes used to manage and change if, when, and how (e.g., how intensely) one experiences emotions and emotion-related mo- tivational and physiological states, as well as how emotions are expressed behaviorally” (p. 516). We now consider in more detail several key issues reflected in these definitions of coping and emotion regulation.

Shared features of coping and emotion regulation.

Although research on these constructs has predominately been conducted separately, there is considerable overlap in the concepts of coping and emotion regulation. A unifying feature of concep- tualizations of coping and emotion regulation is the central role of regulatory processes(e.g.,Compas et al., 2014a;Eisenberg et al., 1997;Gross & Thompson, 2007;Zimmer-Gembeck et al., 2014).

Regulation involves a broad array of responses, including efforts to initiate, delay, terminate, modify the form/content, or modulate the amount or intensity of a thought, emotion, behavior, or physiolog- ical reaction (Compas et al., 2001). Coping includes the regulation of these processes that occur specifically in response to a stressor, whereas emotion regulation occurs in response to the presence of an emotion whether or not the emotion arises in response to a stressor (Aldao, Nolen-Hoeksema, & Schweizer, 2010;Thompson, 1994).

Kopp (1989)argued that “emotion regulation is a term used to characterize the processes and characteristics involved incopingwith heightened levels of positive and negative emotions” (p. 343; italics added). Similarly, Skinner, Zimmer-Gembeck and col- leagues (e.g.,Skinner & Wellborn, 1994;Skinner & Zimmer- Gembeck, 2007;Zimmer-Gembeck & Skinner, 2011;Zimmer- Gembeck et al., 2014) define coping as actionregulationunder stress, which includes coordination, mobilization, energizing, di- recting, and guiding behavior, emotion, and orientation when responding to stress. Thus, the terms coping and regulation are used somewhat interchangeably in definitions of coping and emo- tion regulation.

In addition, the process model of emotion regulation by Gross, Thompson and colleagues includes responses that are directed toward other processes in addition to emotions (e.g.,Gross, 2015; Gross & Thompson, 2007;Thompson, 1991,1994;Thompson & Calkins, 1996;Thompson & Goodman, 2010). As noted above, this conceptual model includes efforts directed at the context in which emotions occur, the cognitive processes that may shape and influence emotions, and modulation of behavioral responses. Sim- ilarly,Eisenberg, Hofer, and Vaughan (2007)include emotions, emotion-related motivational and physiological states, and the behavioral expression of emotions within the realm of emotion regulation. In this way, emotion regulation encompasses the broad array of processes (i.e., emotion, cognition, behavior, context) that are also included within the concept of coping. Further, as dis- cussed in more detail below, there is significant overlap in the strategies that are included as subtypes of both coping and emotion regulation. For example, problem solving, cognitive reappraisal, acceptance, emotional expression, and avoidance have all been included as strategies in both coping and emotion regulation re- search (Aldao et al., 2010;Skinner et al., 2003).

Conceptualizations of coping and emotion regulation also share a distinction between automatic and controlled processes (e.g., Mauss, Bunge, & Gross, 2007). A fundamental contrast through- out psychological science is made between dual-processes that are characterized as automatic versus controlled, including distinctions between processes that are labeled as regulation versus reactivity, intentional versus incidental, conscious versus nonconscious, and voluntary versus involuntary (e.g.,Bargh & Williams, 2007; Connor-Smith et al., 2000;Eisenberg et al., 2007,2010;Gross & Thompson, 2007). Automatic, incidental, involuntary processes are rooted in temperamental differences in reactivity to the envi- ronment that emerge early in development; further, some re- sponses are acquired through processes of associative conditioning that do not involve conscious control (e.g.,Compas, Connor- Smith, & Jaser, 2004). In contrast, controlled, intentional, volun- tary responses often involve higher-order, complex cognitive pro- cesses that are thought to develop more fully in middle and late childhood (Zimmer-Gembeck & Skinner, 2016).

There are several reasons to focus on controlled as opposed to automatic processes in examining the relations of coping and emotion regulation with symptoms of psychopathology. Con- trolled processes reflect both covert cognitive and overt behavioral strategies that children and adolescents purposefully use to cope with stress and regulate their emotions. These responses occur in both stressful and emotionally arousing situations and may be more accessible to conscious awareness than nonconscious pro- cesses (Rabiner, Lenhart, & Lochman, 1990). Consequently, con- trolled processes, or at least those within conscious awareness, may be more amenable to self-reports and reports by other infor- This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 941 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY mants of these efforts (e.g.,Compas et al., 2014a). In addition, controlled processes are less likely than automatic processes to be confounded with symptoms of internalizing and externalizing psy- chopathology. For example, an automatic anger response may be highly correlated with symptoms of externalizing psychopathology in part because anger is included as an externalizing symptom (e.g.,Achenbach & Rescorla, 2001). Lastly, controlled processes can be more readily changed than automatic processes through interventions that are designed to enhance resilience by teaching skills for coping with stress and regulating emotions. A growing body of evidence suggests that interventions targeting coping and emotion regulation skills are efficacious in the prevention and treatment of psychopathology in children and adolescents (e.g., Compas et al., 2010;Lochman & Wells, 2004;Tein, Sandler, Ayers, & Wolchik, 2006;Tein, Sandler, MacKinnon, & Wolchik, 2004). Thus, the focus of the current meta-analysis will be on controlled processes of coping and emotion regulation in child- hood and adolescence.

In spite of the relative importance of focusing on controlled processes of coping and emotion regulation, some examples of these processes present significant challenges, as they may reflect both automatic and controlled processes. Rather than a simple dichotomy, automatic and controlled processes lie on a continuum (Gross & Thompson, 2007;Hopp, Troy, & Mauss, 2011). Some processes that are initially automatic may be brought under pur- poseful control, and processes that require effort may become automatized with repeated practice (e.g.,Evers et al., 2014;Han- kin, Badanes, Smolen, & Young, 2015;Mauss et al., 2007).

However, the distinction between controlled and automatic pro- cesses remains central to understanding both coping and emotion regulation. One noteworthy example of this comes from research on rumination (e.g.,Nolen-Hoeksema, Wisco, & Lyubomirsky, 2008). Rumination can occur as uncontrollable, intrusive thoughts or as purposefully dwelling on thoughts about one’s emotions, as in the case of depressive rumination. Because rumination is con- ceptualized and measured as both an automatic and controlled process and because previous meta-analyses have established that rumination has a large positive correlation with symptoms of psychopathology (Aldao et al., 2010), rumination and other con- structs that may reflect both automatic and controlled processes were excluded from the current review.

Unique features of coping and emotion regulation.These shared features notwithstanding, a primary distinction between models of coping and emotion regulation centers on the precipi- tants for these two processes. As noted above, coping refers to processes that are generated specifically in response to stressful events or circumstances. This encompasses efforts to regulate responses (including emotions) to acute life events, chronic stres- sors, daily hassles, and conditions of chronic adversity, all of which have been shown to be significant risk factors for symptoms of psychopathology (Harkness & Monroe, 2016). In contrast, emotion regulation includes responses aimed at the generation and modulation of emotions. Emotions arise in response to stress and adversity but also occur as a part of ongoing, normative experi- ences of daily life that do not involve stressful events or circum- stances (e.g., an emotionally moving film or book). This contrast suggests that coping is both a narrower and broader construct than emotion regulation. Coping is a narrower construct in that it is limited to responses in the context of stressors while emotionregulation occurs in response to both stressful and nonstressful circumstances. However, coping is also a broader construct in that it encompasses the regulation of a wider range of processes that includes not only emotions, but also cognition, behavior, physiol- ogy, and sources of stress in the environment. These differences notwithstanding, given the increasing recognition of common el- ements between coping and emotion regulation, a review of the ways that both of these processes relate to internalizing and ex- ternalizing psychopathology in childhood and adolescence is timely and needed. Structure and Subtypes of Coping and Emotion Regulation A quantitative analysis of the association of coping and emotion regulation with symptoms of psychopathology requires the clear delineation of subtypes of these constructs; however, as noted above, there has been relatively little agreement regarding the structure of coping and emotion regulation. For example, in a seminal review of the structure of coping,Skinner et al. (2003) identified more than 400 different subtypes that have appeared in research across childhood, adolescence, and adulthood. These in- clude widely studied coping and emotion regulation strategies such as problem solving, cognitive reappraisal, cognitive avoidance, emotional expression, and acceptance, as well as less frequently examined strategies such as physical exercise, stoicism, and thought stopping.

The lack of consensus about the structure of coping and emotion regulation has slowed progress in the field (Compas et al., 2001, 2014a;Skinner et al., 2003). The most obvious problem is the difficulty in comparing and accumulating results from different investigations. Measures differ in the items that are included within dimensions of coping and emotion regulation, making it difficult to aggregate findings relevant to the same stressor or precipitant or to compare results across different stressors or precipitants.Compas et al. (2001)concluded that “There has been little consistency in the application of these various subtypes of coping across different measures and studies...leading to considerable difficulty developing a cohesive picture of the struc- ture of coping in childhood and adolescence” (p. 92). Notably, relatively little progress has been made to address this problem in the last 16 years.

The identification of the structure of coping and emotion regu- lation has been approached using either bottom-up models (i.e., derived through exploratory factor analysis [EFA] or through rational grouping of strategies) or top-down models (i.e., theory- driven and tested using confirmatory factor analysis [CFA]) sys- tems). Problems identified with bottom-up approaches include lack of clarity, limited comprehensiveness of categories, inability to determine hierarchical structures, and difficulty determining whether categories are distinct (Skinner et al., 2003). In contrast, Skinner et al. (2003)highlight the merits of three top-down coping structures that have been supported using CFA with reference to children and adolescents (Ayers, Sandler, & Twohey, 1998; Connor-Smith et al., 2000;Walker, Smith, Garber, & Van Slyke, 1997). The strengths of these and other top-down approaches include tests of clear conceptual models of the structure of coping and emotion regulation, the development of measures that reflect these models, use detailed and complex data analytic approaches, This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 942 COMPAS ET AL. and cross-validation with multiple large samples (Skinner et al., 2003). Further,Skinner et al. (2003)note that although these models are not without problems they “represent guideposts for empirical efforts to search for the structure of coping” (p. 232).

We consider these models of coping in more detail in the measurement section that follows. Further, we include those mea- sures based on top-down theory-driven systems with factor struc- tures that have been tested using CFA as an indicator of measure- ment quality in the moderator analyses presented as a part of the meta-analysis below. It is noteworthy that no similar efforts to catalogue and examine the structure of emotion regulation have appeared in the literature; however, some emotion regulation mea- sures were derived using a top-down approach (e.g., Children’s Emotion Management Scales;Zeman, Cassano, Suveg, & Ship- man, 2010;Zeman, Shipman, & Penza-Clyve, 2001) and construct validity has been established for these measures with CFA.

Summary In spite of some distinctions in their conceptualization, we believe that coping and emotion regulation have many more sim- ilarities than differences and that it is timely and advantageous to collectively examine research on these processes in children and adolescents. Driven in part by these similarities, the current meta- analysis is the first to examinebothcoping and emotion regulation in relation to internalizing and externalizing symptoms of psycho- pathology in children and adolescents.

Measurement of Coping and Emotion Regulation To test the association of coping and emotion regulation with symptoms of internalizing and externalizing psychopathology, measures must meet accepted standards of reliability and validity.

As research on these constructs has grown, this growth would ideally be reflected in increasing consensus and rigor in research designs and methods of measurement. It is a concern, therefore, that the number of measures of coping and emotion regulation in children and adolescents is large and still increasing. Further, the continued proliferation of measures is partly a reflection of the lack of consensus regarding the structure of coping and emotion regulation. The over 400 subtypes of coping identified bySkinner et al. (2003)were drawn from more than 100 different measures of coping, and more than a decade later, new measures continue to be developed (e.g.,Maxwell & Cole, 2012;Sveinbjornsdottir & Thor- steinsson, 2014). The field of emotion regulation is somewhat newer and still emerging. Nonetheless,Adrian, et al. (2011)re- ported on 100 measures of emotion regulation used in studies from 1975 through 2010, and new emotion regulation measures con- tinue to be developed. In this section, we review the measures used to study the association of coping and emotion regulation with symptoms of psychopathology in children and adolescents, with a focus on self-report and other informant (e.g., parents, teachers) questionnaire measures used most frequently in the meta-analysis that follows.

The measurement of coping and emotion regulation has been primarily characterized by four approaches: questionnaires com- pleted by children and adolescents or other informants, interviews, direct observations of behavior, and measures of physiological processes (e.g.,Adrian et al., 2011;Blount et al., 2008;Compas etal., 2001;Eisenberg et al., 2010;Skinner et al., 2003). Research on emotion regulation in particular has employed experimental de- signs to examine the processes of regulation in the laboratory, including the use of observational and physiological measures.

Examples of this include paradigms that elicit negative emotions and instruct participants to use specific emotion regulation strate- gies to regulate the experience of negative emotion (e.g.,Gross & John, 2003;Belden, Luby, Pagliaccio, & Barch, 2014;Belden, Pagliaccio, Murphy, Luby, & Barch, 2015;Webb et al., 2012).

Although direct observations of behavior (e.g., displays of emo- tion) and measurement of physiological processes (e.g., heart rate) provide important information on how people respond to stress, these methods do not allow for the direct measurement of con- trolled, often covert, cognitive strategies that children and adoles- cents use to cope with stress and regulate their emotions. There is evidence that both self-reports and reports from other informants can provide reliable measurement of children’s coping and emo- tion regulation strategies, including covert cognitive strategies, such as secondary control coping as evidenced by studies demon- strating significant cross-informant correlations (e.g.,Compas et al., 2006a,2014b;Connor-Smith et al., 2000). The focus of the current review, therefore, is on self- or other-report measures of coping and emotion regulation and internalizing and externalizing symptoms. Quality of Questionnaire Measures of Coping and Emotion Regulation Several features of questionnaire measures of coping and emo- tion regulation are important to consider: (a) the sources of stress and specific emotions that are the precipitant(s) of the regulatory responses assessed by the measure, (b) the source of information/ informant, and (c) types of coping and emotion regulation that are captured by these measures. The studies included in the meta- analysis that follows were selected in part based on the criteria that they employed measures designed to assess coping or emotion regulation and that, at minimum, reliability data on the measure used in the study had been reported in the literature. In the 212 studies included, 87 distinct measures were used. Of these mea- sures, 13 were modified versions of existing measures; these modifications included using a single subscale from an established measure or adding or omitting items from an established measure.

InTable 2, we highlight the 16 coping and emotion regulation measures that were used in at least three studies included in the meta-analysis. The most commonly used coping measures were the Responses to Stress Questionnaire (RSQ;Connor-Smith et al., 2000) and the Children’s Coping Strategies Checklist (CCSC; Ayers, Sandler, West, & Roosa, 1996). The most commonly used measures of emotion regulation were the Emotion Regulation Checklist (ERC;Molina et al., 2014;Shields & Cicchetti, 1997) and the Cognitive Emotion Regulation Questionnaire (CERQ; Garnefski, Kraaij, & Spinhoven, 2001).

Coping and Emotion Regulation: Domains, Factors, and Strategies Given the large number of measures and labels used across the studies included in the current meta-analysis, we employed an organizational framework to combine data. Studies of coping and This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 943 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY Table 2 Coping and Emotion Regulation Measures Used in Studies Included in the Current Meta-Analysis Author(s) and measureAge group and informant(s) Stressor/Emotion Format and scales Reliability data Validity dataNumber of studies in meta-analysis Emotion regulation measures Abela et al. (2000); Children’s Response Styles Quesitonnaire (CRSQ)Developed and tested in 3rd– 7th gradersDepressive Symptoms 25 items, 3 scales Internal consistency: ’s ranged from .57 to .76Three-factor and Two-factor models were tested.5 Self-reportDomains:none Test-retest correlations ranged from .55–.67The two-factor model was confirmed in a Turkish sample Factors:noneStrategies:

Distraction Problem Solving Garnefski et al.

(2001); Cognitive Emotion Regulation Questionnaire (CERQ)Age 12–17 years Threatening or stressful life events36 items, 9 scales Internal consistency: ’s ranged from .68 to .83 with most .80.Principal component analyses provided empirical support to the allocation of items to subscales8 (1 used modified version) Self-reportDomains: none Test-retest correlations ranged from .40–.60 Factors: none Strategies:

Acceptance Positive Refocusing Refocus on Planning Positive Reappraisal Putting into Perspective Blaming Others Gratz & Roemer (2004);Weinberg & Klonsky (2009) Difficulties in Emotion Regulation Scale (DERS)Age 18–55 years; (tested in adolescents age 13–17)“When I’m upset” 36 items, 6 scales Internal consistency:

’s .80 for each subscale (overall DERS .93)Construct validity: correlations with another measure of emotion regulation and emotional expressivity.5 Self-reportDomains: Test-retest correlations ranged from .57–.89 (.88 for overall score)DERS subscales showed a differential pattern of association with the constructs of interest.

Clarity Adolescent sample:

internal consistency ( ’s ranged from .76–.89).Adolescent sample: Confirmatory factor analysis supported 6 factors. Impulse Factors: none Strategies: none Gross & John (2003); Emotion Regulation Questionnaire (ERQ)Developed for AdultsNegative emotions 10 items; 2 scales Internal consistency: Exploratory factor analyses supported two factors; confirmatory factor analyses on same sample; confirmatory factor analysis in children and adolescents supported 2 scales5 (1 used modified version) Domains: none ’s averaged .79 for Reappraisal (.83 in child and adolescent sample) and .73 for Suppression (.75 in child and adolescent sample) Factors: none Strategies:

Gullone et al., (2011) Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA)ERQ-CA tested in ages 10–18 yearsCognitive Reappraisal Test-retest correlations over 3 months were .69 for both scalesTested convergent and discriminant validity with other measures of coping, personality, and mood regulation (COPE, Trait Mega- Mood questionnaire; Negative Mood Regulation Scale; Big Five Inventory) Emotional Suppression Self-report Shields & Cicchetti (1997); Emotion Regulation Checklist (ERC)Age 6–18 years 24 items, 2 scales Internal consistency: Principal Components Factor Analysis yielded two factors12 Other-reportDomains: Emotion Regulation Reliability ’s are high for the overall scale (.89) and for the subscale Regulation .83. Factors: none Strategies: none This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 944 COMPAS ET AL. Table 2 (continued) Author(s) and measureAge group and informant(s) Stressor/Emotion Format and scales Reliability data Validity dataNumber of studies in meta-analysis Zeman, Shipman, & Penza-Clyve, 2001;Zeman, Cassano, Suveg, & Shipman, 2010; Children’s Emotion Management Scales (CEMS)Age 7–17 years Feeling angry/sad/ worriedSad and Worry – 12 items, Mad - 11 items, 3 scalesInternal consistency: Principal Components Analysis supported 3 factors6 Self-reportDomains:Coping/Cope Emotion Regulation ’s range from .62–.77. Convergent validity demonstrated with Emotion Awareness Scale, Emotion Regulation Checklist, and Affect Regulation Interview Factors: none Strategies:InhibitionTest-retest correlations range from .61–.80.

Coping measures Ayers et al., (1996); Children’s Coping Strategies Checklist (CCSC) and How I Cope Under Pressure (HICUPS)Age 9–13 years CCSC: General Coping Style52 items, 4 scales Internal consistency: ’s ranged from .73 to .89 for secondary scalesConfirmatory factor analysis demonstrated superiority of theoretic model to other models22 (6 used modified version) Self-report HICUPS: Child- selected stressorDomains: none Factors:

Active Coping Support Seeking Strategies:

Avoidance Distraction Carver et al. (1989); Coping with Problems Experienced (COPE)Adults General Stress 60 items, 15 scales Internal consistency: ’s ranged from .43–.85.Inconsistent findings of factor structure15 (3 used modified version) And Brief COPE Self-reportDomains:Test-retest reliability over 2 weeks ranged from .46–.86; over 8 weeks ranged from .42–.89 Religious Coping Factors:

Active Coping Behavioral Disengagement Seeking Social Support (emotional and instrumental) Strategies:Planning Positive Reframing Acceptance Denial Humor Causey & Dubow (1992); Self Report Coping Scale (SRCS)4th-6th grade; Self-reportSocial and Academic Stressor versions34 items, 5 scales Internal consistency: ’s ranged from .66 to .84Self-report scales moderately correlated with abbreviated version completed by peers6 (4 used modified version) Domains: none Test retest over 2 weeks ranged from .66 to .84 Factors: Seeking Social Support Strategies:

Self-Reliance/ Problem Solving Distancing Connor-Smith et al.

(2000); Responses to Stress Questionnaire (RSQ)Self-report: 9–17 years; Parent report: 6–17 yearsStressor- and Domain- Specific versions (e.g., parental depression, type 1 diabetes)57 items, 5 scales Internal consistency: ’s ranged from .67–.84; test-retest 1–2 weeks .69–.81Confirmatory factor analysis and latent variable analyses across 7 different samples support 3 coping factors; Cross-informant correlations; convergent and discriminant validity data reported with COPE.28 (1 used modified version) Domains: none Factors: Primary Control Secondary Control Disengagement Strategies: none (table continues) This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

945 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY Table 2 (continued) Author(s) and measureAge group and informant(s) Stressor/Emotion Format and scales Reliability data Validity dataNumber of studies in meta-analysis Ebata & Moos, 1991; Coping Response Inventory—Youth (CRI-Y) and CRI-YF12–18 years Self-reportMost important problem in previous year48 items; 2 scales; 8 subscales Internal consistency: ’s ranged from .55–.79Not reported 4 Domains: none Factors: Seeking Guidance Strategies:

Logical Analysis Positive Reappraisal Cognitive Avoidance Acceptance/Resignation Seek Alternate Rewards Emotional Discharge Frydenberg & Lewis (1993); Adolescent Coping Scale (ACS)12–16 years Specific Form - how an individual copes with a specific stressor and General Form - how individual copes in general88 items; 3 scales Internal consistency: ’s ranged from .87–.89; Test-retest reliability (stability over unspecified time frame): .44–.81Confirmatory factor analysis supported 3 coping styles in replication study (1996)8 (1 used modified version) Self-reportDomains: Nonproductive Coping Factors: Reference to Others Strategies: none Patterson & McCubbin (1991); Adolescent Coping Orientation for Problem Experience (A-COPE)Mean age 15 years Self-reportGeneral coping style 54 items; 12 scales Internal consistency: ’s ranged from .50–.76Not reported 4 (1 used modified version) Domains:

Total Coping Factors:Seeking Spiritual Support Investing in Close Friends Seeking Professional Support Strategies:

Seeking Diversions Avoiding Problems Engaging in Demanding Activities Seiffge-Krenke (1995); Coping Across Situations Questionnaire (CASQ)15–27 years; Self-reportEight age-specific problems areas20 items; 3 scales Internal consistency: ’s ranged from .76–.80Confirmatory factor analyses replicated findings in samples from Israel and Finland5 Domains: none Factors:

Active Coping Internal Coping Strategies:

Withdrawal Spirito, Stark, & Williams (1988); KidCope12–18 years Self-reportSpecific areas selected by participant or experimenter10 items; no specific scales Internal consistency: None.

Only provided test-retest reliability for individual itemsItem correlations with coping scales for CSI and A-COPE4 Domains:

Total Score Factors: none Strategies: none Walker et al.

(1997); Pain Response Inventory (PRI)8–23 years Self-reportSpecific Stress (pain) 60 items; 3 scales Internal consistency: ’s range from .64–.82 Test-retest reliability 1 week: .46–.71 6 months: .34–.46Confirmatory Factor Analysis validated across samples6 Domains: none Factors:

Active Coping Passive Coping Accommodative Coping Strategies: none Note. Only scales that were included in the meta-analysis are listed.This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 946 COMPAS ET AL. emotion regulation in children and adolescents have examined these constructs on at least three levels:domains, factors,and strategies(see Method andAppendix). These three levels reflect current, albeit somewhat overlapping approaches to the measure- ment of coping and emotion regulation in children and adolescents.

At the broadest level,domainsof coping and emotion regulation are grouped into relatively undifferentiated categories including total coping, emotion regulation, emotion dysregulation, adaptive coping, and maladaptive coping. These broad domains include varied and heterogeneous coping and emotion regulation strate- gies. For example, examination of the association between total coping and symptoms of psychopathology ostensibly addresses the question of whether it is “better or worse” to engage in more versus less coping, with no consideration of the strategies used to cope. The only distinction that has been made at the broadest level of domains is between those strategies that are distinguished as adaptive versus maladaptive (or as regulation vs. dysregulation) on an a priori basis. However, the basis for this distinction is often not clear, as these categories remain very heterogeneous with regard to the strategies that they encompass. Further, labeling types of coping and emotion regulation as adaptive or maladaptive on an a priori basis can result in circular tests of the association between these processes and symptoms of psychopathology. That is, a positive association between maladaptive coping and symptoms is interpreted as evidence that this domain of coping is indeed mal- adaptive, which was already assumed at the outset.

Studies included in the current meta-analysis that measured the domain of total coping used a wide range of measures that capture a diverse array of strategies (e.g., Adolescent Coping Scale [ACS], Frydenberg & Lewis, 1993; CCSC,Ayers et al., 1996; CEMS, Zeman et al., 2010; Kidcope,Spirito, Stark, & Williams, 1988).

Total coping capturesanyefforts to cope with or regulate emotions in response to stress, and therefore total coping is typically the sum or total score of all coping items on a measure. Because these scores do not differentiate among types of coping efforts, they provide little information regarding types of coping that may be more or less beneficial than others under specific stressful circum- stances. Similarly, studies measuring adaptive coping in the cur- rent review used a variety of measures (e.g., A-COPE,Patterson & McCubbin, 1991; ACS,Frydenberg & Lewis, 1993; Kidcope, Spirito et al., 1988). The domain of maladaptive coping, however, was predominantly measured using the nonproductive coping scale of the ACS (Frydenberg & Lewis, 1993). This scale includes items that assess the degree to which children and adolescents use strategies such as self-blame, withdrawal, wishful thinking, and avoidance to cope with stress.

Some measures of the broad domain of emotion regulation may capture more trait-like aspects of cognition and behavior rather than specific strategies used to regulate one’s emotions (e.g., ERC;Shields & Cicchetti, 1997). Emotion dysregulation has been measured primarily with the Difficulties in Emotion Regulation Scale (DERS;Gratz & Roemer, 2004). Items on the DERS capture the inability to use or the ineffective use of strategies to regulate emotions. A concern with the DERS and other measures of emotion dysregulation is the considerable overlap with measures of psychopathology, particularly inter- nalizing symptoms.

At the intermediate level, coping and emotion regulation are grouped into empirically derived or theoretically derivedfactorsthat include problem-focused coping, emotion-focused coping, engagement/approach coping, disengagement coping, primary control coping, secondary control coping, and social support cop- ing. The most common approach to identifying coping factors has been the use of bottom-up approaches (EFA) that do not involve testing a priori models. Relatively fewer studies have used top- town approaches (CFA) to test theory-driven models of coping and emotion regulation (Skinner et al., 2003). Although these midlevel factors also include a wide range of specific strategies, they are more homogeneous with regard to the strategies that they encom- pass.

Presently, the most stringent tests and, therefore the strongest evidence for the structure of coping and emotion regulation come from measures that are designed to assess the factors of coping and emotion regulation. In addition to the three models of coping using CFA highlighted bySkinner et al. (2003)noted above (Ayers et al., 1996;Connor-Smith et al., 2000;Walker et al., 1997), two addi- tional models of coping have been tested using CFA (Frydenberg & Lewis, 1993;Seiffge-Krenke, 1995). The most extensive sup- port for the structure of coping has been generated using the RSQ (Connor-Smith et al., 2000), which has been tested using CFA in several samples of children and adolescents. A total of six studies reporting on seven independent samples faced with a wide range of different stressors across a number of countries and ethnic groups using CFA have confirmed the three-factor structure of the RSQ:

primary control coping (i.e., problem-solving, emotional expres- sion, emotional modulation), secondary control coping (i.e., ac- ceptance, cognitive reappraisal, positive thinking, distraction), and disengagement coping (i.e., avoidance, denial, wishful thinking) (Benson et al., 2011;Compas et al., 2006b;Connor-Smith & Calvete, 2004;Connor-Smith et al., 2000;Wadsworth, Rieck- mann, Benson, & Compas, 2004;Xiao et al., 2010). The three factors in the RSQ parallel factors included in two other coping measures: the Pain Response Inventory (PRI; active, accommoda- tive, passive coping;Walker et al., 1997) and the Children’s Coping Strategies Checklist (CCSC; active coping, avoidance, distraction;Ayers et al., 1996). It is noteworthy that, although several of the emotion regulation measures have established con- struct validity using CFA, no emotion regulation measures include scales at the factor level.

The third level is comprised of specificstrategiesof coping and emotion regulation, including emotional expression, emotional sup- pression, problem solving, cognitive reappraisal, distraction, accep- tance, avoidance, wishful thinking, denial, emotional modulation, unregulated release of emotions, and humor. AlthoughSkinner et al. (2003)identified more than 400 coping strategies, we grouped indi- vidual strategies into these 12categories to create a manageable number for the current meta-analysis and because these were the most commonly used categories among the included studies (see Appendix). These categories provide a fine-grained analysis of specific strategies that children and adolescents use to cope with stress and regulate their emotions. However, measures at this level reflect only a relatively small sample of the larger set of coping and emotion regulation strategies that children and adolescents may enact when faced with a stressor or emotion, and there is relatively less data on the psychometric properties of measures used to assess specific strategies. This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 947 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY Potential Moderators of Associations of Coping and Emotion Regulation With Psychopathology Given the absence of a comprehensive quantitative review of the association of coping and emotion regulation with symptoms of psychopathology in children and adolescents, the primary focus of the current review is on the direct associations between these constructs. However, we recognize the importance of taking initial steps to examine constructs that may moderate these associations.

Therefore, in addition to the direct association of coping and emotion regulation with internalizing and externalizing psychopa- thology in children and adolescents, we also examine age, measure quality, and informant as potential moderators of these associa- tions in the meta-analysis that follows.

Age and Development Processes of biological, cognitive, social, and emotional devel- opment during childhood and adolescence have implications for the development of coping and emotion regulation skills and their association with symptoms of psychopathology. Several reviews have outlined possible developmental patterns in coping and emo- tion regulation that would suggest increasing efficacy and flexi- bility in the use of specific strategies with age (Skinner & Zimmer- Gembeck, 2007,2010;Thompson & Goodman, 2010;Zimmer- Gembeck & Skinner, 2011,2016). Although these constructs have been analyzed relatively independently in developmentally fo- cused research, several parallel themes in the development of coping and emotion regulation have emerged from these reviews.

These include developmental shifts in the use of social partners in coping and regulating emotions versus self-reliance to enact these processes, an increased ability to utilize cognitively complex pro- cesses (e.g., cognitive reappraisal), changes in the use of overt behavioral strategies (e.g., avoidance, distraction), and an in- creased capacity to use a wider range of strategies flexibly in response to stress or emotions (Skinner & Zimmer-Gembeck, 2007,2010;Thompson & Goodman, 2010;Zimmer-Gembeck & Skinner, 2011).

Although important developmental changes in coping and emo- tion regulation may occur in infancy and toddlerhood (Thompson & Goodman, 2010), we focus here on early and middle childhood and adolescence because these are the developmental periods encompassed by the studies included in the current meta-analytic review. During early childhood, children’s increased understand- ing of emotions enables parents to shift from directly controlling children’s emotional reactions to coaching them in the develop- ment of emotion regulation strategies. In middle childhood, chil- dren begin to use strategies that are more cognitive in nature (e.g., cognitive reappraisal or distraction) as well as relaxation strategies to reduce physiological arousal (e.g., deep breathing;Thompson & Goodman, 2010). From middle childhood into adolescence, peer relationships gain importance and serve as a source of support as well as further learning about emotional experiences, norms for expression, and emotion regulation strategies. During middle and late adolescence, increased ability to think about one’s own and others’ emotions allows for more independent management of emotions. Additionally, the development of executive function skills allows adolescents to enlist additional cognitive emotionregulation strategies and to be more controlled in their expression of emotions (Thompson & Goodman, 2010).

In contrast, there is less clarity regarding the development of coping. This is attributable in part to inconsistencies in the mea- surement of coping across ages and studies, and in part because research has not been designed for the specific purpose of exam- ining coping development (Skinner & Zimmer-Gembeck, 2007; Zimmer-Gembeck & Skinner, 2011). However, the aforemen- tioned reviews provide evidence for developmental changes, many of which parallel changes in the development of emotion regula- tion. In early childhood (i.e., the 5- to 7-year-old shift) social support begins to incorporate peers in addition to a continued reliance on caregivers, and children use problem solving and behavioral distraction with increasing frequency. Further, as noted above, in middle childhood, cognitive strategies develop, support seeking becomes more complex, and the ability to take others’ perspectives and understand that different situations may require different coping responses begins to form. With increased reliance on cognitive strategies, declines in the use of behavioral strategies such as escape and avoidance are observed (Skinner & Zimmer- Gembeck, 2007;Zimmer-Gembeck & Skinner, 2011). In adoles- cence, coping repertoires expand and coping efforts become more self-reliant. The importance of peers increases during adolescence, and adolescents continue to seek social support as a means of coping with stress; however, the majority of coping efforts are at the individual level with social partners in the role of a “back up system” if independent efforts fail (Skinner & Zimmer-Gembeck, 2010, p. 19). Additionally, adolescents are more effective at se- lecting different sources of social support depending on the type of stressor (Skinner & Zimmer-Gembeck, 2007). Furthermore, with the development of metacognitive skills, adolescents achieve greater flexibility and sophistication in their coping, and coping strategies continue to become more cognitive in nature (Skinner & Zimmer-Gembeck, 2010).

Especially relevant for the current study, the connections of coping and emotion regulation with psychopathology may become stronger as children develop and move into adolescence. As the implementation of coping and emotion regulation efforts increase in complexity, the stressful events and circumstances children and adolescents encounter likely also increase in complexity (Grant et al., 2006). Further, there is a significant increase in the incidence and prevalence of psychopathology in adolescence, including in- creased rates of anxiety, depression, eating disorders, and conduct problems (e.g.,Copeland, Shanahan, Costello, & Angold, 2011).

Notably, little research has been devoted to examining the devel- opmental trajectory of both coping and emotion regulation and symptoms of psychopathology in tandem.

To further explore developmental variations in associations among coping and emotion regulation and psychopathology, we examined age as a moderator by testing these associations in studies with child samples as compared to adolescent samples. As noted above, this distinction captures a critical developmental transition, including increasing self-reliance in coping, the use of peers as social resources, and the growth of metacognitive and executive function skills that may provide a foundation for the use of more complex cognitive coping and emotion regulation strate- gies (Skinner & Zimmer-Gembeck, 2010;Thompson & Goodman, 2010). This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 948 COMPAS ET AL. Measure Quality The present review includes measures of coping and emotion regulation that meet at least the most basic psychometric criterion; that is, the availability of data on internal consistency. More stringent criteria for evidence-based methods of assessment in- clude test–retest reliability and construct and criterion validity (e.g.,Blount et al., 2008); however, these standards are rarely met in measures of coping and emotion regulation. Only three coping measures (CCSC,Ayers et al., 1996; RSQ,Connor-Smith et al., 2000; PRI,Walker et al., 1997) meet the criteria for top-down, theory-based measures of coping laid out bySkinner et al. (2003).

These criteria include the use of CFA to test the fit of items into lower order coping categories and empirically examine hierarchi- cal systems that also test the fit of multiple lower order ways of coping into higher order categories. Further, only three emotion regulation measures (DERS,Gratz & Roemer, 2004; ERQ,Gross & John, 2003; CEMS,Zeman et al., 2010) report on convergent and/or discriminant validity with other measures of emotion reg- ulation or coping. Notably, the majority of validity data reported is from EFA or principal components analysis. These tests have typically not been replicated and therefore are not viewed as strong as tests of theoretically derived models that have been tested using CFA (Skinner et al., 2003).

Validity has also been examined infrequently through multiin- formant reports of coping and emotion regulation (i.e., report from child and their caregiver). For example, the ways in which children cope with chronic pain as reported by parents and children have been shown to predict cross-informant reports of anxiety and depression in latent variable analyses (Compas et al., 2006b).

Further, self-report coping questionnaires have been validated through associations with physiological measures, including gly- cemic control in children with diabetes (e.g.,Jaser et al., 2011) and heart rate reactivity to laboratory stressors (Connor-Smith et al., 2000;Dufton, Dunn, Slosky, & Compas, 2011). Overall, the introduction of some psychometrically strong measures since the previous narrative analyses (e.g.,Compas et al., 2001) suggests that more recent studies may reflect improvement in measurement quality.

Because of enduring concerns about the ability of questionnaires to adequately capture processes of coping and emotion regulation, we have included measurement quality as a potential moderator of effects in the meta-analysis that follows. To code measure quality, we used the criterion of the presence of data on the convergent or discriminant validity of measures of domains, factors and strate- gies (seeRueger, Malecki, Pyun, Aycock, & Coyle, 2016;Skinner et al., 2003).

Informant The assessment of child and adolescent psychopathology has a long tradition of obtaining reports of internalizing and externaliz- ing symptoms from children’s and adolescents’ self-reports and reports from other informants including parents, teachers, mental health professionals, and trained observers (e.g.,Achenbach, Mc- Conaughy, & Howell, 1987;De Los Reyes et al., 2015;Podsakoff, MacKenzie, & Podsakoff, 2012;Rescorla et al., 2013). By com- parison, the measurement of coping and emotion regulation in young people has relied predominantly on self-report measures.

The majority of the coping and emotion regulation measuresincluded in the current meta-analysis were designed only for self-report and a much smaller number were designed to only obtain reports from other informants (typically parents). As a consequence, much of the literature is characterized by studies that have relied on single informant report of both coping and emotion regulation and internalizing and externalizing symptoms. The use of the same informant for both constructs may artificially inflate the magnitude of these associations due to problems of shared method variance in the measures of coping and emotion regulation with measures of psychopathology (seeLaGrange & Cole, 2008).

As such, we have included the use of a single informant to assess both coping and emotion regulation and psychopathology versus the use of different informants to assess these constructs (i.e., multi-informant) as a possible moderator of the magnitude of these associations. Cross-Sectional and Longitudinal Research Designs Studies of the association of coping and emotion regulation with internalizing and externalizing symptoms have varied with regard to the use of cross-sectional versus longitudinal designs. Cross- sectional designs cannot test the temporal sequence of the associ- ation between coping and emotion regulation and internalizing and externalizing symptoms (Podsakoff et al., 2012). Although longi- tudinal designs cannot provide evidence for causal relations, these designs are a more rigorous test of the degree to which coping and emotion regulation account for variance in symptoms across time.

Therefore, studies that include longitudinal data provide important tests of the association between coping and emotion regulation and symptoms of psychopathology over time. In the meta-analytic review below, we present findings for cross-sectional and longi- tudinal studies separately.

Stress, Emotions and Psychopathology in Children and Adolescents The backdrop to research on coping and emotion regulation in children and adolescents lies in current conceptualizations of psy- chopathology, the role of exposure to stressful events and circum- stances as a source of risk, and relations between stress and emotions. As summarized in a series of reviews by Grant and colleagues (Grant et al., 2003,2006;Grant, Compas, Thurm, McMahon, & Gipson, 2004;Grant, McMahon, Duffy, Taylor, & Compas, 2011;McMahon, Grant, Compas, Thurm, & Ey, 2003), exposure to psychosocial stressors and conditions of chronic ad- versity is well established as a major risk factor for internalizing and externalizing psychopathology during childhood and adoles- cence.Grant et al. (2004)identified more than 50 prospective longitudinal studies that provided evidence that exposure to stress- ful events and chronic adversity predicts increases in both inter- nalizing and externalizing symptoms over time. Consistent with the heuristic model ofNolen-Hoeksema and Watkins (2011), ex- posure to stressful life events appears to function as a distal risk factor whose association with internalizing and externalizing symptoms is both mediated and moderated by more proximal factors, including the ways children and adolescents cope with stressful events and regulate their emotions (Grant et al., 2003, 2006). Further,McMahon et al. (2003)found evidence that expo- sure to stressful events and chronic adversity is a nonspecific risk This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 949 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY factor that places children and adolescents at risk for the full range of internalizing and externalizing forms of psychopathology.

Exposure tostressors(i.e., environmental events or chronic conditions that objectively threaten the physical and/or psycholog- ical health of individuals) is distinct from the concept ofpsycho- logical stress,which is defined as an internal state experienced by the individual rather than the occurrence of stressors in the envi- ronment (Grant et al., 2003). Psychological stress as a concept has been criticized as overly vague and has been supplanted by a focus onspecific emotions(Gross, 1999,2001;Lazarus, 2006). Further, research has moved toward an increasing emphasis on physiolog- ical aspects of the stress response system including reactivity in the hypothalamic-pituitary-adrenal axis (e.g.,Doom & Gunnar, 2013; Han, Miller, Cole, Zahn-Waxler, & Hastings, 2015) and cardiac vagal tone (e.g.,McLaughlin, Alves, & Sheridan, 2014). With the shift in focus from psychological stress to specific emotions, research on emotion regulation has emphasized the importance of identifying and regulating discrete emotions including sadness, anger, and anxiety (e.g.,Zeman, Cassano, Suveg, & Shipman, 2010;Zeman, Shipman, & Suveg, 2002). Further, in the process model of emotion regulation (e.g.,Gross, 2001;Gross & Jazaieri, 2014;Gross, Sheppes, & Urry, 2011), efforts are distinguished in the context of the phases of the emotion-generative process. The phases during which specific emotions are regulated include both antecedent-focused strategies, which influence an emotion before it is fully formed, and response-focused strategies, which influence an emotion once it has been fully developed. Antecedent-focused strategies include situation selection (e.g., avoidance of emotion- ally arousing situations), situation modification (e.g., problem solving), attentional deployment (e.g., distraction), and cognitive change (e.g., cognitive reappraisal), and response-focused strate- gies include response modulation (e.g., emotional suppression).

Together, this research suggests that it is important to consider both how children and adolescentscope with the occurrence of stressorsin the form of stressful events and conditions of chronic adversity in the environment andregulate specific emotionsas they arise in ongoing transactions with the environment. We return to these issues in the Discussion after presenting the findings of the current meta-analysis.

Dimensional and Categorical Features of Internalizing and Externalizing Psychopathology Examination of the association of coping and emotion regula- tion with psychopathology also requires careful consideration of the nature of internalizing and externalizing symptoms and disor- ders, as this shaped the selection of relevant studies for inclusion in this meta-analysis. After a longstanding debate regarding the structure of psychopathology, a significant shift has occurred in the conceptualization of psychopathology, with recognition that symp- toms of disorder occur both on continua as well as in discrete categories (Hyman, 2010;Rutter et al., 2011). Further, the Na- tional Institute of Mental Health Research Domain Criteria (RDoC;Casey, Oliveri, & Insel, 2014;Insel & Cuthbert, 2015) represents a dimensional framework that conceptualizes mecha- nisms underlying psychopathology in five domains (negative va- lence systems, positive valence systems, cognitive systems, sys- tems for social processes, and arousal and regulatory systems) that can be assessed across multiple levels of analysis.The preponderance of research on coping and emotion regula- tion in children and adolescents has focused on dimensional ap- proaches to psychopathology, reflected in both broad and narrow- band syndromes of psychopathology. Evidence for the broad factors of internalizing and externalizing symptoms of psychopa- thology and narrow subtypes within these broad categories initially described byAchenbach (1966)provides strong support for di- mensional models (e.g.,Krueger & Markon, 2006;Lahey, Van Hulle, Singh, Waldman, & Rathouz, 2011;Seeley, Kosty, Farmer, & Lewinsohn, 2011). These dimensions have been identified in studies of children, adolescents, and adults and across a wide range of cultures and countries (e.g.,Ivanova et al., 2007a;Ivanova et al., 2007b;Rescorla et al., 2012). In addition,Kraemer, Noda, and O’Hara (2004)note that although both categorical and dimensional approaches are fundamentally equivalent, dimensional approaches are advantageous for hypothesis testing because of the loss of power associated with the use of categorical variables. Given the strong evidence for the broad dimensions of internalizing and externalizing symptoms (Achenbach & Rescorla, 2001), these are the focus of the current review.

Evidence of the co-occurrence of symptoms and diagnostic comorbidity (Rhee, Lahey, & Waldman, 2015) both within and across internalizing and externalizing symptoms of psychopathol- ogy has led to research on sources of risk and resilience that are either specific to or common across multiple symptom dimensions and disorders. As reflected in the 212 studies included in the current meta-analytic review, processes of coping and emotion regulation are prime candidates for transdiagnostic sources of risk and/or resilience in children and adolescents (Compas, Watson, Reising, & Dunbar, 2013). Previous Reviews of the Association of Coping and Emotion Regulation With Psychopathology Several reviews have examined the associations between coping and emotion regulation and symptoms of psychopathology in adults (e.g.,Aldao et al., 2010;Nolen-Hoeksema, 2012;Webb et al., 2012). In one of the most comprehensive meta-analyses to date,Aldao et al. (2010)estimated associations for dispositional measures of six emotion regulation strategies with four types of symptoms of psychopathology from 114 studies (108 studies with adults and 6 studies with children). This meta-analysis found medium to large positive associations for rumination with symp- toms of anxiety, depression, disordered eating, and substance use, and small to medium positive associations for avoidance and suppression with symptoms of anxiety, depression, and disordered eating. In addition, they found small to medium negative associ- ations for problem solving with anxiety, depression, and disor- dered eating, and a small negative association for reappraisal with symptoms of depression. No significant associations were found for acceptance. It is noteworthy that the emotion regulation strat- egies included in this review have also been commonly studied as examples of coping strategies (Aldao et al., 2010). The current review builds on this important meta-analysis by focusing exclu- sively on coping and emotion regulation in children and adoles- cents and using an inclusive framework for what is considered coping and emotion regulation.

In addition, several narrative reviews have examined the rela- tions between coping and emotion regulation and internalizing and This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 950 COMPAS ET AL. externalizing symptoms.Eisenberg et al. (2010)described the association of children’s emotion regulation with internalizing and externalizing problems. They reported a general pattern of nega- tive associations between emotion regulation and internalizing and externalizing problems in samples ranging from infancy through childhood and adolescence. More narrowly focused reviews have examined coping and emotion regulation with specific samples or subgroups and specific outcomes. Examples include adolescents coping with social stressors (Clarke, 2006), adolescents coping with relationship stressors (Seiffge-Krenke, 2011), children coping with the chronic stress associated with poverty (Evans & Kim, 2013), and children and adolescents coping with chronic illness (Aldridge & Roesch, 2007;Blount et al., 2008;Compas et al., 2012). We extend these narrative reviews by conducting a meta- analysis to estimate the associations of a broad range of domains, factors, and strategies of coping and emotion regulation in re- sponse to a wide range of stressors and emotions with symptoms of internalizing and externalizing symptoms in children and ado- lescents.

In one of the only previous meta-analyses of coping and emo- tion regulation in childhood and adolescence,Clarke (2006)ex- amined the relations between active coping and psychosocial health among youth in 40 studies of coping with interpersonal stress. Four areas of psychosocial functioning were examined:

externalizing and internalizing behavior problems, social compe- tence, and academic performance. The association between active coping and psychosocial functioning across the four areas exam- ined was small, with correlations ranging from .02 to .12 (Clarke, 2006). In a second meta-analysis of 26 studies including children and adolescents,Aldridge and Roesch (2007)examined how chil- dren cope with cancer-related stress based on two coping taxono- mies: approach versus avoidance coping and problem-focused versus emotion-focused coping. In this analysis, approach, avoid- ance, and emotion-focused coping were unrelated to overall ad- justment. A small positive association was found between problem-focused coping and adjustment, indicating use of problem-focused coping was associated with poorer adjustment.

Most recentlySchäfer, Naumann, Holmes, Tuschen-Caffier, and Samson (2017)conducted a meta-analysis of the association be- tween emotion regulation strategies and symptoms of depression and anxiety in adolescence. Results from this review of 35 studies indicated that emotion regulation strategies considered to be adap- tive (cognitive reappraisal, problem solving, and acceptance) were significantly negatively related to symptoms of anxiety and de- pression and those considered to be maladaptive (avoidance, sup- pression, and rumination) were significantly positively related to symptoms of depression and anxiety. The present meta-analysis builds on these reviews by integrating a larger and more inclusive set of studies of coping and emotion regulation in response to a wider range of stressors and emotions and including studies of both internalizing and externalizing symptoms.

The most recent comprehensive review of coping and internal- izing and externalizing psychopathology in childhood and adoles- cence appeared 16 years ago (Compas et al., 2001). This review provided a summary of findings from 63 published studies that reported on analyses of coping and internalizing and externalizing symptoms of psychopathology in children and adolescents. The authors conducted a narrative review as a function of two broad dimensions of coping: engagement versus disengagement copingand problem-focused versus emotion-focused coping. The general pattern of findings suggested that forms of engagement coping and problem-focused coping were associated with lower internalizing and externalizing symptoms. In contrast, disengagement coping and emotion-focused coping were generally associated with higher levels of internalizing and externalizing symptoms. However, this review did not provide quantitative analyses of these patterns of findings.

In spite of these contributions from recent reviews, several key issues have not yet been examined. First, none of these reviews have explicitly included processes of both coping and emotion regulation in children and adolescents. Second, measures of coping and emotion regulation have not been evaluated with regard to their psychometric quality. Third, there has been no quantitative meta-analysis of the associations of copingandemotion regulation with internalizing and externalizing symptoms in children and adolescents. The Present Study: Meta-Analysis To determine the association of coping and emotion regulation with symptoms of internalizing and externalizing psychopathology in children and adolescents, we examine studies from 2001 through 2012 in which these constructs were measured. Our goal is to estimate effect sizes for broaddomains, intermediatefactors, and specificstrategiesof coping and emotion regulation. We examine effects for internalizing symptoms and externalizing symptoms of psychopathology.

We address three central questions: (a) Are broaddomainsof coping and emotion regulation associated with internalizing and externalizing symptoms of psychopathology in children and ado- lescents? (b) Are intermediatefactorsof coping and emotion regulation associated with internalizing and externalizing symp- toms? (c) Are specific coping and emotion regulationstrategies associated with total internalizing and externalizing symptoms?

We examine three potential moderators of these associations: age, measure quality, and informant. We also examine findings sepa- rately for cross-sectional and longitudinal studies. We consider the implications of the answers to these questions for the conceptual- ization of coping and emotion regulation, the measurement of these constructs, and directions for future research. Method Literature Search We searched for empirical reports published from January 2001 to December 2012 to identify articles that examined coping or emotion regulation in relation to internalizing and externalizing symptoms of psychopathology in children and adolescents. The start date of 2001 covers articles since the last comprehensive review of coping and internalizing and externalizing symptoms in children and adolescents (Compas et al., 2001). We selected the date of this earlier review as the starting point for the current meta-analysis because this marked a significant shift in the mea- sures that were most frequently used to measure coping and emotion regulation. Our systematic literature search was con- ducted using the PsycINFO database, with the specific search termscopingORemotion regulationANDchild (for child or This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 951 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY children)ORadolesc (for adolescents or adolescence) across all fields (i.e., title, abstract, keywords). We further limited the search to peer-reviewed, English language journal articles. The initial search process yielded 7,085 articles (seeFigure 1for a PRISMA flow diagram). In addition, we supplemented our search by re- viewing the reference sections of published review articles on coping and emotion regulation, yielding an additional 24 articles.

A brief review of the titles and abstracts resulted in 1,107 articles that appeared to report an association between coping or emotion regulation and psychopathology in children or adolescents. Based on inclusion criteria outlined below, 212 studies were included in the quantitative meta-analysis. Book chapters, nonpeer reviewed journal articles, review articles, and dissertations were not in- cluded, consistent with recent meta-analytic reviews of coping and emotion regulation (e.g.,Aldao et al., 2010). We believed that restricting our search to published peer-reviewed articles would yield higher quality studies. Further, we reduced the concern for file-drawer effects by including all reported effects of coping or emotion regulation in each study, including nonsignificant effects. Inclusion Criteria The following criteria determined the selection of studies in- cluded in the meta-analysis:

1. Studies were included if they assessed children or ado- lescents between the ages of 5 to 19 years old. We excluded studies that included younger children (infantsor preschool age) because the methodologies used to study coping and emotion regulation in children under age 5 differ substantially from those used with school-age children (e.g., observation of behavior to draw inferences about regulatory strategies). Further, research on the de- velopment of coping and emotion regulation indicates that infants and preschool age children have not yet fully developed the cognitive skills needed to employ many of the more complex cognitive strategies (e.g., cognitive reappraisal, problem solving) that are the focus of this review (Zimmer-Gembeck & Skinner, 2016). We ex- cluded older adolescents (i.e., age 20) to avoid confound- ing our results with college age samples.

2. Studies were included if they used a measure of coping and/or emotion regulation that reported reliability data in the study sample or if reliability data for that mea- sure was reported elsewhere in the literature (e.g., Cronbach’s alpha). Further, because reliability cannot be calculated with two items or less, coping or emotion regulation scales with fewer than three items were excluded from analyses.

3. Studies were included if they measured reports of coping and/or emotion regulation in response to emo- tions or actual stressors or events. Measures that elic- ited responses to hypothetical scenarios, or asked par- Studies identified through database searches (n = 7085) Additional studies identified through other sources (n = 24) Studies assessed for eligibility (n = 1107) Studies excluded (n = 895) Reasons for exclusion: age range, association between coping/ER and outcome not analyzed, qualitative study, no reliability data available Studies included in quantitative synthesis (meta- analysis) (n = 212) Studies remaining after duplicates removed (n = 7109) Studies screened (n = 7109) Studies excluded (n = 6002) Figure 1.PRISMA flow diagram. See the online article for the color version of this figure. This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 952 COMPAS ET AL. ticipants how theywouldcope or regulate their emotions in a given situation, were excluded.

4. Studies were included if measures of coping and/or emotion regulation assessed controlled processes.

Coping and/or emotion regulation scales that may re- flect more automatic or involuntary responses to stress (e.g., catastrophizing, rumination, emotional or phys- iological reactivity) were excluded from analyses.

5. Studies were included if they used at least one reliable measure of internalizing or externalizing symptoms of psychopathology. The measures that were included in these studies are widely used in research on child and adolescent psychopathology (seeTable 3for a list of the measures used in the included studies). Similar to the criteria for coping and emotion regulation mea- sures, we did not include psychopathology measures that consisted of only one or two items (e.g., alcohol use in past week).

6. Studies were included if they reported a test of the relationship between coping and/or emotion regulation and internalizing and/or externalizing symptoms, and if the study reported adequate statistics to calculate effect sizes. Thus, qualitative studies were not in- cluded.

7. Studies were excluded if they involved experimental manipulation of coping and/or emotion regulation (e.g., intervention studies). However, if pre- intervention tests of the association between coping and/or emotion regulation with symptoms of internal- izing or externalizing psychopathology were reported, these were included in the meta-analysis. Data Coding Procedure A standard procedure was used to structure the coding pro- cess. Each study was coded for the measure of coping and/or emotion regulation, the measure of internalizing and/or exter- nalizing psychopathology, scale reliabilities, sample size, and the statistics describing the relationship between coping or emotion regulation and psychopathology. We also recorded descriptive information, including year of publication and the country where the study was conducted. Studies using modified versions of validated measures were noted. Each study was independently coded by two of the study authors, and coding discrepancies were resolved through discussion between the authors of the meta-analysis.

As noted above, coping and emotion regulation scales were coded into three levels: domains, factors, and strategies (see Appendix). Each coping and emotion regulation domain, factor, and strategy was independently coded by two of the study authors (89.1% interrater reliability), and discrepancies were resolved through discussion. The broaddomainsof coping and emotion regulation included (a) total coping (e.g., self-coping, unitary coping), (b) emotion regulation (e.g., adaptive affect regulation, sadness regulation, anger management, palliative emotion regulation), (c) emotion dysregulation (e.g., abreact-ing, dysregulation), (d) adaptive coping (e.g., adaptive coping, positive coping, productive coping), and (e) maladaptive coping (e.g., dysfunctional coping, helpless coping, negative coping, nonproductive coping).

Second, we identified intermediatefactorsof coping and emo- tion regulation that included (a) problem-focused coping (e.g., problem-directed coping, task-oriented coping), (b) emotion- focused coping (e.g., emotional engagement, internal coping, emotion-oriented coping), (c) engagement/approach coping (e.g., active coping, approach coping, behavioral coping), (d) disengage- ment coping (e.g., behavioral disengagement, passive coping, de- tached coping), (e) primary control coping (e.g., primary control coping), (f) secondary control coping (e.g., accommodative cop- ing, secondary control coping), and (g) social support coping (e.g., asking for help, developing social support, seeking guidance, sup- port coping).

Finally, specific coping and emotion regulationstrategieswere categorized into (a) problem solving (e.g., cognitive problem solv- ing, decision making, planning), (b) emotional expression (e.g., expressing feelings, verbal sharing), (c) emotional suppression (e.g., anger inhibition, expressive reluctance, repression), (d) cog- nitive reappraisal (e.g., minimization, positive reappraisal, ratio- nalization), (e) distraction (e.g., behavioral distraction, entertain- ment, seeking diversions), (f) acceptance (e.g., rational acceptance, resignation), (g) avoidance (e.g., avoidant activities, cognitive distancing, withdrawal), (h) denial (e.g., blaming others, defensive coping), and (i) wishful thinking (e.g., fantasizing, imagining), (j) emotional modulation (e.g., anger control, relaxation, tension re- duction), (k) unregulated release of emotions (e.g., emotional discharge, externalizing negative coping, vent coping), and (l) humor (e.g., humor).

Similarly, the psychopathology measures were coded into cat- egories of dependent variables. Based on the well-validated mea- sures of Achenbach System of Empirically Based Assessment (ASEBA) of behavioral and emotional problems (Achenbach & Rescorla, 2001), the broadband categories of internalizing and externalizing symptoms were used. Internalizing symptoms in- cluded measures of depression, anxiety, and somatic complaints, and externalizing symptoms included measures of aggression, conduct problems, and substance use.

All analyses were conducted with the Comprehensive Meta- Analysis program (Borenstein, Hedges, Higgins, & Rothstein, 2005), using random effects models, as the studies varied in methodology and design, using study as the unit of analysis and the mean of the selected outcomes. The mean effect size for each study (r) was used as the level of analysis; therefore, if a single study tested associations between multiple coping strategies or symp- toms within the same category, the mean effect size was cal- culated. Similarly, when authors published different studies using the same sample or a smaller subset of the same sample, a mean effect size was used in analysis. When studies selec- tively reported only significant associations (e.g., “All other correlations were non-significant”), missing tests were conser- vatively coded asr .00. As such, 54 effect sizes were estimated as .00. Excluding these nonsignificant effect sizes wouldhave biased the meta-analysis, potentially overestimating the mean effect size for the association between coping and emo- tion regulation and symptoms. We utilizedCohen’s (1988)guide- lines to interpret the magnitude of the effect size for significant This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 953 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY Table 3 Description of Studies Included in the Current Meta-Analysis Study Sample sizeCoping/ER measure(s) used Coping or ERMeasure of psychopathology Age groupCoping/ER measure validity Informant Study design Abela et al., (2002)Sample 1: 130; Sample 2:

184CRSQ Coping CDI; HSC Child and Adolescent No Single Cross-sectional Abela et al., (2004)Sample 1: 70; Sample 2:

190CRSQ Coping CDI Child and Adolescent No Single Cross-sectional Abela et al., (2007)140 CRSQ Coping CDI Child No Single Cross-sectional and Longitudinal Adams, Abela, & Hankin (2007)392 CRSQ Coping CDI Adolescent No Single Cross-sectional Adrian, Zeman, Erdley, Lisa, Homan, & Sim (2009)140 ERC; DERS ER CBCL; YSR Adolescent Yes Single and MultipleCross-sectional Ahmed, Kia-Keating, & Tsai (2011)240 Brief RCOPE Coping YSR; STAI; CES-D Adolescent No Single Cross-sectional Amone-P’Olak, Garnefski, & Kraaij (2007)294 CERQ ER IES-R; YSR Adolescent No Single Cross-sectional Auerbach, Abela, Zhu, & Yao (2007)411 RSQ Coping RBQ-A Adolescent Yes Single Cross-sectional Auerbach et al. (2010)150 RSQ Coping CES-D; MASC Adolescent Yes Single Cross-sectional Bachanas, Kullgren, Suzman Schwartz, Lanier, McDaniel, Smith, & Nesheim (2001)36 Coping Strategies InventoryCoping BASC; CBCL Child Yes Single and MultipleCross-sectional Bal, Crombez, De Bourdeaudhuij, & Van Oost (2009)100 HICUPS Coping TSCC Adolescent Yes Single Cross-sectional Bal, De Bourdeaudhuij, Crombez, & Van Oost (2005)65 HICUPS Coping TSCC Adolescent Yes Single Longitudinal Bal, Van Oost, De Bourdeaudhuij, & Crombez (2003)970 HICUPS Coping TSCC Adolescent Yes Single Cross-sectional Batum & Yagmurlu (2007)100 ERC ER ECBI Child Yes Single and MultipleCross-sectional Bender, Reinholdt-Dunne, Esbjørn, & Pons (2012)544 DERS ER SCARED-R Adolescent No Single Cross-sectional Bowie (2010)126 CSREE ER BASC Adolescent No Single and MultipleLongitudinal Braun-Lewensohn, Sagy, & Roth (2011)135 ACS Coping STAI; Psychosomatic DistressAdolescent No Single Cross-sectional Brechting & Giancola (2007)326 Wills Coping QuestionnaireCoping DUSI - Modified Adolescent No Single Longitudinal Brenning, Soenens, Braet, & Bosmans (2012)Sample 1: 339; Sample 2:

746Emotion Regulation InventoryER CDI Adolescent No Single Cross-sectional Brumariu, Kerns, & Seibert (2012)87 Children’s Coping Strategies ScaleCoping SCARED Adolescent No Multiple Cross-sectional Calvete, Camara, Estevez, & Villardón (2011)978 RSQ Coping YSR Adolescent Yes Single Cross-sectional and Longitudinal Caples & Barrera (2006)232 CCSC Coping CDI; YSR; RCMAS; CBCLAdolescent Yes Single and MultipleCross-sectional This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 954 COMPAS ET AL. Table 3 (continued) Study Sample sizeCoping/ER measure(s) used Coping or ERMeasure of psychopathology Age groupCoping/ER measure validity Informant Study design Carlo, Mestre, McGinley, Samper, Tur, & Sandman (2012)1557 ACS Coping Caprara & Pastorelli instrumentAdolescent No Single Cross-sectional Carpenter et al. (2012)111 Brief RCOPE Coping CDI Adolescent No Single Cross-sectional and Longitudinal Carthy, Horesh, Apter, Edge, & Gross (2010)49 ERQ ER SCARED; CDI; BDI-II Adolescent Yes Single Cross-sectional Cascone, Zimmermann, Auckenthaler, & Robert-Tissot (2011)110 CASQ Coping ASI; STAI-Y Adolescent No Single Cross-sectional Catanzaro & Laurent (2004)210 COPE Coping ABQ Adolescent No Single Cross-sectional Cicchetti, Rogosch, & Sturge-Apple (2007)339 A-COPE Coping DISC Adolescent No Single Cross-sectional Clark, Novak, & Dupree (2002)70 A-COPE Coping AXS Adolescent No Single Cross-sectional Compas et al. (2006)164 RSQ Coping YSR; CBCL Adolescent Yes Single and MultipleCross-sectional d’Acremon & van der Linden (2007)110 CERQ ER RADS Adolescent No Single Cross-sectional Dahlbeck & Lightsey (2008)39 CODI Coping STAIC Adolescent No Single Cross-sectional Dalton & Pakenham (2002)78 ACS Coping YSR; BSI Adolescent No Single Cross-sectional Davies, Forman, Rasi, & Stevens (2002)924 SIS ER YSR; CBCL Adolescent Yes Single and MultipleCross-sectional Davis & Humphrey (2012)748 CCSC-R1 Coping BYI II Adolescent Yes Single Cross-sectional Dempsey (2002)120 Coping in the Home and School EnvironmentsCoping Checklist of Children’s Distress Symptoms; STAICAdolescent No Single Cross-sectional Downey, Johnston, Hansen, Birney, & Stough (2010)145 ACS Coping YSR Adolescent No Single Cross-sectional Dufton, Dunn, Slosky, & Compas (2011)Sample 1: 42; Sample 2: 21RSQ Coping CBCL; YSR Adolescent Yes Single and MultipleCross-sectional Duncombe, Havighurst, Holland, & Frankling (2012)373 ERC ER SDQ Child Yes Single and MultipleCross-sectional Durakovic-Belko et al. (2003)393 WOC Coping Depression Self-Rating ScaleAdolescent No Single Cross-sectional Eccleston, Crombez, Scotford, Clinch, & Connell (2004)75 PCQ Coping SCAS, CDI Adolescent No Single Cross-sectional Edlynn, Gaylord-Harden, Richards, & Miller (2008)240 Children’s Integrated Stress and Coping ScaleCoping STAIC, CBCL Adolescent No Single and MultipleCross-sectional Elgar, Arlett, & Groves (2003)Sample 1: 100; Sample 2:

146WOC-R Coping YSR Adolescent No Single Cross-sectional Endriga, Jordan, & Speltz (2003)68 Assessment of Emotion Self- RegulationER CBCL Child No Multiple Longitudinal Erath, Flanagan, & Bierman (2007)84 Coping Strategies InterviewCoping SAS-A Adolescent No Single Cross-sectional Erdem & Slesnick (2010)140 CISS-A Coping BDI-II Adolescent No Single Cross-sectional (table continues) This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 955 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY Table 3 (continued) Study Sample sizeCoping/ER measure(s) used Coping or ERMeasure of psychopathology Age groupCoping/ER measure validity Informant Study design Erdur-Baker (2009)250 Problem Solving Inventory, Form-ACoping CDI Adolescent No Single Cross-sectional Eschenbeck, Heim-Dreger, Tasdaban, Lohaus, & Kohlmann (2012)473 SSKJ 3–8 Coping SSKJ 3–8; SDQ Adolescent No Single Cross-sectional Escobar, Fernández-Baena, Miranda, Trianes, & Cowie (2011)392 ACS - Short formCoping BASC Child No Single Cross-sectional Farrell, Bettencourt, Mays, Kramer, Sullivan, & Kliewer (2012)477 CAMS, ERCT ER PBFS-Y; CBCL Adolescent No Single Cross-sectional Fear, Champion, Reeslund, Forehand, Colletti, Roberts, & Compas (2009)108 RSQ Coping CBCL; YSR Adolescent Yes Multiple Cross-sectional Feng et al. (2009)225 CSMS; CAMS ER KSADS–PL Child No Multiple Cross-sectional and Longitudinal Flanagan, Vanden Hoek, Ranter, & Reich (2012)616 Coping measure by Kochenderfer- Ladd & Skinner (2002)Coping Social Anxiety Scale for AdolescentsAdolescent No Single Cross-sectional Flanders, Simard, Paquette, Parent, Vitaro, Pihl, & Séguin (2010)34 ERC ER NLSCY Child Yes Single Cross-sectional Flannery et al. (2003)3691 Coping Measure created for studyCoping VBQ Adolescent No Single Cross-sectional Flett, Druckman, Hewitt, & Wekerle (2012)58 The Coping MeasureCoping CES-D Adolescent No Single Cross-sectional Flynn & Rudolph (2007)510 RSQ Coping CDI Adolescent Yes Single Cross-sectional Flynn & Rudolph (2010)345 RSQ - Modified Coping SMFQ Child Yes Single Cross-sectional Forns, Amador, Kirchner, Gómez, Muro, & Martorell (2005)1401 CRI-Y Coping YSR Adolescent No Single Cross-sectional Forns, Balluerka, Gómez-Benito, Kirchner, & Amador (2010)447 CRI-Y Coping YSR Adolescent No Single Cross-sectional Fredland, Campbell, & Han (2008)309 A-COPE - modifiedCoping Pediatric Symptom ChecklistAdolescent No Single Cross-sectional Gardner, Archer, & Jackson (2012)113 CSQ-3 Coping RPAQ Adolescent No Single Cross-sectional Garnefski & Kraaij (2006)Sample 1: 597; Sample 2:

1164CERQ ER SCL-90 Adolescent No Single Cross-sectional Garnefski, Boon, & Kraaij (2003)129 CERQ Coping SCL-90 Adolescent No Single Cross-sectional Garnefski, Kraaij, & van Etten (2005)271 CERQ ER YSR Adolescent No Single Cross-sectional Garnefski, Legerstee, Kraaij, van den Kommer, & Teerds (2002)487 CERQ Coping SCL-90 Adolescent No Single Cross-sectional Garnefski, Rieffe, Jellesma, Meerum Terwogt, & Kraaij (2007)717 CERQ-k ER FSSC-R; CDI Child No Single Cross-sectional Gaylord-Harden (2008)235 CCSC-R1 Coping BASC-TRS Child Yes Multiple Cross-sectional Gaylord-Harden, Elmore, Campbell, & Wethington (2011)278 HICUPS Coping RCMAS; CDI Child Yes Multiple Cross-sectional This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 956 COMPAS ET AL. Table 3 (continued) Study Sample sizeCoping/ER measure(s) used Coping or ERMeasure of psychopathology Age groupCoping/ER measure validity Informant Study design Gaylord-Harden, Gipson, Mance, & Grant (2008)498 CCSC Coping YSR Adolescent Yes Single Cross-sectional Gaylord-Harden, Taylor, Campbell, Kesselring, & Grant (2009)393 CCSC Coping CDI Adolescent Yes Single Cross-sectional Gentzler et al. (2009)65 Feelings and My ChildER CBCL, K-SADS Child No Multiple Cross-sectional Gold, Mahrer, Treadwell, Weissman, & Vichinsky (2008)41 Kidcope Coping CBCL Adolescent No Multiple Cross-sectional Gonzales, Tein, Sandler, & Friedman (2001)445 CCSC Coping CDI; Youth Self-Report Hostility ScaleAdolescent Yes Single Cross-sectional Gould, Hussong, & Hersh (2012)75 A-COPE Coping SMFQ; RCMAS Adolescent No Multiple Cross-sectional Gratz, Tull, Reynolds, Bagge, Latzman, Daughters, & Lejuez (2009)263 ERC ER RCADS Adolescent Yes Multiple Cross-sectional Graziano, Reavis, Keane, & Calkins (2007)325 ERC ER BASC Child Yes Single Cross-sectional Grootenhuis & Last (2001)84 CCSS-c Coping DQC Adolescent No Single Cross-sectional Gullone & Taffe (2012)827 ERQ–CA ER CDI Adolescent Yes Single Cross-sectional Hadd & Crocker (2007)125 CFQ Coping PANAS Adolescent No Single Cross-sectional Hampel & Petermann (2006)286 SVF-KJ Coping RAASI Adolescent No Single Cross-sectional Hasking (2006)199 ACS Coping EAT-26; AusAUDIT Adolescent No Single Cross-sectional Hasking (2007)259 ACS Coping Self-Reported Delinquency ScaleAdolescent No Single Cross-sectional Hasking, Scheier, & ben Abdallah (2011)548 Brief COPE Coping BSI Adolescent No Single Cross-sectional Hébert, Parent, & Daignault (2007)Sample 1: 121; Sample 2: 57SRCS-S Coping CBCL Child No Multiple Cross-sectional Hébert, Tremblay, Parent, Daignault, & Piché (2006)63 SRCS - Modified Coping CBCL Child No Multiple Cross-sectional Hermann, Hohmeister, Zohsel, Ebinger, & Flor (2007)401 PRCQ-C Coping SDQ Child and Adolescent No Multiple Cross-sectional Hilt et al. (2010)722 CRSQ Coping CDI Adolescent No Single Cross-sectional Hocking, Barnes, Shaw, Lochman, Madan-Swain, & Saeed (2011)44 RSQ Coping MASC-10; BASC-2 Adolescent Yes Single and MultipleCross-sectional Holen, Lervåg, Waaktaar, & Ystgaard (2012)1323 Kidcope Coping SDQ Child No Multiple Cross-sectional Horwitz, Hill, & King (2011)140 Brief COPE Coping RADS-2:SF Adolescent No Single Cross-sectional Hourigan, Goodman, & Southam- Gerow (2011)61 CAMS; CWMS ER RCADS; CBCL Child No Multiple Cross-sectional Hsieh & Stright (2012)438 ERQ ER Social Skills Improvement SystemAdolescent Yes Single and MultipleCross-sectional Hudek-Knezzz;evi´ c, Kardum, & Maglica (2005)794 Coping Inventory for Adolescents - short versionCoping PILL Adolescent No Single Cross-sectional Ireland, Boustead, & Ireland (2005)95 CSQ-3 Coping GHQ-28 Adolescent No Single Cross-sectional (table continues) This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 957 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY Table 3 (continued) Study Sample sizeCoping/ER measure(s) used Coping or ERMeasure of psychopathology Age groupCoping/ER measure validity Informant Study design Jacob, Morelen, Suveg, Jacobsen, & Whiteside (2012)57 ERC ER CPRS-R:S Child Yes Single Cross-sectional Jaser, Champion, Dharamsi, Riesing, & Compas (2011)72 RSQ Coping CBCL; IFIRS Adolescent Yes Multiple Cross-sectional Jaser, Champion, Reeslund, Keller, Merchant, Benson, & Compas (2007)73 RSQ Coping YSR Adolescent Yes Single and MultipleCross-sectional Jaser et al. (2005)78 RSQ Coping CBCL; YSR Adolescent Yes Single and MultipleCross-sectional Jose & Huntsinger (2005)113 ACES Coping CES-D; Self-Perception Profile for Adolescent; Somatic Complaints and Academic Anxiety from Crystal et al.

(1994)Adolescent No Single Cross-sectional Jose & Schurer (2010)566 Coping Strategies ScaleCoping CDI; RCMAS; Psychosomatic Self- EsteemAdolescent No Single Cross-sectional Kaczynski, Simons, & Claar (2011)280 PRI Coping CSI Adolescent Yes Single Cross-sectional Kaminsky, Robertson, & Dewey (2006)50 PRI Coping CDI Adolescent Yes Single Cross-sectional Keogh & Eccleston (2006)161 PCQ Coping SCAS, CDI Adolescent No Single Cross-sectional Kim & Cicchetti (2010)421 ERC ER TRF Child Yes Single Cross-sectional Kim & Kim (2007)1908 CSCY Coping “Child Self-Report Aggressive Behavior”Adolescent No Single Cross-sectional Kim et al., (2012)1957 MHQKA Coping Child Psychiatry Symptoms; Zung Self-Rating Anxiety ScalesAdolescent No Single Cross-sectional Kochenderfer-Ladd & Skinner (2002)356 SRCS Coping TRF Child No Multiple Cross-sectional Langrock, Compas, Keller, Merchant, & Copeland (2002)101 RSQ Coping CBCL Adolescent Yes Single Cross-sectional Larsen et al. (2012)2,051 ERQ ER CES-D Adolescent Yes Single Cross-sectional Legault, Anawati, & Flynn (2006)220 Coping Scale by Flynn & Legault (2002)Coping NILSCY Adolescent No Single Cross-sectional Lengua & Long (2002)101 CCSC Coping CBCL; YSR Child Yes Multiple Cross-sectional Lewis, Byrd, & Ollendick (2012)709 HICUPS Coping MASC Adolescent Yes Single Cross-sectional Li, DiGiuseppe, & Froh (2006)246 ACS Coping RADS Adolescent No Single Cross-sectional Libby & Glenwick (2010)57 CSQ-C Coping CDI-S Adolescent No Single Cross-sectional Lim, Stormshak, & Falkenstein (2011)102 LECI Coping OHTS Adolescent No Single Cross-sectional Lima, Guerra, & de Lemos (2010)89 SCSI Coping CBCL Child No Multiple Cross-sectional Liu, Gonzales, Fernandez, Millsap, & Dumka (2011)189 CCSC-R2 Coping YSR; CBCL Adolescent Yes Single and MultipleCross-sectional and Longitudinal This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 958 COMPAS ET AL. Table 3 (continued) Study Sample sizeCoping/ER measure(s) used Coping or ERMeasure of psychopathology Age groupCoping/ER measure validity Informant Study design Liu & Huang (2012)613 CWCQ Coping STAI; CDI Adolescent No Single Cross-sectional Lougheed & Hollenstein (2012)177 DERS; ERQ ER BAI; BDI-II; SAS-A short formAdolescent No Single Cross-sectional Lunkenheimer, Shields, & Cortina (2007)87 ERC ER CBCL; TRF Child Yes Single and MultipleCross-sectional Martyn-Nemeth, Penckofer, Gulanick, Velsor-Friedrich, & Bryant (2009)102 CASQ Coping Kandel Depressive Mood ScaleAdolescent No Single Cross-sectional Maurice-Stam, Oort, Last, Brons, Caron, & Grootenhuis (2009)27 CCSS Coping ZBV-K Child No Single Longitudinal Mavroveli, Petrides, Rieffe, & Bakker (2007)282 UCL-A Coping CDI; SCL Adolescent No Single Cross-sectional Maxwell & Cole (2012)830 RSQ; BICSI Coping CDI; EDDS Adolescent Yes and NoSingle Cross-sectional Maybery, Steer, Reupert, & Goodyear (2009)701 KCS Coping SDQ Child No Multiple Cross-sectional McKee, Jones, Roland, Coffelt, Rakow, & Forehand (2007)108 SCSI Coping CDI Child No Single Cross-sectional McMahon & Watts (2002)209 CCSC Coping RCMAS Adolescent Yes Single Cross-sectional Miers, Rieffe, Terwogt, Cowan, & Linden (2007)692 BARQ-C Coping SCL Adolescent No Single Cross-sectional Miller, Vannatta, Compas, Vasey, McGoron, Salley, & Gerhardt (2009)75 RSQ Coping CBCL Child Yes Single Cross-sectional Molock, Puri, Matlin, & Barksdale (2006)212 RCS Coping RADS Adolescent No Single Cross-sectional Monopoli & Kingston (2012)67 ERC ER BASC-2 Child Yes Single Cross-sectional Morris & Age (2009)65 CCSC-R1 Coping SDQ Adolescent Yes Single Cross-sectional Mosher & Prelow (2007)243 CCSC - Modified Coping CES-D—Brief Version Adolescent Yes Single Cross-sectional Murdock, Greene, Adams, Hartmann, Bittinger, & Will (2010)45 Problem-solving skills (Schmidt & Dubow, 1998)Coping BASC Child No Single Cross-sectional Muris, Mayer, Reinders, & Wesenhagen (2011)376 UCL-A Coping PQY; YSR Adolescent No Single Cross-sectional Muris, Schmidt, Lambrichs, & Meesters (2001)373 UCL-A Coping CDI Adolescent No Single Cross-sectional Muris et al., (2004)337 CRSS Coping CDI; SCARED Adolescent No Single Cross-sectional Ng, Ang, & Ho (2012)719 CRI Coping BDI-II; STAI; AQ- Short; TAXI - modifiedAdolescent No Single Cross-sectional Nicolotti, El-Sheikh, & Whitson (2003)89 CCSC Coping CDI; RCMAS; CBCL Child Yes Multiple Cross-sectional Ollendick, Langley, Jones, & Kephart (2001)99 HICUPS Coping FSSC-R Adolescent Yes Single Cross-sectional Orsmond, Kuo, & Seltzer (2009)56 COPE Coping CES–D Adolescent No Single Cross-sectional Penza-Clyve & Zeman (2002)208 EESC ER STAIC; CDI; CSI Child No Single Longitudinal (table continues) This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 959 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY Table 3 (continued) Study Sample sizeCoping/ER measure(s) used Coping or ERMeasure of psychopathology Age groupCoping/ER measure validity Informant Study design Phillips & Power (2007)225 CREQ ER SDQ Adolescent No Multiple Cross-sectional Piko (2001)1039 WOCQ Coping Modified Langner IndexAdolescent No Single Cross-sectional Prakash & Coplan (2003)40 CISS Coping HBSC; Competitive State Anxiety InventoryAdolescent No Single Cross-sectional Pina, Villalta, Ortiz, Gottschall, Costa, & Weems (2008)46 CCSC Coping PTSD checklist, RCADSAdolescent Yes Single Cross-sectional Raviv & Wadsworth (2010)24 RSQ Coping CBCL; RCMAS; RCDSChild Yes Single Cross-sectional Rawana & Ahola Kohut (2012)311 CERQ Coping K-SPAQ; MASC-R; CES-DAdolescent No Single Cross-sectional Reschly, Huebner, Appleton, & Antaramian (2008)293 SRCS Coping PANAS-C Adolescent No Single Cross-sectional Rhoades et al. (2007)154 RSQ Coping RADS; STAIC; UCLA Adolescent Yes Multiple Cross-sectional Rieffe, Oosterveld, Miers, Terwogt, & Ly (2008)665 EAQ-30 ER SAS-A, CDI, SCL Adolescent No Single Cross-sectional Roelofs et al. (2009)770 CRSS Coping SCARED Adolescent No Single Cross-sectional Rudolph & Troop-Gordon (2010)167 RSQ Coping K-SADS-E-5 Adolescent Yes Multiple Cross-sectional and Longitudinal Sandstrom (2004)95 SCORE Coping CDI; SASC-R; CBCL Child No Single Cross-sectional Schiff (2006)600 COPE Coping CES-D; CPTSRI; SRQ Adolescent No Single Cross-sectional Schneider & Phares (2005)60 HICUPS Coping CBCL; CDI Adolescent Yes Single and MultipleCross-sectional Seiffge-Krenke & Stemmler (2002)115 CASQ Coping YSR Adolescent No Single Cross-sectional Šerek, Lacinová, & Macek (2012)444 Coping Strategies Inventory - ModifiedCoping Mood and Feelings QuestionnaireAdolescent No Single Cross-sectional Shelton & Harold (2007)100 Children’s Coping StrategiesCoping CDI; YSR Adolescent No Single Cross-sectional Shelton & Harold (2008)252 SIS Coping TRF; CDI; YSR Adolescent Yes Single and MultipleCross-sectional Shirkey, Smith, & Walker (2011)116 PRI Coping CDI Child Yes and No Single Longitudinal Siener & Kerns (2012)87 The Coping QuestionnaireCoping CDI-S Adolescent No Multiple Cross-sectional Siffert & Schwarz (2011)192 FEEL-JK ER SCAS; CES-D; Self- Report Somatic Problems List; RCPM; SDQChild No Single Cross-sectional Sim & Zeman (2006)234 CEMS ER EDI-BD; EAT-26 Adolescent No Single Cross-sectional Simons, Claar, & Logan (2008)217 PRI Coping CSI Adolescent Yes Single Cross-sectional Skoc i´ c, Rudan, Brajkovi´ c, & Marc inko (2010)101 SCS Coping YSR Adolescent No Single Cross-sectional This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 960 COMPAS ET AL. Table 3 (continued) Study Sample sizeCoping/ER measure(s) used Coping or ERMeasure of psychopathology Age groupCoping/ER measure validity Informant Study design Smith et al. (2006)293 CCSC-R1 Coping CBCL; Anxiety Scale; Teacher Report Index of DepressionChild Yes Multiple Cross-sectional Song et al. (2012)586 ERSI ER Intensity Time Affect ScaleAdolescent No Single Cross-sectional Sontag, Graber, Brooks-Gunn, & Warren (2008)111 RSQ Coping YSR Adolescent Yes Single Cross-sectional Steele, Legerski, Nelson, & Phipps (2009)803 AESC ER ChIA; CMHS; BASC- PRF; CHIAdolescent No Single and MultipleCross-sectional Sullivan, Helms, Kliewer, & Goodman (2010)358 CAMS; CSMS ER Risk Behavior Survey; Measure of Relational AggressionAdolescent No Single Cross-sectional Sung, Puskar, & Sereika (2006)72 CRI-Y Coping RADS; SCARED Adolescent No Single Cross-sectional Suveg, Shaffer, Morelen, & Thomassin (2011)97 ERC; CSMS; CAMS; CWMSER CBCL Child No Single Cross-sectional Tam & Lam (2005)993 CASQ Coping CDI; ABQ Adolescent No Single Cross-sectional Tam (2008)1116 CASQ Coping CDI; ABQ Adolescent No Single Cross-sectional Thompson, Mata, Jaeggi, Buschkuehl, Jonides, & Gotlib (2010)149 RSQ Coping CDI Adolescent Yes Single Cross-sectional Thomsen, Compas, Colletti, Stanger, Boyer, & Konik (2002)190 RSQ Coping CBCL Adolescent Yes Single Cross-sectional Thuen & Bru (2004)2006 COPE Coping Hopkins Symptom ChecklistAdolescent No Single Cross-sectional Tompkins, Hockett, Abraibesh, & Witt (2011)146 RSQ Coping YSR; TRF Adolescent Yes Single and MultipleCross-sectional van Dijk, Grootenhuis, Imhof, Cohen- Kettenis, Moll, & Huisman (2009)31 CISS Coping YSR Adolescent No Single Cross-sectional Van Dyke, Glenwick, Cecero, & Kim (2009)76 Brief RCOPE Coping PANAS-C; BSI-18 Adolescent No Single Cross-sectional Vasilev, Crowell, Beauchaine, Mead, & Gatzke-Kopp (2009)165 DERS ER YSR; CDI; CBCL; CSI Adolescent No Single and MultipleCross-sectional Vaughn & Roesch (2003)182 COPE Coping BDI Adolescent No Single Cross-sectional Vigna, Hernandez, Kelley, & Gresham (2010)261 Kidcope Coping BASC-2 Child No Single Cross-sectional Visconti & Troop-Gordon (2010)420 SRCS - Modified Coping RCMAS; CES-D; Multi-Informant Peer Victimization Inventory–ModifiedChild No Single and MultipleCross-sectional and Longitudinal Votta & Manion (2003)100 COPE Coping YSR; BDI Adolescent No Single Cross-sectional Votta & Manion (2004)100 COPE Coping YSR; BDI Adolescent No Single Cross-sectional Vulic-Prtori´ c & Macuka (2006)331 SUO Coping SKAD-62; SDD Adolescent No Single Cross-sectional Wadsworth & Berger (2006)79 RSQ Coping YSR Adolescent Yes Single Longitudinal Wadsworth & Compas (2002)364 RSQ Coping YSR Adolescent Yes Single Cross-sectional Wadsworth & Santiago (2008)164 RSQ Coping YSR; CBCL Adolescent Yes Multiple Cross-sectional (table continues) This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 961 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY Table 3 (continued) Study Sample sizeCoping/ER measure(s) used Coping or ERMeasure of psychopathology Age groupCoping/ER measure validity Informant Study design Wadsworth, Raviv, Compas, & Connor-Smith (2005)57 RSQ Coping YSR; CBCL Adolescent Yes Multiple Cross-sectional Wadsworth, Rieckmann, Benson, & Compas (2004)332 RSQ Coping MMPI-A; CDI Adolescent Yes Single Cross-sectional Wagner, Ferguson, & Smith (2012)80 Kidcope; CHIC Coping CDI Adolescent No Single and MultipleCross-sectional Walker, Smith, Garber, & Claar (2005)133 PRI Coping CSI; CDI Child Yes Single Cross-sectional Walker, Smith, Garber, & Claar (2007)247 PRI Coping CSI; CDI Child Yes Single Longitudinal Wang & Gan (2011)460 COPE Coping Zung Adolescent No Single Cross-sectional Weinberg & Klonsky (2009)428 DERS ER PHQ–A Adolescent No Single Cross-sectional Wills, Sandy, & Yaeger (2002)1699 Intention-Based InventoryCoping Substance Problems InventoryAdolescent No Single Cross-sectional Wills, Sandy, Yaeger, Cleary, & Shinar (2001)Sample 1: 1702; Sample 2:

1827; Sample 3: 1895Child Intention- Based AssessmentCoping Adolescent Substance UseAdolescent No Single Cross-sectional Wilson, Pritchard, & Revalee (2005)542 Brief COPE Coping POMS Adolescent No Single Cross-sectional Wolfradt, Hempel, & Miles (2003)276 Coping questionnaire bySeiffge- Krenke (1995)Coping STAI Adolescent No Single Cross-sectional Wright, Banerjee, Hoek, Rieffe, & Novin (2010)270 SRCS - Modified Coping Social Anxiety Scale for Children - Revised; CDI-SChild No Single Cross-sectional Wu, Chin, Chen, Lai, & Tseng (2011)229 PCCS Coping RCMAS-2 Adolescent No Single Cross-sectional Xiao, Yao, Zhu, Zhang, Auerbach, McWhinnie, & Abela (2010)1068 RSQ Coping SAS-SCS Adolescent Yes Single Cross-sectional Zaremba & Keiley (2011)62 ERC ER YSR Adolescent Yes Single Cross-sectional Zehnder, Prchal, Vollrath, & Landolt (2006)119 HICUPS Coping Child PTSD RI; CBCL Child Yes Multiple Longitudinal Zeidner (2005)227 COPE Coping Dundee Stress State Questionnaire; Personal Stress Symptom Assessment; EMAS; Post-Traumatic Reaction ScaleAdolescent No Single Cross-sectional Zeman, Cassano, Suveg, & Shipman (2010)214 CWMS ER CBCL, ADIS-IV Child No Multiple Cross-sectional Zeman, Shipman, & Penza-Clyve (2001)227 CSMS “Emotion Regulation Coping”STAIC; CDI; CBCL Child No Single and MultipleCross-sectional This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 962 COMPAS ET AL. Table 3 (continued) Study Sample sizeCoping/ER measure(s) used Coping or ERMeasure of psychopathology Age groupCoping/ER measure validity Informant Study design Zhou et al. (2012)867 SCSQ Coping CMSSLSS Adolescent No Single Cross-sectional Note.A-COPE Adolescent Coping Orientation for Problem Experiences; ABQ Alcohol Behavior Questionnaire; ACES Adolescent Coping Efforts Scale; ACS Adolescent Coping Scale; ADIS-IV Anxiety Disorder Interview Schedule for Children-Fourth Edition-Child/Parent Versions; AESC Anger Expression Scale for Children; ASI Addiction Severity Index; AusAUDIT Australian Alcohol Use Disorders Identification Test; AXS State-Trait Anger Expression Inventory; BAI Beck Anxiety Inventory; BARQ-C Behavioral Anger Response Questionnaire; BASC Behavior Assessment System for Children; BASC-2 Behavioral Assessment System for Children-Second Edition; BASC-PRF Behavior Assessment Scale for Children–Parent Report Form; BASC-TRS The Behavior Assessment Scale for Children—Teacher Rating Scales; BDI Beck Depression Inventory; BDI-II Beck Depression Inventory-II; BICSI Body Image Coping Strategies Inventory; Brief RCOPE Brief Religious Coping Measure; BSI Brief Symptom Inventory; BSI-18 Brief Symptom Inventory; BYI II Beck Youth Inventories of Emotional and Social Impairment, Second Edition; CAMS Children’s Anger Management Scales; CASQ Coping Across Situations Questionnaire; CBCL Child Behavior Checklist; CCSC Children’s Coping Strategies Checklist; CCSC-R1 The Children’s Coping Strategies Checklist - Revision 1; CCSC-R2 Children’s Coping Strategies Checklist–2nd Revision; CCSS Cognitive Control Strategies Scale; CCSS-c Cognitive Control Strategy Scale for Children; CDI Children’s Depression Inventory; CDI-S Children’s Depression Inventory-Short Form; CEMS Children’s Emotion Management Scales; CERQ Cognitive Emotion Regulation Questionnaire; CERQ-k Cognitive Emotion Regulation Questionnaire; CES-D The Center for Epidemiologic Studies Depression Scale; CES-D—Brief Version The Center for Epidemiologic Studies Depression Scale—Brief Version; CFQ Coping Function Questionnaire; CHI Children’s Hostility Inventory; ChIA Children’s Inventory of Anger; CHIC Coping Health Inventory for Children; CISS Coping Inventory for Stressful Situations; CISS–A Coping Inventory for Stressful Situations–Adolescent version; CMHS Cook–Medley Hostility Scale, children’s version; CMSSLSS China Multi-dimensional Life Satisfaction Scale for adolescents; CODI Coping with a Disease; COPE Cope Inventory; CPRS-R:S Connor’s Parent Rating Scale-Revised - Short Version; CPTSRI Child Post-Traumatic Stress Reaction Index; CRI Coping Responses Inventory; CRI-Y Coping Response Inventory - Youth Form; CRSQ Children’s Response Styles Questionnaire; CSCY Coping Scale for Children and Youth; CSI Children’s Somatization Inventory; CSMS Children’s Sadness Management Scales; CSQ-3 Coping Styles Questionnaire; CSQ–C Coping Strategies Questionnaire - Child version; CSREE Child Self-Report of Emotional Experience; CWCQ Chinese Ways of Coping Questionnaire; CWMS Children’s Worry Management Scale; DERS Difficulties with Emotion Regulation Scale; DISC Diagnostic Interview Schedule for Children; DQC Depression Questionnaire for Children; DUSI Drug Use Screening Inventory; EAQ-30 Emotion Awareness Questionnaire; EAT Eating Attitudes Test; EAT-26 Eating Attitudes Test-26; ECBI Eyberg Child Behavior Inventory; EDDS Eating Disorder Diagnostic Scale; EDI-BD Eating Disorder Inventory-Body Dissatisfaction Scale; EESC Emotional Expression Scale for Children; EMAS Endler’s Multidimensional Anxiety Scale; ERC Emotion Regulation Checklist; ERCT Emotion Regulation Checklist; ERQ Emotion Regulation Questionnaire; ERQ–CA Emotion Regulation Questionnaire for Children and Adolescents; FEEL-KJ Fragebogen zur Erhebung der ER bei Kindern und Jugendlichen; FSSC-R Revised Fear Survey Schedule for Children; GHQ-28 General Health Questionnaire; HICUPS How I Cope Under Pressure Scale; HSC Hopelessness Scale for Children; IES-R Impact of Event Scale-Revised; IFIRS Iowa Family Interaction Rating Scales; K-SADS ‘Kiddie’ Schedule for Affective Disorders and Schizophrenia; K-SADS-E-5 Schedule for Affective Disorders and Schizophrenia for School-Age Children - Epidemiologic Version 5; K-SPAQ Kiddie Seasonal Pattern Assessment Questionnaire; KCS Kids Coping Scale; KSADS–PL Kiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children—Present/Lifetime Version; LECI Life Events and Coping Inventory; MASC Multidimensional Anxiety Scales for Children; MASC-10 Multidimensional Anxiety Scale for Children - 10-item form; MHQKA Mental Health Questionnaire for Korean Adolescents; MMPI-A Minnesota Multiphasic Personality Inventory - Adolescent Version; NLSCY National Longitudinal Study of Children and Youth Behavior Questionnaire; OHTS Oregon Healthy Teens Survey; PANAS Positive and Negative Affects Schedule; PANAS-C Positive and Negative Affect Schedule for Children; PBFS-Y Problem Behavior Frequency Scale—youth report; PCCS Paediatric Cancer Coping Scale; PCQ The Pain Coping Questionnaire; PHQ–A Patient Health Questionnaire - Adolescent; PILL Pennebaker Inventory of Limbic Languidness; POMS Profile of Mood States; PQY Psychopathology Questionnaire for Youths; PRCQ-C Pain-Related Cognitions Questionnaire for Children; PRI Pain Response Inventory for Children; RAASI Reynolds Adolescent Adjustment Screening Inventory; RADS The Reynolds Adolescent Depression Scale; RADS-2:SF Reynolds Adolescent Depression Scale 2nd Edition, Short Form; RBQ-A Risky Behavior Questionnaire for Adolescents; RCADS Revised Child Anxiety and Depression Scale; RCDS Reynolds Child Depression Scale; RCMAS Revised Children’s Manifest Anxiety Scale; RCMAS-2 Revised Children’s Manifest Anxiety Scale, Second Edition; RCPM Revised Class Play Method; RCS Religious Coping Scale; RI Frederick Reaction Index; RPAQ Reactive–Proactive Aggression Questionnaire; RSQ Responses to Stress Questionnaire; SAS-A Social Anxiety Scale for Adolescents; SAS-A short form Social Anxiety Scale for Adolescents—short form; SAS-SCS Social Anxiety Subscale of the Self-Consciousness Scale; SASC-R Social Anxiety Scale for Children - Revised; SCARED Screen for Child Anxiety Related Emotional Disorders; SCARED-R Screen for Child Anxiety Related Emotional Disorders-Revised; SCAS Spence Children’s Anxiety Scale; SCL Somatic Complaint List; SCL-90 Symptom Check List; SCORE Survey for Coping with Rejection Experiences; SCS Scale of Coping with Stress; SCSI Schoolagers’ Coping Strategies Inventory; SCSQ Simplified Coping Style Questionnaire; SDD Depression Scale for Children and Adolescents; SDQ Strengths and Difficulties Questionnaire; SIS Security in the Interparental Subsystem Scale; SKAD-62 Fear and Anxiety Scale for Children and Adolescents; SMFQ Short form of the Mood and Feelings Questionnaire; SRCS Self-Report Coping Scale; SRCS-S Self-Report Coping Scale Short Form; SRQ Stress Reaction Questionnaire; SSKJ 3– 8 Stress and Coping Questionnaire for Children and Adolescents; STAI State Trait Anxiety Inventory; STAI-Y State-Trait Anxiety Inventory for Youth; STAIC State Trait Anxiety Inventory for Children; SUO Coping Strategies Inventory for Children and Adolescents; SVF-KJ German Coping Questionnaire for Children and Adolescents; TAXI-modified State-Trait Anger Expression Inventory; TRF Child Behavior Profile - Teacher Report Form; TSCC Trauma Symptom Checklist for Children; UCL-A Adolescent version of the Utrecht Coping List; UCLA UCLA Reaction Index; WOC-R Ways of Coping Scale - Revised; WOCQ Ways of Coping Questionnaire; YSR Youth Self Report; ZBV-K Dutch version of the State-Trait Inventory for Children.This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 963 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY correlations (i.e.,r .10 as small, .30 as medium, and above .50 as large).

In analyses, we used correlations or mean differences where reported. In line with other recent meta-analyses (e.g.,Robles, Slatcher, Trombello, & McGinn, 2014), if the only statistic re- ported was from a multivariate analysis (standardized ), we converted the torusing the formula (r .05 , where equals 0 when the is negative and equals 1 when the is nonnegative) asrecommended byPeterson and Brown (2005). Effect sizes in meta-analyses based on very small number of studies are subject to problem in data synthesis (Davey, Turner, Clarke, & Higgins, 2011); therefore, we set a threshold of a minimum of five studies (k 5) to estimate effect sizes for the cross-sectional studies.

However, because there were relatively few longitudinal studies (k 17), we set the threshold at a minimum of three studies (k 3) to estimate effects for longitudinal analyses.

For each coping and emotion regulation domain, factor, and strategy with internalizing and externalizing psychopathology, weighted mean effect sizes (r), 95% confidence intervals, and estimated a heterogeneity statistic (Q) were calculated using the procedures outlined byHedges and Olkin (1985). The 95% con- fidence intervals on the effect sizes represent the range in which the mean effect size falls in 95% of cases; the calculation for confidence intervals (lower limit and upper limit) is as follows:

LL CI M * Z V M* UL CI M * Z V M* whereM is the mean effect size in the sample,Zis the criticalz value representing the confidence level, andV M is the variance of M (Borenstein et al., 2005). A mean effect is considered signifi- cant when the confidence interval does not include zero. The number of studies (k), total sample size (N), mean effect size (r) and significance value of the effect, 95% confidence interval (95% CI) for the mean effect size, andQstatistic and its significance value are reported for cross-sectional analyses inTable 4and for longitudinal analyses in the text below.

Moderation.For cross-sectional analyses, categorical moder- ator analyses were conducted to determine whether age, measure quality, or informant significantly moderated the associations be- tween coping and emotion regulation and symptoms of psychopa- thology. A significantQstatistic indicates that there is significant heterogeneity within the studies contributing to the overall effect size, and suggests that there may be moderating variables to consider (Borenstein, Hedges, Higgins, & Rothstein, 2009). As such, for any cross-sectional effect size with a significantQ statistic, we ran analyses to determine whether age, measure qual- ity, or informant significantly moderated associations between coping and emotion regulation and symptoms of psychopathology.

Consistent with previous meta-analyses, a minimum of three stud- ies (k 3) per level of the moderator was required for moderator analyses (e.g.,Slagt, Dubas, Dekovic, & van Aken, 2016).

Table 4 Cross-Sectional Effect Sizes for Coping and Emotion Regulation and Internalizing and Externalizing Symptoms LevelInternalizing symptoms Externalizing symptoms kn r95% CIQkn r95% CIQ Level I: Domains Total coping 12 2867 .01 [ .13, .11]109.984 Adaptive coping 13 3077 .04 [ .16, .08]113.877 4949 .11 [ .20, .02] 25.41 Maladaptive coping 5 1266.27 [.18, .36]9.05 2 Adjusted value.22 [.12, .31]17.99 Emotion regulation 15 6437 .23 [ .34, .11]282.2118 7682 .27 [ .37, .17] 337.34 Level II: Factors Problem-focused 18 6597 .07 [ .14, .00] 113.834 Emotion-focused 13 4728 .11 [ .02, .23]182.027 3276 .03 [ .12, .17]55.89 Engagement/Approach 48 17987 .07 [ .14, .01] 735.7025 21437 .04 [ .09, .01]178.07 Adjusted value .02 [ .08, .04] 1019.11 Disengagement 29 14684.18 [.12, .24] 360.677 3924.13 [.04, .22] 31.92 Primary control 20 7205 .17 [ .24, .10] 154.756 1739 .23 [ .33, .14] 15.46 Adjusted value .14 [ .21, .07] 170.67 Secondary control 23 8295 .25 [ .32, .18] 226.056 1815 .30 [ .38, .22] 13.24 Adjusted value .20 [ .27, .13] 319.61 .29 [ .37, .20] 15.98 Social support 42 18599 .02 [ .02, .05]246.0821 14441 .00 [ .06, .07]239.28 Level III: Strategies Problem-solving 45 27447 .03 [ .07, .01]408.1216 10497 .02 [ .08, .03]98.05 Emotional expression 6 2171 .08 [ .10, .25]78.002 Emotional suppression 10 10618.13 [.03, .22] 165.156 2150 .02 [ .02, .07] 6.11 Cognitive reappraisal 31 23541 .05 [ .10, .00]356.7810 8633 .03 [ .08, .03]36.11 Acceptance 12 6686 .04 [ .05, .12]119.821 Distraction 25 7950 .04 [ .10, .03]189.5511 3114 .06 [ .02, .14]37.55 Avoidance 65 29570.17 [.14, .20] 458.9632 25255.09 [.05, .13] 271.68 Adjusted value.16 [.13, .19] 496.08 Denial 12 6880.10 [.03, .17] 80.142 Note. k number of studies;r mean effect size (correlation). Bolded text indicates the effect size orQstatistic was significant at thep .05 level. Indicates the Egger’s test analyses were significant for the effect size. Adjusted values were calculated for any effect size in which the trim and fill analyses indicated significant publication bias. Adjusted values indicate the effect size when the trim and fill procedures are applied. This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 964 COMPAS ET AL. First, we coded the study sample as “child” (mean age 5–10) or “adolescent” (mean age 11–19), using the mean age of each sample. Second, measures were coded as “high quality” if they were based on a conceptual model of coping or emotion regulation and if reliability and convergent or discriminant validity data were reported. Studies were coded as “adequate quality” if the measure used reported only reliability data or minimal information on validity, following criteria for measurement quality described in previous reviews and meta-analyses (e.g.,Rueger, Malecki, Pyun, Aycock, & Coyle, 2016;Skinner et al., 2003). Finally, we coded studies as “single informant” if the same respondent completed the measure of coping and emotion regulation and psychopathology.

Studies were coded as “multi-informant” if one informant reported on the child’s coping and emotion regulation and another infor- mant reported on child’s symptoms.

In the Comprehensive Meta-Analysis program, associations within studies were treated as nonindependent. As such, when a study reported associations for both levels of a moderator variable (e.g., reported effects for the same category of coping/emotion regulation and symptoms for both children and adolescent sam- ples), the effect sizes from the study were not included in the analysis. For both levels of the moderating variable, the number of studies (k), total sample size (N), mean effect size (r), and 95% confidence interval (95% CI) for the mean effect size are reported, in addition to the mixed effects total between groups factor (Q b) and its significance level.

Publication bias.Several steps were taken to investigate the possibility of publication bias, which occurs as a result of selective publication of research findings based on the direction and size of the results. It is important for meta-analytic studies to assess its presence and impact, because this systematic bias can lead to inflated effect size estimates and inaccurate conclusions. First, we visually examined the funnel plot for each significant effect size.

The funnel plot for an effect size is a plot of the standard error of each study contributing to the overall effect size (a reflection of sample size) on theyaxis with the study’s effect estimate on the xaxis. The effect estimate should be more precise with increasing sample size. As such, in the absence of publication bias, effect estimates from studies with smaller sample sizes should be scat- tered symmetrically at the bottom of the plot and center more closely around the mean effect estimate at the top of the plot as the sample size increases, which creates a funnel shape. In the pres- ence of publication bias, the plot will appear asymmetrical, sug- gesting that small samples reporting small to nonsignificant effect sizes were less likely to be published.

Second, we calculated Egger’s tests to assist in the interpretation of the funnel plots, which is a statistical test used to detect funnel plot asymmetry (Egger et al., 1997). Of note, the Egger’s test has been reported to have lower power when used for associations with fewer than 10 studies (Higgins & Green, 2011).

Third, we conducted trim and fill analyses (Duval & Tweedie, 2000) to determine how many studies would need to be included above or below the meta-analytic mean to make the funnel plot symmetrical. A higher number of studies denotes greater publica- tion bias. Trim and fill analyses also impute the missing studies and calculate adjusted meta-analytic effect sizes that account for publication bias. Results Based on the inclusion criteria, a total of 212 studies with 80,850 participants were included in the analyses (seeTable 3for study details). Of the included studies, 24 studies conducted dif- ferent analyses using the same sample or variants of the same sample. Several studies reported associations separately for sub- samples (e.g., boys vs. girls), and some studies reported more than one measure of coping and emotion regulation or psychopathol- ogy. The number of associations ranged from 1 to 55 per article, with most articles reporting multiple effect sizes, providing a total of 1,649 effects coded for the meta-analysis. Forty-two studies used measures of emotion regulation, 169 studies used measures of coping, and one study referred to “emotion regulation coping.” Forty-six studies included a child sample, 163 studies included an adolescent sample, and three studies included both child and adolescent samples. Seventy-four studies used measures classified as “high quality,” and 138 studies used measures classified as “adequate quality.” One hundred fifty-eight studies used reports from single informants, 30 studies used reports from multiple informants, and 24 studies reported both single and multiple in- formant reports. There were not a sufficient number of studies to calculate cross-sectional (k 5 or more) or longitudinal (k 3or more) effect sizes for emotion modulation, unregulated release of emotions, and humor with internalizing or externalizing symp- toms. Therefore, these three strategies are not included inTable 4 and are not presented in the results.

Cross-Sectional Effect Sizes Effect sizes for the cross-sectional studies of the coping and emotion regulation domains, factors, and strategies and both in- ternalizing and externalizing symptoms are presented inTable 4 and summarized below.

Domains.Maladaptive coping was significantly positively as- sociated with internalizing symptoms, indicating greater use of maladaptive coping was associated with higher levels of symp- toms. A significant negative effect size was found for adaptive coping and externalizing symptoms, indicating greater use of adap- tive coping was associated with lower symptoms. Emotion regu- lation was significantly negatively associated with both internal- izing and externalizing symptoms, such that greater use of emotion regulation was associated with lower levels of symptoms. All other effect sizes for domains of coping and emotion regulation were nonsignificant or could not be calculated due to too few studies (k 5) examining that particular domain (seeTable 4).

Factors.Engagement/approach coping was significantly neg- atively associated with internalizing symptoms, such that greater use of engagement/approach coping was associated with lower symptoms. A significant negative effect size was found for problem-focused coping and externalizing symptoms, indicating greater use of problem-focused coping was associated with lower symptoms. Disengagement coping was significantly positively as- sociated with both internalizing and externalizing symptoms, such that greater use of disengagement coping was related to higher levels of symptoms. Both primary control coping and secondary control coping were significantly negatively associated with symp- toms. Thus, greater use of these coping factors was related to lower internalizing and externalizing symptoms. All other effect sizes for This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 965 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY factors of coping and emotion regulation were nonsignificant (see Table 4).

Strategies.Emotional suppression and denial were signifi- cantly positively associated with internalizing symptoms, and avoidance was significantly positively associated with both inter- nalizing and externalizing symptoms. That is, greater use of emo- tional suppression, denial, and avoidance was associated with higher levels of symptoms. All other effect sizes for coping and emotion regulation strategies were nonsignificant or could not be calculated because of too few studies (k 5) examining that particular strategy (seeTable 4).

Heterogeneity of effect sizes.For all calculated cross- sectional effects, with the exception of two effect sizes, there was a significantQstatistic (seeTable 4). For all cross-sectional associations with a significantQstatistic, we analyzed age, mea- sure quality, and informant as potential moderators of the effect size. TheQstatistic for maladaptive coping and internalizing symptoms and for emotional suppression and externalizing symp- toms was not significant, and therefore moderator analyses were not conducted for these associations.

Moderator Analyses Moderation analyses for the cross-sectional studies of the cop- ing and emotion regulation domains, factors, and strategies are presented inTable 5and the text below.

Age.At the domain level, there were no significant moderat- ing effects of age for the domains of adaptive coping or emotion regulation (seeTable 5).

Among factors of coping and emotion regulation, age was a significant moderator for the association between engagement/ approach coping and internalizing symptoms. Specifically, there was a significant negative association between engage- ment/approach coping and internalizing symptoms for adoles- cents, but not children. However, age was not a significant moderator of the relationship between engagement/approach coping and externalizing symptoms. All other effect sizes that could be estimated at the factor level of coping and emotion regulation with age as a moderator were nonsignificant (see Table 5).

For strategies of coping and emotion regulation, age was a significant moderator of the association between cognitive re- appraisal and internalizing symptoms such that the association was larger for adolescents than for children. A significant moderating effect for age was also found for emotional sup- pression and internalizing symptoms, indicating this association was significant for adolescent samples but not child samples.

All other effects of coping and emotion regulation strategies that could be estimated with age as a moderator were nonsig- nificant (seeTable 5).

Measure quality.There were no significant moderating ef- fects of measure quality for domains, factors or strategies of coping and emotion regulation (seeTable 5).

Informant.For domains, factors, and strategies of coping and emotion regulation, informant for measures of coping and emotion regulation and symptoms yielded no significant moderator effects (seeTable 5). Longitudinal Effect Sizes As noted above, given the small number of longitudinal studies (k 17; sample sizes ranged fromn 68 to 1,444) in the current meta-analysis, we calculated effects for any domain, factor, or strategy that had three or more studies contributing to the effect size.

Domains.At the domain level, only one effect size could be calculated. Emotion regulation was not significantly associated with internalizing symptoms (k 3,r .08,p .52, 95% CI [ .37, .22]).

Factors.Seven effect sizes could be calculated for factors of coping and emotion regulation, and two were significant. Disen- gagement coping (k 4,r .18,p .01, 95% CI [.04, .31]) and social support coping (k 4,r .12,p .001, 95% CI [.05, .18]) were significantly positively associated with internalizing symp- toms. That is, greater use of disengagement coping and social support coping was associated with higher levels of internalizing symptoms. However, social support coping was not significantly associated with externalizing symptoms (k 4,r .02,p .72, 95% CI [ .12, .09]). Primary control coping (k 3,r .07, p .58, CI [ .29, .16]) and secondary control coping (k 5, r .00,p .90, CI [ .07, .07]) were not significantly associ- ated with internalizing symptoms. Further, engagement/approach coping was not associated with internalizing symptoms (k 9, r .02,p .76, 95% CI [ .16, .12]) or externalizing symptoms (k 5,r .05,p .20, 95% CI [ .03, .12]).

Strategies.Four effect sizes could be calculated for coping and emotion regulation strategies, and one was significant. Avoid- ance was significantly positively associated with internalizing symptoms (k 6,r .08,p .003, 95% CI [.03, .13]), such that greater use of avoidance was associated with higher internalizing symptoms. However, avoidance was not significantly associated with externalizing symptoms (k 4,r .04,p .62, 95% CI [ .12, .19]). In addition, distraction was not significantly associ- ated with either internalizing (k 4,r .02,p .55, 95% CI [ .11, .06]) or externalizing (k 3,r .02,p .60, 95% CI [ .06, .10]) symptoms.

Heterogeneity of effect sizes.For longitudinal associations, all but four effect sizes had a significantQstatistic. TheQ statistic for the association between emotion regulation, en- gagement/approach coping, disengagement coping, and primary control coping with internalizing symptoms was significant. In addition, theQstatistic for the association between avoidance and social support with externalizing symptoms was significant.

As such, there was significant heterogeneity within the studies contributing to these overall effect sizes. However, because of the small number of studies contributing to these effect sizes, we did not analyze potential moderators of these relationships. Publication Bias Of the 16 significant cross-sectional effect sizes, four effect sizes produced significant Egger’s tests, and of the three signifi- cant longitudinal effect sizes, none of these effect sizes produced significant Egger’s tests. First, at the domain level, the Egger’s test for the cross-sectional association between emotion regulation and internalizing symptoms (k 15, regression intercept 5.03, 95% CI [ 9.62, 0.44]) as well as externalizing symptoms (k 18, regression intercept 4.63, 95% CI [ 8.85, 0.41]) was This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 966 COMPAS ET AL. Table 5 Categorical Moderator Analyses Testing Mean Age (Child vs. Adolescent), Measure Quality (Adequate vs. High), and Informant (Single vs. Multiple) as Moderators of Coping and Emotion Regulation With Internalizing and Externalizing Symptoms Moderator/LevelInternalizing symptoms Externalizing symptoms Q b kr95% CIQ b kr95% CI Moderator: Age Level I: Domains Adaptive coping .01 13 .34 7 Child 3 .05 [ .39, .31] 2 .02 [ .43, .47] Adolescent 10 .03 [ .15, .10] 5 .12 [ .23, .01] Emotion regulation 2.53 15 1.26 18 Child 8 .30 [ .44, .15] 11 .32 [ .42, .21] Adolescent 7 .13 [ .27, .01] 7 .20 [ .38, .01] Level II: Factors Problem-focused .23 18 Child 3 .06 [ .11, .00] Adolescent 15 .08 [ .17, .01] Engagement/Approach 7.60 48 .29 25 Child 9 .08 [ .22, .07] 4 .01 [ .12, .10] Adolescent 38 .07 [ .14, .00] 21 .04 [ .09, .01] Secondary control .02 23 Child 3 .24 [ .49, .06] Adolescent 20 .26 [ .33, .18] Social support coping 1.29 42 1.56 21 Child 9 .03 [ .13, .07] 5 .05 [ .15, .04] Adolescent 33 .03 [ .01, .07] 16 .02 [ .05, .10] Level III: Strategies Problem-solving 4.03 45 Child 6 .07 [ .18, .04] Adolescent 36 .00 [ .05, .04] Emotional suppression 11.16 10 .46 6 Child 3 .01 [ .18, .20] 3 .00 [ .09, .09] Adolescent 6 .16 [.03, .28] 3 .04 [ .03, .11] Cognitive reappraisal 8.53 31 Child 3 .02 [ .07, .12] Adolescent 27 .06 [ .12, .01] Distraction 2.78 25 Child 3 .00 [ .13, .12] Adolescent 20 .01 [ .03, .01] Avoidance 2.40 65 .05 32 Child 10 8 .08 [ .03, .19] Adolescent 55 24 .10 [.05, .14] Moderator: Measure quality Level I: Domains Adaptive coping.26 7 Adequate quality5 .16 [ .19, .14] High quality2 .17 [ .26, .08] Emotion regulation 1.79 15 2.71 18 Adequate quality 8 .05 [ .25, .04] 7 .19 [ .33, .03] High quality 7 .34 [ .50, .09] 11 .34 [ .43, .24] Level II: Factors Engagement/Approach 1.51 48 .00 25 Adequate quality 27 .11 [ .18, .04] 15 .04 [ .10, .02] High quality 21 .03 [ .14, .08] 10 .04 [ .13, .05] Disengagement .27 29 Adequate quality 8 .21 [.07, .34] High quality 21 .17 [.11, .24] Social support coping .26 42 1.56 21 Adequate quality 31 .01 [ .03, .05] 16 .02 [ .05, .10] High quality 11 .04 [ .05, .12] 5 .05 [ .15, .04] Level III: Strategies Problem-solving 2.80 45 2.29 16 Adequate quality 41 .04 [ .08, .01] 12 .05 [ .12, .02] High quality 4 .04 [ .04, .11] 4 .07 [ .07, .21] Emotional suppression 1.82 10 Adequate quality 5 .07 [ .07, .21] (table continues) This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 967 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY significant. Second, at the factor level, the Egger’s test for the cross-sectional association between disengagement coping and externalizing symptoms (k 7, regression intercept 3.50, 95% CI [ 6.30, 0.69]) was significant. Finally, at the strategy level, there was a significant Egger’s test for the cross-sectional association between emotional suppression and internalizing symptoms (k 10, regression intercept 6.91, 95% CI [ 10.18, 3.64]).

The funnel plots for the four effect sizes with significant Egger’s tests are presented separately inFigure 2. A visual inspection of these plots shows data asymmetry for these effect estimates, suggesting thatthey may be affected by publication bias. It is noteworthy that data asymmetry was not evident in the other 12 significant cross-sectional effect estimates or the three longitudinal effect estimates.

As a third step, we conducted trim and fill analyses for all signif- icant meta-analytic effect sizes. The results of the trim and fill anal- yses are presented as adjusted effect sizes inTable 4. Of the 16 significant cross-sectional effect sizes, six effect sizes required values to be added to create a symmetrical funnel plot. Of these six adjusted effect sizes, five remained significant. Notably, all five significant adjusted effect sizes were smaller in magnitude as a result of the trim and fill analyses. The effect size for the association between engage- Table 5 (continued) Moderator/LevelInternalizing symptoms Externalizing symptoms Q b kr95% CIQ b kr95% CI High quality 5 .19 [.08, .30] Cognitive reappraisal .15 31 1.76 10 Adequate quality 23 .04 [ .09, .01] 6 .06 [ .13, .02] High quality 8 .07 [ .22, .08] 4 .02 [ .06, .09] Distraction 3.28 25 .07 11 Adequate quality 15 .08 [ .15, .01] 3 .08 [ .17, .32] High quality 10 .04 [ .07, .14] 8 .04 [ .02, .11] Avoidance .06 65 .86 32 Adequate quality 45 .17 [.13, .21] 18 .11 [.05, .16] High quality 20 .16 [.11, .22] 14 .07 [.02, .13] Moderator: Informant Level I: Domains Emotion regulation .35 15 .41 50 .24 .29, .19 Single informant 5 .30 [ .61, .08] 25 .28 .41, .15 Multi-informant 6 .19 [ .51, .06] 25 .24 .29, .18 Level II: Factors Problem-focused .20 18 Single informant 15 .07 [ .15, .01] Multi-informant 3 .11 [ .26, .05] Engagement/Approach 3.23 48 .02 39 .04 .08, .00 Single informant 38 .06 [ .13, .00] 33 .04 .08, .00 Multi-informant 7 .18 [ .30, .05] 6 .04 .12, .05 Disengagement .81 29 Single informant 19 .20 [.12, .28] Multi-informant 3 .15 [.05, .24] Social support coping 1.89 42 5.26 38 .02 .02, .07 Single informant 34 .02 [ .02, .06] 25 .07 .01, .12 Multi-informant 6 .05 [ .15, .05] 13 .04 .11, .03 Level III: Strategies Problem-solving 1.33 45 5.18 16 Single informant 40 .03 [ .07, .02] 12 .06 [ .12, .01] Multi-informant 3 .10 [ .27, .08] 3 .12 [ .11, .34] Cognitive reappraisal 1.33 31 1.83 Single informant 25 .04 [ .10, .02] 7 .05 [ .11, .02] Multi-informant 3 3 .03 [ .06, .12] Distraction.36 11 Single informant7 .09 [.05, .17] Multi-informant4 .02 [ .09, .14] Avoidance 3.20 65 .41 32 Single informant 49 .17 [.13, .21] 18 .10 [.04, .15] Multi-informant 10 .13 [.09, .18] 11 .07 [ .01, .16] Note. Q b mixed effects total between groups factor;k number of studies;r mean effect size (correlation). Total coping, maladaptive coping, emotion dysregulation, emotion-focused coping, disengagement coping, emotional expression, and denial did not have enough studies in both categories (child and adolescent) to test age as a moderator of the overall effect. Total coping, maladaptive coping, emotion dysregulation, emotion-focused coping, primary control coping, secondary control coping, emotional expression, acceptance, and denial did not have enough studies in both categories (adequate and high quality) to test measure quality as a moderator of the overall effect. Total coping, adaptive coping, maladaptive coping, emotion-focused coping, primary control coping, secondary control coping, emotion expression, emotion suppression, acceptance, and denial did not have enough studies in both categories (single and multi-informant) to test informant as a moderator of the overall effect. p .05. p .01. p .001. This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 968 COMPAS ET AL. ment coping and internalizing symptoms was no longer significant as a result of the trim and fill analyses.

For the longitudinal analyses, the effect size for the association between disengagement coping and internalizing symptoms had no values that needed to be added as a result of the trim and fill analyses.

Two longitudinal effect sizes required values to be added to create a symmetrical funnel plot. Of these two effect sizes, the effect size for the association between social support and internalizing symptoms remained significant, and the effect size for the association between avoidance and internalizing symptoms was no longer significant. Discussion Coping and emotion regulation play central roles in models of risk and resilience for psychopathology in children and adolescents. In spite of the importance of these constructs, there has been no comprehensive quantitative meta-analysis of theirassociation with internalizing and externalizing symptoms in childhood and adolescence. The primary goal of this meta- analysis is to address this gap and determine whether there is evidence for an association of domains, factors, and strategies of coping and emotion regulation with internalizing and exter- nalizing symptoms of psychopathology. The results of the meta- analysis lead to an answer of a qualified yes. Evidence of publication bias was found in both the cross-sectional and longitudinal analyses, yet clear evidence was found for signif- icant associations between coping and emotion regulation and symptoms of internalizing and externalizing psychopathology, as the majority of findings remained significant after adjusting for publication bias. However, progress in the field has become stagnant with regard to both conceptualization and methodol- ogy. We summarize the findings from our meta-analysis as a benchmark of the current state of the field, followed by a -2.0 -1.5 -1.0 -0.5 0.0 0.5 1.0 1.5 2.0 0.00 0.05 0.10 0.15 0.20 Standad Error Fi s h e r ' s Z Funne l Plot of Standard Error by Fishe r's Z -2.0 -1.5 -1.0 -0.5 0.0 0.5 1.0 1.5 2.0 0.00 0.05 0.10 0.15 0.20 Standad Error Fi s h e r ' s Z Funnel Plot of Standard Error by Fisher's Z -2.0 -1.5 -1.0 -0.5 0.0 0.5 1.0 1.5 2.0 0.00 0.05 0.10 0.15 0.20 Standad Error Fi s h e r ' s Z Funne l Plot of Standard Error by Fishe r's Z -2.0 -1.5 -1.0 -0.5 0.0 0.5 1.0 1.5 2.0 0.00 0.05 0.10 0.15 0.20 Standad Error Fi s h e r ' s Z Funne l Plot of Standard Error by Fishe r's Z ab cd Figure 2.Funnel plots for the relationship between the standard error and Fisher’szin cross-sectional studies of coping and emotion regulation and symptoms of psychopathology. (a) Emotion regulation and internalizing symptoms. (b) Emotional suppression and internalizing symptoms. (c) Emotion regulation and externalizing symptoms. (d) Disengagement coping and externalizing symptoms. This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 969 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY critique and a proposed agenda for improving our understand- ing of coping and emotion regulation in children and adoles- cents.

Meta-Analytic Findings The current meta-analysis drew on a large body of evidence from 212 studies with 80,850 participants. Significant findings were found for associations between specific domains, factors and strategies of coping and emotion regulation with internalizing and externalizing symptoms of psychopathology in cross-sectional studies. Tests of three possible moderators (age, measure quality, single vs. multiple informant) yielded relatively few significant moderation effects. Further, substantially fewer significant effect sizes were found in longitudinal studies as compared with cross- sectional studies.

Publication bias.All publication bias methods have limita- tions and no one approach is fully accurate; therefore, we have included multiple approaches to considering publication bias to help better approximate accurate estimations of effect sizes in the literature to date. Evidence was found for the possible influence of publication bias in both the cross-sectional and longitudinal find- ings. Four of the 16 significant cross-sectional effects had a sig- nificant Egger’s test, although none of the three significant longi- tudinal effects had significant Egger’s tests. Inspection of the funnel plots associated with the four significant Egger’s tests suggested possible publication bias in cross-sectional analyses.

Further, the trim and fill analyses indicated publication bias for six of the 16 cross-sectional effect sizes. However, only one cross- sectional effect size was no longer significant in the adjusted analyses. Trim and fill analyses indicated publication bias in two of the three significant longitudinal effects, and one of these longitudinal effect sizes was no longer significant in the adjusted analyses. Taken together, the overall pattern found in the unad- justed analyses was retained in the adjusted effect sizes. However, because we focused only on published studies we cannot rule out possible additional effects of publication bias on the findings in the current meta-analysis.

Cross-sectional studies.At the domain level, significant ef- fect sizes ranged from small to medium in magnitude (unadjusted and adjusted ranged fromr .11 to .27). Significant medium negativeassociations were found for the broad domain of emotion regulation with both internalizing and externalizing symptoms and a small significant negative association was found for the broad domain of adaptive coping with externalizing symptoms. Con- versely, a significant mediumpositiveassociation was found be- tween maladaptive coping and internalizing symptoms. These findings are important in providing the first quantitative evidence that broad measures of both coping and emotion regulation are associated with symptoms of psychopathology in children and adolescents.

However, a closer examination of the items included in the broad domains of coping and emotion regulation suggests that they provide relatively limited information about what children and adolescents do to regulate their emotions or cope with stress. For example, the emotion regulation subscale of the ERC (Shields & Cicchetti, 1997) includes items such as, “Displays appropriate negative emotions in response to hostile, aggressive, or intrusive acts by peers”; “Transitions well from one activity to another; doesnot become anxious, angry, distressed, or overly excited when moving from one activity to another”; and “Is able to delay gratification.” Similarly, the emotion regulation coping subscale from the CEMS (e.g.,Zeman, Shipman, & Penza-Clyve, 2001; Zeman et al., 2010) includes: “I keep myself from losing control of my worried/angry/sad feelings”; “I try to calmly settle the problem when I feel worried/mad/sad.” These items reflect descriptions of the degree to which children areableto regulate their emotions but do not include information about the strategies used to achieve regulation. We discuss this limitation in more detail below when we consider findings from the meta-analysis at the level of inter- mediate factors and specific strategies. Further, findings on the use of maladaptive coping are largely tautological. That is, if coping and emotion regulation are labeled a priori as maladaptive or dysregulated then it is circular to show that these strategies are related to higher levels of symptoms of psychopathology. There- fore, we suggest that researchers discontinue the use of measures that label coping and emotion regulation as adaptive or maladap- tive on an a priori basis in favor of measures that provide more detailed descriptions of factors or strategies that are used to cope with stress and regulate emotions.

We found evidence that intermediate factors of coping and emotion regulation are associated with both internalizing and externalizing symptoms. The general factor of engagement/ap- proach coping had small but significant negative associations with internalizing symptoms; however, this effect was no longer sig- nificant after adjusting for possible publication bias. Disengage- ment coping had small significant positive associations with both internalizing and externalizing symptoms. The most consistent factor-level evidence was found for primary control coping and secondary control coping, both of which were significantly nega- tively associated with both internalizing and externalizing symp- toms with the effect sizes ranging from small to medium in magnitude (unadjusted and adjusted effect sizes ranged from r .14 to .30). These findings suggest that the control-based model that includes primary and secondary control coping has promise for understanding types of coping that are related to lower levels of symptoms (Compas et al., 2012,2014a). At the time of the last comprehensive review of coping in children and adoles- cents (Compas et al., 2001), problem-focused and emotion-focused coping were the most commonly studied factors. Therefore it is noteworthy that in the current meta-analysis, problem-focused coping had only a small negative association with internalizing symptoms and neither of the effect sizes for emotion-focused coping was significant. It appears that problem-focused and emotion-focused coping have played a smaller role in research on coping in children and adolescents in the past decade and may have been supplanted at the factor level by primary control and secondary control coping, both in terms of the frequency that they are studied and the magnitude of effects they produce. Finally, social support coping continues to be widely studied, yet, despite having enough studies to calculate effect sizes, we found no significant associations between social support and symptoms of psychopathology. Although these findings suggest that using so- cial support may not be an effective means of coping or regulating emotions for children and adolescents, it is also plausible that measures of social support may not be capturing the way that social networks are used by children and adolescents to cope with stress and regulate emotions (seeRueger et al., 2016, for a meta- This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 970 COMPAS ET AL. analysis of available and enacted social support and depressive symptoms in adolescence).

It is important to note that, although there are no emotion regulation measures that are categorized at the factor level, emo- tion regulation strategies are embedded within factors derived from coping measures. For example, primary control coping in- cludes problem solving, emotional expression, and emotional modulation; secondary control coping includes cognitive reap- praisal, distraction, and acceptance; and disengagement coping includes avoidance and wishful thinking (Connor-Smith et al., 2000). All of these strategies are also included in studies of emotion regulation (Aldao et al., 2010;Gross & Jazaieri, 2014; Sheppes, Suri, & Gross, 2015). Thus, findings regarding coping factors also provide indirect support for emotion regulation factors and highlight the somewhat artificial distinctions between these constructs in terms of current approaches to measurement. We return to this issue in our proposed directions for future research.

In spite of the hope that measures of specific strategies would yield a more detailed and nuanced picture of the association of coping and emotion regulation with symptoms, there was rela- tively little evidence at the level of strategies. Small but significant positive associations with symptoms were found for emotional suppression, avoidance, and denial. However, none of the other 11 effect sizes that could be estimated were significant. These find- ings differ from those reported byAldao et al. (2010)andSchäfer et al. (2017)which found significant associations between specific strategies (e.g., avoidance, acceptance) and symptoms of psycho- pathology. This discrepancy may be attributable in part to differ- ences in measurement; whereas the studies included in the current meta-analysis included reports of how children and adolescents coped with or regulated specific stressors or emotions, the studies included in the reviews by both Aldao and Schafer focused on dispositional or “habitual” use of strategies, or how individuals typically respond to stressors.

Overall this pattern of findings presents a challenge for the field.

The limited findings for measures assessing specific strategies of coping and emotion regulation may reflect problems in the quality of these measures (e.g., a limited number of items in these scales).

Alternatively, this may suggest that examining specific strategies in isolation may provide only a partial picture of the ways that individuals use multiple strategies to regulate their emotions and cope with stress. That is, effective coping and emotion regulation may require a repertoire of skills that can be used flexibly in response to different emotions or stressors (e.g.,Aldao, Sheppes, & Gross, 2015;Cheng, Lau, & Chan, 2014). The most consistent effect sizes in the current meta-analysis were found for measures that aggregate coping and emotion regulation strategies into intermediate-level factors. This level of analysis may capture co- hesive factors of coping and emotion regulation strategies that are often used together and provide a more complete picture of how these strategies function in relation to symptoms of psychopathol- ogy. For example, the effect sizes for cognitive reappraisal and acceptance were not significant but the use of secondary control coping, which includes these two strategies along with distraction, was significantly associated with fewer symptoms.

In spite of the potential benefits that may accrue from analyses of coping and emotion regulation strategies that have been aggre- gated into factors, a limitation of studying these processes at the factor level is the lack of information about specific strategies thatmay be carrying the effects and the relative use of different strategies that are included within these factors. An important step for future research is to unpack these factors to examine the associations of more comprehensive measures that include larger samples of items reflecting the specific coping and emotion reg- ulation strategies that comprise them. That is, improvement is needed in the quality of measures of specific strategies that can be used in various combinations to understand which of a given set of strategies may have the strongest effects. For example, the RSQ (Connor-Smith et al., 2000) includes only three items to assess each of four strategies that make up secondary control coping (acceptance, cognitive reappraisal, positive thinking, distraction).

Analyses of parcels that include a larger number of items for each strategy could yield more information about how the strategies that comprise secondary control coping are used flexibly in different combinations and how these patterns are related to psychopathol- ogy. As discussed below, this will also require research designs that are more sensitive to processes of coping and emotion regu- lation as they unfold during specific events or periods of time.

Moderator analyses of cross-sectional studies.We exam- ined three possible moderators of the cross-sectional associations between coping and emotion regulation and symptoms of psycho- pathology: age, measure quality, and informant. First, analyses of age as moderator yielded a significant effect size for the associa- tion of engagement/approach coping with internalizing symptoms, with a small but significant negative effect size for adolescents and a nonsignificant effect for children. There was also an effect for age as a moderator of cognitive reappraisal and internalizing symptoms with a small negative association for adolescents and a small positive association for children. Finally, age was moderator of the association of emotional suppression and internalizing symptoms; there was a significant positive association for adoles- cents while the association for children was nonsignificant. Al- though these findings do not support a clear developmental pattern for the association of coping and emotion regulation with symp- toms, results are similar to those reported in previous reviews.

Aldao et al. (2010)evaluated the role of age group (children and adolescents vs. adults) and found a significant moderating effect for age on the association of problem solving and suppression with symptoms of psychopathology such that the association was stron- ger for adults than children and adolescents. Similarly,Cheng et al.

(2014)compared effect sizes for participants under age 30 (includ- ing a small number of studies with adolescents) and over age 30 and reported a significantly larger effect size for the association of coping flexibility and measures of psychological adjustment for older than younger participants. However, it is important to note that given relatively small numbers of studies in each category for some analyses, there may not have been sufficient power to detect age as a moderator in the current meta-analysis.

Consistent with developmental models of coping and emotion regulation (e.g.,Zimmer-Gembeck & Skinner, 2016), the few significant age effects in the present meta-analysis indicate a stronger association between coping and emotion regulation strat- egies with internalizing symptoms for adolescents as compared with children. However, the majority of the tests of age as a moderator of effect sizes were nonsignificant. While reviews of the development of coping and emotion regulation suggest more fre- quent use of cognitively demanding strategies, such as secondary control coping, in adolescents as compared to children (e.g.,Skin- This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 971 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY ner & Zimmer-Gembeck, 2007;Zimmer-Gembeck & Skinner, 2011,2016), it is still unknown whether the use of these strategies is moreadaptivein adolescents as compared to children. Further, the current meta-analysis found few differences in associations among coping and emotion regulation and symptoms related to age. It is important to note, however, that the wide variation in samples made it difficult to conduct clear comparisons by age, as the mean age of the study sample was used to code the sample as child or adolescent. For example, a study with an age range of 8 –18 years may be coded as an “adolescent” sample if the mean age was above 11, as would a study with an age range of 15–17.

These necessary approximations of age may have obscured find- ings related to development. Notably, in a recent meta-analysis by Schäfer and colleagues (2017), age was not a significant moderator of the association between emotion regulation and symptoms of depression and anxiety in adolescents. We return to the importance of understanding developmental differences in coping and emotion regulation in the agenda for future research presented below.

There was no evidence that the association of coping and emotion regulation with symptoms was affected by measure quality. The absence of significant effects for measure quality suggests that the findings are not compromised by the psycho- metric quality of the measures of coping and emotion regulation that were included in this review. This may be a consequence of our requirement that authors reported at least some reliability data or that reliability data be reported for the measure else- where in the literature, and that each scale have more than two items to be included in the current review. In addition, as noted above, we may have also had low power to detect measure quality as a moderator.

Finally, no significant moderator effects were identified for studies that used a single informant to assess coping and emotion with symptoms as compared with studies that examined effects using different informants for each construct (e.g., children and their parents). This provides some evidence that the association of coping and emotion regulation with symptoms is not simply an artifact of shared method variance that can be the consequence of obtaining self-reports of both of these constructs (Compas et al., 2014b). However, these findings should be viewed with caution as we identified relatively fewer studies that used multiinformant reports compared to those that used single-informant designs, resulting in relatively low statistical power. Further, multiinfor- mant analyses provide the most stringent test of the association of coping and emotion regulation with symptoms of psychopathology and continue to be the method of choice (see below).

Longitudinal studies.The evidence for the association of coping and emotion regulation with internalizing and externalizing symptoms was not supported in longitudinal studies. Specifically, only disengagement coping, social support coping, and avoidance were significantly positively associated with internalizing symp- toms in longitudinal analyses (effect sizes ranged fromr .12 to .18). Thus, there is substantially less evidence for the association of coping and emotion regulation with symptoms of psychopathol- ogy in longitudinal as compared with cross-sectional studies. Sev- eral factors may have contributed to these diminished effect sizes.

First, there were only 17 studies with longitudinal data included in the meta-analysis, yielding a smaller body of evidence to evaluate these associations. Second, it is possible that the only longitudinal associations between coping and emotion regulation and symp-toms are for those factors or strategies that are related tohigher levels of symptoms over time. In contrast, factors that are associ- ated withlowerlevels of symptoms (e.g., primary control coping and secondary control coping) may only be correlates of symptoms when measured at the same point in time, as evidenced by the consistent cross-sectional findings in the current meta-analysis for these factors, and may not be associated with symptoms longitu- dinally. We consider the implications of these findings in greater detail below. Comparison With Previous Reviews The pattern and magnitude of the findings in the current meta- analysis can be evaluated in part through comparison with previous meta-analyses of the association of coping and emotion regulation with symptoms of psychopathology. First, previous meta-analyses examining coping and emotion regulation and symptoms inchildren and adolescents found only small effects for these associations (Aldridge & Roesch, 2007;Clarke, 2006). The effect sizes re- ported in the current meta-analysis provide substantially stronger support for the association of coping and emotion regulation with symptoms of psychopathology than either of these two previous meta-analyses focused on research with children and adolescents.

Further, compared with these previous meta-analyses with children and adolescents, the current study found much clearer and stronger evidence for associations between coping and emotion regulation factors (i.e., primary control coping and secondary control coping) and lower levels of symptoms (i.e., effect sizes that are reflected in negative correlations).

Several other meta-analyses have included only a small portion of studies with children or adolescents along with a much larger number of studies with adults. For example, a recent meta-analysis examined the association of coping flexibility in adults with psy- chological adjustment, and found that coping flexibility was pos- itively associated with better adjustment (overall effect sizer .23) and the overall association between coping flexibility and psychological adjustment was moderated by individualism, SES, and age (Cheng, Lau, & Chan, 2014). In addition,Rueger et al.

(2016)found a significant positive association between social support coping and depressive symptoms (overall effect sizer .26).Aldao et al. (2010)reported a meta-analysis of associations between emotion regulation strategies and symptoms of psycho- pathology in studies with primarily adult samples. Significant medium positive effect sizes were found for avoidance, rumina- tion, and suppression and significant negative effect sizes were found for reappraisal and problem solving with symptoms of psychopathology (i.e., anxiety, depression, disordered eating, and substance use). Similarly,Schäfer et al. (2017)reported significant medium negative effect sizes for cognitive reappraisal, problem solving, and acceptance, and significant positive effect sizes for avoidance, suppression, and rumination) with symptoms of anxiety and depression in adolescence. The results of the current meta- analysis found associations of similar magnitude as these previous meta-analyses, while extending these findings specifically to chil- dren and adolescents and including studies of both coping and emotion regulation. Thus, the findings of the current study are in line with and expand on those of previous meta-analyses of coping and emotion regulation. This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 972 COMPAS ET AL. Limitations of Previous Research In spite of the significance of these findings, research on coping and emotion regulation in children and adolescents is constrained by two fundamental limitations. First, there is a continued overre- liance on the use of questionnaires to assess these processes.

Although questionnaires can provide important information on the ways that children and adolescents cope with stress and regulate their emotions in their daily lives, the limitations of questionnaires to assess coping and emotion regulation are well documented.

Some limitations of questionnaire measures of coping and emotion regulation include reliance on retrospective reports and concerns about accuracy of recall (particularly with children and adoles- cents), confounding of items with their outcomes, and variations in the recall period across different measures (Folkman & Moskow- itz, 2004). As outlined in greater detail below, rather than simply recommending against the use of questionnaires to assess coping and emotion regulation, we believe questionnaires must be aug- mented by other methods that can provide more objective evidence for the strategies children and adolescents use to cope with stress and regulate their emotions. Second, the majority of studies in- cluded in the current meta-analysis were cross-sectional and single informant designs. The direction of the associations of coping and emotion regulation with symptoms cannot be determined when both are measured at a single, contemporaneous time point. Al- though this design remains useful as an initial step in addressing new or novel research questions, it cannot be the focus for ad- vances in this area of research. Further, by relying on a single source of information for both coping and emotion regulation and symptoms, this level of evidence may be confounded by shared method variance. Notably, it is encouraging that the moderator analyses of informant effects were not significant, suggesting that the findings were not limited to the use of single informants.

However, in some cases there were small numbers of studies contributing to the moderator analyses, and therefore these analy- ses may have been limited by low statistical power. Despite this limitation, it is important that the field uses the most rigorous designs possible to test the association of coping and emotion regulation with symptoms of psychopathology.

An Agenda for Future Research The clearest conclusion that can be drawn from this meta- analysis is that questionnaire measures of coping and emotion regulation are associated with questionnaire measures of internal- izing and externalizing symptoms in children and adolescents.

Although these findings provide an important foundation for this field, the aim of future research on these constructs cannot be limited to showing these simple associations using a limited set of methods. We now outline an agenda for next steps in research on coping, emotion regulation, and psychopathology in children and adolescents. We draw extensively on reviews of constructs that are closely related to coping and emotion regulation, including effort- ful control, executive function, and cognitive factors in child and adolescent psychopathology (e.g.,Hankin, Snyder, & Gulley, 2016;Zhou, Chen, & Main, 2012;Zimmer-Gembeck & Skinner, 2016).

Improve conceptualization.Research on coping and emotion regulation in children and adolescents is at a crossroads. To vary- ing degrees, both of these constructs involve adaptive processes toregulate emotion, cognition, behavior, and physiology (Compas et al., 2014a;Skinner et al., 2003;Thompson, 1994;Zimmer- Gembeck & Skinner, 2016). However, as clearly illustrated by the studies included in the current meta-analysis, research on coping and emotion regulation continues to be reflected in separate liter- atures without a shared conceptual framework and little to no integration of findings from research across constructs. Based on the findings presented here, we propose that many of the distinc- tions between these two constructs are artificial and synthesis of these two lines of theory and research is long overdue. The following steps are suggested to increase the coordination and integration of future research.

First, the processes of coping and emotion regulation are con- cerned with the same set of strategies of adaptation. Specifically, all of the strategies identified in the current meta-analysis have appeared in studies ofbothemotion regulation and coping. The distinction between these constructs and the factors and strategies they encompass has led to an underestimation of our knowledge base of these processes. Reviews have summarized findings from studies of coping to the exclusion of studies of emotion regulation (e.g.,Aldridge & Roesch, 2007) and similarly, reviews of evidence on emotion regulation have overlooked much of the research on coping (e.g.,Schäfer et al., 2017). An example from recent re- search is illustrative.Christensen, Aldao, Sheridan, and McLaugh- lin (2017)presented important findings on the differential effects of emotion regulation strategies in response to controllable versus uncontrollable stressors. However, the findings regarding emotion regulation and controllable and uncontrollable stressors will be better understood when considered in light of a rich history of similar research on coping with stressors. For example, several studies have found an interaction of type of coping by controlla- bility of a stressor in predicting levels of internalizing symptoms (e.g.,Compas et al., 2012;Forsythe & Compas, 1987;Folkman, Chesney, Pollack, & Coates, 1993;Osowiecki & Compas, 1998, 1999). The current review is a first step in bringing these lines of research together for a comprehensive analysis.

Second, coping research will be informed by closer attention to specific emotions that arise in response to stress. Likewise, emo- tion regulation research will be informed by closer attention to the sources of stress and events that give rise to specific emotions. It can be argued that all efforts to cope with stress are motivated by the goal of reducing negative emotions and enhancing positive emotions in response stressful events and circumstances. However, coping efforts may be aimed at other goals in addition to the regulation of emotion such as altruistic efforts to help another or more instrumental goals related to personal achievement (e.g., Gross, 1999;Scheier, Weinbtraub, & Carver, 1986). A primary division between coping and emotion regulation centers on the precipitants of regulatory efforts. As discussed above, coping is conceptualized as a response to stressful events or stressful con- ditions in the environment, whereas emotion regulation is directed toward emotions that may occur in reaction to both stressful and normative, nonstressful experiences (e.g.,Gross & Jazaieri, 2014).

Conversely, many emotions arise in response to stressful events and chronic sources of adversity and one important function of coping responses is the regulation of emotions that arise in these circumstances.

Third, coping and emotion regulation include cognitive and behavioral processes that are organized and goal directed. How- This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 973 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY ever, the field has been lacking a framework that encompasses both of these constructs. Synthesis of research and theory will benefit from tests of competing or complementary models that include both of these processes. We propose that at least three models could be tested: (a) coping and emotion regulation are organized around specific emotions, (b) coping and emotion reg- ulation are organized as temporal processes, and (c) coping and emotion regulation are organized around the degree actual or perceived control of precipitating events or circumstances.

Studies of coping and emotion regulation frequently examine these processes in relation to overall negative emotion that is typically measured at the aggregate level. However, it is possible that coping and emotion regulation strategies are differentiated in response to specific negative emotions, such as sadness, anger, or anxiety. This is reflected in the work of Zeman and colleagues (Zeman et al., 2001,2002, 2010) who have developed measures of emotion regulation for use in response to specific negative emo- tions. Different strategies may be enacted in response to different emotions and strategies or sets of strategies may differ in their effectiveness in managing specific emotions. For example, fear and anger have different effects on attentional processes, have both shared and distinct environmental and genetic correlates, and may be related to different processes of self-regulation (Clifford et al., 2015;Engen et al., 2017;Kim-Spoon et al., 2015). Coping and emotion regulation factors such as primary and secondary control coping or strategies such as cognitive reappraisal and distraction may have different effects on these two emotions. Testing emotion-specific models will require careful measurement of both discrete emotions and the use of sets of strategies as measured at the level of factors in response to these emotions.

The importance of process is seen most clearly in the process model of emotion regulation of Gross and colleagues (e.g.,Gross, 2015;Sheppes, Suri, & Gross, 2015). As described above, in this model, emotion regulation strategies are grouped into five broad categories that act on specific stages of the emotion generative cycle as an emotion is experienced: situation selection, situation modification, attentional deployment, cognitive change, and re- sponse modulation (Gross, 1998). The process model posits that these skills are deployed sequentially with different strategies potentially being more appropriate or adaptive prior to, during, or after the experience of an emotion. Current conceptualizations of coping in children and adolescents can be expanded by considering ways in which the process of coping may unfold over the course of a stressful event or prolonged exposure to chronic stress. For example, a diagnosis of cancer or diabetes may present children and adolescents with different stressors over the course of the diagnosis, treatment, and long-term adaptation, and these stressors may require different coping and emotion regulation responses (e.g.,Compas et al., 2012,2014b;Jaser, Patel, Xu, Tamborlane, & Grey, 2017). As noted below, this will require the use of short and long-term prospective studies in which coping and emotion regu- lation and symptoms of psychopathology are assessed at carefully selected times over the course of a stressor. Little empirical re- search has tested process models in children and adolescents, either under the rubric of coping or emotion regulation, and thus more research is needed to test this proposed structure of these processes.

Levels of actual and perceived control over stressors play a central role in several conceptualizations of coping across the lifespan (e.g.,Allen et al., 2016;Landau, Kay, & Whitson, 2015; Skinner & Zimmer-Gembeck, 2010;Troy, Ford, McRae, Zarolia, & Mauss, 2017;Troy, Shallcross, & Mauss, 2013). Further, cur- rent conceptualizations of learned helplessness and psychopathol- ogy emphasize the importance of both controllable and uncontrol- lable stress in the development of adaptive and maladaptive responses to stress (Maier & Seligman, 2016). As described above, a control-based model of coping in childhood and adolescence (Compas et al., 2001,2012, 2014a;Weisz et al., 1994) has re- ceived considerable empirical support from studies using the RSQ and is robust across cultures and nationalities and types of stressors (Connor-Smith et al., 2000). Support for this model has come from studies using CFA with Euro American adolescents (Compas et al., 2006b;Connor-Smith et al., 2000), Native American (Navajo) adolescents (Wadsworth et al., 2004), and adolescents in Spain (Connor-Smith & Calvete, 2004), Bosnia (Benson et al., 2011), and China (Xiao et al., 2010). This model has also been supported in CFAs using the RSQ in response to a wide range of stressors including war-related trauma (Benson et al., 2011), chronic pain (Compas et al., 2006b), and peer stress (Connor-Smith et al., 2000; Connor-Smith & Calvete, 2004;Xiao et al., 2010). However, support for a control-based model of coping and emotion regula- tion also has several limitations. The most significant concern is that empirical evidence has not been provided that the coping responses on the RSQ are purposefully organized around the perceived or actual controllability of stressors, as the three-factor model implies. Thus, future research will benefit from more direct tests of controllability of the stressors with which children and adolescents are faced.

The potential importance of both the process model of emotion regulation and the control-based model of coping can be found in their shared emphasis on adapting responses to the demands of specific situations. That is, these models both posit that the effec- tiveness of types of coping and emotion regulation may depend on the context inwhich they are used. For example, the goodness-of-fit hypothesis suggests that the effectiveness of some coping strategies depends on the controllability of the stressor (e.g.,Forsythe & Com- pas, 1987;Gidron, 2013 ;Lazarus & Folkman, 1984). Similarly, flexibility in the use of different emotion regulation strategies is related to greater regulation efficacy (e.g.,Aldao & Nolen-Hoeksema, 2012,2013;Aldao, Sheppes, & Gross, 2015;Christensen et al., 2017).

We return to the broader importance of context in more detail below.

In summary, there are still issues to be resolved in defining and conceptualizing coping and emotion regulation. We propose that in instances where the context or precipitant for the process being studied is specific to the emotions that arise in the fabric of daily life (i.e., contexts and events that are not sources of stress), the process represents emotion regulation specifically. However, once a precipitating situation or context is identified as stressful, the process of adaptation lies broadly in the domain of coping. At this point, however, there is not enough evidence to distinguish coping and emotion regulation along the lines of presence or absence of a stressor. Until these distinctions are clarified empirically, we en- courage the field to use the terms coping and emotion regulation together in order to be inclusive and representative of the state of the field and to lead to greater integration and synthesis of research findings. As an example of the importance of including these two concepts together, if we had used only coping or emotion regula- tion as search terms we would have identified very different sets of This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 974 COMPAS ET AL. studies and drawn very different conclusions. Therefore, an ap- proach that includes both of these concepts will provide a more complete picture of research on these adaptive processes.

Prioritize development.Understanding the development of skills to regulate emotions and cope with stress across childhood and adolescence is central to understanding sources of risk and resilience and for the development of interventions to enhance these skills. Current knowledge about how coping and emotion regulation may change in their association with psychopathology with age is disappointing at best, as we found relatively little evidence in the current meta-analysis that the association of coping and emotion regulation with symptoms is different in childhood compared to adolescence. Guidance for future research can come from descriptive research on the development of coping and emo- tion regulation skills from early childhood through adolescence and into adulthood (Skinner & Zimmer-Gembeck, 2007,2010; Zimmer-Gembeck & Skinner, 2011,2016). Further, a roadmap for the development of coping and emotion regulation can be drawn from models of closely related constructs, including effortful con- trol, executive function, and other related cognitive processes that develop across childhood and adolescence (Hankin et al., 2016; Zhou et al., 2012).

What is not known is whether the use of these strategies is more adaptive in adolescence as compared to childhood, or how the use of these skills changes across development. In some cases, the use of a strategy that is adaptive for one age group in response to a specific source of stress may either have no effect or be maladap- tive for another age group faced with the same stressor. For example, seeking social support may be an adaptive strategy for a child to regulate feelings of sadness, but it may be maladaptive for adolescents if social support does not involve coping of controlled regulation of emotion and instead takes the form of corumination (e.g.,Stone, Hankin, Gibb, & Abela, 2011).

Further, risk for psychopathology differs for boys and girls as they reach adolescence (e.g.,Angold, 2008;Zahn-Waxler, Shirt- cliff, & Marceau, 2008). Therefore, the associations of coping and emotion regulation with symptoms of psychopathology may differ by gender depending on the developmental stage at which these constructs are measured (e.g.,Carlson & Grant, 2008;Sontag & Graber, 2010). This suggests that future research needs to examine carefully selected periods of development during which changes may occur both in the emergence of emotion regulation and coping skills and internalizing and externalizing symptoms. For example, it may be most important to study coping and emotion regulation as a source of risk and resilience for depressive symptoms during early and middle adolescence, as the rate of depressive symptoms and the onset of depressive disorders increases significantly during middle adolescence (e.g.,Hankin et al., 1998).

We propose that the developmental course of coping and emo- tion regulation (a) is cumulative such that new skills are developed over time to build a broader skill set rather than replacing earlier ones as youth move into adolescence and young adulthood; (b) moves from a reliance on automatic processes in early childhood to both automatic and controlled processes in childhood and ado- lescence; (c) progresses from dependence primarily on caregivers to coregulate or guide in regulation toward greater autonomy in the implementation of these processes; (d) becomes more differenti- ated moving into adolescence; and (e) involves increasingly more complex cognitive skills, which coincides with the development oflanguage and executive function skills. For example, we hypoth- esize that coping and emotion regulation skills are used in largely undifferentiated ways in early childhood and will be best captured by the broad distinction of engagement/approach strategies versus disengagement strategies. During late childhood and adolescence we propose that the use of engagement strategies become more differentiated based on increasing abilities to recognize varying degrees of control in stressful events and circumstances.

As a consequence of the development of the ability to perceive control, coping and emotion regulation attempts can be further differentiated into primary control and secondary control efforts (see alsoSkinner & Zimmer-Gembeck, 2010). This pattern of greater differentiation would reflect heterotypic continuity of cop- ing and emotion regulation across childhood and adolescence (see Hankin et al., 2016). In contrast, an example of the homotypic continuity in the structure of coping and emotion regulation in adolescence and adulthood can be found in tests of the factor structure of a control-based model of coping. The three-factor structure of primary control coping, secondary control coping, and disengagement coping has been confirmed using CFA in diverse samples of adolescents (e.g.,Benson et al., 2011;Xiao et al., 2010) and adults (e.g., Compas et al., 2006ab). However, this model has not been tested in younger children to determine whether these factors are less differentiated earlier in development.

Despite a number of remaining questions regarding the devel- opmental course of processes of coping and emotion regulation, the skilled use of these processes emerges over the course of childhood and adolescence. Therefore coping and emotion regu- lation may act as a source of risk or resilience at later points in development (Skinner & Zimmer-Gembeck, 2007;Zimmer- Gembeck & Skinner, 2016). Interventions to enhance those coping and emotion regulation skills that promote resilience could be guided by more specific information about the likely points in development (i.e., sensitive periods) when children and adoles- cents will be responsive to learning and applying various skills and strategies.

Improve measurement and research design.Since the pre- vious broad reviews of measures of coping and emotion regulation in childhood and adolescence (Adrian et al., 2011;Compas et al., 2001), there has been progress in the availability of measures with established reliability and validity. We identified 16 measures of coping and emotion regulation that were used in over half of the studies reported in the meta-analysis (seeTable 2). All of these measures have adequate reliability. Fourteen of these measures have at least some form of validity data, with five providing data on convergent and discriminant validity, and seven have reported findings from CFA to test the hypothesized structure of coping and emotion regulation. It is promising that research has progressed by more frequently using measures with acceptable psychometric properties. Further, because many researchers are interested in the ways that children and adolescents cope with stress and regulate their emotions in their daily lives, questionnaires and especially self-reports, will remain a central tool to study these processes.

The use of multiple informants to assess coping and emotion regulation and symptoms is important to improve the methodolog- ical rigor of the field. For example, the RSQ (Connor-Smith et al., 2000) is one of the few measures of coping with both self- and parent-report versions available. Obtaining reports on coping and emotion regulation using different methods than those used to This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 975 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY assess symptoms of psychopathology provides stronger evidence for these associations that is not limited by problems of shared method variance that is inherent in single-informant methods (e.g., Compas et al., 2014b). Multiinformant methods need to become a standard for the field.

However, these measures need to be used in concert with other methodologies to improve external validity and generalizability.

Ecological momentary assessment (EMA) of coping and emotion regulation offers an important method to understand these pro- cesses in real world contexts and closer to real time. For example, Allen et al. (2016)used EMA with a sample of children and adolescents (9 –14 years old) during which they reported on per- ceived control, emotional reactivity (anxiety and physiological arousal), and emotion regulation strategy use in response to daily negative life events. Children’s perceptions of control over nega- tive life events were related to less anxious reactivity and greater use of both problem solving and cognitive restructuring as reported in EMA.Tan et al. (2012)utilized an EMA approach to compare real-world emotional experiences of youth (9 –13 years old) with generalized anxiety disorder, social anxiety disorder, or social phobia and age-matched healthy controls. Anxious youth reported more frequent physiological reactions in response to a negative event, and reports of avoidance, distraction, and problem solving using EMA were associated with the down-regulation of negative emotions for both anxious and control youth. Further,Price et al.

(2016)used EMA to assess avoidance, suppression, and distraction during negative life events and linked these findings to functional neuroimaging data in a sample of adolescents. In this study, vigilance toward threat was positively associated with EMA dis- traction and suppression. These findings suggest the potential importance of using EMA methods along with child or adolescent and parent reports of children’s coping and emotion regulation to provide a more comprehensive picture of these processes.

Experimental designs and methods are also needed in which coping and emotion regulation are directly manipulated and causal effects on proxy measures of symptoms can be assessed under controlled conditions. Examples of this approach can be found in the rich tradition of experimental studies of emotion regulation in adults and children (e.g.,Eisenberg, Smith, & Spinrad, 2011;Fox, Kirwan, & Reeb-Sutherland, 2012;Gross & Jazaieri, 2014;Penela, Walker, Degnan, Fox, & Henderson, 2015). Studies with children and adolescents have employed experimental designs to elicit negative emotions in the laboratory setting and observe automatic processes that reflect aspects of reactivity and arousal, while instructing participants to use a specific emotion regulation strat- egy (or strategies) to regulate the experience of the emotion in real time (e.g.,Belden et al., 2014,2015). Experimental studies are not without their own limitations (e.g., only analogues of stress can be generated in the laboratory; observational methods cannot access covert cognitive forms of coping and emotion regulation) but it will be important to complement correlational designs with evi- dence obtained under controlled, experimental conditions.

In addition, relatively little attention has been given to sample characteristics with regard to important sources of diversity (e.g., race, ethnicity, socioeconomic status) or to comparisons of clinical as compared with nonclinical samples. It is possible that these processes differ in their associations with symptoms of psychopa- thology in children and adolescents faced with greater cumulative sociodemographic risk and subsequently greater levels of stress(Wadsworth, 2015). Further, it is possible that strategies typically considered to be a source of risk (e.g., avoidance) may be more strongly associated with psychopathology in a clinical sample, whereas those strategies may be unrelated to psychopathology in a nonclinical sample. More careful selection of samples that differ in ways that may have bearing on the association of coping and emotion regulation with symptoms of psychopathology is an im- portant direction for future research.

Lastly, longitudinal designs are needed to test the directions of the relations of coping and emotion regulation with symptoms.

Similar to multi-informant methods, longitudinal studies have been used with increasing frequency in recent research, but this design, although more costly and time consuming for researchers, needs to be prioritized. Longitudinal designs offer the opportunity to ex- amine the direction of the association between coping and emotion regulation and symptoms of psychopathology. The degree to which coping and emotion regulation can predict changes or residual variance in levels of symptoms across time can provide better evidence about the direction of the relationship of these constructs with psychopathology. However, it is also possible that initial levels of internalizing and externalizing symptoms predict later coping and emotion regulation, in part because high levels of symptoms may impede the development of or the ability to effec- tively use these skills. Longitudinal designs can be used to test whether coping, emotion regulation, and symptoms of psychopa- thology are correlated because of the shared effect of a third variable. Finally, longitudinal designs are essential to test the developmental course of coping and emotion regulation to deter- mine whether these constructs are stable in their form across childhood and adolescence (homotypic continuity) or change in form with development (heterotypic continuity) (seeHankin et al., 2016). For example, the hypothesis presented above that coping becomes more differentiated with development would reflect het- erotypic continuity and requires longitudinal studies that span childhood and the transition to adolescence to test this possibility.

Further, greater attention is needed to matching research designs to the specific questions and models being tested. For example, studies of an acute stressful event (e.g., the diagnosis of a serious illness) require assessments spaced over short periods of time, as the associations between coping and emotion regulation and symptoms may be strongest closest to and/or during the experience of that specific event (e.g.,Compas et al., 2014b). In addition, an acute stressful event may also require long-term follow-up to assess the residual effects of this event and the ways in which youth coped with and regulated emotions in response to it (e.g.,Compas et al., 2017). On the other hand, studies of chronic stressful conditions and adversity (e.g., eco- nomic disadvantage) need to examine processes of coping and emotion regulation over longer time frames during which the stressor is experienced.

Identify cognitive and neurobiological substrates of coping and emotion regulation.Research in psychopathology has been reshaped by an emphasis on underlying processes as reflected in the RDoC from the National Institute of Mental Health (Casey et al., 2014;Insel & Cuthbert, 2015). A similar approach is needed to provide a better understanding of the processes that reflect the neurobiological foundations and substrates of coping and emotion regulation (seeEtkin, Buchel, & Gross, 2015;Fernandez, Jazaieri, & Gross, 2016). One important avenue for future research involves This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 976 COMPAS ET AL. the examination of neurocognitive correlates of coping and emo- tion regulation. Several aspects of executive function (e.g., work- ing memory, attentional control) may provide a foundation for the use of coping and emotion regulation, as these processes often require the use of complex cognitive skills (Campbell et al., 2009; Eisenberg & Zhou, 2016;McRae et al., 2010).

Researchers have begun to identify neurobiological substrates of these processes using neuroimaging methods such as functional MRI to identify patterns of activation in specific brain regions in children and adolescents that are associated with coping and emo- tion regulation skills. The most frequent target of these studies has been the use of cognitive reappraisal as a coping and emotion regulation strategy. A consistent pattern of findings has emerged, suggesting that increased activation during reappraisal of emo- tional stimuli occurs in several areas of the prefrontal cortex (PFC), including the ventromedial, ventrolateral, and dorsolateral PFC (e.g.,Belden et al., 2014,2015;Dougherty et al., 2015; McRae et al., 2012;Robinson et al., 2015;Stephanou et al., 2016).

The associations between executive function and coping and emo- tion regulation can also be examined using neuroimaging methods.

For example,Robinson et al. (2015)found significant correlations between activation of prefrontal brain regions in response to a standard working memory (n-back) task and parent and child reports of children’s use of secondary control coping strategies in a sample of pediatric brain tumor patients and healthy controls.

Similarly,Reising et al. (2017, in press) found that activation in the DLPFC, dACC, and APFC was significantly related to adoles- cents’ reports of their use of secondary control coping and ac- counted for adverse effects of stress exposure on adolescents’ coping. Neuroimaging methods can shed light on the associations between rapid automatic processes as contrasted with controlled processes of coping and emotion regulation by examining re- sponses of both emotion (e.g., the amygdala) and executive func- tion regions (e.g., areas of the PFC) of the brain (e.g.,Belden et al., 2014,2015).

Further, coping and emotion regulation may play an important role in explicating individual differences in genetic sources of risk and resilience (e.g.,Ford, Mauss, Troy, Smolen, & Hankin, 2014).

Individual differences in coping and emotion regulation may be associated with specific patterns of polymorphisms of genes that are related to stress sensitivity including the serotonin transporter polymorphism (5-HTTLPR) and corticotropin-releasing hormone receptors (CRHR) (Hankin, Badanes, Smolen, & Young, 2015).

Examining correlates of coping and emotion regulation at multiple levels of analyses will provide a much richer understanding of factors that contribute to the development of these skills.

Examine context.Research on the neurobiological substrates of coping and emotion regulation needs to be balanced by careful attention to the context in which children and adolescents are engaged in the processes of coping and emotion regulation. First, emotion regulation will be better understood by examining this process in the context in which emotions arise. For example, a child or adolescent who experiences sadness in the context of a peer rejection (e.g., not being included in a party with classmates) may be faced with a very different challenge than one who expe- riences sadness in the context of chronic stress associated with living with a depressed parent. Current questionnaire measures of emotion regulation often do not assess the context in which emo- tions occur and as a consequence possible differences in emotionsas a function of the context in which they arise. Second, as noted above, it will be important to examine flexibility in coping with different types of stress including levels of objective and perceived control as important aspects of context (Skinner & Zimmer- Gembeck, 2010). Third, it will be important to give greater atten- tion to the broader social context in which coping and emotion regulation occur, especially poverty and economic hardship. For example, the work of Wadsworth and colleagues has shown that the types of coping that may be adaptive for children and adoles- cents exposed to chronic economic hardship may differ from youth who live in more economically advantaged environments (e.g., Wadsworth, 2015;Wadsworth & Compas, 2002;Wadsworth, Rindlaub, Hurwich-Reiss, Rienks, Bianco, & Markman, 2013).

Intervention research.Studies of the effects of interven- tions that target coping and emotion regulation skills represent an important next step for research in this field for several reasons. First, intervention studies using randomized designs can provide true experimental tests of the associations of coping and emotion regulation with psychopathology in real-world contexts. Second, intervention trials, especially preventive in- terventions, can provide information on the role of coping and emotion regulation in the etiology of internalizing and exter- nalizing symptoms. And most importantly, intervention re- search can clarify the role that coping and emotion regulation can play in alleviating and preventing psychopathology in young people. There is promising evidence that interventions can lead to changes in specific types of coping and that these changes account for the effects of these interventions on changes in symptoms (e.g.,Compas et al., 2010;Tein et al., 2004,2006). For example, in a randomized trial testing a preventive intervention for children of parents with a history of depression,Compas et al. (2010)found that changes in chil- dren’s use of secondary control coping skills as reported by children and their parents after completion of the intervention (6 months after baseline) partially accounted for (i.e., mediated) the effects of the intervention on child and parent reports of children’s internalizing and externalizing symptoms at 12 months. Continued research in this area is a high priority to establish the importance of coping and emotion regulation in treating and preventing psychopathology. Summary and Conclusions This review provides another important step in the integration of research on coping and emotion regulation in children and adoles- cents by considering the shared features of these two concepts and providing a synthesis of empirical research on their associations with internalizing and externalizing symptoms of psychopathol- ogy. The findings from the meta-analysis provide the first clear benchmark of empirical research for the field and a base of evidence for the association of coping and emotion regulation with symptoms of internalizing and externalizing psychopathology in children and adolescents. The findings from the current review also highlight significant limitations in the field, including stag- nation in conceptualization and methods. To move the field for- ward we have outlined an ambitious and challenging agenda for next steps in this research. This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 977 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY References An asterisk indicates studies included in meta-analysis.

Abela, J. R., Aydin, C. M., & Auerbach, R. P. (2007). Responses to depression in children: Reconceptualizing the relation among response styles.Journal of Abnormal Child Psychology, 35,913–927.http://dx .doi.org/10.1007/s10802-007-9143-2 Abela, J. R., Brozina, K., & Haigh, E. P. (2002). An examination of the response styles theory of depression in third- and seventh-grade chil- dren: A short-term longitudinal study.Journal of Abnormal Child Psy- chology, 30,515–527.http://dx.doi.org/10.1023/A:1019873015594 Abela, J. R., Vanderbilt, E., & Rochon, A. (2004). A test of the integration of the response styles and social support theories of depression in third and seventh grade children.Journal of Social and Clinical Psychology, 23,653– 674.http://dx.doi.org/10.1521/jscp.23.5.653.50752 Achenbach, T. M. (1966). The classification of children’s psychiatric symptoms: A factor-analytic study.Psychological Monographs: Gen- eral and Applied, 80,1–37.http://dx.doi.org/10.1037/h0093906 Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/ adolescent behavioral and emotional problems: Implications of cross- informant correlations for situational specificity.Psychological Bulletin, 101,213–232.http://dx.doi.org/10.1037/0033-2909.101.2.213 Achenbach, T. M., & Rescorla, L. A. (2001).Manual for the Achenbach system of empirically based assessment school-age forms profiles. Bur- lington, VT: ASEBA.http://dx.doi.org/10.1002/9781118625392 .wbecp150 Adams, P., Abela, J. R. Z., & Hankin, B. L. (2007). Factorial categori- zation of depression-related constructs in early adolescents.Journal of Cognitive Psychotherapy, 21,123–139.http://dx.doi.org/10.1891/ 088983907780851540 Adrian, M., Zeman, J., Erdley, C., Lisa, L., Homan, K., & Sim, L. (2009).

Social contextual links to emotion regulation in an adolescent psychiat- ric inpatient population: Do gender and symptomatology matter?Jour- nal of Child Psychology and Psychiatry, 50,1428 –1436.http://dx.doi .org/10.1111/j.1469-7610.2009.02162.x Adrian, M., Zeman, J., & Veits, G. (2011). Methodological implications of the affect revolution: A 35-year review of emotion regulation assessment in children.Journal of Experimental Child Psychology, 110,171–197.

http://dx.doi.org/10.1016/j.jecp.2011.03.009 Ahmed, S. R., Kia-Keating, M., & Tsai, K. H. (2011). A structural model of racial discrimination, acculturative stress, and cultural resources among Arab American adolescents.American Journal of Community Psychology, 48,181–192.http://dx.doi.org/10.1007/s10464-011-9424-3 Aldao, A., & Nolen-Hoeksema, S. (2012). When are adaptive strategies most predictive of psychopathology?Journal of Abnormal Psychology, 121,276 –281.http://dx.doi.org/10.1037/a0023598 Aldao, A., & Nolen-Hoeksema, S. (2013). One versus many: Capturing the use of multiple emotion regulation strategies in response to an emotion- eliciting stimulus.Cognition and Emotion, 27,753–760.http://dx.doi .org/10.1080/02699931.2012.739998 Aldao, A., Nolen-Hoeksema, S., & Schweizer, S. (2010). Emotion- regulation strategies across psychopathology: A meta-analytic review.

Clinical Psychology Review, 30,217–237.http://dx.doi.org/10.1016/j .cpr.2009.11.004 Aldao, A., Sheppes, G., & Gross, J. J. (2015). Emotion regulation flexi- bility.Cognitive Therapy and Research, 39,263–278.http://dx.doi.org/ 10.1007/s10608-014-9662-4 Aldridge, A. A., & Roesch, S. C. (2007). Coping and adjustment in children with cancer: A meta-analytic study.Journal of Behavioral Medicine, 30,115–129.http://dx.doi.org/10.1007/s10865-006-9087-y Allen, K. B., Silk, J. S., Meller, S., Tan, P. Z., Ladouceur, C. D., Sheeber, L.B.,...Ryan, N. D. (2016). Parental autonomy granting and child perceived control: Effects on the everyday emotional experience ofanxious youth.Journal of Child Psychology and Psychiatry, 57,835– 842.http://dx.doi.org/10.1111/jcpp.12482 Amone-P’Olak, K., Garnefski, N., & Kraaij, V. (2007). Adolescents caught between fires: Cognitive emotion regulation in response to war experiences in Northern Uganda.Journal of Adolescence, 30,655– 669.

http://dx.doi.org/10.1016/j.adolescence.2006.05.004 Angold, A. (2008). Sex and developmental psychopathology. In J. Hudziak (Ed.),Developmental psychopathology and wellness: Genetic and envi- ronmental influences(pp. 109 –138). Washington, DC: American Psy- chiatric Publishing.

Auerbach, R. P., Abela, J. R. Z., Zhu, X., & Yao, S. (2007). A diathesis- stress model of engagement in risky behaviors in Chinese adolescents.

Behaviour Research and Therapy, 45,2850 –2860.http://dx.doi.org/10 .1016/j.brat.2007.05.005 Auerbach, R. P., Abela, J. R., Zhu, X., & Yao, S. (2010). Understanding the role of coping in the development of depressive symptoms: Symp- tom specificity, gender differences, and cross-cultural applicability.Brit- ish Journal of Clinical Psychology, 49,547–561.http://dx.doi.org/10 .1348/014466509X479681 Ayers, T. S., Sandler, I. N., & Twohey, J. L. (1998). Conceptualization and measurement of coping in children and adolescents. In T. H. Ollendick & R. J. Prinz (Eds.),Advances in clinical child psychology(Vol. 20, pp.

243–301). New York, NY: Springer.http://dx.doi.org/10.1007/978-1- 4757-9038-2_8 Ayers, T. S., Sandler, I. N., West, S. G., & Roosa, M. W. (1996). A dispositional and situational assessment of children’s coping: Testing alternative models of coping.Journal of Personality, 64,923–958.

http://dx.doi.org/10.1111/j.1467-6494.1996.tb00949.x Bachanas, P. J., Kullgren, K. A., Suzman Schwartz, K., Lanier, B., McDaniel, J. S., Smith, J., & Nesheim, S. (2001). Predictors of psycho- logical adjustment in school-aged children infected with HIV.Journal of Pediatric Psychology, 26,343–352.http://dx.doi.org/10.1093/jpepsy/26 .6.343 Bal, S., Crombez, G., De Bourdeaudhuij, I., & Van Oost, P. (2009).

Symptomatology in adolescents following initial disclosure of sexual abuse: The roles of crisis support, appraisals and coping.Child Abuse & Neglect, 33,717–727.http://dx.doi.org/10.1016/j.chiabu.2008.11.006 Bal, S., De Bourdeaudhuij, I., Crombez, G., & Van Oost, P. (2005).

Predictors of trauma symptomatology in sexually abused adolescents: A 6-month follow-up study.Journal of Interpersonal Violence, 20,1390 – 1405.http://dx.doi.org/10.1177/0886260505278720 Bal, S., Van Oost, P., De Bourdeaudhuij, I., & Crombez, G. (2003).

Avoidant coping as a mediator between self-reported sexual abuse and stress-related symptoms in adolescents.Child Abuse & Neglect, 27, 883– 897.http://dx.doi.org/10.1016/S0145-2134(03)00137-6 Bargh, J. A., & Williams, L. E. (2007). The nonconscious regulation of emotion. In J. Gross (Ed.),Handbook of emotion regulation(pp. 429 – 445). New York, NY: Guilford Press.

Batum, P., & Yagmurlu, B. (2007). What counts in externalizing behav- iors? The contributions of emotion and behavior regulation.Current Psychology: A Journal for Diverse Perspectives on Diverse Psycholog- ical Issues, 25,272–294.http://dx.doi.org/10.1007/BF02915236 Belden, A. C., Luby, J. L., Pagliaccio, D., & Barch, D. M. (2014). Neural activation associated with cognitive regulation of sadness in healthy children.Developmental Cognitive Neuroscience, 9,136 –147.http://dx .doi.org/10.1016/j.dcn.2014.02.003 Belden, A. C., Pagliaccio, D., Murphy, E. R., Luby, J. L., & Barch, D. M.

(2015). Neural activation during cognitive emotion regulation in previ- ously depressed compared to healthy children: Evidence of specific alterations.Journal of the American Academy of Child and Adolescent Psychiatry, 54,771–781.

Bender, P. K., Reinholdt-Dunne, M. L., Esbjørn, B. H., & Pons, F. (2012).

Emotion dysregulation and anxiety in children and adolescents: Gender This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 978 COMPAS ET AL. differences.Personality and Individual Differences, 53,284 –288.http:// dx.doi.org/10.1016/j.paid.2012.03.027 Benson, M. A., Compas, B. E., Layne, C. M., Vandergrift, N., Pašali´ c, H., Katalinksi, R., & Pynoos, R. S. (2011). Measurement of post-war coping and stress responses: A study of Bosnian adolescents.Journal of Applied Developmental Psychology, 32,323–335.http://dx.doi.org/10.1016/j .appdev.2011.07.001 Blount, R. L., Simons, L. E., Devine, K. A., Jaaniste, T., Psychol, M., Cohen, L. L.,...Hayutin, L. G. (2008). Evidence-based assessment of coping and stress in pediatric psychology.Journal of Pediatric Psychol- ogy, 33,1021–1045.http://dx.doi.org/10.1093/jpepsy/jsm071 Borenstein, M., Hedges, L., Higgins, J., & Rothstein, H. (2005).Compre- hensive meta-analysis version 2. Englewood, NJ: Biostat.

Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009).

Introduction to meta-analysis. Hoboken, NJ: Wiley & Sons.

Bowie, B. H. (2010). Emotion regulation related to children’s future externalizing and internalizing behaviors.Journal of Child and Adoles- cent Psychiatric Nursing, 23,74 – 83.http://dx.doi.org/10.1111/j.1744- 6171.2010.00226.x Braun-Lewensohn, O., Sagy, S., & Roth, G. (2011). Coping strategies as mediators of the relationship between sense of coherence and stress reactions: Israeli adolescents under missile attacks.Anxiety, Stress & Coping: An International Journal, 24,327–341.http://dx.doi.org/10 .1080/10615806.2010.494329 Brechting, E. H., & Giancola, P. R. (2007). A longitudinal study of coping strategies and substance use in adolescent boys.Journal of Child & Adolescent Substance Abuse, 16,51– 67.http://dx.doi.org/10.1300/ J029v16n02_03 Brenning, K. M., Soenens, B., Braet, C., & Bosmans, G. (2012). Attach- ment and depressive symptoms in middle childhood and early adoles- cence: Testing the validity of the emotion regulation model of attach- ment.Personal Relationships, 19,445– 464.http://dx.doi.org/10.1111/j .1475-6811.2011.01372.x Brumariu, L. E., Kerns, K. A., & Seibert, A. (2012). Mother– child attachment, emotion regulation, and anxiety symptoms in middle child- hood.Personal Relationships, 19,569 –585.http://dx.doi.org/10.1111/j .1475-6811.2011.01379.x Calvete, E., Camara, M., Estevez, A., & Villardón, L. (2011). The role of coping with social stressors in the development of depressive symptoms:

Gender differences.Anxiety, Stress & Coping: An International Journal, 24,387– 406.http://dx.doi.org/10.1080/10615806.2010.515982 Campbell, L. K., Scaduto, M., Van Slyke, D., Niarhos, F., Whitlock, J. A., & Compas, B. E. (2009). Executive function, coping, and behavior in survivors of childhood acute lymphocytic leukemia.Journal of Pediatric Psychology, 34,317–327.http://dx.doi.org/10.1093/jpepsy/jsn080 Caples, H. S., & Barrera, M., Jr. (2006). Conflict, support and coping as mediators of the relation between degrading parenting and adolescent adjustment.Journal of Youth and Adolescence, 35,599 – 611.http://dx .doi.org/10.1007/s10964-006-9057-2 Carlo, G., Mestre, M. V., McGinley, M. M., Samper, P., Tur, A., & Sandman, D. (2012). The interplay of emotional instability, empathy, and coping on prosocial and aggressive behaviors.Personality and Individual Differences, 53,675– 680.http://dx.doi.org/10.1016/j.paid .2012.05.022 Carlson, G. A., & Grant, K. E. (2008). The role of stress and coping in explaining gender differences in risk for psychopathology among Afri- can American urban adolescents.The Journal of Early Adolescence, 28, 375– 404.http://dx.doi.org/10.1177/0272431608314663 Carpenter, T. P., Laney, T., & Mezulis, A. (2012). Religious coping, stress, and depressive symptoms among adolescents: A prospective study.

Psychology of Religion and Spirituality, 4,19 –30.http://dx.doi.org/10 .1037/a0023155 Carthy, T., Horesh, N., Apter, A., Edge, M. D., & Gross, J. J. (2010).

Emotional reactivity and cognitive regulation in anxious children.Be-haviour Research and Therapy, 48,384 –393.http://dx.doi.org/10.1016/ j.brat.2009.12.013 Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989). Assessing coping strategies: A theoretically based approach.Journal of Personality and Social Psychology, 56,267–283.http://dx.doi.org/10.1037/0022-3514 .56.2.267 Cascone, P., Zimmermann, G., Auckenthaler, B., & Robert-Tissot, C.

(2011). Cannabis dependence in Swiss adolescents: Exploration of the role of anxiety, coping styles, and psychosocial difficulties.Swiss Jour- nal of Psychology, 70,129 –139.http://dx.doi.org/10.1024/1421-0185/ a000048 Casey, B. J., Oliveri, M. E., & Insel, T. (2014). A neurodevelopmental perspective on the Research Domain Criteria (RDoC) framework.Bio- logical Psychiatry, 76,350 –353.http://dx.doi.org/10.1016/j.biopsych .2014.01.006 Catanzaro, S. J., & Laurent, J. (2004). Perceived family support, negative mood regulation expectancies, coping, and adolescent alcohol use: Ev- idence of mediation and moderation effects.Addictive Behaviors, 29, 1779 –1797.http://dx.doi.org/10.1016/j.addbeh.2004.04.001 Causey, D. L., & Dubow, E. F. (1992). Development of a self-report coping measure for elementary school children.Journal of Clinical Child and Adolescent Psychology, 21,47–59.http://dx.doi.org/10.1207/ s15374424jccp2101_8 Cheng, C., Lau, H. B., & Chan, M. S. (2014). Coping flexibility and psychological adjustment to stressful life changes: A meta-analytic review.Psychological Bulletin, 140,1582–1607.http://dx.doi.org/10 .1037/a0037913 Christensen, K. A., Aldao, A., Sheridan, M. A., & McLaughlin, K. A.

(2017). Habitual reappraisal in context: Peer victimisation moderates its association with physiological reactivity to social stress.Cognition and Emotion, 31,384 –394.http://dx.doi.org/10.1080/02699931.2015 .1103701 Cicchetti, D., & Curtis, W. J. (2007). Multilevel perspectives on pathways to resilient functioning.Development and Psychopathology, 19,627– 629.http://dx.doi.org/10.1017/S0954579407000314 Cicchetti, D., Ganiban, J., & Barnett, D. (1991). Contributions from the study of high-risk populations to understanding the development of emotion regulation. In J. Garber & K. A. Dodge (Eds.),The development of emotion regulation and dysregulation. New York, NY: Cambridge University Press.http://dx.doi.org/10.1017/CBO9780511663963.003 Cicchetti, D., Rogosch, F. A., & Sturge-Apple, M. (2007). Interactions of child maltreatment and serotonin transporter and monoamine oxidase A polymorphisms: Depressive symptomatology among adolescents from low socioeconomic status backgrounds.Development and Psychopa- thology, 19,1161–1180.http://dx.doi.org/10.1017/S0954579407000600 Clark, R., Novak, J. D., & Dupree, D. (2002). Relationship of perceived parenting practices to anger regulation and coping strategies in African- American adolescents.Journal of Adolescence, 25,373–384.http://dx .doi.org/10.1006/jado.2002.0482 Clarke, A. T. (2006). Coping with interpersonal stress and psychosocial health among children and adolescents: A meta-analysis.Journal of Youth and Adolescence, 35,10 –23.http://dx.doi.org/10.1007/s10964- 005-9001-x Clifford, S., Lemery-Chalfant, K., & Goldsmith, H. H. (2015). The unique and shared genetic and environmental contributions to fear, anger, and sadness in childhood.Child Development, 86,1538 –1556.http://dx.doi .org/10.1111/cdev.12394 Cohen, J. (1988).Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.

Compas, B. E., Beckjord, E., Agocha, B., Sherman, M. L., Langrock, A., Grossman, C. I.,...Luecken, L. (2006a). Measurement of coping and stress responses in women with breast cancer.Psycho-Oncology, 15, 1038 –1054.http://dx.doi.org/10.1002/pon.999 This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 979 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY Compas, B. E., Boyer, M. C., Stanger, C., Colletti, R. B., Thomsen, A. H., Dufton, L. M., & Cole, D. A. (2006b). Latent variable analysis of coping, anxiety/depression, and somatic symptoms in adolescents with chronic pain.Journal of Consulting and Clinical Psychology, 74,1132– 1142.http://dx.doi.org/10.1037/0022-006X.74.6.1132 Compas, B. E., Champion, J. E., Forehand, R., Cole, D. A., Reeslund, K. L., Fear, J.,...Merchant, M. J. (2010). Coping and parenting:

Mediators of 12-month outcomes of a family group cognitive– behavioral preventive intervention with families of depressed parents.

Journal of Consulting and Clinical Psychology, 78,623– 634.http://dx .doi.org/10.1037/a0020459 Compas, B. E., Connor-Smith, J. K., & Jaser, S. S. (2004). Temperament, stress reactivity, and coping: Implications for depression in childhood and adolescence.Journal of Clinical Child and Adolescent Psychology, 33,21–31.http://dx.doi.org/10.1207/S15374424JCCP3301_3 Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. (2001). Coping with stress during childhood and ado- lescence: Problems, progress, and potential in theory and research.

Psychological Bulletin, 127,87–127.http://dx.doi.org/10.1037/0033- 2909.127.1.87 Compas, B. E., Desjardins, L., Vannatta, K., Young-Saleme, T., Rodri- guez, E. M., Dunn, M.,...Gerhardt, C. A. (2014b). Children and adolescents coping with cancer: Self- and parent reports of coping and anxiety/depression.Health Psychology, 33,853– 861.http://dx.doi.org/ 10.1037/hea0000083 Compas, B. E., Gruhn, M., & Bettis, A. H. (2017). Risk and resilience in child and adolescent psychopathology. In T. P. Beauchaine & S. P.

Hinshaw (Eds.),Child and Adolescent Psychopathology(3rd ed., pp.

114 –143). New York, NY: Wiley.

Compas, B. E., Jaser, S. S., & Benson, M. A. (2009). Coping and emotion regulation: Implications for understanding depression during adoles- cence. In S. Nolen-Hoeksema & L. Hilt (Eds.),Handbook of Adolescent Depression(pp. 413– 439). New York, NY: Wiley.

Compas, B. E., Jaser, S. S., Dunbar, J. P., Watson, K. H., Bettis, A. H., Gruhn, M. A., & Williams, E. K. (2014a). Coping and emotion regula- tion from childhood to early adulthood: Points of convergence and divergence.Australian Journal of Psychology, 66,71– 81.http://dx.doi .org/10.1111/ajpy.12043 Compas, B. E., Jaser, S. S., Dunn, M. J., & Rodriguez, E. M. (2012).

Coping with chronic illness in childhood and adolescence.Annual Re- view of Clinical Psychology, 8,455– 480.http://dx.doi.org/10.1146/ annurev-clinpsy-032511-143108 Compas, B. E., Vannatta, K., Bemis, H., Desjardins, L., Murphy, L. K.,...

Gerhardt, C. A. (2017).Children and adolescents coping with stress: A longitudinal multi-informant study of children coping with cancer. Man- uscript submitted for publication.

Compas, B. E., Watson, K. H., Reising, M. M., & Dunbar, J. P. (2013).

Stress and coping: Transdiagnostic processes in child and adolescent psychopathology. In J. Ehrenrich-May & B. Chu (Eds.),Transdiagnostic mechanisms and treatment approaches of youth psychopathology(pp.

35–58). New York, NY: Guilford Press.

Connor-Smith, J. K., & Calvete, E. (2004). Cross-cultural equivalence of coping and involuntary responses to stress in Spain and the United States.Anxiety, Stress & Coping, 17,163–185.http://dx.doi.org/10 .1080/10615800410001709412 Connor-Smith, J. K., Compas, B. E., Wadsworth, M. E., Thomsen, A. H., & Saltzman, H. (2000). Responses to stress in adolescence: Measure- ment of coping and involuntary responses to stress.Journal of Consult- ing and Clinical Psychology, 68,976 –992.http://dx.doi.org/10.1037/ 0022-006X.68.6.976 Copeland, W. E., Shanahan, L., Costello, E. J., & Angold, A. (2011).

Cumulative prevalence of psychiatric disorders by young adulthood: A prospective cohort analysis from the Great Smoky Mountains Study.Journal of the American Academy of Child and Adolescent Psychiatry, 50,252–261.http://dx.doi.org/10.1016/j.jaac.2010.12.014 d’Acremont, M., & Van der Linden, M. (2007). How is impulsivity related to depression in adolescence? Evidence from a French validation of the Cognitive Emotion Regulation Questionnaire.Journal of Adolescence, 30,271–282.http://dx.doi.org/10.1016/j.adolescence.2006.02.007 Dahlbeck, D. T., & Lightsey, O. R., Jr. (2008). Generalized self-efficacy, coping, and self-esteem as predictors of psychological adjustment among children with disabilities or chronic illnesses.Children’s Health Care, 37,293–315.http://dx.doi.org/10.1080/02739610802437509 Dalton, M. M., & Pakenham, K. I. (2002). Adjustment of homeless adolescents to a crisis shelter: Application of a stress and coping model.

Journal of Youth and Adolescence, 31,79 – 89.http://dx.doi.org/10 .1023/A:1014041201490 Davey, J., Turner, R. M., Clarke, M. J., & Higgins, J. P. (2011). Charac- teristics of meta-analyses and their component studies in the Cochrane Database of Systematic Reviews: A cross-sectional, descriptive analysis.

BMC Medical Research Methodology, 11,160.http://dx.doi.org/10 .1186/1471-2288-11-160 Davies, P. T., Forman, E. M., Rasi, J. A., & Stevens, K. I. (2002).

Assessing children’s emotional security in the interparental relationship:

The Security in the Interparental Subsystem Scales.Child Development, 73,544 –562.http://dx.doi.org/10.1111/1467-8624.00423 Davis, S. K., & Humphrey, N. (2012). The influence of emotional intel- ligence (EI) on coping and mental health in adolescence: Divergent roles for trait and ability EI.Journal of Adolescence, 35,1369 –1379.http:// dx.doi.org/10.1016/j.adolescence.2012.05.007 De Los Reyes, A., Augenstein, T. M., Aldao, A., Thomas, S. A., Daruwala, S., Kline, K., & Regan, T. (2015). Implementing psychophysiology in clinical assessments of adolescent social anxiety: Use of rater judgments based on graphical representations of psychophysiology.Journal of Clinical Child & Adolescent Psychology, 44,264 –279.http://dx.doi.org/ 10.1080/15374416.2013.859080 Dempsey, M. (2002). Negative coping as mediator in the relation between violence and outcomes: Inner-city African American youth.American Journal of Orthopsychiatry, 72,102–109.http://dx.doi.org/10.1037/ 0002-9432.72.1.102 Doom, J. R., & Gunnar, M. R. (2013). Stress physiology and developmen- tal psychopathology: Past, present, and future.Development and Psy- chopathology, 25,1359 –1373.http://dx.doi.org/10.1017/S0954579 413000667 Dougherty, L. R., Blankenship, S. L., Spechler, P. A., Padmala, S., & Pessoa, L. (2015). An fMRI pilot study of cognitive reappraisal in children: Divergent effects on brain and behavior.Journal of Psycho- pathology and Behavioral Assessment, 37,634 – 644.http://dx.doi.org/ 10.1007/s10862-015-9492-zs Downey, L. A., Johnston, P. J., Hansen, K., Birney, J., & Stough, C.

(2010). Investigating the mediating effects of emotional intelligence and coping on problem behaviours in adolescents.Australian Journal of Psychology, 62,20 –29.http://dx.doi.org/10.1080/00049530903312873 Dufton, L. M., Dunn, M. J., Slosky, L. S., & Compas, B. E. (2011).

Self-reported and laboratory-based responses to stress in children with recurrent pain and anxiety.Journal of Pediatric Psychology, 36,95–105.

http://dx.doi.org/10.1093/jpepsy/jsq070 Duncombe, M. E., Havighurst, S. S., Holland, K. A., & Frankling, E. J.

(2012). The contribution of parenting practices and parent emotion factors in children at risk for disruptive behavior disorders.Child Psy- chiatry & Human Development, 43,715–733.http://dx.doi.org/10.1007/ s10578-012-0290-5 Durakovi´ c-Belko, E., Kulenovi´ c, A., & Dapi´ c, R. (2003). Determinants of posttraumatic adjustment in adolescents from Sarajevo who experienced war.Journal of Clinical Psychology, 59,27– 40.http://dx.doi.org/10 .1002/jclp.10115 This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 980 COMPAS ET AL. Duval, S., & Tweedie, R. (2000). Trim and fill: A simple funnel-plot-based method of testing and adjusting for publication bias in meta-analysis.

Biometrics, 56,455– 463.http://dx.doi.org/10.1111/j.0006-341X.2000 .00455.x Ebata, A. T., & Moos, R. H. (1991). Coping and adjustment in distressed and healthy adolescents.Journal of Applied Developmental Psychology, 12,33–54.http://dx.doi.org/10.1016/0193-3973(91)90029-4 Eccleston, C., Crombez, G., Scotford, A., Clinch, J., & Connell, H.

(2004). Adolescent chronic pain: Patterns and predictors of emotional distress in adolescents with chronic pain and their parents.Pain, 108, 221–229.http://dx.doi.org/10.1016/j.pain.2003.11.008 Edlynn, E. S., Gaylord-Harden, N., Richards, M. H., & Miller, S. A.

(2008). African American inner-city youth exposed to violence: Coping skills as a moderator for anxiety.American Journal of Orthopsychiatry, 78,249 –258.http://dx.doi.org/10.1037/a0013948 Egger, M., Davey Smith, G., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test.British Medical Journal, 315,629 – 634.http://dx.doi.org/10.1136/bmj.315.7109.629 Eisenberg, N., Fabes, R. A., & Guthrie, I. K. (1997). Coping with stress:

The roles of regulation and development. In S. A. Wolchik & I. N.

Sandler (Eds.),Handbook of children’s coping: Linking theory and intervention(pp. 41–70). New York, NY: Plenum Press.http://dx.doi .org/10.1007/978-1-4757-2677-0_2 Eisenberg, N., Hofer, C., & Vaughan, J. (2007). Effortful control and its socioemotional consequences. In J. J. Gross (Ed.),Handbook of emotion regulation(pp. 287–306). New York, NY: Guilford Press.

Eisenberg, N., Smith, C. L., & Spinrad, T. L. (2011). Effortful control:

Relations with emotion regulation, adjustment and socialization in child- hood. In K. D. Vohs & R. F. Baumsister (eds.),Handbook of self- regulation: Research, theory, and applications(2nd ed., pp. 263–283).

New York, NY: Guilford.

Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion related self-regulation and its relation to children’s maladjustment.Annual Review of Clinical Psychology, 6,495–525.http://dx.doi.org/10.1146/ annurev.clinpsy.121208.131208 Eisenberg, N., & Zhou, Q. (2016). Conceptions of executive function and regulation: When and to what degree to they overlap? In P. McCardle & L. S. Freund (Eds.),Executive function on preschool-age children:

Integrating measurement, neurodevelopment, and translational re- search.http://dx.doi.org/10.1037/14797-006 Elgar, F. J., Arlett, C., & Groves, R. (2003). Stress, coping, and behav- ioural problems among rural and urban adolescents.Journal of Adoles- cence, 26,574 –585.http://dx.doi.org/10.1016/S0140-1971(03)00057-5 Endriga, M. C., Jordan, J. R., & Speltz, M. L. (2003). Emotion self- regulation in preschool-aged children with and without orofacial clefts.

Journal of Developmental and Behavioral Pediatrics, 24,336 –344.

http://dx.doi.org/10.1097/00004703-200310000-00004 Engen, H. G., Smallwood, J., & Singer, T. (2017). Differential impact of emotional task relevance on three indices of prioritised processing for fearful and angry facial expressions.Cognition and Emotion, 31,175– 184.http://dx.doi.org/10.1080/02699931.2015.1081873 Erath, S. A., Flanagan, K. S., & Bierman, K. L. (2007). Social anxiety and peer relations in early adolescence: Behavioral and cognitive factors.

Journal of Abnormal Child Psychology, 35,405– 416.http://dx.doi.org/ 10.1007/s10802-007-9099-2 Erdem, G., & Slesnick, N. (2010). That which does not kill you makes you stronger: Runaway youth’s resilience to depression in the family context.

American Journal of Orthopsychiatry, 80,195–203.http://dx.doi.org/10 .1111/j.1939-0025.2010.01023.x Erdur-Baker, Ö. (2009). Peer victimization, rumination, and problem solving as risk contributors to adolescents’ depressive symptoms.The Journal of Psychology: Interdisciplinary and Applied, 143,78 –90.

http://dx.doi.org/10.3200/JRLP.143.1.78-90 Eschenbeck, H., Heim-Dreger, U., Tasdaban, E., Lohaus, A., & Kohl- mann, C. (2012). A Turkish adaptation of the coping scales from the German Stress and Coping Questionnaire for Children and Adolescents.

European Journal of Psychological Assessment, 28,32– 40.http://dx.doi .org/10.1027/1015-5759/a000088 Escobar, M., Fernández-Baena, F. J., Miranda, J., Trianes, M. V., & Cowie, H. (2011). Low peer acceptance and emotional/behavioural maladjustment in schoolchildren: Effects of daily stress, coping and sex.

Anales de Psicología, 27,412– 417.

Etkin, A., Büchel, C., & Gross, J. J. (2015). The neural bases of emotion regulation.Nature Reviews Neuroscience, 16,693–700.http://dx.doi .org/10.1038/nrn4044 Evans, G. W., & Kim, P. (2013). Childhood poverty, chronic stress, self-regulation, and coping.Child Development Perspectives, 7,43– 48.

http://dx.doi.org/10.1111/cdep.12013 Evans, G. W., Li, D., & Whipple, S. S. (2013). Cumulative risk and child development.Psychological Bulletin, 139,1342–1396.http://dx.doi.org/ 10.1037/a0031808 Evers, C., Hopp, H., Gross, J. J., Fischer, A. H., Manstead, A. S., & Mauss, I. B. (2014). Emotion response coherence: A dual-process perspective.

Biological Psychology, 98,43– 49.http://dx.doi.org/10.1016/j.biopsycho .2013.11.003 Farrell, A. D., Bettencourt, A., Mays, S., Kramer, A., Sullivan, T., & Kliewer, W. (2012). Patterns of adolescents’ beliefs about fighting and their relation to behavior and risk factors for aggression.Journal of Abnormal Child Psychology, 40,787– 802.http://dx.doi.org/10.1007/ s10802-011-9609-0 Fear, J. M., Champion, J. E., Reeslund, K. L., Forehand, R., Colletti, C., Roberts, L., & Compas, B. E. (2009). Parental depression and interpa- rental conflict: Children and adolescents’ self-blame and coping re- sponses.Journal of Family Psychology, 23,762–766.http://dx.doi.org/ 10.1037/a0016381 Feng, X., Keenan, K., Hipwell, A. E., Henneberger, A. K., Rischall, M. S., Butch, J.,...Babinski, D. E. (2009). Longitudinal associations between emotion regulation and depression in preadolescent girls: Moderation by the caregiving environment.Developmental Psychology, 45,798 – 808.

http://dx.doi.org/10.1037/a0014617 Fernandez, K. C., Jazaieri, H., & Gross, J. J. (2016). Emotion regulation:

A transdiagnostic perspective on a new RDoC domain.Cognitive Ther- apy and Research, 40,426 – 440.http://dx.doi.org/10.1007/s10608-016- 9772-2 Flanagan, K. S., Vanden Hoek, K. K., Ranter, J. M., & Reich, H. A.

(2012). The potential of forgiveness as a response for coping with negative peer experiences.Journal of Adolescence, 35,1215–1223.

http://dx.doi.org/10.1016/j.adolescence.2012.04.004 Flanders, J. L., Simard, M., Paquette, D., Parent, S., Vitaro, F., Pihl, R. O., & Séguin, J. R. (2010). Rough-and-tumble play and the development of physical aggression and emotion regulation: A five-year follow-up study.Journal of Family Violence, 25,357–367.http://dx.doi.org/10 .1007/s10896-009-9297-5 Flannery, D. J., Singer, M. I., & Wester, K. L. (2003). Violence, coping, and mental health in a community sample of adolescents.Violence and Victims, 18,403– 418.http://dx.doi.org/10.1891/vivi.2003.18.4.403 Flett, G. L., Druckman, T., Hewitt, P. L., & Wekerle, C. (2012). Perfec- tionism, coping, social support, and depression in maltreated adoles- cents.Journal of Rational-Emotive & Cognitive-Behavior Therapy, 30, 118 –131.http://dx.doi.org/10.1007/s10942-011-0132-6 Flynn, M., & Rudolph, K. D. (2007). Perceptual asymmetry and youths’ responses to stress: Understanding vulnerability to depression.Cogni- tion and Emotion, 21,773–788.http://dx.doi.org/10.1080/ 02699930600824635 Flynn, M., & Rudolph, K. D. (2010). The contribution of deficits in emotional clarity to stress responses and depression.Journal of Applied This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 981 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY Developmental Psychology, 31,291–297.http://dx.doi.org/10.1016/j .appdev.2010.04.004 Folkman, S., Chesney, M., Pollack, L., & Coates, T. (1993). Stress, control, coping, and depressive mood in human immunodeficiency virus-positive and -negative gay men in San Francisco.Journal of Nervous and Mental Disease, 181,409 – 416.http://dx.doi.org/10.1097/00005053- 199307000-00002 Folkman, S., & Lazarus, R. S. (1985). If it changes it must be a process:

Study of emotion and coping during three stages of a college examina- tion.Journal of Personality and Social Psychology, 48,150 –170.http:// dx.doi.org/10.1037/0022-3514.48.1.150 Folkman, S., & Moskowitz, J. T. (2004). Coping: Pitfalls and promise.

Annual Review of Psychology, 55,745–774.http://dx.doi.org/10.1146/ annurev.psych.55.090902.141456 Ford, B. Q., Mauss, I. B., Troy, A. S., Smolen, A., & Hankin, B. (2014).

Emotion regulation moderates the risk associated with the 5-HTT gene and stress in children.Emotion, 14,930 –939.http://dx.doi.org/10.1037/ a0036835 Forns, M., Amador, J. A., Kirchner, T., Gómez, J., Muro, P., & Martorell, B. (2005). Psychometric properties of the Spanish version of the Moos Coping Response Inventory for youth.Psychological Reports, 97,777– 789.http://dx.doi.org/10.2466/PR0.97.7.777-789 Forns, M., Balluerka, N., Gómez-Benito, J., Kirchner, T., & Amador, J. A.

(2010). Multilevel approach to stressors, coping, and psychopathological symptoms.Psychological Reports, 106,262–278.http://dx.doi.org/10 .2466/PR0.106.1.262-278 Forsythe, C. J., & Compas, B. E. (1987). Interaction of cognitive appraisals of stressful events and coping: Testing the goodness of fit hypothesis.

Cognitive Therapy and Research, 11,473– 485.http://dx.doi.org/10 .1007/BF01175357 Fox, N. A., Kirwan, M., & Reeb-Sutherland, B. (2012). Measuring the physiology of emotion and emotion regulation—Timing is everything.

Monographs of the Society for Research in Child Development, 77, 98 –108.http://dx.doi.org/10.1111/j.1540-5834.2011.00668.x Fredland, N. M., Campbell, J. C., & Han, H. (2008). Effect of violence exposure on health outcomes among young urban adolescents.Nursing Research, 57,157–165.http://dx.doi.org/10.1097/01.NNR.0000319493 .21628.c6 Frydenberg, E., & Lewis, R. (1993).Manual: The adolescent coping scale.

Melbourne, Australia: Australian Council for Educational Research.

Gardner, K. J., Archer, J., & Jackson, S. (2012). Does maladaptive coping mediate the relationship between borderline personality traits and reac- tive and proactive aggression?Aggressive Behavior, 38,403– 413.http:// dx.doi.org/10.1002/ab.21437 Garnefski, N., Boon, S., & Kraaij, V. (2003). Relationships between cognitive strategies of adolescents and depressive symptomatology across different types of life event.Journal of Youth and Adolescence, 32,401– 408.http://dx.doi.org/10.1023/A:1025994200559 Garnefski, N., & Kraaij, V. (2006). Relationships between cognitive emotion regulation strategies and depressive symptoms: A comparative study of five specific samples.Personality and Individual Differences, 40,1659 –1669.http://dx.doi.org/10.1016/j.paid.2005.12.009 Garnefski, N., Kraaij, V., & Spinhoven, P. (2001). Negative life events, cognitive emotion regulation and emotional problems.Personality and Individual Differences, 30,1311–1327.http://dx.doi.org/10.1016/ S0191-8869(00)00113-6 Garnefski, N., Kraaij, V., & van Etten, M. (2005). Specificity of relations between adolescents’ cognitive emotion regulation strategies and inter- nalizing and externalizing psychopathology.Journal of Adolescence, 28, 619 – 631.http://dx.doi.org/10.1016/j.adolescence.2004.12.009 Garnefski, N., Legerstee, J., Kraaij, V., van den Kommer, T., & Teerds, J.

(2002). Cognitive coping strategies and symptoms of depression and anxiety: A comparison between adolescents and adults.Journal of Adolescence, 25,603– 611.http://dx.doi.org/10.1006/jado.2002.0507 Garnefski, N., Rieffe, C., Jellesma, F., Meerum Terwogt, M., & Kraaij, V.

(2007). Cognitive emotion regulation strategies and emotional problems in 9 –11-year-old children: The development of an instrument.European Child & Adolescent Psychiatry, 16,1–9.http://dx.doi.org/10.1007/ s00787-006-0562-3 Gaylord-Harden, N. (2008). The influence of student perceptions of parenting and coping on achievement and classroom behavior among African American children.Psychology in the Schools, 45,763–777.

http://dx.doi.org/10.1002/pits.20340 Gaylord-Harden, N., Elmore, C. A., Campbell, C. L., & Wethington, A.

(2011). An examination of the tripartite model of depressive and anxiety symptoms in African American youth: Stressors and coping strategies as common and specific correlates.Journal of Clinical Child and Adoles- cent Psychology, 40,360 –374.http://dx.doi.org/10.1080/15374416 .2011.563467 Gaylord-Harden, N., Gipson, P., Mance, G., & Grant, K. E. (2008).

Coping patterns of African American adolescents: A confirmatory factor analysis and cluster analysis of the children’s coping strategies checklist.

Psychological Assessment, 20,10 –22.http://dx.doi.org/10.1037/1040- 3590.20.1.10 Gaylord-Harden, N., Taylor, J. J., Campbell, C. L., Kesselring, C. M., & Grant, K. E. (2009). Maternal attachment and depressive symptoms in urban adolescents: The influence of coping strategies and gender.Jour- nal of Clinical Child and Adolescent Psychology, 38,684 – 695.http:// dx.doi.org/10.1080/15374410903103569 Gentzler, A. L., Santucci, A. K., Kovacs, M., & Fox, N. A. (2009).

Respiratory sinus arrhythmia reactivity predicts emotion regulation and depressive symptoms in at-risk and control children.Biological Psychol- ogy, 82,156 –163.http://dx.doi.org/10.1016/j.biopsycho.2009.07.002 Gidron, Y. (2013). Goodness of fit. In M. D. Gellman & J. R. Turner (Eds.),Encyclopedia of Behavioral Medicine(pp. 875– 876). New York, NY: Springer.

Gold, J. I., Mahrer, N. E., Treadwell, M., Weissman, L., & Vichinsky, E.

(2008). Psychosocial and behavioral outcomes in children with sickle cell disease and their healthy siblings.Journal of Behavioral Medicine, 31,506 –516.http://dx.doi.org/10.1007/s10865-008-9175-2 Gonzales, N. A., Tein, J., Sandler, I. N., & Friedman, R. J. (2001). On the limits of coping: Interaction between stress and coping for inner-city adolescents.Journal of Adolescent Research, 16,372–395.http://dx.doi .org/10.1177/0743558401164005 Gould, L. F., Hussong, A. M., & Hersh, M. A. (2012). Emotional distress may increase risk for self-medication and lower risk for mood-related drinking consequences in adolescents.The International Journal of Emotional Education, 4,6 –24.http://dx.doi.org/10.15288/jsad.2008.69 .296 Grant, K. E., Compas, B. E., Stuhlmacher, A. F., Thurm, A. E., McMahon, S. D., & Halpert, J. A. (2003). Stressors and child and adolescent psychopathology: Moving from markers to mechanisms of risk.Psycho- logical Bulletin, 129,447– 466.http://dx.doi.org/10.1037/0033-2909 .129.3.447 Grant, K. E., Compas, B. E., Thurm, A. E., McMahon, S. D., & Gipson, P. Y. (2004). Stressors and child and adolescent psychopathology:

Measurement issues and prospective effects.Journal of Clinical Child and Adolescent Psychology, 33,412– 425.http://dx.doi.org/10.1207/ s15374424jccp3302_23 Grant, K. E., Compas, B. E., Thurm, A. E., McMahon, S. D., Gipson, P. Y., Campbell, A. J.,...Westerholm, R. I. (2006). Stressors and child and adolescent psychopathology: Evidence of moderating and mediating effects.Clinical Psychology Review, 26,257–283.http://dx.doi.org/10 .1016/j.cpr.2005.06.011 Grant, K. E., McMahon, S. D., Duffy, S. N., Taylor, J. J., & Compas, B. E.

(2011). Stressors and mental health problems in childhood and adoles- cence. In R. J. Contrada & A. Baum (Eds.),The handbook of stress science: Biology, psychology, and health; the handbook of stress sci- This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 982 COMPAS ET AL. ence: Biology, psychology, and health(pp. 359 –372). New York, NY:

Springer.

Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emo- tion regulation and dysregulation: Development, factor structure, and initial validation of the Difficulties in Emotion Regulation Scale.Jour- nal of Psychopathology and Behavioral Assessment, 26,41–54.http:// dx.doi.org/10.1023/B:JOBA.0000007455.08539.94 Gratz, K. L., Tull, M. T., Reynolds, E. K., Bagge, C. L., Latzman, R. D., Daughters, S. B., & Lejuez, C. W. (2009). Extending extant models of the pathogenesis of borderline personality disorder to childhood border- line personality symptoms: The roles of affective dysfunction, disinhi- bition, and self- and emotion-regulation deficits.Development and Psy- chopathology, 21,1263–1291.http://dx.doi.org/10.1017/S0954579 409990150 Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children’s early academic success.Journal of School Psychology, 45,3–19.http://dx.doi.org/10.1016/j.jsp.2006.09 .002 Grootenhuis, M. A., & Last, B. F. (2001). Children with cancer with different survival perspectives: Defensiveness, control strategies, and psychological adjustment.Psycho-Oncology, 10,305–314.http://dx.doi .org/10.1002/pon.529 Gross, J. J. (1998). Antecedent-and response-focused emotion regulation:

Divergent consequences for experience, expression, and physiology.

Journal of Personality and Social Psychology, 74,224.http://dx.doi.org/ 10.1037//0022-3514.74.1.224 Gross, J. J. (1999). Emotion regulation: Past, present, future.Cognition & Emotion, 13,551–573.http://dx.doi.org/10.1080/026999399379186 Gross, J. J. (2001). Emotion regulation in adulthood: Timing is everything.

Current Directions in Psychological Science, 10,214 –219.http://dx.doi .org/10.1111/1467-8721.00152 Gross, J. J. (2015). Emotion regulation: Current status and future direc- tions.Psychological Inquiry, 26,1–26.http://dx.doi.org/10.1080/ 1047840X.2014.940781 Gross, J. J., & Jazaieri, H. (2014). Emotion, emotion regulation, and psychopathology: An affective science perspective.Clinical Psycholog- ical Science, 2,387– 401.http://dx.doi.org/10.1177/2167702614536164 Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well- being.Journal of Personality and Social Psychology, 85,348 –362.

http://dx.doi.org/10.1037/0022-3514.85.2.348 Gross, J. J., Sheppes, G., & Urry, H. L. (2011). Taking one’s lumps while https://doingthe splits: A big tent perspective on emotion generation and emotion regulation.Cognition & Emotion, 25,789 –793.http://dx.doi .org/10.1007/s10608-014-9662-4 Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Gross (Ed.),Handbook of emotion regulation(pp.

3–24). New York, NY: Guilford Press.

Gullone, E., & Taffe, J. (2012). The emotion regulation questionnaire for children and adolescents (ERQ–CA): A psychometric evaluation.Psy- chological Assessment, 24,409 – 417.http://dx.doi.org/10.1037/ a0025777 Hadd, V. N., & Crocker, P. R. E. (2007). The effect of stress-related factors on post-performance affects in competitive adolescent swim- mers.International Journal of Sport and Exercise Psychology, 5,142– 157.http://dx.doi.org/10.1080/1612197X.2007.9671816 Hampel, P., & Petermann, F. (2006). Perceived stress, coping, and ad- justment in adolescents.Journal of Adolescent Health, 38,409 – 415.

http://dx.doi.org/10.1016/j.jadohealth.2005.02.014 Han, G., Miller, J. G., Cole, P. M., Zahn-Waxler, C., & Hastings, P. D.

(2015). Adolescents’ internalizing and externalizing problems predict their affect-specific HPA and HPG axes reactivity.Developmental Psy- chobiology, 57,769 –785.http://dx.doi.org/10.1002/dev.21268Hankin, B. L., Abramson, L. Y., Moffitt, T. E., Silva, P. A., McGee, R., & Angell, K. E. (1998). Development of depression from preadolescence to young adulthood: Emerging gender differences in a 10-year longitu- dinal study.Journal of Abnormal Psychology, 107,128 –140.http://dx .doi.org/10.1037/0021-843X.107.1.128 Hankin, B. L., Badanes, L. S., Smolen, A., & Young, J. F. (2015). Cortisol reactivity to stress among youth: Stability over time and genetic variants for stress sensitivity.Journal of Abnormal Psychology, 124,54 – 67.

http://dx.doi.org/10.1037/abn0000030 Hankin, B. L., Snyder, H. R., & Gulley, L. (2016). Cognitive risks in developmental psychopathology. In D. Cecchetti (Ed.),Developmental psychopathology: Vol. 3.Maladaptation and psychopathology(3rd ed.).

New York, NY: Wiley.http://dx.doi.org/10.1002/9781119125556 .devpsy308 Harkness, K. L., & Monroe, S. M. (2016). The assessment and measure- ment of adult life stress: Basic premises, operational principles, and design requirements.Journal of Abnormal Psychology, 125,727–745.

http://dx.doi.org/10.1037/abn0000178 Hasking, P. A. (2006). Reinforcement sensitivity, coping, disordered eating and drinking behaviour in adolescents.Personality and Individual Differences, 40,677– 688.http://dx.doi.org/10.1016/j.paid.2005.07.017 Hasking, P. A. (2007). Reinforcement sensitivity, coping, and delinquent behaviour in adolescents.Journal of Adolescence, 30,739 –749.http:// dx.doi.org/10.1016/j.adolescence.2006.11.006 Hasking, P. A., Scheier, L. M., & Abdallah, A. (2011). The three latent classes of adolescent delinquency and the risk factors for membership in each class.Aggressive Behavior, 37,19 –35.http://dx.doi.org/10.1002/ ab.20365 Hébert, M., Parent, N., & Daignault, I. V. (2007). The French-Canadian version of the Self-Report Coping Scale: Estimates of the reliability, validity, and development of a short form.Measurement & Evaluation in Counseling and Development, 40,2–15.

Hébert, M., Tremblay, C., Parent, N., Daignault, I. V., & Piché, C. (2006).

Correlates of behavioral outcomes in sexually abused children.Journal of Family Violence, 21,287–299.http://dx.doi.org/10.1007/s10896-006- 9026-2 Hedges, L., & Olkin, I. (1985).Statistical methods for meta-analysis. New York, NY: Academic Press.

Hermann, C., Hohmeister, J., Zohsel, K., Ebinger, F., & Flor, H. (2007).

The assessment of pain coping and pain-related cognitions in children and adolescents: Current methods and further development.The Journal of Pain, 8,802– 813.http://dx.doi.org/10.1016/j.jpain.2007.05.010 Higgins, J. P. T., & Green, S. (2011).Cochrane handbook for systematic reviews of interventions. Retrieved fromwww.cochrane-handbook.org Hilt, L. M., McLaughlin, K. A., & Nolen-Hoeksema, S. (2010). Exami- nation of the response styles theory in a community sample of young adolescents.Journal of Abnormal Child Psychology, 38,545–556.http:// dx.doi.org/10.1007/s10802-009-9384-3 Hocking, M. C., Barnes, M., Shaw, C., Lochman, J. E., Madan-Swain, A., & Saeed, S. (2011). Executive function and attention regulation as predictors of coping success in youth with functional abdominal pain.

Journal of Pediatric Psychology, 36,64 –73.http://dx.doi.org/10.1093/ jpepsy/jsq056 Holen, S., Lervåg, A., Waaktaar, T., & Ystgaard, M. (2012). Exploring the associations between coping patterns for everyday stressors and mental health in young schoolchildren.Journal of School Psychology, 50, 167–193.http://dx.doi.org/10.1016/j.jsp.2011.10.006 Hopp, H., Troy, A. S., & Mauss, I. B. (2011). The unconscious pursuit of emotion regulation: Implications for psychological health.Cognition and Emotion, 25,532–545.http://dx.doi.org/10.1080/02699931.2010 .532606 Horwitz, A. G., Hill, R. M., & King, C. A. (2011). Specific coping behaviors in relation to adolescent depression and suicidal ideation. This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 983 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY Journal of Adolescence, 34,1077–1085.http://dx.doi.org/10.1016/j .adolescence.2010.10.004 Hourigan, S. E., Goodman, K. L., & Southam-Gerow, M. (2011). Dis- crepancies in parents’ and children’s reports of child emotion regulation.

Journal of Experimental Child Psychology, 110,198 –212.http://dx.doi .org/10.1016/j.jecp.2011.03.002 Hsieh, M., & Stright, A. D. (2012). Adolescents’ emotion regulation strategies, self-concept, and internalizing problems.The Journal of Early Adolescence, 32,876 –901.http://dx.doi.org/10.1177/027243161 1433848 Hudek-Kneževi´ c, J., Kardum, I., & Maglica, B. K. (2005). The sources of stress and coping styles as mediators and moderators of the relationship between personality traits and physical symptoms.Review of Psychol- ogy, 12,91–101.http://dx.doi.org/10.1016/0191-8869(95)00182-4 Hyman, S. E. (2010). The diagnosis of mental disorders: The problem of reification.Annual Review of Clinical Psychology, 6,155–179.http:// dx.doi.org/10.1146/annurev.clinpsy.3.022806.091532 Insel, T. R., & Cuthbert, B. N. (2015). Brain disorders? Precisely: Precision medicine comes to psychiatry.Science, 348,499 –500.http://dx.doi.org/ 10.1126/science.aab2358 Ireland, J. L., Boustead, R., & Ireland, C. A. (2005). Coping style and psychological health among adolescent prisoners: A study of young and juvenile offenders.Journal of Adolescence, 28,411– 423.http://dx.doi .org/10.1016/j.adolescence.2004.11.002 Ivanova, M. Y., Achenbach, T. M., Dumenci, L., Rescorla, L. A., Almqvist, F., Weintraub, S.,...Verhulst, F. C. (2007a). Testing the 8-syndrome structure of the child behavior checklist in 30 societies.

Journal of Clinical Child and Adolescent Psychology, 36,405– 417.

http://dx.doi.org/10.1080/15374410701444363 Ivanova, M. Y., Achenbach, T. M., Rescorla, L. A., Dumenci, L., Almqvist, F., Bilenberg, N.,...Verhulst, F. C. (2007b). The general- izability of the Youth Self-Report syndrome structure in 23 societies.

Journal of Consulting and Clinical Psychology, 75,729 –738.http://dx .doi.org/10.1037/0022-006X.75.5.729 Jacob, M. L., Morelen, D., Suveg, C., Jacobsen, A. M. B., & Whiteside, S. P. (2012). Emotional, behavioral, and cognitive factors that differen- tiate obsessive-compulsive disorder and other anxiety disorders in youth.

Anxiety, Stress & Coping: An International Journal, 25,229 –237.

http://dx.doi.org/10.1080/10615806.2011.571255 Jaser, S. S., Champion, J. E., Dharamsi, K. R., Reising, M. M., & Compas, B. E. (2011). Coping and positive affect in adolescents of mothers with and without a history of depression.Journal of Child and Family Studies, 20,353–360.http://dx.doi.org/10.1007/s10826-010-9399-y Jaser, S. S., Champion, J. E., Reeslund, K. L., Keller, G., Merchant, M. J., Benson, M., & Compas, B. E. (2007). Cross-situational coping with peer and family stressors in adolescent offspring of depressed parents.Journal of Adolescence, 30,917–932.http://dx.doi.org/10 .1016/j.adolescence.2006.11.010 Jaser, S. S., Langrock, A. M., Keller, G., Merchant, M. J., Benson, M. A., Reeslund, K.,...Compas, B. E. (2005). Coping with the stress of parental depression II: Adolescent and parent reports of coping and adjustment.Journal of Clinical Child and Adolescent Psychology, 34, 193–205.http://dx.doi.org/10.1207/s15374424jccp3401_18 Jaser, S. S., Patel, N., Xu, M., Tamborlane, W. V., & Grey, M. (2017).

Stress and coping predicts adjustment and glycemic control in adoles- cents with Type 1 Diabetes.Annals of Behavioral Medicine, 51,30 –38.

http://dx.doi.org/10.1007/s12160-016-9825-5 Jose, P. E., & Huntsinger, C. S. (2005). Moderation and mediation effects of coping by Chinese American and European American adolescents.

The Journal of Genetic Psychology, 166,16 – 44.http://dx.doi.org/10 .3200/GNTP.166.1.16-44 Jose, P. E., & Schurer, K. (2010). Cultural differences in coping among New Zealand adolescents.Journal of Cross-Cultural Psychology, 41, 3–18.http://dx.doi.org/10.1177/0022022109348783 Kaczynski, K. J., Simons, L. E., & Claar, R. L. (2011). Anxiety, coping, and disability: A test of mediation in a pediatric chronic pain sample.

Journal of Pediatric Psychology, 36,932–941.http://dx.doi.org/10 .1093/jpepsy/jsr024 Kaminsky, L., Robertson, M., & Dewey, D. (2006). Psychological corre- lates of depression in children with recurrent abdominal pain.Journal of Pediatric Psychology, 31,956 –966.http://dx.doi.org/10.1093/jpepsy/ jsj103 Keogh, E., & Eccleston, C. (2006). Sex differences in adolescent chronic pain and pain-related coping.Pain, 123,275–284.http://dx.doi.org/10 .1016/j.pain.2006.03.004 Kim, H., & Kim, H. (2007). Aggression among Korean adolescents: A comparison between delinquents and nondelinquents.Social Behavior and Personality, 35,499 –512.http://dx.doi.org/10.2224/sbp.2007.35.4 .499 Kim, H. S., Kim, H. S., & Samuels-Dennis, J. (2012). The influence of psychosomatic symptoms, physical and sexual abuse, and coping strat- egies on delinquent behavior among Korean adolescents.Archives of Psychiatric Nursing, 26,155–164.http://dx.doi.org/10.1016/j.apnu.2011 .06.006 Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation, peer relations, and psychopathology.

Journal of Child Psychology and Psychiatry, 51,706 –716.http://dx.doi .org/10.1111/j.1469-7610.2009.02202.x Kim-Spoon, J., Holmes, C., & Deater-Deckard, K. (2015). Attention reg- ulates anger and fear to predict changes in adolescent risk-taking behav- iors.Journal of Child Psychology and Psychiatry, 56,756 –765.http:// dx.doi.org/10.1111/jcpp.12338 Kochenderfer-Ladd, B., & Skinner, K. (2002). Children’s coping strate- gies: Moderators of the effects of peer victimization?Developmental Psychology, 38,267–278.http://dx.doi.org/10.1037/0012-1649.38.2.267 Kopp, C. B. (1989). Regulation of distress and negative emotions: A developmental view.Developmental Psychology, 25,343–354.http://dx .doi.org/10.1037/0012-1649.25.3.343 Kraemer, H. C., Lowe, K. K., & Kupfer, D. J. (2005).To your health: How to understand what research tells us about risk. New York, NY: Oxford University Press.

Kraemer, H. C., Noda, A., & O’Hara, R. (2004). Categorical versus dimensional approaches to diagnosis: Methodological challenges.Jour- nal of Psychiatric Research, 38,17–25.http://dx.doi.org/10.1016/ S0022-3956(03)00097-9 Krueger, R. F., & Markon, K. E. (2006). Understanding psychopathology melding behavior genetics, personality, and quantitative psychology to develop an empirically based model.Current Directions in Psycholog- ical Science, 15,113–117.http://dx.doi.org/10.1111/j.0963-7214.2006 .00418.x Kushner, S. C. (2015). A review of the direct and interactive effects of life stressors and dispositional traits on youth psychopathology.Child Psy- chiatry & Human Development, 46,810 – 819.http://dx.doi.org/10.1007/ s10578-014-0523-x Lahey, B. B., Van Hulle, C. A., Singh, A. L., Waldman, I. D., & Rathouz, P. J. (2011). Higher-order genetic and environmental structure of prev- alent forms of child and adolescent psychopathology.Archives of Gen- eral Psychiatry, 68,181–189.http://dx.doi.org/10.1001/archgenpsychia try.2010.192 Landau, M. J., Kay, A. C., & Whitson, J. A. (2015). Compensatory control and the appeal of a structured world.Psychological Bulletin, 141, 694 –722.http://dx.doi.org/10.1037/a0038703 Langrock, A. M., Compas, B. E., Keller, G., Merchant, M. J., & Copeland, M. E. (2002). Coping with the stress of parental depression: Parents’ reports of children’s coping, emotional, and behavioral problems.Jour- nal of Clinical Child and Adolescent Psychology, 31,312–324.http:// dx.doi.org/10.1207/153744202760082577 This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 984 COMPAS ET AL. Larsen, J. K., Vermulst, A. A., Eisinga, R., English, T., Gross, J. J., Hofman, E.,...Engels, R. C. (2012). Social coping by masking?

Parental support and peer victimization as mediators of the relationship between depressive symptoms and expressive suppression in adoles- cents.Journal of Youth and Adolescence, 41,1628 –1642.http://dx.doi .org/10.1007/s10964-012-9782-7 Lazarus, R. S. (2006).Stress and emotion: A new synthesis. New York, NY: Springer.

Lazarus, R. S., & Folkman, S. (1984).Stress, appraisal, and coping. New York, NY: Springer.

Lazarus, R. S., & Launier, R. (1978). Stress-related transactions between person and environment. In L. A. Pervin & M. Lewis (Eds.),Perspec- tives in interactional psychology(pp. 287–327). New York, NY: Plenum Press.http://dx.doi.org/10.1007/978-1-4613-3997-7_12 Legault, L., Anawati, M., & Flynn, R. (2006). Factors favoring psycho- logical resilience among fostered young people.Children and Youth Services Review, 28,1024 –1038.http://dx.doi.org/10.1016/j.childyouth .2005.10.006 LaGrange, B., & Cole, D. A. (2008). An expansion of the state-trait- occasion model: Accounting for shared method variance.Structural Equation Modeling, 15,241–271.http://dx.doi.org/10.1080/ 10705510801922381 Lengua, L. J., & Long, A. C. (2002). The role of emotionality and self-regulation in the appraisal-coping process: Tests of direct and mod- erating effects.Journal of Applied Developmental Psychology, 23,471– 493.http://dx.doi.org/10.1016/S0193-3973(02)00129-6 Lewis, K. M., Byrd, D. A., & Ollendick, T. H. (2012). Anxiety symptoms in African-American and Caucasian youth: Relations to negative life events, social support, and coping.Journal of Anxiety Disorders, 26, 32–39.http://dx.doi.org/10.1016/j.janxdis.2011.08.007 Li, C. E., DiGiuseppe, R., & Froh, J. (2006). The roles of sex, gender, and coping in adolescent depression.Adolescence, 41,409 – 415.http://dx .doi.org/10.1007/s11199-006-9076-1 Libby, C. J., & Glenwick, D. S. (2010). Protective and exacerbating factors in children and adolescents with fibromyalgia.Rehabilitation Psychology, 55,151–158.http://dx.doi.org/10.1037/a0019518 Lim, M., Stormshak, E. A., & Falkenstein, C. A. (2011). Psychosocial adjustment and substance use of Cambodian and Vietnamese immigrant youth.Journal of Cross-Cultural Psychology, 42,104 –119.http://dx.doi .org/10.1177/0022022110362747 Lima, L., Guerra, M. P., & de Lemos, M. S. (2010). The psychological adjustment of children with asthma: Study of associated variables.The Spanish Journal of Psychology, 13,353–363.http://dx.doi.org/10.1017/ S1138741600003917 Liu, F. F., Gonzales, N. A., Fernandez, A. C., Millsap, R. E., & Dumka, L. E. (2011). Family stress and coping for Mexican origin adolescents.

Journal of Clinical Child and Adolescent Psychology, 40,385–397.

http://dx.doi.org/10.1080/15374416.2011.563463 Liu, Y. L., & Huang, F. M. (2012). Mother-adolescent conflict in Taiwan:

Links between attachment style and psychological distress.Social Be- havior and Personality, 40,919 –931.http://dx.doi.org/10.2224/sbp .2012.40.6.919 Lochman, J. E., & Wells, K. C. (2004). The coping power program for preadolescent aggressive boys and their parents: Outcome effects at the 1-year follow-up.Journal of Consulting and Clinical Psychology, 72, 571–578.http://dx.doi.org/10.1037/0022-006X.72.4.571 Lougheed, J. P., & Hollenstein, T. (2012). A limited repertoire of emotion regulation strategies is associated with internalizing problems in adoles- cence.Social Development, 21,704 –721.http://dx.doi.org/10.1111/j .1467-9507.2012.00663.x Lunkenheimer, E. S., Shields, A. M., & Cortina, K. S. (2007). Parental emotion coaching and dismissing in family interaction.Social Develop- ment, 16,232–248.http://dx.doi.org/10.1111/j.1467-9507.2007.00382.x Luthar, S. S. (2006). Resilience in development: A synthesis of researchacross five decades. In D. Cicchetti & D. J. Cohen (Eds.),Developmen- tal psychopathology, Vol. 3: Risk, disorder, and adaptation(pp. 739 – 795). Hoboken, NJ: Wiley.

Maier, S. F., & Seligman, M. E. P. (2016). Learned helplessness at fifty:

Insights from neuroscience.Psychological Review, 123,349 –367.http:// dx.doi.org/10.1037/rev0000033 Martyn-Nemeth, P., Penckofer, S., Gulanick, M., Velsor-Friedrich, B., & Bryant, F. B. (2009). The relationships among self-esteem, stress, cop- ing, eating behavior, and depressive mood in adolescents.Research in Nursing & Health, 32,96 –109.http://dx.doi.org/10.1002/nur.20304 Masten, A. S. (2001). Ordinary magic: Resilience processes in develop- ment.American Psychologist, 56,227–238.http://dx.doi.org/10.1037/ 0003-066X.56.3.227 Masten, A. S. (2014). Global perspectives on resilience in children and youth.Child Development, 85,6 –20.http://dx.doi.org/10.1111/cdev .12205 Maurice-Stam, H., Oort, F. J., Last, B. F., Brons, P. P. T., Caron, H. N., & Grootenhuis, M. A. (2009). School-aged children after the end of successful treatment of non-central nervous system cancer: Longitudinal assessment of health-related quality of life, anxiety and coping.Euro- pean Journal of Cancer Care, 18,401– 410.http://dx.doi.org/10.1111/j .1365-2354.2008.01041.x Mauss, I. B., Bunge, S. A., & Gross, J. J. (2007). Automatic emotion regulation.Social and Personality Psychology Compass, 1,146 –167.

http://dx.doi.org/10.1111/j.1751-9004.2007.00005.x Mavroveli, S., Petrides, K. V., Rieffe, C., & Bakker, F. (2007). Trait emotional intelligence, psychological well-being and peer-rated social competence in adolescence.British Journal of Developmental Psychol- ogy, 25,263–275.http://dx.doi.org/10.1348/026151006X118577 Maxwell, M. A., & Cole, D. A. (2012). Development and initial validation of the Adolescent Responses to Body Dissatisfaction Measure.Psycho- logical Assessment, 24,721–737.http://dx.doi.org/10.1037/a0026785 Maybery, D., Steer, S., Reupert, A., & Goodyear, M. (2009). The Kids Coping Scale.Stress and Health: Journal of the International Society for the Investigation of Stress, 25,31– 40.http://dx.doi.org/10.1002/smi .1228 McKee, L., Jones, D. J., Roland, E., Coffelt, N., Rakow, A., & Forehand, R. (2007). Maternal HIV/AIDS and depressive symptoms among inner- city African American youth: The role of maternal depressive symp- toms, mother-child relationship quality, and child coping.American Journal of Orthopsychiatry, 77,259 –266.http://dx.doi.org/10.1037/ 0002-9432.77.2.259 McLaughlin, K. A., Alves, S., & Sheridan, M. A. (2014). Vagal regulation and internalizing psychopathology among adolescents exposed to child- hood adversity.Developmental Psychobiology, 56,1036 –1051.http:// dx.doi.org/10.1002/dev.21187 McMahon, S. D., Grant, K. E., Compas, B. E., Thurm, A. E., & Ey, S.

(2003). Stress and psychopathology in children and adolescents: Is there evidence of specificity?Journal of Child Psychology and Psychiatry, 44, 107–133.http://dx.doi.org/10.1111/1469-7610.00105 McMahon, S. D., & Watts, R. J. (2002). Ethnic identity in urban African American youth: Exploring links with self-worth, aggression, and other psychosocial variables.Journal of Community Psychology, 30,411– 432.http://dx.doi.org/10.1002/jcop.10013 McRae, K., Gross, J. J., Weber, J., Robertson, E. R., Sokol-Hessner, P., Ray, R. D.,...Ochsner, K. N. (2012). The development of emotion regulation: An fMRI study of cognitive reappraisal in children, adoles- cents, and young adults.Social Cognitive and Affective Neuroscience, 7, 11–22.http://dx.doi.org/10.1093/scan/nsr093 McRae, K., Hughes, B., Chopra, S., Gabrieli, J. D. E., Gross, J. J., & Ochsner, K. N. (2010). The neural bases of distraction and reappraisal.

Journal of Cognitive Neuroscience, 22,248 –262.http://dx.doi.org/10 .1162/jocn.2009.21243 This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 985 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY McRae, K., & Mauss, I. B. (2016). Increasing positive emotion in negative contexts: Emotional consequences, neural correlates, and implications for resilience. In J. D. Greene, I. Morrison, & M. E. P. Seligman (Eds.), Positive neuroscience(pp. 159 –174). New York, NY: Oxford Univer- sity Press.http://dx.doi.org/10.1093/acprof:oso/9780199977925.003 .0011 Miers, A. C., Rieffe, C., Terwogt, M. M., Cowan, R., & Linden, W.

(2007). The relation between anger coping strategies, anger mood and somatic complaints in children and adolescents.Journal of Abnormal Child Psychology, 35,653– 664.http://dx.doi.org/10.1007/s10802-007- 9120-9 Miller, K. S., Vannatta, K., Compas, B. E., Vasey, M., McGoron, K. D., Salley, C. G., & Gerhardt, C. A. (2009). The role of coping and temperament in the adjustment of children with cancer.Journal of Pediatric Psychology, 34,1135–1143.http://dx.doi.org/10.1093/jpepsy/ jsp037 Molina, B. S., Sala, M. N., Zappulla, C., Bonfigiuli, C., Cavioni, V., & Cicchetti, D. (2014). The Emotion Regulation Checklist—Italian trans- lation: Validation of parent and teacher versions.European Journal of Developmental Psychology, 11,624 – 634.http://dx.doi.org/10.1080/174 .0562920148985.81 Molock, S. D., Puri, R., Matlin, S., & Barksdale, C. (2006). Relationship between religious coping and suicidal behaviors among African Amer- ican adolescents.Journal of Black Psychology, 32,366 –389.http://dx .doi.org/10.1177/0095798406290466 Monopoli, J. W., & Kingston, S. (2012). The relationships among lan- guage ability, emotion regulation and social competence in second-grade students.International Journal of Behavioral Development, 36,398 – 405.http://dx.doi.org/10.1177/0165025412446394 Morris, A. S., & Age, T. R. (2009). Adjustment among youth in military families: The protective roles of effortful control and maternal social support.Journal of Applied Developmental Psychology, 30,695–707.

http://dx.doi.org/10.1016/j.appdev.2009.01.002 Mosher, C. E., & Prelow, H. M. (2007). Active and avoidant coping and coping efficacy as mediators of the relation of maternal involvement to depressive symptoms among urban adolescents.Journal of Child and Family Studies, 16,876 – 887.http://dx.doi.org/10.1007/s10826-007- 9132-7 Murdock, K. K., Greene, C., Adams, S. K., Hartmann, W., Bittinger, S., & Will, K. (2010). The puzzle of problem-solving efficacy: Understand- ing anxiety among urban children coping with asthma-related and life stress.Anxiety, Stress & Coping: An International Journal, 23,383–398.

http://dx.doi.org/10.1080/10615800903118049 Muris, P., Mayer, B., Reinders, E., & Wesenhagen, C. (2011). Person- related protective and vulnerability factors of psychopathology symp- toms in non-clinical adolescents.Community Mental Health Journal, 47, 47– 60.http://dx.doi.org/10.1007/s10597-009-9249-9 Muris, P., Roelofs, J., Meesters, C., & Boomsma, P. (2004). Rumination and worry in nonclinical adolescents.Cognitive Therapy and Research, 28,539 –554.http://dx.doi.org/10.1023/B:COTR.0000045563.66060.3e Muris, P., Schmidt, H., Lambrichs, R., & Meesters, C. (2001). Protective and vulnerability factors of depression in normal adolescents.Behaviour Research and Therapy, 39,555–565.http://dx.doi.org/10.1016/S0005- 7967(00)00026-7 Ng, R., Ang, R. P., & Ho, M. R. (2012). Coping with anxiety, depression, anger and aggression: The mediational role of resilience in adolescents.

Child & Youth Care Forum, 41,529 –546.http://dx.doi.org/10.1007/ s10566-012-9182-x Nicolotti, L., El-Sheikh, M., & Whitson, S. M. (2003). Children’s coping with marital conflict and their adjustment and physical health: Vulner- ability and protective functions.Journal of Family Psychology, 17, 315–326.http://dx.doi.org/10.1037/0893-3200.17.3.315Nolen-Hoeksema, S. (2012). Emotion regulation and psychopathology:

The role of gender.Annual Review of Clinical Psychology, 8,161–187.

http://dx.doi.org/10.1146/annurev-clinpsy-032511-143109 Nolen-Hoeksema, S., & Watkins, E. R. (2011). A heuristic for developing transdiagnostic models of psychopathology explaining multifinality and divergent trajectories.Perspectives on Psychological Science, 6,589 – 609.http://dx.doi.org/10.1177/1745691611419672 Nolen-Hoeksema, S., Wisco, B. E., & Lyubomirsky, S. (2008). Rethinking rumination.Perspectives on Psychological Science, 3,400 – 424.http:// dx.doi.org/10.1111/j.1745-6924.2008.00088.x Ollendick, T. H., Langley, A. K., Jones, R. T., & Kephart, C. (2001). Fear in children and adolescents: Relations with negative life events, attribu- tional style, and avoidant coping.Journal of Child Psychology and Psychiatry, 42,1029 –1034.http://dx.doi.org/10.1111/1469-7610.00801 Orsmond, G. I., Kuo, H., & Seltzer, M. M. (2009). Siblings of individuals with an autism spectrum disorder: Sibling relationships and wellbeing in adolescence and adulthood.Autism, 13,59–80.http://dx.doi.org/10 .1177/1362361308097119 Osowiecki, D., & Compas, B. E. (1998). Psychological adjustment to cancer: Coping and control beliefs in young adult cancer patients.

Cognitive Therapy and Research, 22,483– 499.http://dx.doi.org/10 .1023/A:1018725716620 Osowiecki, D. M., & Compas, B. E. (1999). A prospective study of coping, perceived control and psychological adjustment to breast cancer.Cog- nitive Therapy and Research, 23,169 –180.http://dx.doi.org/10.1023/A:

1018779228432 Patterson, J. M., & McCubbin, H. I. (1991). A-COPE: Adolescent coping orientation for problem experiences. In H. I. Hamilton & J. M. McCub- bin (Eds.),Family assessment inventories for research and practice(2nd ed., pp. 234 –250). Madison, WI: University of Wisconsin.

Penela, E. C., Walker, O. L., Degnan, K. A., Fox, N. A., & Henderson, H. A. (2015). Early behavioral inhibition and emotion regulation: Path- ways toward social competence in middle childhood.Child Develop- ment, 86,1227–1240.http://dx.doi.org/10.1111/cdev.12384 Penza-Clyve, S., & Zeman, J. (2002). Initial validation of the Emotion Expression Scale for Children (EESC).Journal of Clinical Child and Adolescent Psychology, 31,540 –547.http://dx.doi.org/10.1207/ 153744202320802205 Peterson, R. A., & Brown, S. P. (2005). On the use of beta coefficients in meta-analysis.Journal of Applied Psychology, 90,175–181.http://dx .doi.org/10.1037/0021-9010.90.1.175 Phillips, K. F. V., & Power, M. J. (2007). A new self-report measure of emotion regulation in adolescents: The Regulation of Emotions Ques- tionnaire.Clinical Psychology & Psychotherapy, 14,145–156.http://dx .doi.org/10.1002/cpp.523 Piko, B. (2001). Gender differences and similarities in adolescents’ ways of coping.The Psychological Record, 51,223.http://dx.doi.org/10.2466/ pr0.1994.74.1.115 Pina, A. A., Villalta, I. K., Ortiz, C. D., Gottschall, A. C., Costa, N. M., & Weems, C. F. (2008). Social support, discrimination, and coping as predictors of posttraumatic stress reactions in youth survivors of Hurri- cane Katrina.Journal of Clinical Child and Adolescent Psychology, 37, 564 –574.http://dx.doi.org/10.1080/15374410802148228 Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2012). Sources of method bias in social science research and recommendations on how to control it.Annual Review of Psychology, 63,539 –569.http://dx.doi.org/ 10.1146/annurev-psych-120710-100452 Prakash, K., & Coplan, R. J. (2003). Shy skaters? Shyness, coping, and adjustment outcomes in female adolescent figure skaters.Athletic In- sight, 5,1–19.

Price, R. B., Allen, K. B., Silk, J. S., Ladouceur, C. D., Ryan, N. D., Dahl, R.E.,...Siegle, G. J. (2016). Vigilance in the laboratory predicts avoidance in the real world: A dimensional analysis of neural, behav- ioral, and ecological momentary data in anxious youth.Developmental This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 986 COMPAS ET AL. Cognitive Neuroscience, 19,128 –136.http://dx.doi.org/10.1016/j.dcn .2016.03.001 Rabiner, D. L., Lenhart, L., & Lochman, J. E. (1990). Automatic versus reflective social problem solving in relation to children’s sociometric status.Developmental Psychology, 26,1010 –1016.http://dx.doi.org/10 .1037/0012-1649.26.6.1010 Raviv, T., & Wadsworth, M. E. (2010). The efficacy of a pilot prevention program for children and caregivers coping with economic strain.Cog- nitive Therapy and Research, 34,216 –228.http://dx.doi.org/10.1007/ s10608-009-9265-7 Rawana, J. S., & Ahola Kohut, S. (2012). Eating attitudes, coping styles, and peer victimization among adolescents with seasonal and nonsea- sonal depression symptoms.Cognitive Therapy and Research, 36,199 – 209.http://dx.doi.org/10.1007/s10608-010-9333-z Reising, M. M., Bettis, A. H., Dunbar, J. P., Watson, K. H., Gruhn, M., Hoskinson, K. R., & Compas, B. E. (2017). Stress, coping, executive function, and brain activation in adolescent offspring of depressed and nondepressed mothers.Child Neuropsychology,1–19.http://dx.doi.org/ 10.1080/09297049.2017.1307950 Reschly, A. L., Huebner, E. S., Appleton, J. J., & Antaramian, S. (2008).

Engagement as flourishing: The contribution of positive emotions and coping to adolescents’ engagement at school and with learning.Psychol- ogy in the Schools, 45,419 – 431.http://dx.doi.org/10.1002/pits.20306 Rescorla, L. A., Ginzburg, S., Achenbach, T. M., Ivanova, M. Y., Almqvist, F., Begovac, I.,...Döpfner, M. (2013). Cross-informant agreement between parent-reported and adolescent self-reported prob- lems in 25 societies.Journal of Clinical Child & Adolescent Psychology, 42,262–273.http://dx.doi.org/10.1080/15374416.2012.717870 Rescorla, L., Ivanova, M. Y., Achenbach, T. M., Begovac, I., Chahed, M., Drugli, M. B.,. . . Zhang, E. Y. (2012). International epidemiology of child and adolescent psychopathology II: Integration and applications of dimensional findings from 44 societies.Journal of the American Acad- emy of Child & Adolescent Psychiatry, 51,1273–1283.http://dx.doi.org/ 10.1016/j.jaac.2012.09.012 Rhee, S. H., Lahey, B. B., & Waldman, I. D. (2015). Comorbidity among dimensions of childhood psychopathology: Converging evidence from behavior genetics.Child Development Perspectives, 9,26 –31.http://dx .doi.org/10.1111/cdep.12102 Rhoades, G. K., McIntosh, D. N., Wadsworth, M. E., Ahlkvist, J. A., Burwell, R. A., Gudmundsen, G. R.,...Rea, J. G. (2007). Forgiving the September 11th terrorists: Associations with coping, psychological dis- tress, and religiosity.Anxiety, Stress & Coping: An International Jour- nal, 20,109 –128.http://dx.doi.org/10.1080/10615800701195405 Rieffe, C., Oosterveld, P., Miers, A. C., Terwogt, M. M., & Ly, V. (2008).

Emotion awareness and internalising symptoms in children and adoles- cents: The emotion awareness questionnaire revised.Personality and Individual Differences, 45,756 –761.http://dx.doi.org/10.1016/j.paid .2008.08.001 Robinson, K. E., Pearson, M. M., Cannistraci, C. J., Anderson, A. W., Kuttesch, J. F., Jr., Wymer, K.,...Compas, B. E. (2015). Functional neuroimaging of working memory in survivors of childhood brain tu- mors and healthy children: Associations with coping and psychosocial outcomes.Child Neuropsychology, 21,779 – 802.http://dx.doi.org/10 .1080/09297049.2014.924492 Robles, T. F., Slatcher, R. B., Trombello, J. M., & McGinn, M. M. (2014).

Marital quality and health: A meta-analytic review.Psychological Bul- letin, 140,140 –187.http://dx.doi.org/10.1037/a0031859 Roelofs, J., Rood, L., Meesters, C., te Dorsthorst, V., Bögels, S., Alloy, L. B., & Nolen-Hoeksema, S. (2009). The influence of rumination and distraction on depressed and anxious mood: A prospective examination of the response styles theory in children and adolescents.European Child & Adolescent Psychiatry, 18,635– 642.http://dx.doi.org/10.1007/ s00787-009-0026-7Rudolph, K. D., Dennig, M. D., & Weisz, J. R. (1995). Determinants and consequences of children’s coping in the medical setting: Conceptual- ization, review, and critique.Psychological Bulletin, 118,328 –357.

http://dx.doi.org/10.1037/0033-2909.118.3.328 Rudolph, K. D., & Troop-Gordon, W. (2010). Personal-accentuation and contextual-amplification models of pubertal timing: Predicting youth depression.Development and Psychopathology, 22,433– 451.http://dx .doi.org/10.1017/S0954579410000167 Rueger, S. Y., Malecki, C. K., Pyun, Y., Aycock, C., & Coyle, S. (2016).

A meta-analytic review of the association between perceived social support and depression in childhood and adolescence.Psychological Bulletin, 142,1017–1067.http://dx.doi.org/10.1037/bul0000058 Rutter, M., Bishop, D., Pine, D., Scott, S., Stevenson, J. S., Taylor, E. A., & Thapar, A. (2011).Rutter’s child and adolescent psychiatry. Hobo- ken, NJ: Wiley.

Sandstrom, M. J. (2004). Pitfalls of the peer world: How children cope with common rejection experiences.Journal of Abnormal Child Psy- chology, 32,67– 81.http://dx.doi.org/10.1023/B:JACP.0000007581 .95080.8b Schäfer, J. O., Naumann, E., Holmes, E. A., Tuschen-Caffier, B., & Samson, A. C. (2017). Emotion regulation strategies in depressive and anxiety symptoms in youth: A meta-analytic review.Journal of Youth and Adolescence, 46,261–276.http://dx.doi.org/10.1007/s10964-016- 0585-0 Scheier, M. F., Weinbtraub, J. K., & Carver, C. S. (1986). Coping with stress: Divergent strategies of optimists and pessimists.Journal of Per- sonality and Social Psychology, 51,1257–1264.http://dx.doi.org/10 .1037/0022-3514.51.6.1257 Schiff, M. (2006). Living in the shadow of terrorism: Psychological distress and alcohol use among religious and non-religious adolescents in Jerusalem.Social Science & Medicine, 62,2301–2312.http://dx.doi .org/10.1016/j.socscimed.2005.10.016 Schneider, K. M., & Phares, V. (2005). Coping with parental loss because of termination of parental rights.Child Welfare, 84,819 – 842.

Seeley, J. R., Kosty, D. B., Farmer, R. F., & Lewinsohn, P. M. (2011). The modeling of internalizing disorders on the basis of patterns of lifetime comorbidity: Associations with psychosocial functioning and psychiatric disorders among first-degree relatives.Journal of Abnormal Psychology, 120,308 –321.http://dx.doi.org/10.1037/a0022621 Seiffge-Krenke, I. (1995).Stress, coping, and relationships in adolescence.

Mahwah, NJ: Erlbaum.

Seiffge-Krenke, I. (2011). Coping with relationship stressors: A decade review.Journal of Research on Adolescence, 21,196 –210.http://dx.doi .org/10.1111/j.1532-7795.2010.00723.x Seiffge-Krenke, I., & Stemmler, M. (2002). Factors contributing to gender differences in depressive symptoms: A test of three developmental models.Journal of Youth and Adolescence, 31,405– 417.http://dx.doi .org/10.1023/A:1020269918957 Šerek, J., Lacinová, L., & Macek, P. (2012). Does family experience influence political beliefs? Relation between interparental conflict per- ceptions and political efficacy in late adolescence.Journal of Adoles- cence, 35,577–586.http://dx.doi.org/10.1016/j.adolescence.2011.10 .001 Shelton, K. H., & Harold, G. T. (2007). Marital conflict and children’s adjustment: The mediating and moderating role of children’s coping strategies.Social Development, 16,497–512.http://dx.doi.org/10.1111/ j.1467-9507.2007.00400.x Shelton, K. H., & Harold, G. T. (2008). Pathways between interparental conflict and adolescent psychological adjustment: Bridging links through children’s cognitive appraisals and coping strategies.The Jour- nal of Early Adolescence, 28,555–582.http://dx.doi.org/10.1177/ 0272431608317610 This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 987 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY Sheppes, G., Suri, G., & Gross, J. J. (2015). Emotion regulation and psychopathology.Annual Review of Clinical Psychology, 11,379 – 405.

http://dx.doi.org/10.1146/annurev-clinpsy-032814-112739 Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale.Developmental Psychology, 33,906 –916.http://dx.doi.org/10 .1037/0012-1649.33.6.906 Shirkey, K. C., Smith, C. A., & Walker, L. S. (2011). Dispositional versus episode-specific assessment of children’s coping with pain.Journal of Pediatric Psychology, 36,74 – 83.http://dx.doi.org/10.1093/jpepsy/ jsq058 Siener, S., & Kerns, K. A. (2012). Emotion regulation and depressive symptoms in preadolescence.Child Psychiatry & Human Development, 43,414 – 430.http://dx.doi.org/10.1007/s10578-011-0274-x Siffert, A., & Schwarz, B. (2011). Parental conflict resolution styles and children’s adjustment: Children’s appraisals and emotion regulation as mediators.The Journal of Genetic Psychology: Research and Theory on Human Development, 172,21–39.http://dx.doi.org/10.1080/00221325 .2010.503723 Sim, L., & Zeman, J. (2006). The contribution of emotion regulation to body dissatisfaction and disordered eating in early adolescent girls.

Journal of Youth and Adolescence, 35,219 –228.http://dx.doi.org/10 .1007/s10964-005-9003-8 Simons, L. E., Claar, R. L., & Logan, D. L. (2008). Chronic pain in adolescence: Parental responses, adolescent coping, and their impact on adolescent’s pain behaviors.Journal of Pediatric Psychology, 33,894 – 904.http://dx.doi.org/10.1093/jpepsy/jsn029 Skinner, E. A., Edge, K., Altman, J., & Sherwood, H. (2003). Searching for the structure of coping: A review and critique of category systems for classifying ways of coping.Psychological Bulletin, 129,216 –269.

http://dx.doi.org/10.1037/0033-2909.129.2.216 Skinner, E. A., & Wellborn, J. G. (1994). Coping during childhood and adolescence: A motivational perspective. In D. L. Featherman, R. M.

Lerner, & M. Perlmutter (Eds.),Life-span development and behavior (Vol. 12, pp. 91–133). Hillsdale, NJ, England: Erlbaum, Inc.

Skinner, E. A., & Zimmer-Gembeck, M. J. (2007). The development of coping.Annual Review of Psychology, 58,119 –144.http://dx.doi.org/ 10.1146/annurev.psych.58.110405.085705 Skinner, E. A., & Zimmer-Gembeck, M. J. (2010). Perceived control and the development of coping. In S. Folkman (Ed.),Oxford handbook of stress, health, and coping(pp. 35–59). Oxford, UK: Oxford University Press.

Skoc i´ c, M., Rudan, V., Brajkovi´ c, L., & Marc inko, D. (2010). Relation- ship among psychopathological dimensions, coping mechanisms, and glycemic control in a Croatian sample of adolescents with diabetes mellitus type 1.European Child & Adolescent Psychiatry, 19,525–533.

http://dx.doi.org/10.1007/s00787-009-0066-z Slagt, M., Dubas, J. S., Dekovic, M., & van Aken, M. A. G. (2016).

Differences in sensitivity to parenting depending on child temperament:

A meta-analysis.Psychological Bulletin, 142,1068 –1110.http://dx.doi .org/10.1037/bul0000061 Smith, C. L., Eisenberg, N., Spinrad, T. L., Chassin, L., Morris, A. S., Kupfer, A.,...Kwok, O. (2006). Children’s coping strategies and coping efficacy: Relations to parent socialization, child adjustment, and familial alcoholism.Development and Psychopathology, 18,445– 469.

http://dx.doi.org/10.1017/S095457940606024X Song, S., Graham, J. E., Susman, E. J., & Sohn, Y. W. (2012). The role of ineffective emotion regulation in problem drinking varies by emo- tional disposition, delinquency, and gender of South Korean adolescents.

Journal of Child & Adolescent Substance Abuse, 21,367–382.http://dx .doi.org/10.1080/1067828X.2012.710029 Sontag, L. M., & Graber, J. A. (2010). Coping with perceived peer stress:

Gender-specific and common pathways to symptoms of psychopathol-ogy.Developmental Psychology, 46,1605–1620.http://dx.doi.org/10 .1037/a0020617 Sontag, L. M., Graber, J. A., Brooks-Gunn, J., & Warren, M. P. (2008).

Coping with social stress: Implications for psychopathology in young adolescent girls.Journal of Abnormal Child Psychology, 36,1159 – 1174.http://dx.doi.org/10.1007/s10802-008-9239-3 Spirito, A., Stark, L. J., & Williams, C. (1988). Development of a brief coping checklist for use with pediatric populations.Journal of Pediatric Psychology, 13,555–574.http://dx.doi.org/10.1093/jpepsy/13.4.555 Steele, R. G., Legerski, J., Nelson, T. D., & Phipps, S. (2009). The anger expression scale for children: Initial validation among healthy children and children with cancer.Journal of Pediatric Psychology, 34,51– 62.

http://dx.doi.org/10.1093/jpepsy/jsn054 Stephanou, K., Davey, C. G., Kerestes, R., Whittle, S., Pujol, J., Yücel, M., . . . Harrison, B. J. (2016). Brain functional correlates of emotion regulation across adolescence and young adulthood.Human Brain Map- ping, 37,7–19.http://dx.doi.org/10.1002/hbm.22905 Stone, L. B., Hankin, B. L., Gibb, B. E., & Abela, J. R. (2011). Co- rumination predicts the onset of depressive disorders during adoles- cence.Journal of Abnormal Psychology, 120,752–757.http://dx.doi .org/10.1037/a0023384 Sullivan, T. N., Helms, S. W., Kliewer, W., & Goodman, K. L. (2010).

Associations between sadness and anger regulation coping, emotional expression, and physical and relational aggression among urban adoles- cents.Social Development, 19,30 –51.http://dx.doi.org/10.1111/j.1467- 9507.2008.00531.x Sung, K. M., Puskar, K. R., & Sereika, S. (2006). Psychosocial factors and coping strategies of adolescents in a rural Pennsylvania high school.

Public Health Nursing, 23,523–530.http://dx.doi.org/10.1111/j.1525- 1446.2006.00589.x Suveg, C., Shaffer, A., Morelen, D., & Thomassin, K. (2011). Links between maternal and child psychopathology symptoms: Mediation through child emotion regulation and moderation through maternal behavior.Child Psychiatry and Human Development, 42,507–520.

http://dx.doi.org/10.1007/s10578-011-0223-8 Sveinbjornsdottir, S., & Thorsteinsson, E. B. (2014). Psychometric prop- erties of the Measure of Adolescent Coping Strategies (MACS).Psy- chology, 5,142–147.http://dx.doi.org/10.4236/psych.2014.52022 Tam, V. C. (2008). Coping profiles among Chinese adolescents in Hong Kong: A person-centered approach.International Journal of Adolescent Medicine and Health, 20,73– 83.http://dx.doi.org/10.1515/IJAMH .2008.20.1.73 Tam, V. C., & Lam, R. S. (2005). Stress and coping among migrant and local-born adolescents in Hong Kong.Youth & Society, 36,312–332.

http://dx.doi.org/10.1177/0044118X04265092 Tan, P. Z., Forbes, E. E., Dahl, R. E., Ryan, N. D., Siegle, G. J., Ladouceur, C. D., & Silk, J. S. (2012). Emotional reactivity and regulation in anxious and nonanxious youth: A cell-phone ecological momentary assessment study.Journal of Child Psychology and Psychiatry, 53, 197–206.http://dx.doi.org/10.1111/j.1469-7610.2011.02469.x Tein, J. Y., Sandler, I. N., Ayers, T. S., & Wolchik, S. A. (2006). Mediation of the effects of the Family Bereavement Program on mental health problems of bereaved children and adolescents.Prevention Science, 7, 179 –195.http://dx.doi.org/10.1007/s11121-006-0037-2 Tein, J. Y., Sandler, I. N., MacKinnon, D. P., & Wolchik, S. A. (2004).

How did it work? Who did it work for? Mediation in the context of a moderated prevention effect for children of divorce.Journal of Consult- ing and Clinical Psychology, 72,617– 624.http://dx.doi.org/10.1037/ 0022-006X.72.4.617 Thompson, R. A. (1991). Emotional regulation and emotional develop- ment.Educational Psychology Review, 3,269 –307.http://dx.doi.org/10 .1007/BF01319934 Thompson, R. A. (1994). Emotion regulation: A theme in search of This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 988 COMPAS ET AL. definition. In N. A. Fox (Ed.), The development of emotion regulation:

Biological and behavioral considerations.Monographs of the Society for Research in Child Development, 59,25–52.http://dx.doi.org/10.1111/j .1540-5834.1994.tb01276.x Thompson, R. A., & Calkins, S. D. (1996). The double-edged sword:

Emotional regulation for children at risk.Development and Psychopa- thology, 8,163–182.http://dx.doi.org/10.1017/S0954579400007021 Thompson, R. A., & Goodman, M. (2010). Development of emotion regulation: More than meets the eye. In A. M. Kring & D. M. Sloan (Eds.),Emotion regulation and psychopathology: A transdiagnostic approach to etiology and treatment(pp. 38 –58). New York, NY: Guil- ford Press.

Thompson, R. J., Mata, J., Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Gotlib, I. H. (2010). Maladaptive coping, adaptive coping, and depres- sive symptoms: Variations across age and depressive state.Behaviour Research and Therapy, 48,459 – 466.http://dx.doi.org/10.1016/j.brat .2010.01.007 Thomsen, A. H., Compas, B. E., Colletti, R. B., Stanger, C., Boyer, M. C., & Konik, B. S. (2002). Parent reports of coping and stress responses in children with recurrent abdominal pain.Journal of Pediatric Psychol- ogy, 27,215–226.http://dx.doi.org/10.1093/jpepsy/27.3.215 Thuen, E., & Bru, E. (2004). Coping styles and emotional and behavioural problems among Norwegian grade 9 students.Scandinavian Journal of Educational Research, 48,493–510.http://dx.doi.org/10.1080/ 003138042000272140 Tompkins, T. L., Hockett, A. R., Abraibesh, N., & Witt, J. L. (2011). A closer look at co-rumination: Gender, coping, peer functioning and internalizing/externalizing problems.Journal of Adolescence, 34,801– 811.http://dx.doi.org/10.1016/j.adolescence.2011.02.005 Troy, A. S., Ford, B. Q., McRae, K., Zarolia, P., & Mauss, I. B. (2017).

Change the things you can: Emotion regulation is more beneficial for people from lower than from higher socioeconomic status.Emotion, 17, 141–154.http://dx.doi.org/10.1037/emo0000210 Troy, A. S., & Mauss, I. B. (2011). Resilience in the face of stress: Emotion regulation as a protective factor.Resilience and mental health: Chal- lenges across the lifespanAdvance online publication.http://dx.doi.org/ 10.1017/CBO9780511994791.004 Troy, A. S., Shallcross, A. J., & Mauss, I. B. (2013). A person-by-situation approach to emotion regulation cognitive reappraisal can either help or hurt, depending on the context.Psychological Science, 24,2505–2514.

http://dx.doi.org/10.1177/0956797613496434 van Dijk, J., Grootenhuis, M. A., Imhof, S. M., Cohen-Kettenis, P., Moll, A. C., & Huisman, J. (2009). Coping strategies of retinoblastoma sur- vivors in relation to behavioural problems.Psycho-Oncology, 18,1281– 1289.http://dx.doi.org/10.1002/pon.1507 Van Dyke, C. J., Glenwick, D. S., Cecero, J. J., & Kim, S. (2009). The relationship of religious coping and spirituality to adjustment and psy- chological distress in urban early adolescents.Mental Health, Religion & Culture, 12,369 –383.http://dx.doi.org/10.1080/13674670902737723 Vasilev, C. A., Crowell, S. E., Beauchaine, T. P., Mead, H. K., & Gatzke-Kopp, L. (2009). Correspondence between physiological and self-report measures of emotion dysregulation: A longitudinal investi- gation of youth with and without psychopathology.Journal of Child Psychology and Psychiatry, 50,1357–1364.http://dx.doi.org/10.1111/j .1469-7610.2009.02172.x Vaughn, A. A., & Roesch, S. C. (2003). Psychological and physical health correlates of coping in minority adolescents.Journal of Health Psychol- ogy, 8,671– 683.http://dx.doi.org/10.1177/13591053030086002 Vigna, J. F., Hernandez, B. C., Kelley, M. L., & Gresham, F. M. (2010).

Coping behavior in hurricane-affected African American youth: Psycho- metric properties of the Kidcope.Journal of Black Psychology, 36, 98 –121.http://dx.doi.org/10.1177/0095798408329948 Visconti, K. J., & Troop-Gordon, W. (2010). Prospective relations be- tween children’s responses to peer victimization and their socioemo-tional adjustment.Journal of Applied Developmental Psychology, 31, 261–272.http://dx.doi.org/10.1016/j.appdev.2010.05.003 Votta, E., & Manion, I. G. (2003). Factors in the psychological adjustment of homeless adolescent males: The role of coping style.Journal of the American Academy of Child & Adolescent Psychiatry, 42,778 –785.

http://dx.doi.org/10.1097/01.CHI.0000046871.56865.D9 Votta, E., & Manion, I. (2004). Suicide, high-risk behaviors, and coping style in homeless adolescent males’ adjustment.Journal of Adolescent Health, 34,237–243.http://dx.doi.org/10.1016/j.jadohealth.2003.06.002 Vulic-Prtori´ c, A., & Macuka, I. (2006). Family and coping factors in the differentiation of childhood anxiety and depression.Psychology and Psychotherapy: Theory, Research and Practice, 79,199 –214.http://dx .doi.org/10.1348/147608305X52676 Wadsworth, M. E. (2015). Development of maladaptive coping: A func- tional adaptation to chronic, uncontrollable stress.Child Development Perspectives, 9,96 –100.http://dx.doi.org/10.1111/cdep.12112 Wadsworth, M. E., & Berger, L. E. (2006). Adolescents coping with poverty-related family stress: Prospective predictors of coping and psy- chological symptoms.Journal of Youth and Adolescence, 35,57–70.

http://dx.doi.org/10.1007/s10964-005-9022-5 Wadsworth, M. E., & Compas, B. E. (2002). Coping with family conflict and economic strain: The adolescent perspective.Journal of Research on Adolescence, 12,243–274.http://dx.doi.org/10.1111/1532-7795.00033 Wadsworth, M. E., Raviv, T., Compas, B. E., & Connor-Smith, J. (2005).

Parent and adolescent responses to poverty-related stress: Tests of me- diated and moderated coping models.Journal of Child and Family Studies, 14,283–298.http://dx.doi.org/10.1007/s10826-005-5056-2 Wadsworth, M. E., Rieckmann, T., Benson, M. A., & Compas, B. E.

(2004). Coping and responses to stress in Navajo adolescents: Psycho- metric properties of the Responses to Stress Questionnaire.Journal of Community Psychology, 32,391– 411.http://dx.doi.org/10.1002/jcop .20008 Wadsworth, M. E., Rindlaub, L., Hurwich-Reiss, E., Rienks, S., Bianco, H., & Markman, H. J. (2013). A longitudinal examination of the adap- tation to poverty-related stress model: Predicting child and adolescent adjustment over time.Journal of Clinical Child & Adolescent Psychol- ogy, 42,713–725.http://dx.doi.org/10.1080/15374416.2012.755926 Wadsworth, M. E., & Santiago, C. D. (2008). Risk and resiliency pro- cesses in ethnically diverse families in poverty.Journal of Family Psychology, 22,399 – 410.http://dx.doi.org/10.1037/0893-3200.22.3 .399 Wagner, J. L., Ferguson, P. L., & Smith, G. (2012). The relationship of coping behaviors to depressive symptoms in youth with epilepsy: An examination of caregiver and youth proxy report.Epilepsy & Behavior, 24,86 –92.http://dx.doi.org/10.1016/j.yebeh.2012.02.017 Walker, L. S., Smith, C. A., Garber, J., & Claar, R. L. (2005). Testing a model of pain appraisal and coping in children with chronic abdominal pain.Health Psychology, 24,364 –374.http://dx.doi.org/10.1037/0278- 6133.24.4.364 Walker, L. S., Smith, C. A., Garber, J., & Claar, R. L. (2007). Appraisal and coping with daily stressors by pediatric patients with chronic ab- dominal pain.Journal of Pediatric Psychology, 32,206 –216.http://dx .doi.org/10.1093/jpepsy/jsj124 Walker, L. S., Smith, C. A., Garber, J., & Van Slyke, D. A. (1997).

Development and validation of the pain response inventory for children.

Psychological Assessment, 9,392– 405.http://dx.doi.org/10.1037/1040- 3590.9.4.392 Wang, Z., & Gan, Y. (2011). Coping mediates between social support, neuroticism, and depression after earthquake and examination stress among adolescents.Anxiety, Stress, & Coping, 24,343–358.http://dx .doi.org/10.1080/10615806.2010.515026 Webb, T. L., Gallo, I. S., Miles, E., Gollwitzer, P. M., & Sheeran, P.

(2012). Effective regulation of affect: An action control perspective on This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 989 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY emotion regulation.European Review of Social Psychology, 23,143– 186.http://dx.doi.org/10.1080/10463283.2012.718134 Webb, T. L., Miles, E., & Sheeran, P. (2012). Dealing with feeling: A meta-analysis of the effectiveness of strategies derived from the process model of emotion regulation.Psychological Bulletin, 138,775– 808.

http://dx.doi.org/10.1037/a0027600 Weinberg, A., & Klonsky, E. D. (2009). Measurement of emotion dys- regulation in adolescents.Psychological Assessment, 21,616 – 621.

http://dx.doi.org/10.1037/a0016669 Weisz, J. R., McCabe, M. A., & Dennig, M. D. (1994). Primary and secondary control among children undergoing medical procedures: Ad- justment as a function of coping style.Journal of Consulting and Clinical Psychology, 62,324 –332.http://dx.doi.org/10.1037/0022-006X .62.2.324 Wills, T. A., Sandy, J. M., & Yaeger, A. M. (2002). Moderators of the relation between substance use level and problems: Test of a self- regulation model in middle adolescence.Journal of Abnormal Psychol- ogy, 111,3–21.http://dx.doi.org/10.1037/0021-843X.111.1.3 Wills, T. A., Sandy, J. M., Yaeger, A. M., Cleary, S. D., & Shinar, O.

(2001). Coping dimensions, life stress, and adolescent substance use: A latent growth analysis.Journal of Abnormal Psychology, 110,309 –323.

http://dx.doi.org/10.1037/0021-843X.110.2.309 Wilson, G. S., Pritchard, M. E., & Revalee, B. (2005). Individual differ- ences in adolescent health symptoms: The effects of gender and coping.

Journal of Adolescence, 28,369 –379.http://dx.doi.org/10.1016/j .adolescence.2004.08.004 Wolfradt, U., Hempel, S., & Miles, J. N. V. (2003). Perceived parenting styles, depersonalisation, anxiety and coping behavior in adolescents.

Personality and Individual Differences, 34,521–532.http://dx.doi.org/ 10.1016/S0191-8869(02)00092-2 Wright, M., Banerjee, R., Hoek, W., Rieffe, C., & Novin, S. (2010).

Depression and social anxiety in children: Differential links with coping strategies.Journal of Abnormal Child Psychology, 38,405– 419.http:// dx.doi.org/10.1007/s10802-009-9375-4 Wu, L. M., Chin, C. C., Chen, C. H., Lai, F. C., & Tseng, Y. Y. (2011).

Development and validation of the paediatric cancer coping scale.Jour- nal of Advanced Nursing, 67,1142–1151.http://dx.doi.org/10.1111/j .1365-2648.2010.05567.x Xiao, J., Yao, S., Zhu, X., Zhang, C., Auerbach, R. P., McWhinnie, C. M., & Abela, J. R. Z. (2010). The responses to stress questionnaire: Con- struct validity and prediction of depressive and social anxiety symptoms in a sample of Chinese adolescents.Stress and Health: Journal of the International Society for the Investigation of Stress, 26,238 –249.http:// dx.doi.org/10.1002/smi.1291 Zahn-Waxler, C., Shirtcliff, E. A., & Marceau, K. (2008). Disorders of childhood and adolescence: Gender and psychopathology.Annual Re- view of Clinical Psychology, 4,275–303.http://dx.doi.org/10.1146/ annurev.clinpsy.3.022806.091358Zalewski, M., Lengua, L. J., Wilson, A. C., Trancik, A., & Bazinet, A.

(2011). Associations of coping and appraisal styles with emotion regu- lation during preadolescence.Journal of Experimental Child Psychol- ogy, 110,141–158.http://dx.doi.org/10.1016/j.jecp.2011.03.001 Zaremba, L. A., & Keiley, M. K. (2011). The mediational effect of affect regulation on the relationship between attachment and internalizing/ externalizing behaviors in adolescent males who have sexually offended.

Children and Youth Services Review, 33,1599 –1607.http://dx.doi.org/ 10.1016/j.childyouth.2011.04.001 Zehnder, D., Prchal, A., Vollrath, M., & Landolt, M. A. (2006). Prospec- tive study of the effectiveness of coping in pediatric patients.Child Psychiatry and Human Development, 36,351–368.http://dx.doi.org/10 .1007/s10578-005-0007-0 Zeidner, M. (2005). Contextual and personal predictors of adaptive out- comes under terror attack: The case of Israeli adolescents.Journal of Youth and Adolescence, 34,459 – 470.http://dx.doi.org/10.1007/s10964- 005-7263-y Zeman, J. L., Cassano, M., Suveg, C., & Shipman, K. (2010). Initial validation of the Children’s Worry Management Scale.Journal of Child and Family Studies, 19,381–392.http://dx.doi.org/10.1007/s10826-009- 9308-4 Zeman, J., Shipman, K., & Penza-Clyve, S. (2001). Development and initial validation of the children’s sadness management scale.Journal of Nonverbal Behavior, 25,187–205.http://dx.doi.org/10.1023/A:

1010623226626 Zeman, J., Shipman, K., & Suveg, C. (2002). Anger and sadness regula- tion: Predictions to internalizing and externalizing symptoms in chil- dren.Journal of Clinical Child and Adolescent Psychology, 31,393– 398.http://dx.doi.org/10.1207/153744202760082658 Zhou, Q., Chen, S. H., & Main, A. (2012). Commonalities and differences in the research on children’s effortful control and executive function: A call for an integrated model of self-regulation.Child Development Per- spectives, 6,112–121.http://dx.doi.org/10.1111/j.1750-8606.2011 .00176.x Zhou, T., Wu, D., & Lin, L. (2012). On the intermediary function of coping styles: Between self-concept and subjective well being of ado- lescents of Han, Qiang and Yi nationalities.Psychology, 3,136 –142.

http://dx.doi.org/10.4236/psych.2012.32021 Zimmer-Gembeck, M. J., Dunbar, M. J., Ferguson, S., Rowe, S. L., Webb, H., & Skinner, E. A. (2014). Guest editorial: Introduction to special issue.Australian Journal of Psychology, 66,65–70.http://dx.doi.org/10 .1111/ajpy.12056 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, 35,1–17.http://dx.doi.org/10.1177/0165025410384923 Zimmer-Gembeck, M. J., & Skinner, E. A. (2016). The development of coping: Implications for psychopathology and resilience. In D. Cicchetti (Ed.),Developmental Psychopathology. Oxford, England: Wiley. This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 990 COMPAS ET AL. Appendix Coping and Emotion Regulation Domains, Factors, and Strategies Domains Total coping Cope, Coping Attempts, Coping, Religion, Religious Coping, Self Coping, Self-Directed Coping, Total Coping, Unitary Coping Adaptive coping Adaptive Balance Score, Adaptive Coping (with Anger, Sadness, Worry), Adaptive Strategies, Mean Positive Coping Score, Palliative Ratio, Positive Coping, Positive Religious Coping, Productive Coping Maladaptive coping Dysfunctional Coping, Helpless Coping, Internalizing Negative Coping, Maladaptive Coping, Negative Coping, Negative Religious Coping, Non-constructive Coping, Nonproductive Coping Emotion regulation Active/Emotional Regulation, Adaptive Affect Regulation, Adjusting, Anger Management, Anger Regulation (Coping), Anger-Related Emotion Regulation, Emotion Regulation (Anger, Anger Coping, Sadness, Sadness Coping), Emotion Regulation Scale, ER Adaptive, External Functional ER, Internal Functional ER, Palliative Emotion Regulation, Regulation Anger, Regulation Coping, Regulation, Sadness Regulation, Sadness Regulation Coping Emotion dysregulation Abreacting, Clarity, Dysregulation, Impulse Factors Problem-focused copingProblem Focus, Problem Focused Action, Problem Focused (Engagement) Coping, Problem-Analyzing Coping, Problem- Directed Coping, Problem-Oriented Coping, Task-Oriented Coping Emotion-focused copingEmotion Focused (Engagement) Coping, Emotional Coping, Emotional Engagement, Emotion Oriented Coping, Internal Coping Engagement/Approach copingActive Coping, Active Self-Regulation, Approach Coping, Approach-Oriented Coping, Assertion, Behavioral Coping, Distraction and Problem Solving, Engagement Coping, Mobilizing, Not Hiding, Observed Active Self Regulation, Physical Exercise, Physical Exercise Coping, Positive/Approach Coping, Rational Coping, Resorting, Work Hard Disengagement coping Behavioral Disengagement, Deferring Coping, Detached Coping, Disengagement, Disengagement Coping, Passive Coping Primary control copingPrimary Control, Primary Control Coping, Primary Control Engagement Coping Secondary control copingAccommodative Coping, Secondary Control, Secondary Control Coping, Secondary Control Engagement Coping Social support coping Active/Support Seeking, Adult Social Support, Advice/Support, Asking for Help, Collaborative Coping, Developing Social Support, Emotional Support, Emotion-Focused (Social) Support, Friend Support Seeking, Hangout with Peers Coping, Help Seeking, Instrumental Social Support, Invest in Close Friends, Parent Support Seeking, Parental Support, Peer Social Support, Problem Focused (Social) Support, Reference to Others Coping, Seek Professional Help, Seek Spiritual Support, Seek to Belong, Seeking Guidance, Seeking Help from Family/Peers, Seeking Others, Seeking Social Support, Seeking Spiritual Support, Seeks Support, Social Support (Family/Friends/Coping/Problem-Focused), Social Support Seeking, Support Coping, Support for Actions/Feelings, Support Seeking (Coping), Teacher Support Seeking Strategies Acceptance Acceptance (Coping), Acceptance/Resignation, Rational Acceptance, Resignation, Tolerating Cognitive reappraisal Cognitive Coping, Cognitive Reappraisal, Cognitive Restructuring, Cognitive-Palliative Coping, Comforting Thoughts, Develops Competence and Optimism, Focus on Positive, Illusory Control, Interpretive Control, Minimization, Minimize Threat, Naïve Optimism, Positive Cognition/Cognitive Restructuring, Positive Reappraisal/Refocusing/Reframing/Reinterpretation, Positive Self Statements/Instructions, Predictive Control, Putting Into Perspective, Rationalization, Reappraisal, Reappraisal Frequency, Reinterpretation, Seeking Understanding, Take Light.

Trivializing, Vicarious Control Emotional expression Anger Expression, Emotion(al) Expression, Expressing Emotions, Expressing Feelings, Expression of Emotions, Focusing and Venting of Emotions, Physical Release of Emotions, Verbal Sharing Problem solving Appearance Fixing, Behavioral Problem Solving, Cognitive Decision Making, Cognitive Problem Solving, Complies with Treatment, Conflict Resolution, Decision Making, Direct Problem Solving, Information Seeking, Logical Analysis, Planning, Proactive Mediation, Problem Solving (Coping/Style), Refocus on Planning, Self Reliant Problem Solving, Situation Control Distraction Behavioral Distraction, Cognitive Distraction, Demanding Activities, Distracting Activities/Actions, Distraction, Distraction Coping, Engage in Physical Recreation, Entertainment, Media Use, Seek Alternate Rewards, Seek Relaxing Diversions, Seeking Diversions Avoidance Avoidance (Coping), Avoidance of Social Support, Avoidant Actions/Activities/Coping/Style, Avoidant Oriented Coping, Avoiding (Problems), Behavioral Avoidant Coping, Cognitive Avoidance/Avoidant Coping, Cognitive Distancing, Distance/ing Coping, Emotion Focused Avoidance, Escape, Feels Different and Withdraws, Hedonistic Avoidance, Ignore Problems, Intropunitive Avoidance, Keeps to Self, Passive Avoidance, Problem Avoidant Coping, Problem Focused Avoidance, Self Isolation, Withdrawal (Coping), Withdrawing Denial Blame Others, Blaming Others, Defensive Coping, Denial (Coping), Other Blame, Retaliation, Revenge Emotional suppression Anger In, Anger Inhibition, Concealing, Emotion(al) Suppression, Expressive Reluctance, Expressive Suppression, Inhibition, Masking, Repression, Sadness Inhibition, Suppression, Worry Inhibition Wishful thinking Fantasizing, Fantasy, Imagining, Personal Superstitious Thinking, Wishful Thinking (Coping) Received February 2, 2016 Revision received April 24, 2017 Accepted April 26, 2017 This document is copyrighted by the American Psychological Association or one of its allied publishers.

This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 991 COPING, EMOTION REGULATION, AND PSYCHOPATHOLOGY