ABSTRACT
A new theory of coping across the life span is presented that departs radically from dominant perspectives in the field. It is based on the assumption that all people have basic needs for relatedness to others, for competence, and for autonomy or self-determination. Based on this assumption about human commitments, it is possible to derive dimensions of universal stress, namely, events that threaten or damage the three basic psychological needs. Hence, three universal stressors are posited: (a) neglect, because it threatens relatedness; (b) chaos, because it undermines competence; and (c) coercion, because it impinges on autonomy. In general, coping itself encompasses peoples struggles to maintain, restore, replenish, and repair the fulfillment of basic psychological needs in the face of experienced assaults on those needs. Hence, coping is an organizational construct, which describes how people regulate their own behavior, emotion, and motivational orientation under conditions of psychological 92distress. Close relationships are seen as critical to whether children’s needs are met and hence to the development of their coping. Three self-system processes are psychological resources for coping; they correspond to secure internal working models (which buffer threats to relatedness), perceived control (which protects competence against threats), and autonomy orientations (which minimize damage to autonomy). The way in which a child copes should predict whether the child will engage or withdraw from further encounters with challenging situations. This engagement or disaffection should in turn influence long-term outcomes for the child, viewed in general terms as developmental gains or losses.
