ABSTRACT
Depression and Dysregulation ........................................................................ 420 Coping and Emotion Regulation ..................................................................... 421
Emotion Regulation ..................................................................................... 422 Coping .......................................................................................................... 424 Dual Process Model of Coping and Responses to Stress ........................... 424 Integrating Coping and Emotion Regulation ............................................. 426
Executive Function as a Unifying Construct ........................................ 426 Research on Coping, Emotion Regulation, and Depression During
Adolescence ................................................................................................. 427 Coping and Depression................................................................................ 427 Emotion Regulation and Depression .......................................................... 429
Summary and Future Directions .................................................................... 431 Summary of Current Research ................................................................... 431 Future Directions ........................................................................................ 432
Measurement of Coping and Emotion Regulation ................................ 432 Linking Behavior with Brain Structure and Function ......................... 432 Intervention Research ............................................................................. 433
Conclusion ........................................................................................................ 433 Note ................................................................................................................... 434 References ........................................................................................................ 434
Adolescence is a critical period for the development of the capacity to regulate emotions and cope with stress. It is during this period that increased autonomy emerges in the ability to regulate one’s behavior, emotion, cognition, physiology, and one’s relationship with the social environment. Growth in the capacity for emotion regulation and coping is driven by important biological changes, including signifi cant developments in brain structure and function, as well as changes in social contexts and social relationships. However, these major advances in the capacity for coping and emotion regulation also make adolescence a time of increased vulnerability in the development of regulatory processes. Regulatory skills, including the ability
to cope with stress, are still being actively shaped and acquired during a time of heightened stress and challenge, increasing the risk that the development of these processes will be disrupted or delayed.
