Coping and mental health in early adolescence

Plancherel, Bernard; Bolognini, Monique

doi:10.1006/jado.1995.1033

Cited by 65 publications

(44 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…When adolescents find themselves in puberty, they often encounter problems in coping with their environment [27,28]. In growing up, they are confronted with a physical and social transition in life and need to adapt to their changing bodies and gender identities [29].…”

Section: Discussionmentioning

confidence: 99%

Age and gender differences in health-related quality of life of children and adolescents in Europe: a multilevel analysis

et al. 2009

View full text Add to dashboard Cite

Objectives To determine age and gender differences in health-related quality of life (HRQOL) in children and adolescents across 12 European countries using a newly developed HRQOL measure (KIDSCREEN). Methods The KIDSCREEN-52 questionnaire was filled in by 21,590 children and adolescents aged 8-18 from 12 countries. We used multilevel regression analyses to model the hierarchical structure of the data. In addition, effect sizes were computed to test for gender differences within each age group. Results Children generally showed better HRQOL than adolescents (P \ 0.001). While boys and girls had similar HRQOL at young age, girls' HRQOL declined more than boys' (P \ 0.001) with increasing age, depending on the HRQOL scale. There was significant variation between countries both at the youngest age and for age trajectories. Conclusions For the first time, gender and age differences in children's and adolescents' HRQOL across Europe were assessed using a comprehensive and standardised instrument. Gender and age differences exist for most HRQOL scales. Differences in HRQOL across Europe point to the importance of national contexts for youth's well-being.

show abstract

Section: Discussionmentioning

confidence: 99%

Age and gender differences in health-related quality of life of children and adolescents in Europe: a multilevel analysis

et al. 2009

View full text Add to dashboard Cite

show abstract

“…Feldman, 1987, 7-8 year old sample). However, for older children and adolescents, the vast majority of studies indicate that girls are more likely than boys to talk about problems and to enlist emotional and instrumental support in response to stress in general (Bird & Harris, 1990;Brodzinsky et al, 1992; Chapman & Mullis, 1999;Ebata & Moos, 1994;Gomez, Holmberg, Bounds, Fullarton, & Gomez, 1999;Halstead, Johnson, & Cunningham, 1993;Hastings, Anderson, & Kelley, 1996;Hunter & Boyle, 2004;Kliewer, Fearnow, & Miller, 1996;Kurdek, 1987;Patterson & McCubbin, 1987;Phelps & Jarvis, 1994;Plancherel & Bolognini, 1995;Wertlieb et al, 1987) and in response to peer stress in particular (Bowker, Bukowski, Hymel, & Sippola, 2000; Casey & Dubow, 1992;Hunter & Boyle, 2004;Phelps, 2001;Rose & Asher, 2004). The effects for these studies generally range from small-tomedium to large.…”

Section: Sex Differences In Stress and Coping Processesmentioning

confidence: 99%

“…Moreover, some studies find that girls use distraction and diversion more than boys (e.g., Chapman & Mullis, 1999;Rose & Asher, 2004). However, studies of adolescents generally do indicate small to medium effects favoring boys for using humor to cope with stress, although not all of these studies produced significant results (Chapman & Mullis, 1999;Kurdek, 1987;Patterson & McCubbin, 1987;Phelps & Jarvis, 1994;Plancherel & Bolognini, 1995;c.f., Copeland & Hess, 1995).…”

Section: Coping and Other Responses To Stress-mentioning

confidence: 99%

A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys.

Rose

Rudolph

2006

Psychological Bulletin

2,036

157

1,831

View full text Add to dashboard Cite

Theory and research on sex differences in adjustment focus largely on parental, societal, and biological influences. However, it also is important to consider how peers contribute to girls' and boys' development. This paper provides a critical review of sex differences in: several peerrelationship processes, including behavioral and social-cognitive styles, stress and coping, and relationship provisions. Based on this review, a speculative peer-socialization model is presented that considers the implications of these sex differences for girls' and boys' emotional and behavioral development. Central to this model is the idea that sex-linked relationship processes have costs and benefits for girls' and boys' adjustment. Finally, we present recent research testing certain model components and propose approaches for testing understudied aspects of the model. Keywordspeer relationships; sex differences; emotional adjustment; behavioral adjustment From a very early age, significant differences are found in the peer relationships of girls and boys. What are the potential implications of this consistent pattern of sex differences for youth? The purpose of the present paper is to review, synthesize, and critique existing research concerning the presence of sex differences in several key aspects of youths' relationships, particularly in the peer group context. Based on this critical review, we then introduce a speculative model concerning the influence of sex differences in these peer relationship processes on the emotional and behavioral development of girls and boys. Finally, this review and speculative model are used as a springboard for identifying critical future directions for research on sex differences in relationships processes and associated developmental outcomes.We focus on sex differences in three major domains of relationship processes: relationship style-including both behavioral and social-cognitive components, stress and coping processes, and emotional provisions in relationships. Several factors determined our selection of these relationship processes for inclusion in our review. The overarching goal of this review is to generate ideas about the influence of sex differences in relationship processes on well-being in girls and boys. Thus, we focused in general on relationship Correspondence regarding this article should be addressed to Amanda J. Rose, 210 McAlester Hall, Department of Psychology, University of Columbia, Missouri 65211, RoseA@missouri.edu NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript processes that we hypothesized would have potential implications for understanding sex differences in emotional and behavioral development. With this goal in mind, we used three criteria to select specific dimensions for review. First, we focus on relationship processes that are emphasized in existing theoretical models of sex differences in relationships (e.g., Burhmester, 1996;Cross & Madson, 1997;Helgeson, 1994;Maccoby, 1990; NolenHoeksema & Girgus, 1994). Second, we ...

show abstract

“…La investigación de González Barrón, Montoya Castilla, Casullo y Bernabéu Verdú (2002) muestra que las mujeres poseen mayor repertorio de estrategias de afrontamiento, pero son menos hábiles para afrontar los problemas que los varones. Diversos estudios indican que ambos géneros se diferencian en del tipo de estrategias que usa, siendo los varones más propensos a utilizan la distracción física, ignorar el problema y reservarlo para sí (Frydenberg y Lewis, 1999), mientras que las mujeres se caracterizan más por la bús-queda de apoyo social (Frydenberg y Lewis, 1991;Plancherel y Bolognini, 1995;Parsons, Frydenberg y Poole, 1996;Plancherel, Bolognini y Halfon, 1998;Frydenberg y Lewis, 1999;Recklitis y Noam, 1999;Washburn, 2000) y el estilo de relación con los demás (Frydenberg y Lewis, 1991;Plancherel y Bolognini, 1995;Plancherel et al, 1998; González Barrón, Montoya Castilla, Casullo y Bernabéu Verdú 2002). A pesar de estos estudios Frydenberg y Lewis (1991) no encontraron diferencias de género en las estrategias de afrontamiento de problemas.…”

Section: Introductionunclassified

Educación Secundaria Y Diferencias De Género en El Desarrollo De Competencias Personales Y Sociales

Valle

Ruiz

Vital

2016

Revista INFAD de Psicología

View full text Add to dashboard Cite

ABSTRACT.The aim of this study was to analyze the gender differences in the personal and social skills development in Spanish adolescents. This study is part of the Effective Personality construct developed by Martin del Buey and Martin Palacio since 1996. The sample was composed of 611 adolescents. All of them had an age between 11 and 18 years old (average= 14.31 years old; standard deviation = 1.66 years old). Among them, 336 were men (55%) and 275 were women (45%). Effective Personality Test -adolescents/ 12-18/extended ( CPE-S/12-18/ampliado) was used in the study. The test was composed of 72 items and assesses the Strengths of the self, Requests from the self, Challenges of the self and Relationships of the self. The results show significant statistically differences in the four categories of the construct . A possible reason for the observed differences between both groups could be attributed to the roles, stereotypes and differential values associated with each genre who persist although the supposed cultural changes that were supposed as obsolete.

show abstract

Coping and mental health in early adolescence

Cited by 65 publications

References 0 publications

Age and gender differences in health-related quality of life of children and adolescents in Europe: a multilevel analysis

Age and gender differences in health-related quality of life of children and adolescents in Europe: a multilevel analysis

A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys.

Educación Secundaria Y Diferencias De Género en El Desarrollo De Competencias Personales Y Sociales

Contact Info

Product

Resources

About