Coping with stressful events in older children and young adolescents.

Both the capacity to generate alternative solutions to cope with stressful events and the strategies actually used to cope with interpersonal and academic stressors were examined in a sample of junior high school age youngsters. Subjects were moderately consistent in the generation and use of pToblemand emotion-focused coping with the two types of events, and they adjusted the numbiT of problem-focused alternative solutions they generated to match their appraisals of the controllability of the cause of interpersonal stressors. The number of alternative solutions generated and strategies used for interpersonal stressors was related to both self-reports and maternal reports of internalizing and externalizing emotional/behavioral problems. Specifically, the problem-focused alternatives generated and strategies used were negatively related to emotional/behavioral problems, wherea s the emotion-focused alternatives generated and strategies used were positively related to emotional/ behavioral problems. Coping with academic stress was not related to emotional/behavioral problems. Self-reported emotional/behavioral problems varied as a function of the match between perceived control and-the generation of problem-focused alternatives for coping with social stressors but did not vary as a function of the match between perceived control and other coping strategies.