@article{d23c33d1105d4ebaac4e926244c54116,
title = "Coping with parental negativity: links with parental warmth and child adjustment",
abstract = "We examined children's strategies for coping with parental negativity and the links between coping and measures of parent-child relationships and child adjustment. Participants were 152 children (mean age = 10 years) and their parents. Analyses revealed that boys reported more frequently {"}forgetting{"} about parental negativity than did girls. Boys and girls did not differ, however, in their use of {"}talking to parents{"} or {"}problem solving{"} as coping strategies. Children also differed in how they coped with maternal versus paternal negativity: Girls talked to mothers more than to fathers, and both boys and girls talked to someone else more often when they experienced conflict with fathers than with mothers. Parental warmth and intimacy were associated with higher rates of talking to parents and problem solving and lower rates of forgetting. Problem solving was positively associated and forgetting was negatively associated with children's reports of anxiety and depression.",
author = "Herman, {Mindy A.} and McHale, {Susan M.}",
note = "Funding Information: Coping has gained attention as an important mediator of the potential effects of both major life events and daily hassles on psychological well-being (Compas, 1987; Compas, Howell, Phares, Williams, & Ledoux, 1989). Unfortunately, however, knowledge explicitly pertaining to children's stress and coping lags behind information about the operation of such factors in adulthood. In research on adults, coping has been defined as {"}constantly changing cognitive and behavioral efforts to manage external and/or internal demands that are appraised as taxing or exceeding the resources of the person{"} (Lazarus & Folkman, 1984, p. 141). According to this definition, coping is a purposeful response mediating between stress and adaptational outcomes; furthermore, coping responses may be variable across situations. Various models have been proposed for both classify- We gratefully acknowledge the assistance of Todd Bartko, Sue Crowley, Vicki Harris, Alan Hawkins, Michelle Hostetler, Shelley MacDermid, and Maureen Perry-Jenkins in conducting this investigation, and Keith Crnic, Ann Crouter, Shirley McGuire, Ken Rice, and Andrew Stahl for their helpful comments on an earlier draft of this article. The research was supported by a grant from the National Institute of Child Health and Human Development (R01HD21050), Ann C. Crouter and Susan McHale, co-principal investigators.",
year = "1993",
doi = "10.1016/0193-3973(93)90027-S",
language = "English (US)",
volume = "14",
pages = "121--136",
journal = "Journal of Applied Developmental Psychology",
issn = "0193-3973",
publisher = "Elsevier B.V.",
number = "1",
}