Explainhow problem-centered coping differs from emotion-centered coping, and provide an example of how each strategy is used by school-age children

What will be an ideal response?

By age 10, most children shift adaptively between two general strategies for managing emotion. In problem-centered coping, children appraise the situation as changeable, identify the difficulty, and decide what to do about it. If problem solving does not work, they engage in emotion-centered coping, which is internal, private, and aimed at controlling distress when little can be done about an outcome.
For example, when faced with an anxiety-provoking test or an angry friend, older school-age children view problem solving and seeking social support as the best strategies. But when outcomes are beyond their control—after receiving a bad grade—they opt for distraction or try to redefine the situation: “Things could be worse. There’ll be another test.” School-age children’s improved ability to appraise situations and reflect on thoughts and feelings means that, compared with preschoolers, they more often use these internal strategies to manage emotion.