Dear Colleagues,

Coping strategies have been considered as conscious and voluntary efforts to regulate emotions, behaviors, cognitions, and psychophysiology, as well as environment variables in response to the stress of everyday events. There is growing interest in evaluating coping strategies in the face of those small everyday disturbances that can have a greater impact on health, other than other major or chronic life events, for which there is even less empirical evidence.

The differential use of strategies results in different adaptation and mental health outcomes. A relationship has been shown between the strategies used; the stressful situations; and the prediction of psychopathology and maladjustment, or, on the contrary, of mental health. The use of productive and effective coping strategies in the face of problems of school coexistence and the deterioration of interpersonal relationships, which is currently frequent in educational centers, is associated with more favorable results of socio-emotional adaptation, and a greater degree of adaptation, empathy, prosocial behavior, and psychological well-being, and may also reduce the possibility of illness and increase the probability of achieving and maintaining higher levels of health and quality of life.

In contrast, unproductive or maladaptive strategies are associated with emotional maladjustment, including symptoms of anxiety and depression, as well as socio-emotional and school maladjustment. Specifically, avoidance strategies are associated with depressive symptoms, increased levels of aggressive behavior, and self-reported anxiety.

It is important to analyze the relationships between the coping strategies of daily stress and other psychoeducational variables such as emotional regulation, aggression, and prosocial behavior, as well as the effect of these last variables on the coping strategies of daily stress, in order to design more effective psychoeducational interventions that promote the use of productive strategies that are associated with lower levels of clinical and educational maladjustment, such as anxiety, and higher levels of social and emotional intelligence, well-being, and quality of life in the different evolutionary stages.

The general purpose of this Special Issue is to invite you to submit articles (either empirical research or reviews) that expand the current state of knowledge about the coping strategies used in different situations of everyday stress, and their relationships with other factors or variables that may have relevant educational and clinical implications, in order to address those unproductive strategies to combat everyday stress considering the effect of protective variables such as emotional intelligence or others in future programs to improve welfare, trying to avoid possible pathologies to everyday problems in academia, related to disease, social problems, and the family unit. Special attention will also be given to original and innovative contributions to the training of strategies such as effective communication, optimistic thinking, decision making, adaptive problem solving, time organization, and planning of objectives, or the recent line of intervention in which the way to face daily stress and adversity is based on the application of mindfulness or concentrated attention.

You may choose our Joint Special Issue in European Journal of Investigation in Health, Psychology and Education.

Dr. Francisco Manuel Morales Rodríguez
Guest Editor

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• environment
• daily stress
• coping strategies
• adjustment
• adaptation
• assessment
• development
• context
• cultural influence
• educational and psychosocial factors