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1.
Piekarska A 《Child abuse & neglect》2000,24(11):1443-1449
OBJECTIVE: This paper presents the research study on school stress and the coping strategies children use in public schools in Poland. The main goals were to identify and investigate: (1) school stress components, its frequency and intensity, (2) its psychological and temperamental correlates and consequences, (3) students' coping strategies. METHOD: A field-correlative design was applied to test 271 students, between the ages of 13 and 14, using six questionnaires. School stressors and children's coping strategies were identified and analyzed on two separate questionnaires with open-ended questions. School stress scale investigated the frequency of stress components and the intensity of stress. Anxiety level was measured by standardized, Polish version of STAIC. Temperamental characteristics were tested by the standardized questionnaire STI-R/4. RESULTS: The most frequent stressors were teachers' abusive behaviors in the classroom teaching and assessment. Students' coping strategies, and their school results, were determined by the intensity of school stress, anxiety, and temperamental characteristic. CONCLUSIONS: This study demonstrated teachers' psychological abuse as an important component of children's school stress. An over-abundant by the abuse, stress and anxiety subjects regulate their optimal level of stimulation and activation by using survival-coping strategies, destructive for their school achievements, and well-being. 相似文献
2.
Tara Kelso Dr Davina French Miguel Fernandez 《Journal of Research in Special Educational Needs》2005,5(1):3-10
Twenty-six primary caregivers of children with a disability took part in focus groups or interviews to discuss their perceptions of stress and the coping process. Research was framed within the Process Model of Stress and Coping ( Lazarus & Folkman, 1984 ). Findings provided a snapshot of the common stresses encountered by caregivers and indicate the need to consider individual experiences when determining the impact of stressful events. Eight common stressors were identified, as well as novel constructions of stressful experiences. Results suggested that a range of coping resources and strategies were employed. The study also indicated that the majority of participants adapted well to the requirements of raising a child with a disability. The current study indicates the value of using qualitative methods, particularly with unique populations, to inform policy and service provision. 相似文献
3.
Hal A. Lawson 《Quest (Human Kinetics)》2013,65(2):231-243
Recent research on children's sport participation motives is examined to provide insight about potential sources of stress in organized youth sports. It is concluded that affiliation, skill development, success and status, excitement, and fitness represent the most important general motive factors for young athletes. A four-stage model of stress is outlined, extant empirical literature on stress in youth sports is briefly reviewed within this framework, and implications of these findings with regard to the stressfulness of athletic competition for children are discussed. It is proposed that future stress research in youth sports examine coach-player and parent-player interactions, the antecedents of competitive trait anxiety, other sources of stress in addition to performance-and success-related demands, and the role of participation motivation as a moderator variable in players' responses to various stressors. The need for research with younger children and participants in individual sports also is addressed. 相似文献
4.
The large body of literature on resilience and coping gives promise to finding specific ways in which teachers, counselors, and schools can enhance success among gifted and talented children and youth placed at risk. While high intelligence is not a requirement for resilient outcomes, cognitive ability appears to be a supporting factor, especially as it relates to problem solving and coping. To the extent that low‐income and culturally diverse children and youth have more experience overcoming adversity, they may possess a greater range of and flexibility in coping strategies that can be shared with others. This article summarizes findings from resilience literature relevant to the development of children and adolescents and derives specific strategies for enhancing outcomes for gifted children and youth most at risk for encountering adversity. 相似文献
5.
Vivian Khamis 《Educational studies》2013,39(4):371-384
This study investigated the contributions of child and parents’ sociodemographics, daily stressors, family environment, and coping strategies, to academic achievement, cognitive functioning and aggression in a sample of 600 children at the intermediate grade levels from Gaza Strip. Each of the predictor variables exhibited a different pattern of relations with the outcome domains. Although the study highlights the negative consequences of stress on children’s development, certain daily stressors had a positive effect. Optimal family relationships predicted better developmental outcomes. More emphasis on personal growth, control and organisation in the family predicted less optimal child development except for personal growth and achievement. More reliance on positive coping and less reliance on negative coping is associated with better academic achievement. The clinical and research implications of the findings are discussed. 相似文献
6.
The transition to adulthood for today's youth is a difficult journey filled with risk, rapid change, and seemingly endless choices. Effective coping skills can help youth navigate these challenges. This article explores the impact of gender and developmental level on coping skill acquisition in adolescence. Suggestions for helping youth to develop effective coping strategies are provided from both a prevention and intervention perspective. By helping today's youth develop the necessary strategies to deal with the unavoidable stresses encountered in life, school psychologists and counselors can help to ultimately create adults who have the skills and necessary psychological resources to successfully cope and adapt to life's changes. © 1999 John Wiley & Sons, Inc. 相似文献
7.
The study examined a diathesis stress model of the relationship between adverse child experiences (ACEs), stressors and psychosocial resources to explore their relationship with wellbeing. A cross sectional study was conducted across two mental health and addiction treatment centers. 176 individuals were interviewed using a demographics form, SCID-DSM-IV(First, Spitzer, Gibbon, &Williams, 2002), Child Trauma Questionnaire (Bernstein & Fink, 1998), NEO-Five Factor Inventory (Costa & McCrae, 1992), Trait Emotional Intelligence Questionnaire (Petrides, 2009), The Coping, Inventory for Stressful Situations (CISS) (Endler & Parker, 1990), Recent Life Events Questionnaire (Department of Health, 1985) and perceived social support from family, friends and religion. Multiple, regressions and correlations were used to analyze the data. All early experiences, except physical, abuse and death of a parent in childhood, were significantly correlated with increased number of, stressors and lower wellbeing scores. This is possibly because of sample specific issues. Number of stressors partially mediated the relationship between ACEs and wellbeing. Increased number of ACEs was related to higher neuroticism and emotion-focused coping and lower conscientiousness, agreeableness, trait emotional intelligence and task coping scores. These resources were significantly related to increased stressors and lower wellbeing. Distraction and emotion coping significantly moderated the relationship between number of stressors and wellbeing. These findings support the diathesis stress model and indicate that there are significant relationships between ACEs, psychosocial, resources, stressors and wellbeing. Recommendations to improve wellbeing are discussed. 相似文献
8.
The study aims to gain a better understanding of the function of proactive strategies in buffering study burnout among student teachers at the early stage of their studies. There is some evidence that the use of active social coping strategies during studies is related to reduced burnout levels among early career teachers. Less is known about the association between the proactive strategies and burnout among student teachers. Altogether, 244 Finnish student teachers completed the survey. The data were analysed by using SEM. The results suggested that the proactive strategies adopted by student teachers seem to prevent study-related burnout, especially in terms of exhaustion in studies and inadequacy in studying, but not directly the perceived cynicism towards studies. The results imply that learning how to use proactive strategies is functional in coping with study-related stressors, by reducing the risk of student teachers’ burnout. 相似文献
9.
Prosek Elizabeth A. Wei Qian Scoffone Chelsea M. Gallardo Diana Giordano Amanda L. 《International journal for the advancement of counseling》2022,44(1):64-78
College students experience a myriad of stressors in their daily lives. These stressors are associated with negative outcomes for students, both to their academics and well-being. Healthy, effective coping strategies may support students in navigating personal distress. One of the primary aspects of counselling is to help clients develop and apply such strategies. This study aimed to identify intrapersonal factors that predict types of coping strategies. Participants (N?=?416) identified as undergraduate college students attending a large public university in the southwestern United States. Results indicated that a problem-focused engagement coping strategy was associated with maladaptive factors such as shame and personal distress. Additionally, a problem-focused engagement coping strategy was predicted by potentially more helpful intrapersonal characteristics including guilt (as a motivator) and two dimensions of empathy. Finally, mean comparisons indicated statistically significant differences between identified gender and coping strategies. Implications for college counsellors are discussed.
相似文献10.
Although the literature contains numerous references to stress and burnout within the professional staffs of hospice programs, little has been written about stress among hospice volunteers. This article explores this issue by examining what the literature has to say about significant stressors and appropriate strategies for coping with stress and burnout. Implications for work with and the training of hospice volunteers are suggested. A number of research questions also are suggested. 相似文献
11.
Jennifer B. Ganz 《Exceptionality》2013,21(4):249-260
Autism experts and individuals with high-functioning autism contend that many individuals with autism spectrum disorders (ASDs) respond most favorably to information that is presented visually. Accordingly, strategies capitalizing on this visual preference have received significant recent attention in both ASD research and practitioner-related literature. This article provides a review of visually based strategies for organizing classrooms for children and youth with ASD. Classroom structuring methods, visual schedules, and visually based organizational strategies are described and discussed. For each of the above, a justification, a brief review of the research literature, implementation guidelines, recommendations for effective use, and suggested resources for practitioners are provided. Tables and figures that provide examples of methods are also provided. 相似文献
12.
本研究在大学生面临压力调查数据的基础上,运用统计学方法进行相关分析和差异分析,发现:第一,大学生应对压力的信心较高;第二,男同学面临压力更愿意把压力埋在心里,女同学更乐意向他人诉说;第三,大学生面临压力求助心理咨询的意识较强,但现实中求助的却不多. 相似文献
13.
The present study investigated the coping responses to two childhood stressors of fifth and sixth grade, gifted (n=52) and typical (n=55) children. The subjects were administered the Self‐Report Coping Scale for school and peer stressors (i.e., getting a lower grade than usual and having a fight with a friend). Teachers’ ratings of children's social and academic adjustment and academic potential were also obtained. Results indicated that gifted children endorsed problem‐solving strategies to a greater degree than typical children. Otherwise, gifted and typical children's reported coping strategies did not differ. Teachers’ ratings indicated better academic and social adjustment for gifted children. Future directions for the study of coping with stressors among gifted populations are addressed. 相似文献
14.
Growing evidence suggests that toxic stressors early in life not only convey developmental impacts but also augment risk of proliferating chains of additional stressors that can overwhelm individual coping and undermine recovery and health. Examining trauma within a life course stress process perspective, we posit that early childhood adversity carries a unique capacity to impair adult psychological well-being both independent of and cumulative with other contributors, including social disadvantage and stressful adult experiences. This study uses data from a representative population-based health survey (N = 13,593) to provide one of the first multivariate assessments of unique, cumulative, and moderated effects of adverse childhood experiences (ACEs) toward explaining 3 related yet distinct measures of adult mental health: perceived well-being, psychological distress, and impaired daily activities. Results demonstrate support for each set of hypothesized associations, including exacerbation and amelioration of ACEs effects by adult stress and resilience resources, respectively. Implications for services and future research are discussed. 相似文献
15.
ABSTRACTRecent research into the mental health of PhD candidates suggests that their high levels of stress could be caused in part or exacerbated by aspects of the doctoral education environment. However, the particulars of this environment have not been explored in consistent enough ways to provide a clear way forward for universities to respond to this issue. This article presents a systematic scoping review of the recent literature on this topic with the aims of collecting and consolidating the heterogeneous range of findings therein and providing a framework to coordinate further research and inform intervention design. Factors shown by the literature to contribute to stress in doctoral settings are presented, including problems in the supervisory relationship, lack of transparency of university processes, workload, role conflict, financial insecurity and uncertain career prospects. Analysis of the review sample indicates four main themes in this body of literature: shifting ideas about the range of environmental stressors and the relationships between them, a paucity of trialled interventions that target the range of known stressors, a lack of standardisation in instruments used for capturing the effects of stressors and evaluating interventions and finally, a need for comprehensive, agreed upon typologies – to integrate what is known about the issue and prioritise interventions. This article proposes guidelines to address these deficiencies, based on an ecological understanding of the doctoral research setting. 相似文献
16.
The relation between parenting and the coping styles of children in response to everyday stress was investigated. 60 children, 9–10 years old, and their mothers participated. Children and mothers described how they responded to stressful episodes the child had experienced within the past 2 months. Mothers completed questionnaires that assessed a variety of parenting dimensions (e.g., nurturance, directiveness, organization). Results indicated that ( a ) the aspects of child coping studied (e.g., perceived effectiveness, variety of coping strategies) were relatively independent, ( b ) children from families with high levels of maternal support and relatively low levels of family structure used the greatest variety of coping strategies, ( c ) children of supportive mothers used the greatest number of avoidant strategies (but only in uncontrollable situations), and ( d ) children from families with high levels of parental structure used fewer aggressive coping strategies. 相似文献
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18.
Teacher unions have shown increasing concern about the effects of stress on their members. Although stress is difficult to define, its existence is undeniable. Consequently, the literature highlights a symptomatology. In my research, into stress in relation to heads of year in a comprehensive school, role conflict and role ambiguity emerged as stressors. The research was based on diary entries and interviews. Their coping strategies varied in terms of effectiveness. A consequence of this research was the creation of sessions on The Positive Uses of Stress and a greater willingness on the part of staff to discuss stressful incidents. However, as the latter were unstructured their therapeutic value must be question An implication of my research is that all schools should place a high priority on stress management strategies. At the organisational level this could include the appointment of a Staff Counsellor, the adoption of sensivity training for staff and a corporate culture which places a high value on the individual's worth. 相似文献
19.
Valerie A. Sotardi 《Pastoral Care in Education》2017,35(1):13-27
With increased academic and social challenges at school, middle childhood can be a particularly stressful time. The present study explored how a sample of children from a supportive learning environment interpreted, experienced and reported coping with everyday stress at school. Using a phenomenological approach, third graders attending an elementary school in the United States participated in semi-structured interviews in which they could discuss the nature of stress, stressful moments at school, and their responses to different situations. Despite nearly optimal learning conditions, child reports included a range of school stressors. Children’s interpretations of ‘stress’ seemed inextricably linked to their learning and social obstacles at school; those daily experiences were further linked to coping strategies. The discussion section emphasises the importance of understanding how children interpret and report stress and coping, and how pastoral care can support young students. 相似文献
20.
The focus of this study is to investigate school psychology trainers' identification of current stressors in the work lives of practitioners. Surveys rating 40 stressors on a Likert‐type scale were completed by 161 school psychology graduate faculty, members of the School Psychology Educators Council of New York State. Survey results were compared to the job‐related stressors identified by New York City Psychologists using an almost identical questionnaire. While there appears to be general agreement between faculty trainers and practitioners on the identification and relative ranking of work‐related stress, the faculty trainers consider those events to be more stressful than do the practitioners. Faculty's recognition of the environmental forces that negatively impact upon the experience of school psychologists should provide impetus for the development of graduate programs that address stress prevention and/or coping strategies. © 1999 John Wiley & Sons, Inc. 相似文献