Relevant bibliographies by topics / Stress Children and stress

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Stress Children and stress'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Stress Children and stress.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Stress Children and stress"

1

D'Antuono, Anne, and Marie Reid. "Children and Stress." Nurse Educator 23, no. 4 (July 1998): 5–7. http://dx.doi.org/10.1097/00006223-199807000-00001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Boyce, W. Thomas. "Children and Stress." Nurse Practitioner 11, no. 1 (January 1986): 67. http://dx.doi.org/10.1097/00006205-198601000-00013.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Keith, Charles. "Stress in Children." Journal of the American Academy of Child & Adolescent Psychiatry 37, no. 12 (December 1998): 1340. http://dx.doi.org/10.1097/00004583-199812000-00020.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Zakharova, I. N., T. M. Tvorogova, I. I. Pshenichnikova, V. I. Svintsitskaya, and L. L. Stepurina. "Stress and stress-induced disorders in children." Medical Council, no. 11 (July 16, 2018): 110–16. http://dx.doi.org/10.21518/2079-701x-2018-11-110-116.

Full text
Abstract:
Stress is one of the main reasons for the exponential growth of most chronic non-infectious diseases. The stress response is a genetically determined nonspecific adaptive mechanism. However, if it is an overly intense and prolonged, it becomes a risk factor for the pathogenesis of cardiovascular and oncological diseases, immunodeficiencies, digestive tract diseases and other pathological conditions. Studies have shown that magnesium deficiency, which develops against the background of stress, repeatedly intensifies its negative manifestations. Magnesium preparations make up the basis of therapeutic and rehabilitation activities in children experiencing stress. Timely correction of magnesium deficiency can increase the resistance against the action of stressors, neutralize or mitigate their damaging effect, and also prevent the development of stress-induced pathology.
APA, Harvard, Vancouver, ISO, and other styles
5

Tufnell, Guinevere. "Stress and reactions to stress in children." Psychiatry 7, no. 7 (July 2008): 299–303. http://dx.doi.org/10.1016/j.mppsy.2008.05.005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Tufnell, Guinevere. "Stress and reactions to stress in children." Psychiatry 4, no. 7 (July 2005): 69–72. http://dx.doi.org/10.1383/psyt.2005.4.7.69.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Nur Aini, Rizqi, Tantut Susanto, and Hanny Rasni. "Parenting Stress and Physical Abuse against Children with Disabilities." INKLUSI 7, no. 1 (June 30, 2020): 151. http://dx.doi.org/10.14421/ijds.070107.

Full text
Abstract:
Children with disabilities often experience physical violence committed by caregivers. This study aims to identify the relationship between stress in caring for physical violence committed against children with disabilities. The study used a cross-sectional design to examine 76 parents with children with disabilities selected by convenience sampling techniques. Of the 76 participants, 35 (46.1%) parents physically abused children with disabilities. The most common type of violence is hitting (74.3%). Parenting stress may be felt by parents because there is a relationship between caregiving stress with physical violence (Z= -2.85; p-value= 0.004). Lack of access to information related to adaptive care makes parents in Indonesia still consider physical violence, such as hitting children, is a natural thing. The research concludes that there is a relationship between parental stress and physical violence against children with disabilities. Health workers are expected to be able to teach parents how to improve coping mechanisms to reduce parenting stress so that parenting behavior becomes adaptive.[Anak difabel sering mengalami kekerasan fisik yang dilakukan oleh pengasuh. Penelitian ini bertujuan untuk mengidentifikasi hubungan antara stres dalam pengasuhan dengan kekerasan fisik yang dilakukan terhadap anakdifabel. Penelitian menggunakan desain cross-sectional untuk meneliti 76 orang tua dengan anak difabel yang dipilih dengan teknik convenience sampling. Dari 76 partisipan, 35 (46,1%) orang tua melakukan kekerasan fisik terhadap anak difabel. Jenis kekerasan yang paling banyak dilakukan adalah memukul (74,3%). Stres pengasuhan mungkin dirasakan oleh orang tua karena terdapat hubungan antara stres pengasuhan dengan kekerasan fisik (Z=-2,85; p-value = 0.004). Kurangnya akses informasi terkait pengasuhan yang adaptif menyebabkan orang tua di Indonesia masih menganggap kekerasan fisik seperti memukul anak merupakan hal yang wajar. Penelitian menyimpulkan bahwa terdapat hubungan antara stres pengasuhan dengan kekerasan fisik terhadap anak difabel. Tenaga kesehatan diharapkan dapat mengajarkan orang tua dalam meningkatkan mekanisme koping untuk menurunkan stres pengasuhan sehingga perilaku pengasuhan menjadi adaptif.]
APA, Harvard, Vancouver, ISO, and other styles
8

Sułko, Jerzy, and Artur Oberc. "Stress fractures in children." Ortopedia Traumatologia Rehabilitacja 14, no. 6 (December 31, 2012): 1–10. http://dx.doi.org/10.5604/15093492.1024719.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Rennie, Ewen. "Quantifying Stress in Children." Pastoral Care in Education 16, no. 2 (June 1998): 32–35. http://dx.doi.org/10.1111/1468-0122.00090.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Burnett, Alice. "Children Under Stress (Book)." Children's Health Care 14, no. 1 (June 1985): 62. http://dx.doi.org/10.1207/s15326888chc1401_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Stress Children and stress"

1

Mallett, S. "School stress in children." Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/13270/.

Full text
Abstract:
Most of us can empathise with feeling stressed. Each of us has our own unique interpretation of what stress is and our own understanding of what stress feels like. We each feel stress from a variety of sources and for a variety of reasons. We all have different coping strategies, which may or may not be effective. It is likely we learned our coping strategies in childhood; children who cope successfully with stress are likely to become adults who cope with stress successfully. Stress is not necessarily a 'bad thing': it can have many positive benefits. But too much stress, or coping ineffectively with repeated stress over long periods of time can have harmful effects on physical and psychological well being. This research investigates stress in school children, focusing specifically on school stress and everyday stressors inherent in schooling. It lets the pupils taking part in the research define their own stress and set the agenda for the research. How the pupils define their stress, their assessment of what is stressful for them in their life at school and how it makes them feel are all accepted unconditionally, and I have endeavoured to be non-judgemental in processing the information about stress disclosed to me by these pupils. The research was conducted over a two year period (1993-1994), at the eleven to sixteen comprehensive school where the author is employed. The data were collected by means of questionnaire, semi-structured interview and pupils' own personal writing and 'stress diaries'. After piloting, the first questionnaire was issued in January 1993 to one hundred and eighty volunteers in every form and every year group in the school (six questionnaires to each of the thirty tutor groups in the school). Of these questionnaires, 167 were returned (92.8%). The questionnaire asked respondents who would be prepared to be interviewed at a later stage, to identify themselves. Forty-five pupils volunteered. From these volunteers I selected pupils who had indicated that they had experienced feeling stress at school at some time on their questionnaire. I tried to keep a balance between males and females wherever possible, and to choose volunteers from across the age range. There were ten male and eleven female interviewees in the final selection one male and one female from year seven; one male and two females from year eight; two males and two females from year nine; and three males and three females from years ten and eleven respectively. The process was repeated again in 1994. Of the one hundred and eighty questionnaires issued in 1994, one hundred and forty three were returned (79%). Possible explanations for the difference in the number of questionnaires returned are discussed in Chapter 6. The same volunteers were interviewed in 1994 as in 1993, with the addition of two new volunteers, one male and one female, from year seven. The questionnaires and interviews were issued and conducted during the same time periods in both years. This was deliberately done to maintain consistency, to confirm the data collected in 1993 and to highlight any periods during the school year when pupils reported feeling more stress than at other times. This was successful as much of the data collected in 1994 does confirm the findings of 1993, and helps to build up a remarkably consistent picture of how pupils perceive stress at school. Originally, the author had planned to repeat the research method for a third year, but it was felt unnecessary to do this due to the corroborative nature of the data already collected. I have presented the results of each year separately rather than amalgamated the two sets of data, not only to emphasise this correlation but also because I wished to present as detailed a picture as possible of the stressful aspects of school life as perceived by the pupils, and although much of it is similar, none of it is the same. Each pupil has offered their own unique interpretation of the stressful school experiences he/she has encountered, and I felt it was important to include them all as equally important and valid in order to preserve the aims and integrity of the research. It would be impossible to amalgamate the data without trivialising the disparity of the experiences being disclosed to me. The main findings of this research suggest that there is a diverse, but ultimately exhaustive, range of school experiences pupils describe as being stressful for them. Most of these experiences can be categorised into domains relating to stressors which are curriculum generated; stressors which are the result of conflict in relationships with peers, teachers and/or family members; everyday life stressors not necessarily associated directly with school and a range of individually unique ‘one off’ stressors ...
APA, Harvard, Vancouver, ISO, and other styles
2

Age, Tolonda. "Coping With Stress in Children." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/478.

Full text
Abstract:
Unique stressors can prompt child adjustment difficulties. Coping strategies and emotion regulation that impact the adjustment of children in general and military family children were investigated. Eighty children, 36 with deployed parents, their parents and teachers participated. All experienced stress related to hurricane Katrina. Correlational analyses indicate that children with more hurricane-related losses or moves, use some coping strategies less often; hurricane-related child distress is related to lower maternal support; and parental hurricane-related distress is associated with high levels of child externalizing problems. When dealing with general stressors, some coping strategies were positively associated with child internalizing problems. Analyses indicate that children with high emotion regulation and use of certain coping strategies experienced less externalizing problems, and children with deployed parents were not more emotionally dysregulated or maladjusted than children with non-deployed parents. Analyses did not confirm the hypothesized roles of parental support. Gender differences are also discussed.
APA, Harvard, Vancouver, ISO, and other styles
3

Grahn, Johanna. "Barn och stress." Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1603.

Full text
Abstract:

Abstract

This paper is about children and stress. Stress among children is a serious problem and to be aware of that as a preschool teacher is very important. I’ve focused on the youngest children

in preschool. I’ve searched for information in litterateur and articles. To fins literature is not a problem because it is a lot written about this subject. I did two interviews with three preschool teachers. All my sources agree that stress among children is a problem that we must try to work against.

There are two kinds of stress, one is positive and the other one is negative. Everyone needs positive stress in their lives, but we don’t need negative stress. Negative stress is when you have so much pressure on you that can’t match your capacity and when that happens you experience negative stress.

I have found out in my research that stress exists among children in preschool. Everyone express stress differently because we all have different stress patience, which makes it hard to tell when children experience stress. There are simple things that preschool teachers can do to reduce stress. It is important that the teachers aren’t stressed because that makes the children stressed too. The easiest thing preschool teachers can do is to take it calm with the children so they don’t have to feel stressed.

The aim with this paper is to develop knowledge about children and stress in kindergarten, how they express stress and what preschool teachers can do to work against it.

Keywords: Children, stress, preschool, weekday

APA, Harvard, Vancouver, ISO, and other styles
4

Chee, Ming-mu Anthony, and 錢孟武. "Stress of parents with autistic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31248883.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Chee, Ming-mu Anthony. "Stress of parents with autistic children /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115698.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Becker, Kathryn Anne. "Attention and traumatic stress in children /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055667.

Full text
Abstract:
Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 107-113). Also available for download via the World Wide Web; free to University of Oregon users.
APA, Harvard, Vancouver, ISO, and other styles
7

Branco, Ricardo Garcia. "Stress response in critically ill children." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609718.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Dyb, Grete. "Posttraumatic stress reactions in children and adolescents." Doctoral thesis, Norwegian University of Science and Technology, Faculty of Medicine, 2005. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-673.

Full text
Abstract:

The 1980s mark the beginning of systematic research and theoretical advances in the field of psychic trauma in children. Posttraumatic stress disorder (PTSD) was a diagnosis for adults in the Diagnostic and Statistical Manual of Mental Disorders, DSM-III (American Psychiatric Association, 1980). In a later version, children and adolescents were partially included (American Psychiatric Association, 1987). Since 1980, a range of traumatic events have been identified as having the required stressor characteristics for posttraumatic stress reactions to manifest in children and adolescents.

In this study, the role of the stressor and peritraumatic reactions in PTSD of children and adolescents was studied. In addition, co-existing factors were assessed and related to the development and maintenance of PTSD reactions. A cascade of distressing events described the stressor in children who reported sexual abuse in daycare (paper I), and single-incident events were studied in adolescents (paper III). Subjective reactions during or immediately after the traumatic event, such as intense emotions, physiological arousal, dissociation and having thoughts of intervening, were strongly associated to the subsequent development of PTSD reactions in adolescents. The findings indicate that subjective responses to traumatic events play an important role in PTSD etiology. Objective features of the stressor, such as death or physical injury did not relate significantly to the levels of posttraumatic stress reactions. Half the children exposed to the cascade stressor in the case of alleged child sexual abuse, showed significant levels of PTSD reactions four years later. The objective features of the cascade stressor depended on the reported severity of child sexual abuse as well as media exposure, medical examinations, forensic interviews and the court trial. Children with high levels of PTSD reactions reported more severe CSA and were also more exposed to the media and the court trial, but the tendency was not significant.

Moreover, co-existing factors not related to the traumatic event may play important roles in the development and maintenance of PTSD reactions. After alleged sexual abuse and subsequent distressing events, older children displayed more PTSD reactions than younger children, which may indicate that younger children were more protected from developing distress in this situation. On the other hand, five weeks after a tram car accident, age was negatively associated with the levels of PTSD reactions in a group of children (paper IV). The findings may be due to the diverse nature of the stressors and methodological issues.

Other co-existing factors to PTSD, such as behavior problems in children and adolescents, may represent considerable difficulties in a young person’s life. In the current study, children displayed significant levels of behavioral problems four years after alleged sexual abuse.

The impact on parents and the rest of the child’s family cannot be ignored in the assessment of posttraumatic stress reactions of children and adolescents. In this study, comprehensive assessments were made of the parents’ experiences and levels of distress after alleged sexual abuse of their children. The parents were exposed to a cascade of events, including hearing about the sexual abuse, being involved in the police investigation and the court trial and being exposed in media reports. Four years after the events, elements of the stressor were significantly associated to the level of posttraumatic stress reactions. The findings illustrate how child sexual abuse reports may involve the children’s parents and expose them to high levels of distress over a long period of time.

In addition, interactions in the family may contribute in the development and maintenance of posttraumatic stress reactions in children and adolescents, and impede the healing processes.

After traumatic events in childhood, researchers tend to prefer parental reports of the children’s reactions to spare the children. In this study, children reported significantly higher levels of distress than observed by their parents after a tram car accident (paper IV). These findings indicate that parents unintentionally may bring in a response bias in their reports, which future research and clinical practice should take into account.

The study illustrates that traumatic events are complex experiences involving cognitive and emotional reactions, physiological arousal and dissociation, and that these reactions may induce posttraumatic stress reactions in children and adolescents. The cascade stressor subsequent to alleged sexual abuse of children showed how different elements of the stressor may lead to distress over a long period of time. The distress involved both children and parents in this study.


Paper II reprinted with kind permission of Elsevier, www.sciencedirect.com
APA, Harvard, Vancouver, ISO, and other styles
9

Keppel-Benson, Jane M. "Posttraumatic stress among children in automobile accidents." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-02052007-072442/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Dainty, J. "Posttraumatic stress following accidental injury to children." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/2007981/.

Full text
Abstract:
Posttraumatic Stress Disorder (PTSD) is an anxiety disorder which develops following a traumatic event. PTSD is characterised by symptoms including nightmares, flashbacks, irritability and sleeping difficulties, amongst a range of other symptoms as described in the Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5) (American Psychiatric Association, 2013). Recent changes made to the diagnostic criteria for PTSD in the DSM-5 (2013) now consider hearing about a traumatic event as being directly traumatising for individuals, and further considers developmental factors in children when assessing for PTSD (American Psychiatric Association, 2013). It is recognised that both adults and children can develop posttraumatic stress symptoms (PTSS) following a range of traumatic events. Research assessing parent and child reactions when children have experienced physical illness indicates that both parents and children experience PTSS (Santacroce, 2002; Fuemmeler, Mullins & Marx, 2001; Fuemmeler, Mullins, Van Pelt, Carpentier & Parkhurst, 2005). Parent and child PTSS following accidental traumatic injury to a child, however, is less well understood. The systematic review in chapter one of this thesis, aims to synthesise the current literature in the area of PTSS in parents and children, following accidental injury to the child. The background to the development of this synthesis is presented. This review was produced in order to gain an understanding of, and to synthesise, current research findings, and to identify whether parent PTSS is associated with the development of child PTSS. The results of the systematic review highlight gaps in knowledge, and a significant lack of qualitative research in this area. There is limited understanding of parents‟ experiences of their physically-injured child being returned home into an environment where parents may potentially be traumatised. Parents‟ PTSS can have a negative impact on child coping and the development of child PTSS following their physical injury (Ostrowski, Christopher & Delahanty, 2007; Nugent, Ostrowski, Christopher & Delahanty, 2007). It is vital to understand and address, parents‟ responses to traumatic events, which may be associated with children‟s responses. The empirical paper presented in chapter two of this thesis therefore aims to assess the frequency of parent PTS responses following their child‟s accidental traumatic injury, to add to the current evidence base. Given the limited understanding of parents‟ experiences of these events within the literature, the current study also explores parents‟ experiences of their child returning home after presenting with relatively high levels of PTSS when their child was in hospital. It is important to understand parents‟ experiences of these events in order for clinicians to know how to best support families, and to minimise PTS reactions. The empirical paper presents background research leading to the rationale of the current study, and the methods selected to address the aims and objectives of the research. Results are presented followed by a discussion, including clinical implications and areas for future research.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Stress Children and stress"

1

Children & stress. Denver, Colo: Acćent Books, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sprung, Barbara. Stress. Austin, Tex: Raintree Steck-Vaughn, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Sprung, Barbara. Stress. Austin, Tex: Raintree Steck-Vaughn, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Assessing stress in children. New York: Praeger, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

N, Humphrey Joy, ed. Controlling stress in children. Springfield, Ill., U.S.A: C.C. Thomas, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Wright, H. Norman. Helping children handle stress. San Bernardino, CA: Here's Life Publishers, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Leach, Penelope. Young children under stress. London: VOLCUF, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Stress. New York: Crestwood House, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Markham, Ursula. Helping children cope with stress. London: Sheldon, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Brenner, Avis. Helping children cope with stress. San Francisco, CA: Jossey-Bass, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Stress Children and stress"

1

Picano, Eugenio, and Michael Henein. "Stress Echocardiography in Children." In Stress Echocardiography, 523–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-76466-3_37.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Milgram, Norman A. "Children under Stress." In Handbook of Child Psychopathology, 505–33. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4615-5905-4_21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Milgram, Norman A. "Children under Stress." In Handbook of Child Psychopathology, 399–415. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4757-1162-2_21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Trickey, David. "Stress and Reactions to Stress in Children." In Child Psychology and Psychiatry, 161–66. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119170235.ch19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Tufnell, Guinevere. "Stress and Reactions to Stress in Children." In Child Psychology and Psychiatry, 106–13. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9781119993971.ch18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Peterson, Kirtland C., Maurice F. Prout, and Robert A. Schwarz. "PTSD in Children." In Post-Traumatic Stress Disorder, 61–66. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-0756-1_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Elliott, Julian, and Maurice Place. "Anxiety, stress and trauma." In Children in Difficulty, 108–46. 4th ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003083603-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Peterson, Kirtland C., Maurice F. Prout, and Robert A. Schwarz. "Therapy of Children with PTSD." In Post-Traumatic Stress Disorder, 205–12. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-0756-1_14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Tsukahara, Hirokazu, and Masato Yashiro. "Disorders of children." In Oxidative Stress and Antioxidant Protection, 133–54. Hoboken, NJ, USA: John Wiley & Sons, Inc, 2016. http://dx.doi.org/10.1002/9781118832431.ch9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Barnes, Andrew J. "Childhood Stress and Resilience." In Health Promotion for Children and Adolescents, 85–98. Boston, MA: Springer US, 2016. http://dx.doi.org/10.1007/978-1-4899-7711-3_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Stress Children and stress"

1

Lintfert, Britta, and Katrin Schneider. "Acoustic correlates of contrastive stress in German children." In Interspeech 2005. ISCA: ISCA, 2005. http://dx.doi.org/10.21437/interspeech.2005-472.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bhattacharya, Arpita, Calvin Liang, Emily Y. Zeng, Kanishk Shukla, Miguel E. R. Wong, Sean A. Munson, and Julie A. Kientz. "Engaging Teenagers in Asynchronous Online Groups to Design for Stress Management." In IDC '19: Interaction Design and Children. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311927.3323140.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ploch, Leszek. "STRESS OF PARENTS BRINGING UP CHILDREN WITH INTELLECTUAL DISABILITY." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0160.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Chaowadee, Napat, Phuwanate Lertsiriyothin, Thanaphat Phuangkhemkhao, and Theerasak Chanwimalueang. "Reinforced Learning in Children through a Stress Warning Unit." In 2021 2nd Information Communication Technologies Conference (ICTC). IEEE, 2021. http://dx.doi.org/10.1109/ictc51749.2021.9441507.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kamaruddin, Kamarulzaman. "Parenting Stress in Families of LD Children: A Demographical Analysis." In ISSC 2016 International Conference on Soft Science. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.08.117.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Karpava, Sviatlana. "Lexical stress assignment and reading skills of Russian heritage children." In 10th International Conference on Speech Prosody 2020. ISCA: ISCA, 2020. http://dx.doi.org/10.21437/speechprosody.2020-19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Shin, So-jeong, and Sung-je Cho. "Research on the routine stress of children education institute administrative personnel." In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.71.04.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Landeo Gutierrez, J. S., E. Forno, E. Acosta-Perez, G. Canino, and J. C. Celedon. "Exposure to Violence, Chronic Stress, and Asthma in Puerto Rican Children." In American Thoracic Society 2020 International Conference, May 15-20, 2020 - Philadelphia, PA. American Thoracic Society, 2020. http://dx.doi.org/10.1164/ajrccm-conference.2020.201.1_meetingabstracts.a3692.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Чистякова, Наталья Викторовна, and Ольга Юрьевна Аксенова. "POST-TRAUMATIC STRESS AND COPING STRATEGIES OF PARENTS OF CHILDREN WITH DISABILITIES." In Образование. Культура. Общество: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2020). Crossref, 2020. http://dx.doi.org/10.37539/ecs290.2020.93.22.006.

Full text
Abstract:
Семья как базисная структура трансляции внутренней целостности является обязательной основой преодоления трудной жизненной ситуации в условиях пролонгированного стресса в связи с отклоняющимся развитием ребенка. Как экстремально критический стресс-фактор, патология ребенка оказывает психотравмирующее воздействие на родителей и требует принятия эффективных мер с целью достижения социальной реадаптации всей семьи. Family, as a basic structure of internal integrity translation, is an indispensable basis to coping with a difficult life situation in the conditions of prolonged stress according to the child deviating development. As an extremely critical stress factor, the child pathology has a traumatic effect on parents and requires the adoption of effective measures to achieve a social readaptation of whole family.
APA, Harvard, Vancouver, ISO, and other styles
10

Shtirbu, E., E. Berezovsсaia, A. Trosinenсo, and O. Bulat. "STRESS AS A FACTOR INFLUENCING THE DEVELOPMENT OF MENTAL HEALTH IN CHILDREN." In XV International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2019. http://dx.doi.org/10.29003/m641.sudak.ns2019-15/478-479.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Stress Children and stress"

1

Buddelmeyer, Hielke, Daniel Hamermesh, and Mark Wooden. The Stress Cost of Children. Cambridge, MA: National Bureau of Economic Research, May 2015. http://dx.doi.org/10.3386/w21223.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ferguson, Janet. A study of families with stress related to the care of children with myelomeningocele. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1405.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003205.

Full text
Abstract:
Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is especially hard to capture promptly the effects of stressors related to the COVID-19 pandemic on childrens cognitive and socioemotional development. In this note, we draw on the literature on the effect of stress on brain development and examine data from a recent survey of households with young children carried out in four Latin American countries to offer suggestions for policy responses. We suggest that early childhood and education systems play a decisive role in assessing and addressing childrens mental health needs. In the absence of forceful policy responses on multiple fronts, the mental health outcomes may become lasting.
APA, Harvard, Vancouver, ISO, and other styles
4

Horowitz, Alan. The effects of three stress modes on error productions of children with developmental apraxia of speech. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2755.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Fear, Nicola, and Melanie Chesnokov. Understanding the Impact of Having a Military Father with Post Traumatic Stress Disorder (PTSD) on Adolescent Children. Fort Belvoir, VA: Defense Technical Information Center, October 2015. http://dx.doi.org/10.21236/ada625472.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Teach, Stephen, and Deborah Quint Shelef. Does a Stress Management Program for African American Parents Increase Asthma Symptom–Free Days for Their Children? The BEAMS Study. Patient-Centered Outcomes Research Institute (PCORI), April 2020. http://dx.doi.org/10.25302/04.2020.as.130705284.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hunter, Janine, Lorraine van Blerk, and Wayne Shand. Play on the Streets: Street Children and Youth in Three African Cities. University of Dundee, August 2017. http://dx.doi.org/10.20933/100001145.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hunter, Janine, and Lorraine van Blerk. Resilience on the Streets: Street Children and Youth in Three African Cities. University of Dundee, November 2017. http://dx.doi.org/10.20933/100001146.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hunter, Janine, and Lorraine van Blerk. Friendship on the Streets: Street Children and Youth in Three African Cities. University of Dundee, August 2018. http://dx.doi.org/10.20933/100001148.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Hunter, Janine, and Lorraine van Blerk. Building Assets on the Streets: Street Children and Youth in Three African Cities. University of Dundee, December 2018. http://dx.doi.org/10.20933/100001149.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Stress Children and stress' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography