Dissertations / Theses: '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

11

Springer, Verlene. "Family Stress Factors and Behavior Problems of Children." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332225/.

Full text

Abstract:

This study examined the relationship among the factors of parental stress, marital adjustment, life event stress, and behavior problems of children and whether the sources and levels of parental stress, marital adjustment, and life event stress differed among families of children with . behavior problems and families whose children did not experience behavior problems. The subjects for this study were 60 mothers and their children from the North Texas metropolitan area chosen from two populations. Group I was composed of mothers of 30 children referred to a university related counseling center for behavior problems. Group II was composed of 30 mothers of children identified as not experiencing difficulty. Each mother completed the Parenting Stress Index (PSI), Short Marital Adjustment Test (SMAT), and Social Readjustment Rating Questionnaire (SRRQ). Hotellings T tests were used to determine whether the groups differed on sources and levels of parenting stress, marital adjustment, and life event stress. The groups differed significantly on the variables of sources and levels of parenting stress but not on marital adjustment or life event stress. The multiple regression technique was used to determine which variable or combination of variables would predict group membership. Parenting stress was found to be the best predictor of group membership. Based on this study, mothers who have a child with behavior problems do have an increased level of parenting stress. This increased level of stress is related to characteristics of their child and to their own personal characteristics. Those mothers who experience increased levels of parenting stress do not experience significantly less satisfaction in their marriages nor do their children experience more stressful life events than other children.

APA, Harvard, Vancouver, ISO, and other styles

12

Iversen, Anne, and Cecilia Andris. "Barn och stress." Thesis, Linnéuniversitetet, Institutionen för samhällsvetenskaper, SV, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-11166.

Full text

Abstract:

The purpose of this study is to show how the modern society, with demands, expectations and the time constraints of adults, affects children and the everyday life at the preschool. Our intention is also to show the importance of identify stress symptoms of the children. The study is of qualitative empirical kind and is based on a questionnaire to 19 parents of preschool children at the age of three to five years old. Interviews are made with four preschool teachers on one preschool. An observation of children in possible stressful situations is made during three days each at two preschools. The results show that the modern society affects children and can be stressful. It also affects the everyday life at the preschool. The results show the significance of having strategies to prevent stress at the preschool in order to create a balance between demands and expectations in the everyday life and time for recreation.

APA, Harvard, Vancouver, ISO, and other styles

13

Lo, Chak-chuen Eddie. "Parenting stress in family with autistic individual." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B29689430.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Bäckström, Sebastian. "Barn och stress : Lärare och fritidspedagogers medvetenhet om orsakerna till stress hos barn." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-30013.

Full text

Abstract:

In today's society it is not uncommon for all of us at some point to suffer from stress. There may be situations where we have a lot to do at work, in family relationships, death, illness, relationships with our friends, the pace of our surroundings, external and internal demands that we often carry with us. The children are also affected to a greater extent of stress and distress of it. The purpose of this essay was to study the awareness of teachers and recreation instructors have about the causes of stress in children. A further aim was to study the preventive work looks to counter negative stress. A qualitative study with six interviewees was used to study this subject. Which awareness has teachers and recreation instructors at three elementary schools in central Sweden on the causes of stress in children '. What is the reason that children are stressed in school? How prevent teachers and leisure educators ́ negative stress? The results showed that there was a relatively high level of awareness amongst four of the interviewees and a little less awareness of the causes among two of the interviewees. There were ideas on how to work to prevent negative stress and what actions they wanted to put in to prevent negative stress. The biggest action is to create smaller groups and thus create less stress factors for children. The conclusion is that the interviewee mention similar causes of children's stress that the research mentions. One reason could be that the children have many activities in their free time while also having to deal with school and the requirements that both bring. One solution to this problem might be to create smaller groups of children in school. Where there are opportunities for kids to be both heard and seen, which can give the effect that the children are less stressed at school and able to handle the day overall. The conclusion also shows that awareness of the causes of stress in children is still relatively high among most of the interviewees. Four of the six interviewees exhibit awareness of the causes and come up with ideas for solutions to the prevention work that causes negative stress.
I dagens samhälle är det inte ovanligt att vi alla någon gång drabbas av stress. Det kan vara i situationer där vi har mycket att göra på jobbet, i familjerelationer, dödsfall, sjukdom, i relationer med våra vänner, tempot i vår omgivning, yttre och inre krav som vi ofta bär med oss. Barnen drabbas även de i större utsträckning av stress och far illa av det. Syftet är med denna undersökning var att studera vilken medvetenhet lärare och fritidspedagoger har om orsakerna till stress hos barn. Vidare var syftet att undersöka hur det förebyggande arbetet ser ut för att motverka negativ stress. En kvalitativ intervjustudie med sex intervjupersoner användes för att besvara dessa frågeställningar, vilken medvetenhet har lärare och fritidspedagoger på tre grundskolor i Mellansverige om orsakerna till stress hos barn?. Vad är anledningen till att barn blir stressade i skolan? Hur förebygger lärare och fritidspedagoger negativ stress? Resultatet visade att det var en relativt hög medvetenhet bland fyra av de intervjuade och lite sämre medvetenhet om orsakerna bland två av de intervjuade. Det fanns idéer på hur arbete för att förebygga negativ stress skulle gå till och vilka åtgärder de ville sätta in för att förebygga negativ stress. Främst handlande det om att skapa mindre barngrupper och därmed skapa mindre stressfaktorer för barnen. I diskussionen jämfördes litteratur och resultatet av intervjuerna. Slutsatsen blev de att de intervjuade nämner liknande orsaker till barns stress som den forskningen nämner. En orsak kunde vara att barnen har många aktiviteter på fritiden samtidigt som de måste hantera skolan och de krav som båda för med sig. En lösning på detta problem kan vara att skapa mindre barngrupper i skolan. Där det ges möjligheter för barnen att både höras och synas, vilket kan ge effekten att barnen blir mindre stressade i skolan och klarar av att hantera dagen som helhet. Slutsatsen visar även att medvetenheten om orsakerna till stress hos barn ändå är relativt hög bland de flesta av de intervjuade. Fyra av sex intervjuade uppvisar medvetenhet om orsakerna och kommer med idéer på lösningar till det förebyggandet arbetet som orsakar negativ stress.

APA, Harvard, Vancouver, ISO, and other styles

15

Stuart, Marta. "Stress Management After a Disaster." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2004. http://hdl.handle.net/10150/157093.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Hendriks, Erika Erna. "Streservarings van die onderwyser met betrekking tot leerders met gedrags- en emosionele probleme in die klas." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11192007-083026/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Nilsson, Kristina. "Barn och stress : En studie om svenska skolbarns relation till stress i fritidshemsmiljön." Thesis, Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7686.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Baker, Sandra Michelle. "Measuring stress in children : the development of the Children's life situation scale." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/952813.

Full text

Abstract:

The purpose of the present study was to continue the development of the Children's Life Situation Scale, in an attempt to create a scale which answered some of the methodological and statistical problems with existing scales and to establish psychometric evidence for its use. The participants were 210 fifth, sixth and seventh graders. Respondents were primarily from the middle class with approximately equal numbers of males (n=105) and females (n=106).The following research questions were addressed: 1. How well do individual items relate to a central concept and what is the internal consistency of the scale?2. What is the internal factor structure of the scale? 3. What is the criterion related validity of the scale in relation to the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 1992)? 4. Do positive events affect outcome measures in a different way than do negatively stressful events?Results of reliability analysis suggested that the scale was highly internally consistent, and that all items equally related to the central concept of stress. However, Principal Axis Factoring revealed two factors which were conceptualized as "Life Events," and "Daily Hassles." When the total stress score as well as individual factor scores were correlated with the BASC, they were found to correlate significantly with all subscales, with the strongest correlations involving scales of an internalizing nature such as depression. The "Daily Hassles" factor was found to correlate most strongly with students' reports of psychological distress. Not only do the results support the use of the present scale as a reliable and valid measure of stress in children, results support the conceptualization of stress as involving two components, both "Life Events" and "Daily Hassles."
Department of Educational Psychology

APA, Harvard, Vancouver, ISO, and other styles

19

Tarabulsy, George M. (George Mikhail). "Stress-coping theory and children from divorced homes." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59875.

Full text

Abstract:

This thesis attempts to integrate the divorce outcome data concerning children within the stress and coping mechanisms paradigm. The effects of divorce on children are reviewed, as are the major constructs of stress-coping theory. A study is conducted to demonstrate the empirical utility of the theoretical integration of the two domains. The coping resources, styles and efforts of 71 elementary school children from divorced and intact homes were investigated. Data analyses demonstrated that children from divorced homes had lower levels of psychological coping resources, and less effective coping styles and efforts, thus sustaining the theoretical integration. Other significant results revealed developmental trends for some aspects of coping resources and coping styles, and correlations between coping resources and efforts, thereby supporting important conceptualizations in stress-coping theory. Speculations concerning the long-term effects of divorce, differential effects of divorce on boys and girls and recommendations for future investigations are made.

APA, Harvard, Vancouver, ISO, and other styles

20

Olofsson, Emmie. "Adult Children of Divorce : Stress and Well-Being." Thesis, Umeå universitet, Institutionen för psykologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172964.

Full text

Abstract:

Parental divorce has not only been associated with negative long-term effects for children of divorce (CD), but also for adult children of divorce (ACD). ACD more often have poorer mental well-being than adult children of marriage (ACM). Neurological research further suggests that ACD have lower baseline levels of the “stress hormone” cortisol. However, research of Swedish ACD is extremely sparsely. Therefore, the study’s aim is to examine the possible long-term effects of Swedish ACD. Do ACD have lower well-being and experience more stress than ACM? A sample of 227 Swedish participants (81 ACD and 146 ACM) were included. The majority (75.7%) were between 18-30 years old, 157 females and 70 males. An online survey including the Perceived Stress Scale (PSS), the Temporal Satisfaction with Life Scale (TSWLS), and questions about the parental divorce was distributed via social media. Independent t-tests and one-way ANOVA analysis were performed to compare ACD’s and ACM’s results. The study found that ACD rated their well-being (satisfaction with the past) (p ≤ .001), and stress (p ≤ .019), significantly lower than ACM. Moreover, female ACD perceived more stress than female ACM (p ≤ .010), and male ACD (p ≤ .015). The group between 10-14-year-old at the time of the divorce rated significantly lower well-being (past) (p ≤ .035). In conclusion, the study suggests that Swedish ACD also suffer from long-term effects of divorce. Future research ought to investigate the matter further.
Skilsmässa har inte bara visat negativa långsiktiga effekter för skilsmässobarn (CD), utan också för vuxna skilsmässobarn (ACD). ACD har oftare ett sämre mentalt välbefinnande än vuxna med gifta föräldrar (ACM). Neurologisk forskning vidare påvisar att ACD också har lägre grundnivåer av ”stresshormonet” kortisol. Forskning kring svenska ACD är extremt sällsynt. Därför är det studiens mål att undersöka de möjliga långsiktiga effekterna av svenska ACD. Har ACD ett längre välbefinnande och upplever mer stress än ACM? Ett urval av 227 svenska deltagare (81 ACD och 146 ACM) var inkluderade. Majoriteten (75.7%) var mellan åldrarna 18-30 år gamla, 157 kvinnor och 70 män. En online enkät innehållandes Perceived Stress Scale (PSS), Temporal Satisfaction with Life Scale (TSWLS), och frågor kring skilsmässan distribuerades via sociala medier. Independent t-tests och one-way ANOVA analyser tillämpades för att jämföra ACD:s och ACM:s resultat. Studien fann att ACD uppskattade att deras välbefinnande (tillfredställelse med det förflutna) (p ≤ .001), och stress (p ≤ .019) signifikant längre än ACM. Fortsättningsvis, en signifikant skillnad upptäcktes där kvinnliga ACD upplevde mer stress än kvinnliga ACM (p ≤ .010), och manliga ACD (p ≤ .015). Gruppen mellan åldrarna 10–14 år gamla vid skilsmässan uppgav ett signifikant längre välbefinnande (förflutet) (p ≤ .035). Sammanfattningsvis, studien påvisar att svenska skilsmässobarn också lider av långsiktiga effekter från skilsmässa. Framtida forskning bör undersöka området vidare.

APA, Harvard, Vancouver, ISO, and other styles

21

Moniz, Jennifer Lela. "Confusing Conversations: Assessing Traumatic Stress in Young Children." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1587067693985147.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Driskill, Gail. "Chronically Ill Children: Maternal Stress and Psychological Symptomatology." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279114/.

Full text

Abstract:

This study used a parenting stress and coping model to identify predictors of symptomatology for 13 8 mothers of medically compromised children. This model proposed that: child characteristics (severity of the chronic illness and child related parenting stressors); parent characteristics (self-esteem, sense of competence, and parents' perceived stress/distress); and environmental characteristics (social support, general life stressor events, and demographic variables) contribute to psychological symptomatology for these mothers. Multiple regression analysis found a relationship between general life stressor events, severity of the children's chronic conditions, lower satisfaction with social support, lower self-esteem, and younger mothers' ages and greater symptomatology. Trends toward significance were found for more parenting stress and lower parenting sense of competence predicting greater symptomatology. Predicted relationships between family socioeconomic status and parenting daily hassles and symptomatology were not supported.

APA, Harvard, Vancouver, ISO, and other styles

23

Bizzell, Laurie. "Maternal Stress and Cystic Fibrosis." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278693/.

Full text

Abstract:

The purpose of the current study was to examine the relationship between parent and child factors for mothers of children diagnosed with cystic fibrosis to predict mother's psychological distress. Mothers were surveyed to identify measurement models in areas of Child and Parental characteristics and a Full Causal Model of Maternal distress. Factors related to Child Characteristics include general parental stressors and cystic fibrosis specific parental stressors. Factors related to Parental Characteristics include the mother's sense of parental competence and self-esteem. Additional factors related to the Full Causal Model include social support, major and minor life events, and demographics. Results were analyzed using LISREL IV structural equation modeling. Measurement model analysis found a good fit for the Child Characteristics model (Chi Square = 6.85, df = 4, JD = .144, Goodness of Fit Indices = .972) and Parental Characteristics model (Chi Square = 5.89, df = 3, p = .117, Goodness of Fit Indices = .971), but not for the full causal model of maternal distress (Chi Square = 114.98, df = 66, E = .000, Goodness of Fit Indices = .853)

APA, Harvard, Vancouver, ISO, and other styles

24

Rashid, Zeinab. "Upplevd stress bland högstadielärare." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-37320.

Full text

Abstract:

Stress räknas som ett av stora hälsoproblem i vår tid, och lärareyrket är ett av de stressigaste jobben som finns. Syftet med denna studie var att undersöka om det finns en könsskillnad mellan högstadielärarna i upplevd stress samt om de lärare som har barn upplever mer stress än de lärare som inte har barn. I en enkätundersökning skattade 80 högstadielärare, varav 46 kvinnor och 34 män sina stressupplevelser. Antal lärare som hade barn var 54. Resultatet visade att det inte fanns några könsskillnader mellan lärarna i upplevd stress, samt det inte heller fanns någon skillnad i upplevd stress mellan lärare som hade barn och lärare som inte hade barn. Slutsatsen av studien är att lärarna upplever en viss stress, men undersökningens resultatet bekräftar inte de tidigare studierna. Ett förslag till framtida studier är att försöka kombinera både den kvalitativa och den kvantitativa metoden samt att ha större antal deltagare.

APA, Harvard, Vancouver, ISO, and other styles

25

Townsend, Aimee N. "Kids Able to Fight Stress Everyday (KAFSE): A Stress-Management Program for Children with Medical Diagnoses." Wright State University Professional Psychology Program / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1310582241.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Olofsson, Emmie. "Are Children to Divorced Parents Worse at Managing Stress? Task-Switching Performance and Induced Stress for Adult Children of Marriage and Divorce." Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184811.

Full text

Abstract:

Prior research shows that adult children of divorce (ACD) exhibit higher levels of perceived stress than adult children of marriage (ACM), and thus, potentially lower tolerance to stress. The comparison of ACD/ACM in Sweden has not been sufficiently studied. Hence, the present study aims to examine stress management among ACD and ACM, in terms of cognitive performance under different levels of induced stress, and how it correlates to self-ratings of stress. The final sample consisted of 101 adult participants (39 ACD and 62 ACM), and the mean age was 28 years old (41 males and 60 females). The result showed no difference in stress management between ACD and ACM, and their cognitive performance was not positively correlated with self-ratings of stress. However, ACD had a faster response time (RT) in all tests, even though this difference was not significant. At this time, ACD and ACM experience equally high levels of stress, as the Covid-19 pandemic might have influenced the outcome. Future research should collect more data of ACD in Sweden of other measurements of stress.
Tidigare forskning visar att vuxna skilsmässobarn (ACD) uppvisar högre nivåer av upplevd stress än vuxna med gifta föräldrar (ACM), och skulle därför potentiellt ha lägre stresstolerans. Jämförelsen mellan ACD/ACM i Sverige har inte blivit tillräckligt studerad. Därför har denna studie som mål att undersöka stresshantering bland ACD/ACM, i form av kognitiv prestanda under olika nivåer av inducerad stress, och hur det korrelerar till självskattningar av stress. Det slutgiltiga deltagarurvalet bestod av 101 myndiga deltagare (39 ACD och 62 ACM), varav medelåldern var 28 år, (41 män och 60 kvinnor). Resultatet visar att det inte var några signifikanta skillnader i stresshantering mellan ACD och ACM, och var inte positivt korreleradtill självskattningar av stress. Men, ACD hade en snabbare responstid (RT) i samtliga tester trots att resultatet inte var signifikant. Just nu, upplever ACD och ACM lika höga nivåer av stress, då Covid-19 pandemin kan ha influerat resultatet. Framtida forskning borde samla in mer data kring ACD i Sverige från andra mätningar av stress.

APA, Harvard, Vancouver, ISO, and other styles

27

Smerdon, Jane. "Exploring post-traumatic stress symptoms in bullied adolescents." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326776.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Fitzgerald, Michèle Bordeleau. "The production of contrastive stress by hearing-impaired children." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41542.

Full text

Abstract:

The production of contrastive stress was studied in normal-hearing and severely and profoundly hearing-impaired children. A picture description task was used to elicit utterances. Contrastive stress was assigned by changing one element in the second and third pictures in sets of three pictures. Stress production was assessed perceptually and acoustically. The normal-hearing and the severely hearing-impaired children were judged to have consistently stressed the element that was changed in the pictures. Some of the profoundly hearing-impaired subjects were judged to have stressed the changed element more often than chance but some did not perform above chance. Acoustic measurements indicated that only the normal-hearing speakers significantly varied both duration and fundamental frequency when stressing words while some of the hearing-impaired children varied only duration. These findings were interpreted as indicating that profoundly hearing-impaired speakers had difficulty producing recognizable contrastive stress and showed deviations in the duration and fundamental frequency of their utterances.

APA, Harvard, Vancouver, ISO, and other styles

29

Waller, Jeanne Rene. "Stress factors on adult children caring for elderly parents /." View online, 1986. http://repository.eiu.edu/theses/docs/32211130498071.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Lindahl, Norberg Annika. "Stress and coping in parents of children with cancer /." Stockholm, 2004. http://diss.kib.ki.se/2004/91-7140-078-8/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

蔡志華 and Chi-wah Choi. "Stress and coping strategies of parents with epileptic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31249413.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Choi, Chi-wah. "Stress and coping strategies of parents with epileptic children /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13744562.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Meadows, Amy Lynn. "Stress, serotonin transporter genotype, and emotion processing in children." [New Haven, Conn. : s.n.], 2008. http://ymtdl.med.yale.edu/theses/available/etd-12092008-143947/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Santana-Wynn, Jari. "Acculturation Stress of Immigrant Latino Children: A narrative investigation." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1272815276.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Myers, Jennifer. "Parental Stress With Homeschooling K-6th Grade Children in a South Florida District." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/67.

Full text

Abstract:

This applied dissertation study was designed to inform and advance knowledge by using a quantitative approach to determine if perceived parental stress in homeschooling parents varies as a function of age, income, education, and ethnicity. Previous research in the field of homeschooling has primarily been qualitative in nature, thus, leaving a gap in the research. Home schooling parents of K-6 grade children in South Florida districts were specified as the sample for the study. A perceived Stress Survey and demographic questionnaire were administered to 102 participants. Parental participants were male and female, all ethnicity, and ages 18 and older, who were homeschooling K-6th grade children in South Florida. Inferential statistics were used to draw conclusions from the sample tested. The Statistical Package for the Social Sciences (SPSS) 23.0 was used to code and tabulate scores collected from the survey and provide summarized values where applicable. Logistic regression analyses of variance (ANOVA) were used to evaluate the two Research Questions and hypotheses. Analysis of the primary data indicated that age, income, level of education, ethnicity and number of children homeschooled had no significant effect on perceived stress. Implication from findings suggests that behavioral characteristics of the child may mediate the relationship between stress and parental characteristics. The study is a valuable addition to the homeschooling research community as it aligns with and extends findings from previous research.

APA, Harvard, Vancouver, ISO, and other styles

36

Prozesky, E. "Die verkenning en beskrywing van stressors van leerders in 'n Graad 1-leeromgewing." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-07312007-115240/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Koch, Felix-Sebastian. "Stress and Obesity in Childhood." Doctoral thesis, Linköping : Department of Clinical and Experimental Medicine, Linköping University, 2009. http://www.bibl.liu.se/liupubl/disp/disp2009/med1100s.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Ritzema, Anne Marie. "Stress in parents of children with developmental disabilities over time." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94922.

Full text

Abstract:

Stress levels of parents whose children have developmental disabilities (DD) are significantly higher than those of parents with typically developing children. However, few studies have looked at the effects of child characteristics on parent stress over time. The aim of the present study is to assess whether changes in child behaviour problems or adaptive functioning affect parent stress. Using data from the National Early Intervention Research Initiative, predictors and correlates of stress were examined in parents of children with DD who attend early intervention (EI) programs (n = 21). Families participated in two rounds of data collection, approximately two and a half years apart. At Time 1 child behaviour problems significantly predicted parent stress (ß = .71, t (53) = 7.47, p < .0001). Between Time 1 and Time 2 child behaviour problems decreased significantly (t (19) = 2.13, p < .05), as did parent stress (t (19) = 3.58, p = .002). At Time 2, child behaviour problems were significantly related with parent stress (r (19) = .74, p < .0001), and so was child adaptive functioning (r (19) = -.53, p < .05). The results are discussed in the context of current EI practice and policy in Canada.
Le niveau de stress chez les parents d'enfants ayant une déficience intellectuelle est plus grand que chez les parents d'enfants ayant un développement typique. Néanmoins, peu de recherches ont été menées sur les effets des variables chez les enfants sur le stress qu'éprouvent les parents à la longue. Le but de cette étude est d'évaluer l'impact des changements dans les comportements adaptatifs et problématiques de l'enfant sur le niveau de stress parental. A partir des donnés du National Early Intervention Research Initiative, cette étude examine les indices du stress chez les parents d'enfants ayant un trouble envahissant du développement qui faisaient partie d'un programme de soins précoces (n = 21). Les familles en question ont participé à deux enquêtes à deux années et demi de différence. Lors de l'enquête 1, les comportements problématiques de l'enfant prédisaient considérablement le niveau de stress parental (ß = .71, t (53) = 7.47, p < .0001). Entre l'enquête 1 et l'enquête 2, les comportements problématiques de l'enfant ont diminué considérablement (t (19) = 2.13, p < .05), ainsi que le stress parental (t (19) = 3.58, p = .002). Lors de l'enquête 2, les comportements problématiques de l'enfant s'avéraient intimement liés au stress parental (r (19) = .74, p < .0001) ainsi que les comportements adaptat ifs de l'enfant (r (19) = -.53, p < .05). Les résultats sont présentés dans le contexte de la pratique des soins précoces et des politiques actuellement en vigueur au Canada.

APA, Harvard, Vancouver, ISO, and other styles

39

Sotardi, Valerie Ann. "On Everyday Stress and Coping Strategies Among Elementary School Children." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293545.

Full text

Abstract:

Elementary school students are confronted with a variety of everyday challenges ranging from comprehension obstacles to interpersonal conflict. Learning to cope effectively with moments of tension is an important part of a child's education because adaptation to stress is likely to influence academic and developmental success. However, empirical gaps exist with respect to stress and coping. There is a general lack of research concerned with stress and coping in educational settings, and what has been published focuses on adolescent and adult populations rather than children. Additionally, the majority of research addresses major life stress (e.g., traumatic events) rather than the everyday stress that students encounter at school. This dissertation is an effort to address these concerns. Comprised of three studies, the project examines the stress that students in middle childhood (grades 3-5) commonly experience at school, how students cope with stress at school, and what educators might do to help students develop adaptive coping strategies. Results illustrate the daily school stress in students, need for students to learn how to manage academic and peer problems, and role of the teacher in coping development. Concluding thoughts and a research agenda for future work are included.

APA, Harvard, Vancouver, ISO, and other styles

40

Gregory, Elizabeth. "Stress and coping in siblings of children with learning disabilities." Thesis, University of Plymouth, 1995. http://hdl.handle.net/10026.1/1666.

Full text

Abstract:

Past research investigating the siblings of children with learning disabilities has yielded inconsistent findings. Consequently, the assumption guiding present investigators is that while some children appear to be at risk psychologically, others adapt well and even benefit from the experience. This assumption may be interpreted as supporting the literature on stress and coping in children. Within this framework, variability is expected because not only are children faced with different stressors, they have a variety of resources available to protect them. A stress and coping framework was therefore adopted in the present study. It aimed to investigate the differential responses to stress of two groups of children; namely those identified as having a positive relationship and those identified as having a negative relationship with their learning disabled sibling. The study also looked at the association between satisfaction with this relationship and measures of psychological adjustment (i.e. depression and anxiety). In addition, the stability of satisfaction with the sibling relationship; the stability of coping strategies employed in response to stress arising as a result of that relationship; and parental insights into this stress was investigated. The results suggest that the nature of the sibling relationship does have an impact on depression at least. Furthermore, children rated as having a more positive relationship with their sibling were foiund to appraise and respond differently to stress than children who were rated as having a less positive relationship. Satisfaction with the sibling relationship was found to remain relatively stable over time, and the stability of coping was consistent with that expected for a process measure. Although parents were found to be good judges of the nature of the sibling relationship generally, they had little insight into the specific stressors that their children found most difficult to cope with. These findings support the need for sibling intervention programmes. Guidance as to how they might be implemented were offered, and implications for service provision more generally were discussed. Recommendations for future research were made, including an abandonment of the framework of assumed pathology that has dominated the field to date. Indeed, although the findings suggest that some children cope better than others, most seem to manage the stress they face very well, and have a great deal of love and affection for their brother or sister with learning disabilities.

APA, Harvard, Vancouver, ISO, and other styles

41

Tsang, Chi-hung Christina, and 曾志虹. "Teaching autistic children: an examination offactors relating to teacher stress." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956786.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Lin, Shui-ngor Miranda, and 連瑞娥. "Stress and coping strategies amony primary school children with dyslexia." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27709917.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Chan, Kwok-ying. "Stress and coping in parents of children with developmental disabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B29697190.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Wilkinson, Sara Amy. "Nurses caring for children and families : stress, hardiness and burnout." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46425.

Full text

Abstract:

Pediatric nurses’ exposure to the suffering of young patients and their families, in addition to high workloads and other workplace stressors, can cause stress and lead to burnout. Burnout is a major cause of nursing staff turnover and this is a serious problem in the face of staff shortages. There has been abundant research on the extrinsic variables leading to burnout in nurses, but very little research has been done on intrinsic variables that can moderate the effects of this stress, such as the personality characteristic of hardiness. The purpose of this study was to examine the relationships between job stressors, hardiness, and burnout among pediatric nurses, and to test whether hardiness moderates the effect of job stressors on burnout.

APA, Harvard, Vancouver, ISO, and other styles

45

Jenkins, Kate S. M. "Parents of children with disabilities : chronic sorrow and parenting stress." Thesis, University of Southampton, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420251.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Dromey, Anita Susan. "An Acoustic and Perceptual Investigation of Contrastive Stress in Children." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2278.

Full text

Abstract:

Key aspects of prosody have been studied in adults for a number of years; however, less attention has been paid to the acoustic patterns of prosody in children. Thus, the purpose of the present study was to evaluate how a group of 20 pre-adolescent children use prosody to mark contrastive stress compared to a control group of adult speakers. It was of interest to investigate whether the children's use of prosody differed between boys and girls or the part of speech being emphasized. The prosodic patterns of contrastive stress were evaluated in terms of duration, fundamental frequency, and intensity change relative to a baseline production of the same sentence. In addition, a perceptual experiment was conducted to determine if listeners could reliably identify the gender of the child speakers when listening to sentence length utterances. Statistical analysis indicated that there were some differences in the duration and fundamental frequency change as a function of speaker age and the part of speech being emphasized, with relatively minor differences between genders. However it remains unclear if the acoustic differences found in this study were substantial enough to cause a salient perceptual difference. Although previous studies have identified increases in frequency, intensity, and duration as cues of contrastive stress, the present findings revealed patterns that did not consistently conform to these expectations. Limitations in the task design, individual speaker characteristics, and also the type of acoustic measure used may have contributed to these results.

APA, Harvard, Vancouver, ISO, and other styles

47

Burck, Allison L. "Relationships among Play, Coping, Stress and Adjustment in Young Children." Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1308595878.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Zaidman-Zait, Anat. "Parenting children with cochlear implants : challenges, stress, coping, and processes." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31767.

Full text

Abstract:

The central goal of the current dissertation was to expand the research on the experiences of parents of children with cochlear implants (CIs). To accomplish this goal, three studies were conducted: The first study explored everyday problems associated with parenting children who undergo cochlear implantation; to investigate parents' interpersonal relationships as a resource for collaborative problem solving; and to examine links between parents' everyday problems, stress, and life satisfaction. Thirty-one parents of children with CIs responded to open-ended questions regarding the types of everyday problems they encountered in parenting their child, and also rated their stress and life satisfaction. Problems were categorized into nine domains: implant drawbacks, communication difficulties, child's behavior, child's social competence, rehabilitation demands and parenting role, financial difficulties, services, educating others/advocacy, and academic concerns. Professionals, spouses, and other parents of deaf children were frequently nominated partners for collaborative problem solving and coping. Significant correlations emerged among parents' everyday problems, stress, and life satisfaction. The second study described and categorized the attributes that parents of young children with CIs consider as facilitating their parental coping experience. Fifteen hearing mothers and thirteen hearing fathers whose children had CIs were interviewed, using the critical incident technique. A total of 430 critical incidents were documented and sorted into 20 categories. Results indicated various sources of influence on parents' coping experience, associated with social contextual aspects, with the parent himself or herself, and with the child. The third study examined the complexity of parenting children who have received CIs as well as parents' involvement in the CI rehabilitation process. Action theory and its related qualitative action-project method were used in this study. Two cases were used to describe the individual and joint actions and projects, as related to the promotion of children's outcomes post-cochlear implantation that mothers engage in with their young children. Potentially illuminative implications were drawn for the 'current thinking' in relationship to parenting children with cochlear implants. Finally, four overarching themes emerging from the findings of the three studies were identified and described. These themes were discussed in terms of implications for practice and future research.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

49

Del, Vasto Rosalie. "Childhood bereavement : an application of the stress and coping paradigm." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69552.

Full text

Abstract:

The existing literature on childhood bereavement reactions and sequelae is integrated within the Stress and Coping Paradigm to demonstrate its functional utility. The coping resources (i.e., psychological and social resources) and coping efforts of seventeen (8 male, 9 female) children who experienced the death of a loved one were assessed and compared with standardized norms. Results suggest that children who experienced bereavement did not significantly differ from typical children on measures of psychological resources (Self-Perception Profile for Children and Assessment of Coping Style) and on measures of coping effort (Coping Inventory). However, differences were found on a measure of social resource (Family Environment Scale). When compared with the norm group, children who experienced bereavement scored significantly higher on the Cohesion, Expressiveness, Conflict and Control subscales, and significantly lower on the Achievement Orientation subscale. The data are analyzed and discussed with reference to mediating factors including time elapsed since the death, relationship to the deceased and mode of death. Implications for health care professionals are discussed.

APA, Harvard, Vancouver, ISO, and other styles

50

Donohue, John. "An assessment of children's stress and a positive perspectives program with elementary school children." Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/6633.

Full text

Abstract:

A quasi-experiment was performed to study the effects of a 10 week intervention program on the position thinking and self-esteem of elementary school children in Ottawa, Canada. Seventy students, ranging from grades three through six, at a local elementary school participated in the program. Pre- and post-test measures of positive thinking and self-esteem were collected, through the use of newly developed scales and the self-esteem inventory (SEI) of Battle (1981). Qualitative data on stressful events that the children experienced, positive thoughts they had, and negative thoughts they had were collected in logbooks, as well as the children's subjective ratings of stressful events and their emotional feelings to these events. No experimental effects were found on any of the quantitative variables, for a variety of reasons. The stressful events reported were categorised, fitting into previously identified categories of stressful experiences for children, along with ratings of the nature of the stress of these experiences. Categories were developed for the positive and negative thoughts, as no previous work in the area had been found. The strengths and weaknesses of the intervention and the measurement tools were discussed.

APA, Harvard, Vancouver, ISO, and other styles

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

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