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Journal articles on the topic 'Stress Children and stress'

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Published: 4 June 2021
Last updated: 18 February 2022

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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.

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2

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

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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.

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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.

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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.
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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.

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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.

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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.

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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.]
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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.

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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.

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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.

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11

Robson, Maggie, Peter Cook, and Jack Gilliland. "Helping Children Manage Stress." British Educational Research Journal 21, no. 2 (April 1995): 165–74. http://dx.doi.org/10.1080/0141192950210203.

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12

Jessop, D. J. "Stress factors in children." American Journal of Public Health 76, no. 10 (October 1986): 1252. http://dx.doi.org/10.2105/ajph.76.10.1252.

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13

Moreno, Megan A. "Posttraumatic Stress in Children." JAMA Pediatrics 167, no. 12 (December 1, 2013): 1176. http://dx.doi.org/10.1001/jamapediatrics.2013.4238.

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14

Perkins, Amanda. "Toxic stress in children." Nursing Made Incredibly Easy! 17, no. 2 (2019): 42–49. http://dx.doi.org/10.1097/01.nme.0000553087.55714.d4.

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15

Sparrow, Joshua D. "Understanding Stress in Children." Pediatric Annals 36, no. 4 (April 1, 2007): 187–94. http://dx.doi.org/10.3928/0090-4481-20070401-07.

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16

Bell, Carl C., and Esther J. Jenkins. "Traumatic Stress and Children." Journal of Health Care for the Poor and Underserved 2, no. 1 (1991): 175–85. http://dx.doi.org/10.1353/hpu.2010.0089.

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17

Lozada, Mariana, Natalia Carro, Paola DʼAdamo, and Carlos Barclay. "Stress Management in Children." Journal of Developmental & Behavioral Pediatrics 35, no. 2 (2014): 144–47. http://dx.doi.org/10.1097/dbp.0000000000000026.

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18

Parrott III, Les. "Helping Children Manage Stress:." Child & Family Behavior Therapy 12, no. 1 (May 5, 1990): 69–73. http://dx.doi.org/10.1300/j019v12n01_05.

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19

Beal, Judy A. "Toxic Stress in Children." MCN, The American Journal of Maternal/Child Nursing 44, no. 1 (2019): 53. http://dx.doi.org/10.1097/nmc.0000000000000487.

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20

Aldenderfer, Mark. "Stress in Neanderthal children." Science 362, no. 6414 (November 1, 2018): 554.2–554. http://dx.doi.org/10.1126/science.362.6414.554-b.

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21

Björkqvist, Kaj, Susanna åman-Back, Jenny Taxell, and Terese Broman. "Correlation between Maternal Stress and Children's Stress." Psychological Reports 102, no. 1 (February 2008): 166–68. http://dx.doi.org/10.2466/pr0.102.1.166-168.

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Mothers ( N=168, M age = 37.0 yr., SD = 4.6) responded to a questionnaire of scales measuring sources of stress and symptoms of stress within themselves, and symptoms of stress in their 5–8-yr.-old children (61 girls, 98 boys; M age = 7.3 yr., SD=1.0). Scores on all scales intercorrelated significantly, indicating a relationship between maternal stress and stress of the child. Both types of stress also correlated with the frequency of punishment of the child. Both maternal stress and frequency of punishment predicted stress symptoms in the children, maternal stress being a somewhat stronger predictor.
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22

Grogan, Sherry, and Kathleen Pace Murphy. "Anticipatory Stress Response in PTSD: Extreme Stress in Children." Journal of Child and Adolescent Psychiatric Nursing 24, no. 1 (January 28, 2011): 58–71. http://dx.doi.org/10.1111/j.1744-6171.2010.00266.x.

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23

Lohaus, Arnold. "Stress prevention and stress management in childhood and adolescence." Zeitschrift für Gesundheitspsychologie 16, no. 3 (July 2008): 143–45. http://dx.doi.org/10.1026/0943-8149.16.3.143.

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Abstract. This paper provides an overview about research activities related to stress in children and adolescents at the University of Bielefeld. In this context, two stress prevention programs related to (a) elementary school children and (b) adolescents of grades 8 and 9 were developed and evaluated. The program evaluations compared different program versions and showed favourable results for problem solving, while program versions focusing on relaxation training were less effective. This was the reason to evaluate the effects of relaxation training in children and adolescents more systematically. Different relaxation techniques were compared with providing non-tension producing stories to children and adolescents. The results showed clear short-term effects of relaxation training, although this effect was also produced by non-tension producing stories. The use of additional e-learning units is addressed in the final parts of the paper as a way of increasing the motivation of adolescents to participate in stress prevention training.
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24

Jaimes, Camilo, Mauricio Jimenez, Nogah Shabshin, Tal Laor, and Diego Jaramillo. "Taking the Stress out of Evaluating Stress Injuries in Children." RadioGraphics 32, no. 2 (March 2012): 537–55. http://dx.doi.org/10.1148/rg.322115022.

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25

Adrian, Cheri, and Constance Hammen. "Stress exposure and stress generation in children of depressed mothers." Journal of Consulting and Clinical Psychology 61, no. 2 (1993): 354–59. http://dx.doi.org/10.1037/0022-006x.61.2.354.

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26

Bordbar, Mohammad Reza, Reza Taj-aldini, Zohre Karamizadeh, Sezaneh Haghpanah, Mehran Karimi, and Gholam Hossein Omrani. "Thyroid function and stress hormones in children with stress hyperglycemia." Endocrine 42, no. 3 (June 2, 2012): 653–57. http://dx.doi.org/10.1007/s12020-012-9707-y.

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27

Aftyka, Anna, Ilona Rozalska, Aleksandra Pawlak, and Oleg Gorbaniuk. "Intensification of post-traumatic stress symptoms, level of experienced stress and coping strategies in mothers of children previously treated in the Neonatal Intensive Care Unit." Psychiatria Polska 54, no. 6 (December 31, 2020): 1149–62. http://dx.doi.org/10.12740/pp/115281.

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28

Piachaud, Jack. "Post‐traumatic stress in children." Medicine and War 9, no. 1 (January 1993): 58–61. http://dx.doi.org/10.1080/07488009308409078.

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29

Koehler, Gretchen. "ProfessionalPRACTICE: Stress Management for Children." Strategies 1, no. 2 (November 1987): 23–24. http://dx.doi.org/10.1080/08924562.1987.10591595.

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30

Kroll, Maureen. "Stress management programme for children." Early Child Development and Care 25, no. 2-3 (January 1986): 191–206. http://dx.doi.org/10.1080/0300443860250204.

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31

Allen, Debbie A., and Virginia P. Green. "Helping children cope with stress." Early Child Development and Care 37, no. 1 (January 1988): 1–11. http://dx.doi.org/10.1080/0300443880370101.

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32

Yule, William. "Posttraumatic stress disorder in children." Current Opinion in Pediatrics 4, no. 4 (August 1992): 623–29. http://dx.doi.org/10.1097/00008480-199208000-00010.

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33

Baumann, Julia. "Post-Traumatic Stress in Children." Pediatric Research 61, no. 2 (February 2007): 139. http://dx.doi.org/10.1203/01.pdr.0000256465.17203.06.

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34

LeCroy, Craig Winston, and Steven R. Rose. "Helping Children Cope with Stress." Children & Schools 9, no. 1 (1986): 5–15. http://dx.doi.org/10.1093/cs/9.1.5.

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35

Goldstein, Sam. "MORE ON STRESS-RESILIENT CHILDREN." Journal of the American Academy of Child & Adolescent Psychiatry 34, no. 11 (November 1995): 1403. http://dx.doi.org/10.1097/00004583-199511000-00001.

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36

Smith, Jan C. "MORE ON STRESS-RESILIENT CHILDREN." Journal of the American Academy of Child & Adolescent Psychiatry 34, no. 11 (November 1995): 1403–4. http://dx.doi.org/10.1097/00004583-199511000-00002.

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37

Pfefferbaum, Betty. "Posttraumatic Stress Disorder in Children." Journal of the American Academy of Child & Adolescent Psychiatry 36, no. 11 (November 1997): 1503–11. http://dx.doi.org/10.1097/00004583-199711000-00011.

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38

No authorship indicated. "Review of Children and Stress." Contemporary Psychology: A Journal of Reviews 34, no. 6 (June 1989): 609. http://dx.doi.org/10.1037/031207.

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39

Golden, Jane. "Exercise Stress Testing in Children." Cardiopulmonary Physical Therapy Journal 2, no. 3 (1991): 4–6. http://dx.doi.org/10.1097/01823246-199102030-00003.

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40

Richards, Terri, and Cory Bates. "Recognizing Posttraumatic Stress in Children." Journal of School Health 67, no. 10 (December 1997): 441–43. http://dx.doi.org/10.1111/j.1746-1561.1997.tb01294.x.

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41

Westby, Carol. "Traumatic Stress in Refugee Children." Word of Mouth 31, no. 5 (May 2020): 8–10. http://dx.doi.org/10.1177/1048395020915650b.

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42

Armstrong, F. Daniel. "Controlling Stress in Children (Book)." Journal of Clinical Child Psychology 16, no. 3 (September 1987): 269–70. http://dx.doi.org/10.1207/s15374424jccp1603_13.

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43

Nagyova, Zuzana, Iveta Ondrejovicova, Jana Muchova, and Zdenka Durackova. "Hypercholesterolemic Children and Oxidative Stress." Free Radical Biology and Medicine 53 (November 2012): S170—S171. http://dx.doi.org/10.1016/j.freeradbiomed.2012.10.469.

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44

Grey, Margaret. "Helping children cope with stress." Journal of Pediatric Health Care 4, no. 6 (November 1990): 309–10. http://dx.doi.org/10.1016/0891-5245(90)90073-f.

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45

Anonymous. "Predicting Posttraumatic Stress in Children." Journal of Psychosocial Nursing and Mental Health Services 41, no. 10 (October 2003): 10. http://dx.doi.org/10.3928/0279-3695-20031001-06.

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46

Şenay Savaş;DALLAR, ERDEVE. "Increased Oxidative Stress In Obese Children Obez Çocuklarda Artmış Oksidatif Stres." Ankara Üniversitesi Tıp Fakültesi Mecmuası 60, no. 1 (2007): 1. http://dx.doi.org/10.1501/tipfak_0000000222.

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47

Kumalasari, Dewi, and Izmiyah Afaf Abdul Gani. "Mengasuh Anak Usia Prasekolah vs Anak Usia Sekolah Dasar : Manakah yang Lebih Menimbulkan Stres Pengasuhan pada Ibu?" Personifikasi: Jurnal Ilmu Psikologi 11, no. 2 (November 27, 2020): 146–60. http://dx.doi.org/10.21107/personifikasi.v11i2.9102.

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ABSTRACTPreschool-age and school-age are phases that have different parenting challenges, which can trigger parenting stress on mothers. This study aimed to examine the parenting stress differences between mothers of preschoolers and mothers of school-aged children. This research used a quantitative approach with a cross-sectional design. Parenting stress is measured through the Parental Stress Scale (PSS) instrument. This study involved 249 respondents who were selected through convenience sampling methods. Analysis of the different tests with the Mann Withney technique showed that there were significant differences in parenting stress from the two groups. Mothers of school-aged children are found to experience higher parenting stress than mothers of preschool-aged children. Further studies involving culture-related variables and longitudinal design are suggested. ABSTRAKUsia prasekolah dan usia sekolah dasar merupakan fase yang memiliki tantangan pengasuhan yang berbeda, yang dapat memicu stres pengasuhan pada Ibu. Penelitian ini bertujuan untuk melihat perbedaan stres pengasuhan pada Ibu yang mengasuh anak usia prasekolah dan usia sekolah dasar. Penelitian ini menggunakan pendekatan kuantitatif dengan desain cross sectional. Stres pengasuhan diukur melalui instrument Parental Stres Scale (PSS). Penelitian ini melibatkan 249 responden yang dipilih melalui metode convenience sampling. Analisis uji beda dengan teknik Mann Withney menunjukkan bahwa ada perbedaan stres pengasuhan yang signifikan dari dua kelompok tersebut. Ibu yang mengasuh anak usia sekolah ditemukan mengalami stres pengasuhan yang lebih tinggi daripada ibu yang mengasuh anak usia prasekolah. Untuk pengembangan studi, pelibatan variabel yang terkait dengan budaya dan penggunaan desain longitudinal disarankan.
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48

Kurniadi, Grace, Ediasri Toto Atmodiwirjo, and Naomi Soetikno. "HUBUNGAN ANTARA HARAPAN DAN STRES ORANG TUA YANG MEMILIKI ANAK DENGAN AUTISME." Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 3, no. 2 (October 28, 2019): 358. http://dx.doi.org/10.24912/jmishumsen.v3i2.3860.

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Autisme merupakan gangguan perkembangan yang ditandai dengan gangguan sosial perilaku dan minat yang terbatas. Setiap orang tua yang mempunyai anak, memiliki harapan yang indah dan baik untuk anaknya. Diagnosis autisme akan kondisi anak menyebabkan stres pada orang tua. Stres ini menyebabkan harapan orang tua berubah. Penelitian ini bertujuan untuk mencari korelasi antara harapan dan stres orang tua yang memiliki anak dengan autisme. Karakteristik partisipan ini adalah orang tua yang memiliki anak berusia 3-16 tahun. Anak sudah didiagnosa autisme oleh dokter atau psikolog ataupun psikiater. Partisipan yang mengisi alat ukur penelitian ini sebanyak 69 orang. Alat ukur yang digunakan untuk mengukur harapan adalah adult dispotitional hope scale (ADHS), sementara alat ukur yang digunakan untuk mengukur stres orang tua adalah parental stress scale (PSS). Metode penelitian yang digunakan adalah metode penelitian kuantitatif korelasional dengan teknik pengambilan sampel yaitu purposive sampling. Analisis data menggunakan uji korelasi dengan perangkat lunak SPSS versi ke 23. Uji korelasi yang dilakukan menunjukkan korelasi negatif yang lemah antara harapan dan stres orang tua (r = -.244, n = 69, p = .043). Hal ini menunjukkan jika stres orang tua tinggi, maka harapan itu rendah. Sebaliknya jika harapan tinggi, stres orang tua rendah. Orang tua diharapkan untuk membuat harapan yang realistis serta mengelola stres yang dapat memengaruhi kondisi psikologisnya. Autism is a developmental disorder characterized by impaired social behavior and limited interests. Every parent with children, hopes for the best for their children. If their children are diagnosed with autism, this will cause stress in parents. This stress causes the hope of parents to change. This study aims to find a correlation between hope and stress of parents who have children with autism. The characteristics of the participants are parents who have children aged 3-16 years. The child has been diagnosed with autism by a doctor, or psychologist, or psychiatrist. Participants who filled out the measurement tools of this study were 69 people. The measuring instrument used to measure expectations is the adult dispotitional hope scale (ADHS), while the measuring instrument used to measure parental stress is the parental stress scale (PSS). The research method used is quantitative correlational research method with purposive sampling technique. Data analysis was a correlation test using SPSS software version 23. The correlation test conducted showed a weak negative correlation between expectations and stress of parents (r = -.244, n = 69, p = .043). This shows that if parental stress is high, then hope is low. Conversely, if hope is high, parental stress is low. Parents are expected to have realistic hope and manage stress that can affect their psychological condition.
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49

Silva, Raul R., Murray Alpert, Dinohra M. Munoz, Sanjay Singh, Fred Matzner, and Steven Dummit. "Stress and Vulnerability to Posttraumatic Stress Disorder in Children and Adolescents." American Journal of Psychiatry 157, no. 8 (August 2000): 1229–35. http://dx.doi.org/10.1176/appi.ajp.157.8.1229.

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50

COWEN, EMORY L., PETER A. WYMAN, WILLIAM C. WORK, JULIA Y. KIM, DOUGLAS B. FAGEN, and KEITH B. MAGNUS. "Follow-up study of young stress-affected and stress-resilient urban children." Development and Psychopathology 9, no. 3 (September 1997): 565–77. http://dx.doi.org/10.1017/s0954579497001326.

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Reports follow-up study of 181 young highly stressed urban children, classified as stress-resilient (SR) and stress-affected (SA) 1½–2 years earlier. At follow-up (T2), children were retested on five initial (T1) test measures: self-rated adjustment, perceived competence, social problem solving, realistic control attributions, and empathy; parents and teachers did new child adjustment ratings, and parents participated in a phone interview focusing on the T1–T2 interval. Child test and adjustment measures and parent interview responses at T2 sensitively differentiated children classified as SR and SA at T1. Test and interview variables used at T1 and T2 correlated moderately across time periods. At T2, four child test indicators (i.e., rule conformity, global self-worth, social problem solving, and realistic control attributions) and four parent interview variables (positive future expectations for the child, absence of predelinquency indicators, good parent mental health in the past year, and adaptive parent coping strategies) sensitively differentiated children classified as SR and SA at T1. No relationship was found between family stress experienced in the T1–T2 interval and changes in children's adjustment during that period.
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