Coping With StressCoping With StressKatie KillbyKatie Killby

Stress Stress is a subjective sensation associated

with varied symptoms that differ for each of us.

Stress is not always a synonym for distress.

Stress increases productivity up to a point, after which things rapidly deteriorate.

Mental and physical health are aspects of functioning that are most strongly influenced by exposure to stress.

Causes of Stress in Children

Sources of Stress by Age

Infancy and early childhood: Stressors come from the environment

School age: In addition to environmental stressors, sources of stress also include school, peers, and neighborhood variables. Stressors can impact a child’s sense of security, dignity and honor, or sense of self-worth. A stress that is becoming more prominent for school-age children is the pressure related to high stakes testing and overbooked extracurricular schedules.

Early adolescence: Developmental milestones such as puberty, school level transitions, and peer relationships become primary sources of stress.

Late adolescence: Children are required to transition from dependence on the family to reliance on oneself and one’s friends. With independence come financial and social stressors related to higher education, career, building a family, and family relationships.

(Copeland, 2004)

Grant, Compas, Thurm, McMahon, & Ey, (2000)

Found that psychosocial stress is a significant and pervasive risk factor for psychopathology in childhood and adolescence.

The ways in which children and adolescents cope with stress are potentially important mediators and moderators of the impact of stress on current and future adjustment and psychopathology.

Kaplan, Liu, Kaplan (2005)

Found a negative relationship between student perceived school-related stress and academic performance.

University of Washington (2008)

Found that a single exposure to uncontrollable stress impairs decision making in rats for several days.

Symptoms of Stress in Children

Irritability or unusual emotionality or volatility.

Sleep difficulty or nightmares.

Inability to concentrate.

Drop in grades or other functioning.

Toileting or eating concerns.

Headaches or stomachaches.

Unexplained fears or increased anxiety (that also can take the form of clinging).

Regression to earlier developmental levels.

Isolation from family activities or peer relationships.

Drug or alcohol experimentation.

(Copeland, 2004)

Coping Lazarus and Folkman (1984) defined coping as

"constantly changing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person" (p. 141).

Voluntary vs Involuntary Response

Temperament, Reactivity and Self-Regulation

Developmental Impact

Subtypes of Coping

(Compass et al., 2001)

Building Resilience to Stress

Prevention decreasing sources of stress in school

environments

increasing the coping skills of all students

Targeted Intervention helping the individual change the source of

stress, or teaching specific coping skills to help the child adapt to a situation that cannot be changed

(Hess, 2006)

School Psychologist’s Role

Be familiar with with common stressors in your district Culture of Classrooms, School & Community

Reinforce the importance of clear, consistent, and reasonable expectations

Teach problem-solving & coping skills

Introduce stress prevention and reduction strategies

Educate administration and faculty on mental health issues for students and staff (Hess, 2006)

Problem Solving & Coping Skills

Allow student to express difficulties use their experiences as a lesson guide

Teach problem solving & coping skills by modeling

Use cognitive restructuring & coping statements

Provide scenarios for students to practice learned skills

Provide students with practical skills such as prioritizing, organizing, and self-advocating

A good resource for finding new and effective mental health programs is www.promisingpractices.net

Stress Prevention & Reduction

Techniques Take a break from stressful situations

Activities like listening to music, exercising, talking to a friend, drawing, writing, or spending time with a pet can reduce stress

Autogenic relaxation

Progressive muscle relaxation

Visualization

Practice

Click on flower!