Stress

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Stress Resiliency in Young Children
Understanding Stress Resiliency in Young
Children
Joanna Grymes Department of Teacher Education,
Arkansas State University April 8, 2005
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Definitions

• STRESS
• Perception that ones resources are insufficient
  to meet the demands made upon one

• RESILIENCY
• Capability of individuals to cope successfully in
  the face of significant adversity or risk

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Stress Adults

• Holmes Raye scale
• Different types of stressors
• Normative
• Non-normative
• Acute
• Chronic
• Daily hassles
• Role of perception, coping styles

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Stress Children

• Role of development
• Recognize differences in what is stressful for
  you and young children

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Stressors for Children

• Bullying
• Unclear expectations
• Social issues/isolation
• Fear of failure
• Disorganized living environment/lack of structure
• Fear of unknown/expectation of unpleasantness

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Stressors for Children

• New/unfamiliar situations
• Family issues (divorce, death, etc.)
• School/child care setting
• Developmental fears (dark, monsters, etc.)
• Transitional events
• Hurrying

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Cumulative Effects of Stress

• Individual characteristics (premature, boys,
  difficult temperament, limited cognitive ability)
• Family (parental separation, divorce, money
  issues, disorganization)
• Environment (poverty, violence, lack of physical
  safety)

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Stress Signals in Young Children

• Physical/somatic complaints
• Regression
• Eating/sleeping/toileting difficulties
• Anxious, irritable, angry
• Aggressive and/or withdrawn
• Nervous behaviors
• Self comforting behaviors

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Assisting Young Children with Stress

• Advance warning when possible (dont
  over-prepare)
• Provide supportive environment
• Provide open ended play materials

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Assisting Young Children with Stress

• Help children recognize, name and express their
  emotions
• Practice positive talk such as I can do this
• Provide open ended opportunities to talk

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Assisting Young Children with Stress

• Help children develop relaxation skills (deep
  breaths, movement, play materials)
• Help children develop coping skills (ask for
  help, walk away, take time to breathe)
• Provide consistent routines and an organized
  living environment
• Positive discipline approaches

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Assisting Young Children with Stress

• Help children develop their own approaches
• Engage in a favorite activity such as reading,
  music or dance
• Exercise or other physical activity
• Set realistic expectations no one is perfect
• Talk to someone parent, relative, another
  adult, friend

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Bibliotherapy
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A Few Online Bibliotherapy Resources
www.wheelock.edu/library/liresearch/liclass_cfs360
.asp www.waterborolibrary.org/bklistjb.htm www.hpl
.hamilton.on.ca/kids/parents/booklist.shtml
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The great danger I see in the idea of resilience
is in expecting children to overcome deprivation
and anger on their own . There is no magic here
resilient children have been protected by actions
of adults, by good nurturing, by their assets,
and by opportunities to succeed. We cannot stand
by as the infrastructure for child development
collapses in this nation, expecting miracles.
(Masten, 1996, p. 24)
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Resiliency

• Resilient does not mean unaffected or
  invulnerable
• Combination of factors both protective/resilienc
  y and vulnerability/risk internal and external

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Straying Pattern

• Attachment behavior learned with family of origin
• May be a healthy coping mechanism in new family
  situations (adoption, foster care)

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Protective Factors

• Personal
• Self-esteem
• Trust/optimism/sense of hope
• Autonomy/self-reliance/independence
• Hardiness/ability to handle stress
• Sociability
• Ability to experience a range of emotions
• Normal development

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Protective Factors

• Childhood competence
• Engaging
• Easy temperament

• Good mental health
• Internal locus of control
• 4th grade reading skills

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Protective Factors

• Family
• Nurturing
• Emotionally close/supportive
• Stable adult relationships
• Family security and safety
• Parental supervision
• High, appropriate expectations for children

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Community

• Economic conditions
• Safe/stable
• Available services
• Positive school climate
• Positive relationships with peers

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Encouraging Resiliency in Children

• Avoid D words dysfunctional, damaged,
  deprived, disturbed
• Be empathic see world through childs eyes
• Communicate with respect
• Give undivided attention
• Given children opportunity to contribute/be
  responsible

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Encouraging Resiliency in Children

• Treat mistakes as learning experiences
• Stress childs strengths
• Accept child for as is not what you want
• Model positive attitude toward change and
  positive coping strategies

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Attitudes Skills to Foster

• Positive attitude toward change
• Sense of optimism/hope
• Social skills ability to connect with others
• Making plans and working toward them

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References

• Brooks, R. Goldstein, S. (2002). Nurturing
  resilience in our children. New York McGraw
  Hill. Also, see http//www.raisingresilientkids.c
  om/
• Center for Mental Health in Schools at UCLA.
  (2002). A technical assistance sampler on
  protective factors (resiliency) . Los Angeles,
  CA Author.
• Jewett, J. Peterson, K. Stress and Young
  Children. ERIC Digest. http//www.ericdigests.org
  /2003-4/stress.html
• Masten, A. S. (1996, March 29). Presentation to
  the Consortium of Social Science Associations.
  Fostering resiliency in kids Overcoming
  adversity. A Congressional Breakfast Seminar.
  Transcript of proceeding (pp. 1924). Washington,
  DC Consortium of Social Science Associations
• McPherson, K. (2004). Stress in Children.
  National Institutes of Health. http//www.nlm.nih.
  gov/medlineplus/ency/article/002059.htm
• Streigth, D. Copeland, E. P. (1998). Stress
  in Children. Bethesda, MD National Association
  of School Psychologists.
• Werner, E. and Smith, R. (1982, 1989). Vulnerable
  but Invincible A Longitudinal Study of Resilient
  Children and Youth. New York Adams, Bannister,
  and Cox.