Stress & Resiliency in Young Children

Understanding Stress & Resiliency in Young Children

Joanna Grymes

Department of Teacher Education, Arkansas State University

April 8, 2005

Definitions

• STRESS

• Perception that one’s 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

Stress: Adults

• Holmes & Raye scale• Different types of stressors:

– Normative– Non-normative– Acute– Chronic– Daily hassles

• Role of perception, coping styles…

Stress: Children

• Role of development

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

Stressors for Children

• Bullying

• Unclear expectations

• Social issues/isolation

• Fear of failure

• Disorganized living environment/lack of structure

• Fear of unknown/expectation of unpleasantness

Stressors for Children

• New/unfamiliar situations

• Family issues (divorce, death, etc.)

• School/child care setting

• Developmental fears (dark, monsters, etc.)

• Transitional events

• “Hurrying”

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)

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• Aggressive and/or withdrawn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

Assisting Young Children with Stress

• Advance warning when possible (don’t over-prepare)

• Provide supportive environment

• Provide open ended play materials

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

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

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…

Bibliotherapy

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

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)

Resiliency

• Resilient does not mean unaffected or invulnerable

• Combination of factors – both protective/resiliency and vulnerability/risk; internal and external

Straying Pattern

Attachment behavior learned with family of origin

May be a healthy coping mechanism in new family situations (adoption, foster care)

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

Protective Factors

– Childhood competence

– Engaging

– Easy temperament

– Good mental health

– Internal locus of control

– 4th grade reading skills

Protective Factors

• Family

– Nurturing

– Emotionally close/supportive

– Stable adult relationships

– Family security and safety

– Parental supervision

– High, appropriate expectations for children

Community

• Economic conditions

• Safe/stable

• Available services

• Positive school climate

• Positive relationships with peers

PERSONAL/SELF

COMMUNITYSETTINGS/

CHILD CARE,SCHOOL

OTHER INTERESTEDADULTS

COMMUNITYRESOURCES

FAMILY

CULTURE

CHILD’SRESILIENCE

Encouraging Resiliency in Children

• Avoid “D” words: dysfunctional, damaged, deprived, disturbed

• Be empathic – see world through child’s eyes

• Communicate with respect

• Give undivided attention

• Given children opportunity to contribute/be responsible

Encouraging Resiliency in Children

• Treat mistakes as learning experiences

• Stress child’s strengths

• Accept child for as is – not what you want

• Model positive attitude toward change and positive coping strategies

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

References• Brooks, R. & Goldstein, S. (2002). Nurturing resilience in our children. New York: McGraw Hill.

Also, see http://www.raisingresilientkids.com/

• 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. 19–24). 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.