A preliminary investigation of 4 to 11-year-old children's knowledge and understanding of stress

PATIENT EDUCATION AND COUNSELING

卷:79

Article

Valentine, Althea¹  Buchanan, Heather¹  Knibb, Rebecca² 

[1] Univ Nottingham, Inst Work Hlth & Org, Nottingham NG7 2RD, England

[2] Univ Derby, Derby DE22 1GB, England

关键词: Children;    Stress;    Understanding;    Knowledge;    Development;   

DOI  :  10.1016/j.pec.2009.08.011

来源: Elsevier

【 摘 要 】

Objective: To examine children's knowledge, understanding and experience of stress from 4 to 11 years of age across four age groups (4-5,6-7,8-9, and 10-11 years old). Methods: A semi-structured interview format was used to elicit information from 50 children about their understanding and experience of stress. Results: Most children were able to define stress, with older children providing more complex responses. Many children had indirect and/or personal experience of stress. Younger children were more likely than older children to report that there was nothing people could do to stop stress; children reported using both adaptive and maladaptive coping strategies to deal with stress. Conclusion: Some young children have a basic understanding of stress and many have experience of stress; both understanding and experience develop with age. Practice Implications: The research has potential implications for provider-patient communication, particularly within preventative health education and clinically within the field of childhood post-traumatic stress disorder (PTSD). (C) 2009 Elsevier Ireland Ltd. All rights reserved.

【 授权许可】

Free