ERIC Number: ED288149
Record Type: RIE
Publication Date: 1987-Jun-29
Reference Count: N/A
Children's Identification of Stress Related Factors and Coping Strategies.
Paterno, JoAnna; And Others
Although many educators believe that children are under stress, formally testing children for stress and coping is very difficult. This study compiled and analyzed the significant mean differences of the frequency of identified stressors and coping strategy responses between school groups to identify stressors and coping strategies as perceived by school children. Primary (N=94) and middle (N=207) school students who attended a laboratory school at a state university in eastern Kentucky responded to the questions "When you are at school, what worries or upsets you?" and "When these things worry you, how do you make yourself feel better?" Data were classified and eight stressor types and eight coping strategy types were identified. Statistically significant differences were found between primary grade students and middle school students in 8 of the 16 response areas. From primary to middle school grades, there was a significant increase in the mean frequencies of two stress types (school work and achievement, peer relationships); a significant decrease in the mean frequencies of three stress types (physical injury/loss; loss of personal space, comfort and time; and discipline); and statistically significant differences in three types of coping strategies, with middle school students using more distraction and catharsis and primary school students using direct action. The high frequency levels of stress expressed by subjects have implications for school guidance programs. (NB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual American School Counselor Association Elementary/Middle School Guidance Conference (Columbus, OH, June 28-July 1, 1987).