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

2. 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

3. Stress: Adults Holmes & Raye scale Different types of stressors: –Normative –Non-normative –Acute –Chronic –Daily hassles Role of perception, coping styles…

4. Stress: Children Role of development Recognize differences in what is stressful for you and young children

5. Stressors for Children Bullying Unclear expectations Social issues/isolation Fear of failure Disorganized living environment/lack of structure Fear of unknown/expectation of unpleasantness

6. Stressors for Children New/unfamiliar situations Family issues (divorce, death, etc.) School/child care setting Developmental fears (dark, monsters, etc.) Transitional events “Hurrying”

7. 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)

8. 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complaints Regression Eating/sleeping/toileting difficulties Anxious, irritable, angry Aggressive and/or withdrawn Nervous behaviors Self comforting behaviors

9. Assisting Young Children with Stress Advance warning when possible (don’t over- prepare) Provide supportive environment Provide open ended play materials

10. 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

11. 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

12. 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…

13. Bibliotherapy

14. 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

15. 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)

16. Resiliency Resilient does not mean unaffected or invulnerable Combination of factors – both protective/resiliency and vulnerability/risk; internal and external

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

18. 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

19. Protective Factors –Childhood competence –Engaging –Easy temperament –Good mental health –Internal locus of control –4 th grade reading skills

20. Protective Factors Family –Nurturing –Emotionally close/supportive –Stable adult relationships –Family security and safety –Parental supervision –High, appropriate expectations for children

21. Community Economic conditions Safe/stable Available services Positive school climate Positive relationships with peers

23. 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

24. 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

25. 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

26. References Brooks, R. & Goldstein, S. (2002). Nurturing resilience in our children. New York: McGraw Hill. Also, see http://www.raisingresilientkids.com/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 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 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.