For more information, visit the Ohio Department of Aging web site at:
and Ohio State University Extension's "Aging in Ohio" web site at: http://www.ag.ohio-state.edu/~seniors/
Childhood stress has many sources. Both positive and negative events contribute to stress. Stress is part of life. Many children experience stress as a result of common changes, such as starting school or day care, the birth of a new baby, illness, separation or divorce, change of parent's employment, moving to a new location, or death in the family.
Other stresses are unusual and traumatic. Children may be homeless, live in fear from violence in their schools or neighborhoods, or be survivors of natural disasters. They may be children having children. Drugs, alcohol, and/or abuse may be a part of their lives.
Recognizing that stress exists and ensuring that basic physical needs are met is important. Rather than trying to shield children from all stress, provide them with basic coping skills to prepare for the future challenges of life. Grandparents can be effective role models of how to cope with stress for their grandchildren.
It is important to remember that children go through change as a natural part of their development. No two children or situations are exactly alike. Children may benefit from different types of support.
Look for behaviors that are not the norm for the child. Noticeable emotional, social, physical, and intellectual changes may be a signal to check out the possibility of stress as a factor.
Emotionally, a child under stress may appear more fearful, sensitive, tense, aggressive, greedy, angry, restless, and/or irritable. If a child does not know why he or she feels this way, stress could be a factor.
Socially, a child under stress may be more aggressive or withdrawn. Both of these symptoms can lead to feelings of isolation, which may increase stress levels.
Physically, children under stress may be more prone to accidents, illness, ulcers, and/or headaches. They may have lower energy levels, and trouble with constipation or diarrhea even though they are healthy. They may grind their teeth during sleep.
Intellectually, children under stress may be easily distracted or restless. They may have difficulty concentrating or making decisions. Their expression may seem dull or vacant. They may be preoccupied with images of monsters or other threats, and/or day dream more than usual.
Carnes, Jim, Project Director. (1997). Starting Small. Southern Poverty Law Center.
Furman, Robert A. (1995). "Helping Children Cope with Stress & Deal with Feeling," Young Children, January 1995, 33-41.
Honig, Alice Sterling. (1986). "Stress and Coping in Children," Reducing Stress in Young Children's Lives. Janet Brown McCracken, Editor. NAEYC, 142-167.
Kornhaber, Arthur. (1994). Grandparent Power. Crown Publishers.
Author: Patricia H. Holmes, Ohio State University Extension
Click here for the PDF version of this Fact Sheet.
All educational programs conducted by Ohio State University Extension are available to clientele on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or Vietnam-era veteran status.
Keith L. Smith, Associate Vice President for Ag. Adm. and Director, OSU Extension.
TDD No. 800-589-8292 (Ohio only) or 614-292-1868