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This research explores the concept of stress as it is perceived by children and builds a paradigm of this perception. The thesis argues that a cognitive paradigm is useful in understanding the stress process but seems incomplete without an acknowledgement of the role of unconscious cognition and phenomenology. This research extends this model to include these elements. A review of the literature includes an exploration of the definitions of the concept of stress and an examination and evaluation of the usefulness of the models of stress from which these definitions arise. From an initial literature review, a starting point in terms of an examination of "stressors" was identified and lead to a survey in this area. This led, in turn, to five subsequent investigations being undertaken for this thesis, each driven by questions and issues which emerged from the previous one. The methodology used in each study was different and driven by the questions that were under exploration. However, all had a qualitative philosophical base. The samples are described study by study and encompassed children from the age of eleven to adults. Results from this research confirm that triggers of and responses to stress are many and various. The individuals' perception of the stress appears to rest upon factors which include learned responses, social support and personality. Coping strategies are also many and various and likewise appear to rest upon the same mediating factors, as well as the individuals perceived control over the stressors. Suggestions are also offered for interventions that could be used in schools to help children to cope more successfully with stress. These suggestions look at the psychological environment of schools as well as the individual adolescents and events which may be stressful.

archives@tulane.edu / 1 / Sarah Beth Rescoe

<p>Arbetsrelaterad stress som leder till psykisk ohälsa och utmattningssyndrom är</p><p>ett samhällsproblem i dag. Syftet med studien var att finna faktorer som har</p><p>bidragit till återgången i arbete för fem kvinnor som drabbats av</p><p>utmattningssymtom. Kriterierna för urvalet var att kvinnorna hade haft</p><p>självskattade utmattningssymtom, var anställda inom Vilhelmina Kommun,</p><p>och hade kommit tillbaka till arbetet. Kvinnorna intervjuades med</p><p>utgångspunkt från områdena sociala-, privata- och organisatoriska</p><p>framgångsfaktorer. Det framgick att inom området för sociala faktorer var det</p><p>olika former av samtal som hade haft stor betydelse för tillbakagången. Inom</p><p>området för privata faktorer gällde det hjälpen till beteende- och</p><p>livsstilsförändringar, och i området för organisatoriska faktorer framgick att det</p><p>var betydelsefullt med en god kontakt med arbetsledare och arbetskamrater</p><p>samt möjlighet till arbete utifrån de egna förutsättningarna. Slutsatsen är att</p><p>satsningar inom dessa områden kan hjälpa individer med utmattningssymtom</p><p>tillbaka till arbete samt förebygga att friska anställda drabbas av tillståndet.</p>

Arbetsrelaterad stress som leder till psykisk ohälsa och utmattningssyndrom är ett samhällsproblem i dag. Syftet med studien var att finna faktorer som har bidragit till återgången i arbete för fem kvinnor som drabbats av utmattningssymtom. Kriterierna för urvalet var att kvinnorna hade haft självskattade utmattningssymtom, var anställda inom Vilhelmina Kommun, och hade kommit tillbaka till arbetet. Kvinnorna intervjuades med utgångspunkt från områdena sociala-, privata- och organisatoriska framgångsfaktorer. Det framgick att inom området för sociala faktorer var det olika former av samtal som hade haft stor betydelse för tillbakagången. Inom området för privata faktorer gällde det hjälpen till beteende- och livsstilsförändringar, och i området för organisatoriska faktorer framgick att det var betydelsefullt med en god kontakt med arbetsledare och arbetskamrater samt möjlighet till arbete utifrån de egna förutsättningarna. Slutsatsen är att satsningar inom dessa områden kan hjälpa individer med utmattningssymtom tillbaka till arbete samt förebygga att friska anställda drabbas av tillståndet.

Thesis (Ph. D.)--University of Missouri--Columbia, 1999. / "May 1999." Typescript. Vita. Includes bibliographical references (leaves 104-110). Also available on the Internet.

京都大学 / 新制・課程博士 / 博士(医学) / 甲第25002号 / 医博第5036号 / 新制||医||1070(附属図書館) / 京都大学大学院医学研究科医学専攻 / (主査)教授 髙橋 良輔, 教授 渡邉 大, 教授 大鶴 繁 / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DFAM

Made available in DSpace on 2017-07-10T14:17:18Z (GMT). No. of bitstreams: 1 Bruna_ Bugs.pdf: 6843021 bytes, checksum: 23c1d329c1dcde73af6cadec81ba6323 (MD5) Previous issue date: 2016-03-09 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Life expectancy premature newborns hospitalized have been positively influenced by scientific and technological advances. However, a premature birth breaks the expectations built by the family about a perfect and healthy baby. Thus, having a premature baby is a stress factor to the parents during the hospitalization and at home, because they have the responsibility for the care of a child with many specifics. This research aims to evaluate the influences of educative activities in stress levels of preterm mothers after the hospital discharge. A quantitative study was developed, as a randomized clinical trial, registered under RBR-9yz2pb on Registro Brasileiro de Ensaios Clínicos (Rebec) in which mothers of preterm babies hospitalized in Neonatal Intensive Care Unit (NICU) or Intermediate Care Unit (ICU) were divided into two groups: intervention and control. The Intervention Group (IG) was composed by 15 mothers that participated in educative activities in order to prepare to the hospital discharge. The Control Group (CG) was composed by 27 mothers who received the standard discharge of the unit. Stress levels were assessed in both groups using stress measurement scales validated in Brazil and applied in two moments: between the first and second hospitalization week using Parental Stress Scale: Neonatal Intensive Care Unit and between the third and sixth month after discharge, during the return in the premature follow-up ambulatory , applying the Parenting Stress Index (PSI). The IG answered the PSS-NICU before participating in educative activities. Maternal knowledge was assessed by instrument that obtained reliability by Cronbach's alpha 0.9257. This evaluation happened with a pre-test, applied to the IG and CG during hospitalization and a post-test, applied to the IG after participation in the educative activity and to the CG up to three days after hospital discharge. IG and CG overall stress score assessed by PPS-NICU showed a statistically significant difference (p = 0.022), giving the similarity of the groups in this aspect. The percentile overall score of stress assessed by IEP was not significantly different in the groups (p = 0.115). The reduction of stress after discharge was 2,68 times greater in IG than CG. In the assessment of knowledge, the mothers of the IG hit 13% more questions in the post-test, whereas CG mothers hit 3 % more. Gestational age and birth weight baby influenced the acquisition of knowledge. In the evaluation of the intervention, all mothers said the activity helped them to answer doubts and to increase confidence in taking care of children at home. The educative activity allowed IG mothers did not have increased levels of stress after discharge, considering the greater severity of the babies, providing a balance between the IG and CG. / A expectativa de vida de Recém-Nascidos Pré-Termo (RNPT) hospitalizados têm sido positivamente influenciada pelos avanços científicos e tecnológicos. Contudo, o nascimento prematuro rompe as expectativas construídas pela família sobre a chegada de um bebê perfeito e saudável. Desse modo, ter um filho prematuro é fator estressante para os pais na hospitalização e em casa, pois assumem as responsabilidades pelo cuidado de uma criança com muitas especificidades. Esta pesquisa tem como objetivo avaliar a influência de uma atividade educativa nos níveis de estresse de mães de RNPT após a alta hospitalar. Desenvolveu-se estudo de abordagem quantitativa, do tipo Ensaio Clínico Randomizado (ECR), registrado sob número RBR-9yz2pb no Registro Brasileiro de Ensaios Clínicos (Rebec), em que as mães de RNPT hospitalizados Unidade de Terapia Intensiva Neonatal (UTIN) ou Unidade de Cuidado Intermediário (UCI) foram divididas em dois grupos: o de intervenção e o controle. O Grupo de Intervenção (GI) foi composto de 15 mães que participaram de atividade educativa com fim de preparo para alta hospitalar. O Grupo Controle (GC) foi constituído por 27 mães que receberam o preparo de alta padrão da unidade. O nível de estresse foi avaliado nos dois grupos, por meio de escalas de mensuração do estresse parental validadas no Brasil, aplicadas em dois momentos: entre a primeira e segunda semana de hospitalização, em que era utilizada a Escala de Estresse Parental UTIN (EEP-UTIN) e, após a alta hospitalar, entre o terceiro e sexto mês após alta, durante o retorno no ambulatório de seguimento do prematuro, aplicando-se a escala Índice de Estresse Parental (IEP). O GI ao participar da atividade educativa já havia respondido a EEP-UTIN. A avaliação do conhecimento materno foi mensurada por instrumento que obteve confiabilidade pelo Alfa de Cronbach de 0,9257. Essa avaliação ocorreu por meio de pré-teste, aplicado ao GI e GC durante a hospitalização e pelo pós-teste, aplicado para o GI após a participação na atividade educativa e para o GC até três dias após a alta hospitalar. O escore geral de estresse pela EEP-UTIN do GI e GC apresentou diferença estatística (p=0,022). O percentil de escore geral de estresse pela IEP não apresentou diferença significativa nos grupos (p=0,115). A redução do estresse após a alta foi 2,68 vezes maior no GI que no GC. Na avaliação do conhecimento, as mães do GI acertaram 13% a mais de questões no pós-teste, enquanto que as mães do GC acertaram 3% a mais. A idade gestacional e o peso ao nascer do bebê influenciaram a apreensão do conhecimento das mães. Na avaliação da intervenção, todas as mães disseram que a atividade contribuiu para esclarecer dúvidas e aumentar a confiança para cuidar dos filhos no domicílio. A atividade educativa permitiu que as mães do GI não tivessem seus níveis de estresse elevados após a alta, considerando a maior gravidade dos bebês, possibilitando uma equivalência nos grupos GI e GC.

African American (AA) women have the highest prevalence of obesity than other groups in the US making them disproportionately at high risk for chronic diseases associated with obesity such type 2 diabetes mellitus. Research has shown that stress may be a risk factor for obesity and that it may be more prevalent within AA women. The aim of this study was to identify if there is an association between psychological stress in AA women in the US and abdominal obesity (AO). A cross sectional study design was employed using secondary data from the 2011-2012 National Health and Nutrition Examination Survey (NHANES). There were 655 AA female participants included in the study sample. The exposure variable was psychological stress assessed by select questions from the NHANES survey. The outcome variable was AO measured by waist circumference. Logistic regression was used to examine the relationship between psychological stress and AO among AA women. The results of this study were that psychological stress was correlated with increased odds of AO upon adjusting for age, BMI, educational level and marital status (OR=1.192 95% CI 0.305 – 4.655). However, the association was not statistically significant. When examining the relationship between other covariates and AO, having a formal education and being a married woman were each found to be associated with decreased odds of AO. The results were not generalizable, but they suggest areas of promise in better understanding the impact of AO among AA women which could lead to targeted interventions to reduce this outcome in the population as well as others.

The negative impacts of discriminatory events to the physiological and psychological stress of the recipient has been thoroughly documented. However, there is little to no evidence about the impacts to bystanders of these events, particularly White bystanders. Psychological impacts may emerge through academic achievement, which has implications for educational institutions and their diversity initiatives. This study examined the impact of witnessing discriminatory events on academic achievement, biological markers of distress, and emotional distress. Academic achievement was negatively impacted for participants in the microaggression and blatant racism conditions when compared to a control condition. Study participants also experienced negative emotional impacts. These were evident through a decrease of positive emotion and an increase of negative emotion throughout the study. Counter to the stated hypothesis, biological markers of distress did not demonstrate a negative impact from the discriminatory event. Microaggressions, specifically, were not found to have negative impacts on academic achievement. There were also no differences in the relationship between biological markers of distress and academic achievement among the three conditions. These findings suggest that discriminatory behavior negatively impacts White bystanders emotional state and academic achievement.