Thesis (Ph. D.)--Ohio State University, 1987. / Includes vita. Includes bibliographical references (leaves 83-85). Available online via OhioLINK's ETD Center.

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Diploma thesis follows stress factors impact on a child at primary school, on his health and mental conditions and then the implication of the learning process and integrating the child into a children's collective. The theoretical part contains information dealing with forms of stress in general, potential stressors for the child, the consequences of stress on the human organism. The practical part investigates the experiences with stress factors of pupils that are somehow connected with their school life. As a result of the diploma thesis is to share basic advices for teachers on how to prevent stress at school and their pupils and how to work with the stressed child. key words: stress of children, education, school climate

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The perspective on the social construction of childhood has dominated research on children and childhood in recent years. The aim of this study was to contribute to these debates and gain an understanding of the vulnerabilities and resiliency factors in the lives of children from a working class schooling context in KwaZulu-Natal. Twenty seven children, twelve boys and fifteen girls were interviewed using interviews, questionnaires and focus groups. Participatory research techniques including children's drawings and mind mapping were used. The children's perspectives revealed that there are various risk factors that they are exposed to which include crime, violence, bullying, racism from teachers, gender stereotyping, child abuse, pollution, HIV/Aids, alcohol and drug abuse. Concerns that children have about their future include possible unemployment of their parents, the rising cost of schooling and contracting HIV/ Aids. Despite this, the children identified various resiliency factors in their lives such as grand parents, good neighbours, caring teachers and a comprehensive school programme that includes sport. A common theme across participants in this study was religion as an identifying and resiliency factor in their lives. The findings stress the need for schools to address exclusionary pressures that impact on the well-being of children in this schooling context. / Thesis (M.Ed.)-University of KwaZulu- Natal, 2005.

The purpose of the present study was to continue the development of the Children's Life Situation Scale, in an attempt to create a scale which answered some of the methodological and statistical problems with existing scales and to establish psychometric evidence for its use. The participants were 210 fifth, sixth and seventh graders. Respondents were primarily from the middle class with approximately equal numbers of males (n=105) and females (n=106).The following research questions were addressed: 1. How well do individual items relate to a central concept and what is the internal consistency of the scale?2. What is the internal factor structure of the scale? 3. What is the criterion related validity of the scale in relation to the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 1992)? 4. Do positive events affect outcome measures in a different way than do negatively stressful events?Results of reliability analysis suggested that the scale was highly internally consistent, and that all items equally related to the central concept of stress. However, Principal Axis Factoring revealed two factors which were conceptualized as "Life Events," and "Daily Hassles." When the total stress score as well as individual factor scores were correlated with the BASC, they were found to correlate significantly with all subscales, with the strongest correlations involving scales of an internalizing nature such as depression. The "Daily Hassles" factor was found to correlate most strongly with students' reports of psychological distress. Not only do the results support the use of the present scale as a reliable and valid measure of stress in children, results support the conceptualization of stress as involving two components, both "Life Events" and "Daily Hassles." / Department of Educational Psychology

The purpose of this study was to identify and describe changes in behaviors of young children as reported by their parents following the March 28, 1984, tornadoes in eastern North Carolina.The population for the study consisted of 130 children (three, four and five-year-olds) whose parents had registered for disaster assistance with the American Red Cross after the tornado.The research instrument was the Pre- and PostDisaster Behavior Instrument constructed by the researcher to obtain data from parents regarding changes in behavior of the children following the tornado. Twenty-four interviewers were trained to administer the questionnaire to parents. The instrument yielded frequencies of forty selected behaviors during three time periods: (1) before the tornado to right after the tornado; (2) before the tornado to eight months after the tornado and (3) right after the tornado to eight months after the tornado. The McNemar test was employed to determine statistical significance between the responses for the three time periods. Statistical significance was reported provided two criteria were met: (1) ten percent or more of the subjects reported a change; and (2) the change was significant at the .05 level.FindingsChanges in behavior were found to be statistically significant in the three defined time periods. Females displayed more behavior changes than males, and retained those changes in behavior eight months after the tornado. Three and five year old children displayed more behavior changes than four year olds. Young children whose homes were destroyed experienced more behavior changes than children whose homes received minor or major damage. Children who were indirect victims exhibited a higher proportion of behavior changes than direct victims. The children who were at home during the tornado made more significant changes in behavior than children who were not at home.Fourteen changes in behavior were statistically significant at the .0000 level. Two behaviors, fear of loud sounds and fear of the wind, were reported to change significantly for more than half of the subjects. A significant relationship was found to exist between a limited number of parent behaviors and changes in child behaviors.

This study describes and analyzes within the cognitive-phenomenological theory of psychological stress developed by Lazarus and his colleagues the coping strategies used by 95 9th-grade adolescents in specific stressful events in their daily lives. / Four research instruments were administered three times at five- to six-week intervals: (1) the Semi-Structured Interview Schedule; (2) the Ways of Coping Checklist; (3) the Daily Hassles and Uplifts Scales; and, (4) the Hopkins Symptoms Checklist. / Results of the study indicate the most frequently reported hassles and uplifts are consistent with the age and developmental level of this sample. The concerns are primarily frequent, chronic minor events associated with activities of daily living. Hassles and uplifts were positively correlated with each other, as well as with symptomatology and coping strategies. Coping strategies were positively related to symptomatology. Female adolescents reported higher levels of uplifts intensity, more coping strategies, and higher levels of symptomatology than male adolescents. Although significantly fewer coping strategies were reported over time, both problem-solving and emotion-regulating strategies were used in the majority of stressful events. Significant differences in levels of symptomatology appeared as a function of the language-group to which subjects belonged. / While further investigation of adolescents' coping behaviors is warranted, the results of this study identified the need for stress management education for adolescents as well as for teachers, counsellors, and other professionals who work with them.

This study explores the tremendous pressure Japanese students must endure in the pursuit of academic achievement. It identifies the sources of student's pressure and discusses the cultural, social, and economic conditions that influence a fiercely competitive educational system. The focus of this study is the impact of academic pressures on Japanese students. / Japanese education is a single-minded drive for achievement that results in what many refer to as examination hell. The university entrance examination is at the root of the pressures that are placed on students and is the primary mechanism responsible for driving competition. The life-long ramifications of students performance on this examination are far reaching. As a result, the pressures that are exerted upon students to achieve are overwhelming. Mothers, teachers, peers, and society contribute to the pressures that are placed on students to achieve, while many children continue to fall victim to emotional, psychological, and physical harm. / The study provides richly descriptive narrative accounts of student's experiences, thoughts and feelings seen from a student's perspective. The study gives voice to Japanese students and invites them to tell it like it is.

Thesis (M.S.)--Indiana University, 2005. / Includes bibliographical references (leaves 42-45).