Overstimulation or intense events are usually identified by stress which are identified with reactions or responses that imply a high degree of activation and activity in the subject, which represents an imbalance between the demands of the stimuli and the subject’s responses.
Therefore, stress is understood not as an emotion, but as a process that responds to challenging environmental and social events. Daily stress can be defined as the demands and setbacks caused by daily interaction with the environment (Kanner, Coyne, Schaefer, & Lazarus, 1981).
Lazarus and Folkman (1991) proposed a transactional model, known as the stress model or coping strategies, which relate individual environmental, psychological and biological factors.
Coping styles are personal dispositions that we use to face different situations and circumstances that cause us stress. These are not good or bad per se, but many variables influence them.
That is, not all people worry equally, so stress is a particular relationship between a subject and their environment, and how it is evaluated by them; threatening, irrelevant or favorable according to their resources to deal with the situations.
During childhood, different events such as schooling, excessive family demands, academic demands, the birth of a sibling, separation or divorce of parents, etc., can be stressful factors for the child, which in some cases They can overwhelm you and you cannot adapt to them.
Studies on stress during childhood have focused on events and circumstances in the family environment such as conflicts, quarrels, separations, physical or psychological abuse, physical and cultural deprivation and others, which seem to be the basis of many psychopathological disorders and problems. of behavior suffered by minors (Adger 1991, Mestre and Moreno 1992, Robson et al. 1993, Toro et al. 1983).
However, childhood itself is a period of constant change, which produce imbalances between the infant and his environment. These changes can be assessed as stressors and it is important to understand how they affect their well-being and development.
Causes of stress in childhood
During childhood, a large number of events, changes and conflicts are experienced that require a great effort to adapt and mobilize all of their coping resources to adapt to the changes they are experiencing.
Furthermore, depending on age, their conceptual and behavioral abilities may be limited, such as mastery and awareness of the options available to them (Milgram 1993), making them more vulnerable to suffering from stress.
Among the variety of situations that cause stress to any child can be found daily events, such as schooling, where the child experiences separation from his main attachment figures, who, in addition, provide security and protection (Puyuelo 1984, Bowlby 1985). The lack of immediate accessibility to attachment figures can intensify the fear or feeling of threat in the face of this new situation.
Family demands place a series of demands on the child that require a great effort to adapt reaching at some point, exceeding their capacity to assume them.
Parents can become a source of stress for their children when they try to satisfy parental demands because they want to obtain recognition and attention from attachment figures and thus avoid any conflict and frustration.
Another factor linked to these parental expectations is school performance, which can overwhelm the child with the need to achieve academic milestones even though they exceed the child’s capabilities.
Vicarious learning, that is, learning by observing a model, which is usually parents as models of coping with stress. Teach our children to manage stress by acting accordingly.
There are also sources of stress as a cause of life crisis events such as the birth of a sibling, parental separation or divorce, loss of a parent, and intense and extraordinary events such as serious illnesses, and social aspects.
For all of them, Little ones need to learn to draw on their own skills and abilities when it comes to adapting safely reducing the harmful effects of stress and anxiety.
Symptoms of stress during childhood
To detect the symptoms of stress, it is essential to observe if certain changes in behavior occur:
If you notice these changes, you should go to a professional to evaluate and advise the most appropriate course of action for the child’s age to restore his or her well-being.
Stress treatment in children
During childhood, adequate stimuli and displays of affection guarantee neuronal development, reaching up to double what will be needed throughout life.
Throughout childhood, we mature through interpersonal relationships and the emotions that are experienced. The capacity for emotional development facilitates the management of stress and derived emotions such as frustration, anguish and fear.
You can help manage childhood stress by maintaining good sleep habits and daily self-care routines regarding food and personal hygiene. These routines and good habits give them security, as they alleviate uncertainty.
Besides, The following recommendations will help the little ones better manage daily stressors:
Are you looking for support to manage your children’s stress?
There are many causes of pressure to which boys and girls have to respond and adapt. All children improve their ability to manage stress if they:
Creativity, calm and reflective abilities help children develop resources to transform stress If you are interested in your son or daughter learning emotional regulation, social skills and relaxation techniques, contact me.
My method for positive stress management is based on combining Art Therapy with Mindfulness for personal growth and enhancing the innate creative qualities that make it easier to resolve conflicts derived from stress.
