Teaching Coping Skills for Stress and Anxiety

Schultz, Edward W.

doi:10.1177/004005998001300104

Cited by 13 publications

(9 citation statements)

References 2 publications

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“…Chandler (1981) and Schultz (1980) found that certain aspects of a school environment can be stressful for students; this may manifest itself in stress, tension or anxiety relating to situations that feel threatening or are perceived as threatening a student's self-esteem, security, safety or way of life. With Moore (1975) and Chandler (1982) commenting that stress in certain proportions is important for personal growth and optimum functioning but excess levels can be threatening to ones health, more so in children/young adults.…”

Section: Reasoning Behind the Apparatusmentioning

confidence: 99%

The sources and manifestations of stress amongst school‐aged dyslexics, compared with sibling controls

Alexander-Passe

2007

Dyslexia

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All school children experience stress at some point in their school careers. This study investigates whether dyslexic children, by way of their educational and social difficulties, experience higher levels of stress at school. The School Situation Survey was used to investigate both the sources and manifestations of stress amongst dyslexic children and non-dyslexic sibling controls. Samples were broken down by gender, age and the size of families. Results suggest significant differences between the groups, with dyslexics in academic years 3-5 experiencing the highest stress levels, specifically in interactions with teachers, worries over academic examinations (SATs) and performance testing, causing emotional (fear, shyness and loneliness) and physiological (nausea, tremors or rapid heart beat) manifestations. Results also suggest that dyslexics in larger families (3-4 sibling families) experience greater stress in interactions with their peers, than those in smaller families (two sibling families)--possibly from unfair sibling comparison.

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Section: Reasoning Behind the Apparatusmentioning

confidence: 99%

The sources and manifestations of stress amongst school‐aged dyslexics, compared with sibling controls

Alexander-Passe

2007

Dyslexia

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“…(Arent, 1980, Lord, 1983, Schultz, 1980. In general this situation is most clearly evident in relation to adolescents forced into premature career choices and academic competitiveness to the risk of identity foreclosure.…”

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confidence: 99%

Relaxation with Children: An Evaluation of Workshops for Teachers, Parents and Students

Esdaile¹

1987

Aus Occup Therapy J

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This paper outlines the development and implementation of five workshops which the author conducted for teachers, parents and fourth year occupational therapy students, between March and November, 1985. The aim of the workshops was to promote the use of relaxation-inducing activities with children in group, and individual, situations. The participants' experience in the workshops was evaluated and analysed with Kruskal-Wallis ANOVA, using the SPSS-X package. Qualitative data was also obtained. The results of the evaluations and their relevence to occupational therapy practice are discussed.

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“…Conditions resulting from stress negatively affect children's mind, body, behaviour, and spirit (Bauwens & Hourcade, 1992;Omizo, Omizo & Suzuki, 1988;Schultz, 1980).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Although parents, school, or society cannot eliminate stressful events, they can teach children adaptive ways to cope up with stress (Schultz, 1980). Bauwens and Hourcade (1992) believe that psychological development is heightened when an individual undergoes stressful experiences as such experiences may promote "the development of effective coping strategies" (p ,97), therefore making such experiences of value.…”

Section: Statement Of the Problemmentioning

confidence: 99%

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Hatha yogasanas as a curriculum for elementary school students

Joshi¹

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Some people believe that schools need to change their focus to developing affective, intuitive, and creative processes, and not only cognitive, rational and intellectual processes. A group of researchers believe high anxiety and stress affect the performance level of many elementary school students. Parents, school or society cannot eliminate stressful events but they can teach children adaptive ways to cope with stress.Hatha Yoga is a body-mind approach. Hatha Yoga, generally known as yoga across the globe, claims to be holistic as it focuses on the physical, emotional, intellectual aspects, along with moral, and spiritual elements of an individual. Although large amounts of learning and teaching materials are available on how to practice Hatha Yoga for adults, little Hatha Yoga material has been developed for children. The following project outlines a plan with the end result being an illustrated yogasanas curriculum for elementary school children irrespective of their abilities, gender, or cultural background.

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Teaching Coping Skills for Stress and Anxiety

Cited by 13 publications

References 2 publications

The sources and manifestations of stress amongst school‐aged dyslexics, compared with sibling controls

The sources and manifestations of stress amongst school‐aged dyslexics, compared with sibling controls

Relaxation with Children: An Evaluation of Workshops for Teachers, Parents and Students

Hatha yogasanas as a curriculum for elementary school students

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