Child stress: causes, symptoms and treatment

Stress usually identifies overstimulation or intense events, which are identified with reactions or responses that involve a high degree of activation and activity in the subject, which implies an imbalance between the demands of the stimuli and the responses of the subject.

So 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 environmental, psychological and biological factors individual.

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 are equally concerned about what stress is a particular relationship between a subject and her environment, and how it is evaluated by it; threatening, irrelevant or favorable according to your resources to deal with the situations.

Stress during childhood: why does it happen?

During the infant stage, different events such as schooling, excessive family demands, academic demands, the birth of a sibling, separation or the divorce of the parents, etc., can be stressors for the child, which in some cases can overwhelm him and not be able to adapt to they.

Studies on stress during childhood have focused on events and circumstances in the family environment such as conflicts, quarrels, separations, physical or mental abuse, physical and cultural deprivation and others, which seem to be the basis of many of the psychopathological disorders and behavior problems suffered by minors (Adger 1991, Mestre and Moreno 1992, Robson and others 1993, Toro and others 1983).

However, childhood itself is a period of constant change, which produce imbalances between the infant and her environment. These changes can be viewed as stressors and it is important to understand how they affect her 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 deal of effort on the part of the child. adaptation effort and the mobilization of all their coping resources to adapt to the changes that are going experimenting.

Also, depending on age, their conceptual and behavioral skills may be limited, such as mastery and awareness of the options available (Milgram 1993), which is why they are more vulnerable to stress.

Among the variety of situations that cause stress to any child can be found everyday events, such as schooling, where the The child experiences separation from his main attachment figures, which also 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 this new situation.

Family demands place a series of demands on the child that require a great effort to adapt, arriving at some point, to surpass its capacity to assume them.

Parents can become a source of stress for their children when they try to meet the demands paternal because they want to gain the recognition and attention of attachment figures and thus avoid any conflict and frustration.

Another factor linked to these parental expectations is the school performance that they can reach overwhelm the child with the need to achieve academic milestones even if they exceed the capabilities of the infant.

Vicarious learning, that is, learning by observing a model, which is usually the parents as models of coping with stress. Teach our children to manage stress by acting accordingly.

Also exist sources of stress as a cause of life crisis events such as the birth of a sibling, separation or divorce of the parents, loss of a parent, and intense and extraordinary event such as serious illnesses, and aspects social.

For all of them, little ones need to learn to use their own skills and abilities to adapt 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 there are certain changes in behavior:

• Irritability and bad mood without apparent cause.
• Stop doing activities that you used to enjoy.
• Complain excessively about school.
• Cry or show disproportionate fear reactions
• Clinging to a parent or teacher.
• Nightmares, sleeping too much or too little.
• Eating problems.
• Headaches or stomach aches.

If these changes are observed, you should go to a professional to evaluate and advise the most appropriate course of action for the child's age to restore their well-being.

Treatment of stress in children

During childhood, the appropriate stimuli and displays of affection guarantee neuronal development, being able to form up to twice what is going to be needed throughout life.

Throughout childhood, it matures 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.

It can help to 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 it alleviates uncertainty.

What's more, The following recommendations will help the little ones to better manage daily stressors:

• Reduce activities that overstimulate the nervous system, such as tablet and mobile screens and demanding sports activities at inappropriate times for their age.
• Do not overload with extracurricular activities and offer them a space to develop their imagination and creativity that allows them to explore their autonomy.
• Creative activities allow to have a space for self-knowledge, experimentation and cognitive development.
• Give them time for play, to socialize to stimulate social skills that allow emotional regulation.
• The practice of mindfulness during childhood is supported by scientific research showing that favors the development of skills such as sustained attention, learning and memory and language.
• Practice relaxation techniques appropriate to the age level of the children. As can be yoga or mindfulness.
• And above all, dedicate quality time to them. Playing, having fun, listening to them, and relaxing with them provides them with an internal model of security and affection that will accompany them throughout their lives.

Are you looking for support to manage your children's stress?

There are many causes of pressure to which children have to respond and adapt. All children improve their ability to manage stress if they:

• They face problems and are capable of being victorious.
• They have high self-esteem.
• They have emotional support from the family and social environment.

Creativity, calm and reflective capacity help children to 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 the personal growth and enhance the innate creative qualities that facilitate the resolution of derived conflicts of stress.