Traditionally, stress has been defined in terms of its sourceinternal, such as hunger, pain, sensitivity to noise; and externalseparation from family, change in family composition, exposure to conflict or violence. Although the research literature tends to focus on the impact of single-variable stressors on children's development, in real-life…

Traditionally, stress has been defined in terms of its source (internal, such as hunger, pain, sensitivity to noise and external, such as separation from family, change in family composition, exposure to conflict or violence). Although the research literature tends to focus on the impact of single-variable stressors on children's development, in…

Children may be exposed to trauma in their personal lives or at school. Teachers can prepare children to cope with trauma by understanding the nature of trauma, teaching skills for responding to emergencies, and learning how to mitigate the after-effects of trauma. Post traumatic stress disorder (PTSD) has specific characteristics and…

This factsheet presents several generalizations regarding stress, then looks specifically at faculty/counselor distress and student distress. Coping strategies to help faculty and counselors reduce their own stress and the stress of students are listed; both preventive and combative strategies are included. (NB)

Stress is experienced by college students at different educational levels, but colleges can help reduce its destructive forms. There are explanations of why students perform badly under stress, such as "hypervigilance" (i.e., overstudying for an exam) and "premature closure" (i.e., rushing through an exam). Situations that are…

This ERIC digest focuses on students who are commonly described as shy (inhibited, lacking in confidence, socially anxious) or withdrawn (unresponsive, uncommunicative, or daydreaming). Symptoms of shyness or withdrawal may appear as part of the student's overall personality or as a situation-specific response to a particular stress factor.…