Abstract
Abstract This article describes some of the recent major theoretical frameworks underpinning the study of stress in adolescents and assesses their usefulness to teachers and counsellors in establishing a rationale for school-based intervention. It is argued that for a model to be acceptable in this context, it must allow for the complexities and flexibility of individual behavior. It is further argued that the model described by Lazarus & Folkman (1984) fulfills both these conditions as it incorporates the psychoanalytic along with the cognitive and is also dynamic and phenomenological. Also, one of the premises upon which Lazarus and Folkman build needs further exploration. This premise is that individual's ‘appraisals generally correlate with reality’.
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