Stress Affect Research Articles

A micro‐level analysis of developmental, parenting, and family milieu variables that differentiate stress‐resilient and stress‐affected children

Microanalyzed global parent interview variables that had previously differentiated stress-resilient (SR) and stress-affected (SA) outcomes in independent samples (4th–6th and 2nd–3rd grade) of multiethnic, highly stressed, urban children. The in-depth interview assessed caregiving environment and early child development. On item-level t tests for the pooled sample, 36 of 144 items differentiated the groups. Discriminant function analysis identified a cluster of nine sensitive items that correctly classified 81.7% of children as SR or SA. Factor analysis of the 36 items identified a 4-factor solution: Child Adjustment, Early Temperament, Parent-Child Relationship, and Developmental Milestones; SR parents exceeded SAs on each. Structurally comparable analyses using only Sample 2 and including the second interview's new measures, replicated and extended findings from the pooled sample. Overall, study findings enhance understanding of resilience and testify to the merit of using a microanalytic approach in this research area. Implications for streamlining existing measures and for future research directions are considered. © 2001 John Wiley & Sons, Inc.

A micro‐level analysis of developmental, parenting, and family milieu variables that differentiate stress‐resilient and stress‐affected children

AbstractMicroanalyzed global parent interview variables that had previously differentiated stress‐resilient (SR) and stress‐affected (SA) outcomes in independent samples (4th–6th and 2nd–3rd grade) of multiethnic, highly stressed, urban children. The in‐depth interview assessed caregiving environment and early child development. On item‐level t tests for the pooled sample, 36 of 144 items differentiated the groups. Discriminant function analysis identified a cluster of nine sensitive items that correctly classified 81.7% of children as SR or SA. Factor analysis of the 36 items identified a 4‐factor solution: Child Adjustment, Early Temperament, Parent‐Child Relationship, and Developmental Milestones; SR parents exceeded SAs on each. Structurally comparable analyses using only Sample 2 and including the second interview's new measures, replicated and extended findings from the pooled sample. Overall, study findings enhance understanding of resilience and testify to the merit of using a microanalytic approach in this research area. Implications for streamlining existing measures and for future research directions are considered. © 2001 John Wiley & Sons, Inc.

Test correlates of resilient outcomes among highly stressed second- and third-grade urban children

This study compared the test performance of highly stressed second- and third-grade urban school children, with stress-resilient (SR) and stress-affected (SA) outcomes on a battery of measures chosen for their potential in expanding the nomological definitional net for early childhood resilience. SRs exceeded SAs on all adjustment selection and verification indicators. On the criterion test measures, SRs exceeded SAs on several dimensions of self-rated adjustment and perceived competence, empathy, social problem solving, realistic control attributions, and IQ. Discriminant function analysis identified four variables that sensitively discriminated SR and SA children and correctly classified 80% of the sample. Findings from this study were compared to structurally comparable findings from a prior study of resilient outcomes among highly stressed fourth- to sixth-grade urban children.

INTERVIEWS WITH CHILDREN WHO EXPERIENCED MAJOR LIFE STRESS: FAMILY AND CHILD ATTRIBUTES THAT PREDICT RESILIENT OUTCOMES

Demographically comparable groups of children exposed to major life-stress, with stress resilient (SR) and stress affected (SA) outcomes at ages 10 to 12, were interviewed to assess perceptions of their caregiving environments, peer relationships, and themselves. SR children compared with SA children reported more: (1) positive relationships with primary caregivers, (2) stable family environments, (3) inductive and consistent family discipline practices, and (4) positive expectations for their futures. SR girls viewed their mothers as more nurturing than did SA girls. Perceptions of fathers, quality of peer relationships, and global self-concept did not differentiate the groups. A discriminant function analysis identified four variables that correctly classified 74% of the subjects as SR or SA. Findings support the view that caregiver-child relationships play a key role in moderating children's developmental outcomes under conditions of high stress.

Parent and child views of parent-child relationship qualities and resilient outcomes among urban children.

Separate in-depth interviews were conducted with two groups of highly stressed 4th-6th grade urban children classified as stress-affected (SA) and stress-resilient (SR), and their parents. Judges identified interview items reflecting three components of a good parent-child relationship, i.e. positive parental attitudes, involvement and guidance. SR parents and children scored higher than their SA counterparts on all three relational dimensions. Additionally, SR parent-child dyads had more congruent views of their relationship than SA dyads. These findings suggest that positive parent-child relationship qualities play an important protective role that favors resilient outcomes, at ages 10-12, among children who have experienced major life stress.

Interviews with Children Who Experienced Major Life Stress: Family and Child Attributes that Predict Resilient Outcomes

Abstract Demographically comparable groups of children exposed to major life-stress, with stress resilient (SR) and stress affected (SA) outcomes at ages 10 to 12, were interviewed to assess perceptions of their caregiving environments, peer relationships, and themselves. SR children compared with SA children reported more: (1) positive relationships with primary caregivers, (2) stable family environments, (3) inductive and consistent family discipline practices, and (4) positive expectations for their futures. SR girls viewed their mothers as more nurturing than did SA girls. Perceptions of fathers, quality of peer relationships, and global self-concept did not differentiate the groups. A discriminant function analysis identified four variables that correctly classified 74% of the subjects as SR or SA. Findings support the view that caregiver-child relationships play a key role in moderating children's developmental outcomes under conditions of high stress.

Test comparisons among stress-affected, stress-resilient, and nonclassified fourth- through sixth-grade urban children

Test performance of three groups of urban 4th- through 6th-graders – highly stressed children with stress-resilient (SR) or stress-affected (SA) adjustment outcomes, and demographically matched nonclassified (NC) peers – from 2-year cohorts, was compared on measures used both to select SRs and SAs and to expand the definitional net for childhood resilience. On adjustment-selection and verification measures, SRs exceeded NCs and NCs exceeded SAs. On the criterion test measures, both SRs and NCs exceeded SAs.

Developmental and family milieu correlates of resilience in urban children who have experienced major life stress

Reports findings from interviews with parents of demographically-comparable groups of highly-stressed urban children with stress-resilient (SR) and stress-affected (SA) outcomes at ages 10-12. SR and SA children were compared on family milieu and child development variables assessed within a developmental framework. Compared to SAs, parents of SRs scored higher on variables reflecting parent perceptions of a nurturant caregiver-child relationship and self-views as effective caregivers, in the context of positive discipline practices, a child's positive early temperament, and support for primary caregivers. A discriminant function analysis identified seven variables that optimally differentiated the groups and correctly classified 86% of the Ss as SR or SA.

Toward the Development of a Measure of Perceived Self-Efficacy in Children

Reports three studies leading toward the development of a measure of perceived self-efficacy for children. In Study L 10 self-efficacy items were included as part of an interview with 74 fourth- to sixth-grade urban children who had experienced major life stress and evidenced either stress-affected (SA) or stress-resilient (SR) adjustment outcomes. The SR group had significantly higher self-efficacy scores than the SA group on these items. Next, 10 items were added to the initial pool, and the resulting 20-item scale was used in two new studies. A factor analysis in Study 2, based on responses of a new sample of 314 fourth- to sixth-grade urban children, yielded an interpretable three-factor solution. Relationships were shown between these factor scores and other measures of child functioning. Study 3, with 78 third- to sixth-grade suburban children, showed that the 20-item provisional scale had adequate internal consistency and test-retest reliability.

Stress resilient children in an urban setting

Overviews the Rochester Child Resilience Project, describes its design and measures, and presents preliminary findings. Within a sample of 313 urban 4th-6th graders, convergent sources of evidence identified subsamples of 37 stress affected (SA) and 40 stress resilient (SR) children, all of whom, based on parent report, had experienced ≥4 stressful life events and circumstances (SLE-Cs). The combined SR/SA groups averaged 8.9 SLE-Cs, significantly more than the rest of the sample. Detailed adjustment ratings by current classroom teachers confirmed that SRs were significantly better adjusted than both SAs and a demographically matched low-stress sample. Factor analysis of the stressful events checklist identified 5 factors. Pooled SRs and SAs had higher scores on these factors than the rest of the sample. In direct comparison of the two groups, SAs had higher scores than SRs only on the Family Separation factor.

Test correlates of stress resilience among urban school children

Compares subsamples of 37 highly stressed children with stress affected (SA) outcomes and 40 demographically similar children with stress resilient (SR) outcomes, identified within a larger sample of 4th-6th grade urban youngsters. Comparisons were made on a battery of 11 measures believed on conceptual and empirical grounds to have potential for differentiating the groups, in an effort to expand the nomological definitional net for childhood resilience. SR children judged themselves as significantly better adjusted and more competent than SAs. They had higher self esteem, more empathy, and both a more internal and more realistic sense of control. They reported more effective problem solving skills and more positive coping strategies. A combination of five predictor variables used in a discriminant function analysis correctly classified 84.1% of the sample as SRs or SAs.

The Rochester Child Resilience Project: Overview and summary of first year findings

AbstractThis article describes the Rochester Child Resilience Project (RCRP) and summarizes findings based on its initial year of operation. Among 4th-6th-grade urban children who had experienced significant life stress, convergent sources of evidence about current adjustment identified demographically matched samples of 37 stress-affected (SA) and 40 stress-resilient (SR) children. These two groups were compared on 11 test measures designed to expand the nomological definitional net for the concept of childhood resilience. Additionally, separate in-depth individual interviews were conducted with children and primary caregivers. Both test and interview responses significantly differentiated the groups in the predicted directions. Children's group status (SR vs. SA) was predictable on the basis of discriminant function analysis involving five test measures, blind ratings done both for the parent and child interviews, and hierarchical regression analyses reflecting major domains of the parent interview.