THE MEANING OF STRESSFUL LIFE EXPERIENCES AS DESCRIBED BY NINE TO ELEVEN YEAR OLD CHILDREN: A PHENOMENOLOGICAL STUDY (NINE YEAR OLD).
Contributors: University of Wisconsin--Milwaukee.
Published: 1991
Number of pages: 197
Subjects: Health Sciences, Nursing.; Health Sciences, Mental Health.; Education, Guidance and Counseling.
Description: The preponderance of literature regarding stress and children has been based on adults' perceptions of how children view stressful life experiences. A qualitative study using the phenomenological method was conducted to answer the question: What is the meaning of stressful life experiences as described by nine to eleven-year-old children? Fourteen children participated in this study. The children's rights as research participants were protected through an approved human subjects' protocol. Data collection involved in-depth interviews with each child. Drawing was used as a means of establishing rapport and assisting the child to focus on the research question. Data from audiotaped interviews were analyzed using the methodological approach of Giorgi (1970, 1975, 1981, 1985).

The children identified 17 categories of situations that were concentrated within three principle dimensions: (a) feelings of loss, (b) feelings of threat to self; and (c) feelings of being hassled. The children described coping strategies they used to respond to stressful life experiences they encountered. The theme of powerlessness was present throughout the interviews.

Children indicated that experiences related to loss, such as death of a significant person or pet, or move to a new home, although infrequent, are of great consequence in their lives. The interviews demonstrated the pervasity of situations evoking feelings of threat to self and feelings of being hassled in children's lives.

This study has important implications for nurses and other health professionals, because through better understanding of the meaning of stressful experiences in children's lives, professionals can more effectively respond to their needs. Implications for nursing practice, education, and research are identified.
Notes: Source: Dissertation Abstracts International, Volume: 52-12, Section: B, page: 6317.

Thesis (PH.D.)--THE UNIVERSITY OF WISCONSIN - MILWAUKEE, 1991.

School code: 0263.