The meaning of stress from schoolchildren's perspective

Researching schoolchildren's lived experiences of stress was seen in this article as a holistic approach to stress research. The aim of this study was to illuminate the meaning of stress from schoolchildren's perspective. A total of 23 Swedish schoolchildren, aged 10–12 years, wrote open l...

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Bibliographic Details
Published in:Stress and health 2008-10, Vol.24 (4), p.287-293
Main Authors: Kostenius, Catrine, Öhrling, Kerstin
Format: Article
Language:English
Subjects:
Biological and medical sciences
Elementary school students
Fundamental and applied biological sciences. Psychology
health
Health Science
Hälsovetenskap
Intervention
lived experience
Nursing
Omvårdnad
Personality. Affectivity
phenomenological-hermeneutic analysis
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
schoolchildren
Stress
Studies
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Summary:Researching schoolchildren's lived experiences of stress was seen in this article as a holistic approach to stress research. The aim of this study was to illuminate the meaning of stress from schoolchildren's perspective. A total of 23 Swedish schoolchildren, aged 10–12 years, wrote open letters and were interviewed. The phenomenological–hermeneutical analysis resulted in five themes: being out of time; being less than one can be; being run by others; being in a fleeing, fighting body; and being lifted to excel. This updated understanding of the meaning of stress for schoolchildren included an emerged focus on their being caught in life's challenges. These challenges included a lack of freedom and time, as well as an opportunity for potential growth. Our understanding of the schoolchildren's lived experiences of stress may be used to facilitate the development of early stress intervention. Copyright © 2008 John Wiley & Sons, Ltd.
ISSN:1532-3005
1532-2998
1532-2998
DOI:10.1002/smi.1180