Making After School Time Their Time ~ Reducing kids’

stress

developed by VA Child Care

Resource & Referral Network

2008

Discussions for today

o Kids and stress

o Activity vs. downtime

o Recommendations, activities & resources

What is stress?

• a specific response by the body to a stimulus, such as fear or pain, that disturbs or interferes with the normal physiological equilibrium of an organism.

• Hans Selye defined it as "the non-

specific response of the body to any demand for change".

• The body’s response to stimulus.

Types of stress

• Eustress: “good” stress excitement – healthy

competitiveness – challenges - energetic

• Distress: “harmful” stress overwhelming – pressure – hurt – rushed – tired – fear

•Positive

•Tolerable

•Toxic

Types of stress

The stress response

Stress triggers the fight or flight response, which alters the body’s normal chemistry, causing:

Rush of blood from the skin and digestive organs to the muscles ~ increased heart rate, blood pressure

Increase in ‘energy hormones’ (glucagon and cortisol) to provide fuel to the body ~ “adrenalin-rush”

The stress response helps the body prepare to fight or run!

Effects across the lifespan

Early Childhood

• Impairs the connection of brain circuits, resulting in the development of a smaller brain

• Disruption of developing brain circuits can cause child to develop low threshold for stress – overreactivity

Effects across the lifespan

Early Childhood

• High levels of stress hormones (cortisol) can suppress the body’s immune response

• Cortisol can damage the hippocampus, the area of the brain responsible for learning and memory. These cognitive deficits can continue into adulthood

Effects across the lifespan

Into Adulthood

The ACE Study (Adverse Childhood Experiences)

Adolescence risky behaviors such as pregnancy, suicide attempts, early initiation of smoking, sexual activity and drug use.

Adulthood risk of substance abuse, depression, unintended pregnancy, risk of violence, STDs, heart diseases, liver disease, suicide attempts

Effects across the lifespan

NervousnessIrritabilityAnxietyDepressionForgetfulnessComprehension

problems

HypersensitivityOverreaction

TensionChronic painBad dietWeight changesHair lossSkin problemsImmune responseAddiction

So… what do KIDS have to be stressed about?

So… what do KIDS have to be stressed about?

• homework • grades • teachers• parents • siblings • social relationships

• peer pressure • self image

• extracurriculars • health• learning• tests• moving • starting school • change in routine• disorganization • ……

What kids say about stress

What causes you the most stress?

36% Grades, school and homework32% Family21% Friends, peers, gossip and teasing

KidsHealth Kidspoll ~ 2008875 nine to 13yr old boys and girls nationwide

What kids say about stress

Mt. Sinai School of Medicine NY ~ 1999724 kids ages nine to 12

31% “worried a lot”47% had insomnia

Am. Academy Pediatrics ~ 2000 19% of kids visiting pediatricians had

psychological problems related to their social environment, triple the percentage from 2 decades earlier!

How do you cope with your stress?

52% play or do something active44% listen to music42% watch TV or play a video game30% talk to a friend29% try not to think about it

What kids say about stress

How do you cope with your stress?

28% try to work things out26% eat something 23% lose their temper 22% talk to a parent11% cry

What kids say about stress

How do you cope with your stress?

About 25% kids polled said when they are upset, they take it out on themselves, either by banging their heads against something, hitting or biting themselves, or doing something else to hurt themselves.

What kids say about stress

Recognizing stress in children

• Physical symptoms ~ headache, stomachache, nausea, chronic fatigue, appetite changes, bad dreams, grinding teeth, stuttering, frequent illness

• Behavior regression ~ bedwetting, clinginess, crying, personality changes, forgetfulness, overreaction, lying / excuses, withdrawal

Recognizing stress in children

Stress canManifest itself

PhysicallyEmotionally

Academically Socially

! Fight Time !

Benefits of Activitiesvs.

The Risks of Overscheduling

Benefits of Activities

• Academic performance

• Improved self-esteem

• Fewer behavior problems

• Lower risk of depression, drug use, risky behavior

Risks of Overscheduling

Academic problems

Curbed creativity

No down-time

Stunted social development

STRESS !

Nothing Time

“Middle-class children in America are so overscheduled that they have almost no ‘nothing time.’ They have no time to call on their own resources and be creative. Creativity is making something out of nothing, and it takes time for that to happen.” -Diane Ehrensaft, PhD. – Psychology Today Magazine, 2003

Nothing Time

• Children need time to read, write, think, dream, draw, build, create, fantasize and explore special interests.

• Unstructured play allows them to pursue their interests, express their personalities and learn how to structure their own time.

Warning Signs

Young children:IrritabilityAvoiding eye contactTantrums

Older children:Mood swings

Recurrent sicknessComplaints about activities

Helping Kids/Families Cope

• Homework time, tutoring• Providing outlets for stress• Providing outlets for creativity• Educating parents• Educating children

• Provide opportunities

• Get physical!• Model effective

coping skills

• Build relationships• Plan around them• Let them plan

Creating a Stress-Free Environment

Ideas

• Go outside!• Physical activity - breathe, stretch, walk

• Journaling• Music – THEIR music!• Dance• Strategic games – cards, rubik’s cube,

slinky, punch balls, puzzles

• A place to do nothing

Ideas

Could it be?Balance is key!

Resources• http://www.ag.ndsu.edu/pubs/yf/famsci/fs559.pdf• stress booklet• http://www.fcs.uga.edu/pubs/PDF/CHFD-E-19-03.pdf• stress brochure• http://afterschool.gov/• resource for providers• http://www.meddybemps.com/• book - 101 Best Web Sites for Elementary Teachers (Paperback)• by James Lerman• http://www.kidsgrowth.com/stages/guide/index.cfm• child development by age• http://www.sedl.org/afterschool/toolkits/index.html• AS training toolkit• http://fitsource.nccic.acf.hhs.gov/fitsource/• Fit Source: Admin for Children and Families• http://www.cdc.gov/youthcampaign/marketing/tweens/index.htm• tweens – physical activity• http://www.sedl.org/pubs/sedl-letter/v18n01/SEDLLetter_v18n01.pdf• AS newsletter• http://www2.scholastic.com/browse/article.jsp?id=2123• overscheduling article• http://www.hyper-parenting.com/sioux.htm• Psychology Today Magazine, Jan/Feb 2003