Excess Stress In Children

This analysis persists of key points, about The article “Stress and the brain by Janet Elder”. The author forged an excellent informative piece to educate the reader on the effects of stress on the brain. The author states that “Stress can be both good and bad. It is part of life, and your brain and body respond to it”. The author clarifies that, "Whether stress is harmful or helpful depends on the amount of stress, how severe it is, and how long it lasts".

It can be very traumatizing and take a major effect on children, therefore the aim of this study is to test the mental affect that would furthermore be beneficial to this population, as mentioned in the discussion section of the study, the goal is to assess the physiological stability of the sample (Johnston et al., 2012).

|Paula and her husbands relationship has also been strained as they |takes a little more time to complete normal task. In Paula’s case her |

Damage done from trauma on the neurological functioning of the brain can be widespread, but can be found to interfere with functioning of the hippocampus and the limbic system to a greater extent. Randall (2011) explained that when a large amount of stress is continually placed on the brain from ongoing trauma, cortisol, a fight or flight response chemical, can fail to stop firing when the stressor that ignited the cortisol is no longer present. This excess of cortisol impairs the brains ability to function properly (Randall, 2011). Andersen, Tomada, Vincow, Valente, Polcari, Teicher (2008) found that women who had experienced sexual abuse during childhood actually had a difference in the volume of their hippocampus (as cited in Pechtel and Pizzagalli, 2011). The region which controls memory and emotional regulation was found to be smaller in the women who had been sexually abused in early childhood in comparison to

Dr. Jeanne Brooks (2015) stated that there are large amounts stress that is continuous and can become a traumatic experience to a child. Stressful reaction produce chemicals that can negatively impact neurological development. Some events that can traumatize a person some of these are: divorce, death, abuse/neglect, disasters, accidents, and illness (Brooks, 2015). There are many factors concerning how trauma affect a person and there spirituality can help in managing them along with some other form of therapy. According to Brooks (2015), children are said to be resilient and they are able to overcome traumatic events with little and sometime no impact. Traumatic events that occur early in a person’s life has an important impact on the development

When reading “The Boy Who Was Raised As A Dog,” I gained a greater insight into the effect in which traumatic experiences have on a child as well as on their physical and mental development. According to “Disorders of Childhood Development and Psychopathology” (Parritz and Troy, 2014), “slowing down the development of the brain during times of adversity, leading to reduced brain volumes in adulthood, stress in early life could modify the developmental trajectory of the brain” (Parritz & Troy, 2014, p. 247). The impact of an individual’s traumatic experience is based on the type of traumatic events that take place, the amount of exposure the child is exposed to, and how the children as well as their parents are personally affected by the event such as hurricanes, earthquakes, accidents, or natural disasters (Martorell, Papalia, & Feldman, 2014). Throughout each and every case presented by Dr. Perry, we see the importance of early experiences and the effect in which early experiences have on an individual’s growth and development. The stories and situations

Aber, et al. (2000) states that repeated exposure to negative experiences or lack of stimulating experiences directly affects an individual’s number of cortisol receptors and synaptic density in the brain. Specifically speaking, a person who experienced repetitive exposure to negative experiences, causing cortisol or stress levels in the brain to increase. Consequently, a child in this type of stressful environment cannot regulate stress responses well. In classroom seven at the Jamie Hulley Center, a child, call her Emily, violently flinches and makes a helpless utterance every time there was a loud noise. In particular, she was sitting on the floor next to me in the block area where two of her friends were building a house with her. Accidently, one girl’s house fell to the ground—generating a loud bang. When this occurred, Emily cringed, her eyes became watery, and she ran

In fact, one study done in 2005 by Kuhlmann, Piel, and Wolf, showed that when 19 young, healthy male subjects were exposed to a stressor or a control, it was found that among those exposed to the stressor, memory retrieval was significantly impaired (Kuhlman, 2005). This finding is significant in the fact that everything one learns might need to be recalled at some point and in terms of higher education, one simply cannot function without memory retrieval. Such impairment or struggles with memory retrieval lead to another side effect of stress called anxiety.

The topic that struck me the most interesting topic was the lecture titled Stress and Our Kids, by Dr. Arch Hart. It is interesting to see how our children are so stressed out with everyday things. It is sad to see how engaged children are with so much technology and so little relations. I understand this all starts at home. I have seen families sitting together at a restaurant and they each have a cell phone. There is no communication at all. I agree with Dr Arch when he says that even good things in our lives can be stressful. (Hart, 2005). Children are overstimulated and I think the parents do this to keep them out of trouble not realizing the stress the putting upon them. Sports, playing an instrument, homework and pets, are all

The topic I have chosen to persuade others is to stop putting stress on year 12s by taking out all their end of year exams. Exams really put stress onto students and could harm the students physically and psychologically. Overloading of stress can cause short term effect such as nausea, headache, increasing heart rate and faster breathing. The long term effects would have caused panic attacks, anxiety, depression and lower defense of immune system. To reduce the chance of that happening I designed this poster targeted towards high school students and teachers, to make them realizing that exam put a lot of stress on year 12 students, and encouraging them to seek alternative ways of assessing one’s ability for their future pathway. The final

Traumatic events in early childhood can have profound effects on physical and mental health of children later on in life. These traumas that have been experienced by children are being studied to evaluate the relationship between traumatic events and psychological disorders. Traumatic events can effect stress levels and allostatic loads in children, which in turn can result in structural changes in the hippocampus and the amygdala.

In today’s society, stress is almost impossible to completely eliminate in one’s everyday life. As a college student, stress is especially prevalent across campus. The idea has been imbedded into students’ heads to prepare for tests, exams, etc. in advance to avoid stress that will impair memory, but does the level of stress that one experiences actually have an effect on an individual’s memory retrieval? This experience, amongst many past experiences attempt to study and learn the true effect stress has on one’s memory. These previous studies have formed as a baseline of knowledge and research that have been used to prepare this experiment.

Individuals remember best when facts and skills are embedded in natural, spatial memory, real life activity, and experimental learning (Donald, 2002). Interaction of the brain with the environment suggests that the more enriched the environment, the more enriched the brain (Gardner, 1991). An enriched environment can contribute up to 25% increase in the number of brain connection both early and later in life (Wolfe, 2001). According to Cram and Germinario, (2000) every single brain is totally unique (Cram & Germinario, 2000). Threat or high stress can alter and impair learning and even kill brain cells (Wolfe, 2001). Individual’s emotions drive their attention, memory, learning, health, and meaning and are

Every child feels stress no matter what their individual circumstances are. Stress in young children is exhibited through the occurrence of psychosomatic symptoms (Brobeck, Marklund, Haraldsson, & Berntsson, 2007). Psychosomatic symptoms include feeling tired, dizziness, and suffering from headaches along with neck and stomach pain (Brobeck et al., 2007). Tiredness is the most common psychosomatic symptom among school aged children (Brobeck et al., 2007). Children have also reported psychological issues such as sleep disturbance, depressed mood, nervousness and irritability when stressed (Brobeck et al., 2007). Stomach pain is quite common for younger age groups such as 6-7 years, as headaches are more common among the older age groups (Brobeck

INTRODUCTION: Even though stress negatively affects physical and mental abilities. Stress is the cause of tensions, overwork and increasing demands. Generally, the Anxiety is a part of our life. We live with it, manage it, or more all stress over it. Our lifestyle, the region in which we live, the economy, and our occupations can result in a lot of anxiety. Not everybody manages the same level of anxiety and there are a few elements that can affect our lives and reason us to have higher or lower anxiety levels. (Feldman, 2009)