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Definitions, theories, and measurement of stress in children

Thuy Lynch1, Sara L Davis2, Ann Hammack Johnson3

  • 1University of Alabama in Huntsville, 301 Sparkman Drive, Huntsville, AL 35899, USA.

Journal of Pediatric Nursing
|July 22, 2022
PubMed

Insights

Understanding childhood stress is vital for health. This review clarifies definitions, theories, and measurement tools for stress in children, highlighting inconsistencies that impact research validity.

Area of Science:

  • Child Psychology
  • Developmental Psychology
  • Pediatric Health

Background:

  • Childhood stress is complex, multifactorial, and impacts adolescent health and early mental illness.
  • A clear understanding of stress and its effects in children (infancy to 12 years) is crucial.

Purpose of the Study:

  • To review and synthesize literature on the theories, definitions, classifications, and measurement of stress in children aged 0–12 years.

Main Methods:

  • A narrative overview of pertinent literature.
  • Searches included major databases (PubMed, Scopus, PsycINFO, CINAHL, Google Scholar), gray literature, and reference lists.

Main Results:

  • Literature is organized by themes: stress definitions/classifications, stress theories, and measurement tools.
  • Existing measures assess physiological, psychological, and observational stress components.

Conclusions:

  • Research on childhood stressors and stress is limited, with significant variation in definitions and classifications.
  • Inconsistent stress measurement tools may threaten study validity.
  • Improved understanding and accurate measurement of childhood stress can prevent adverse health outcomes.
Abstract

Keywords:
Child stress measuresChildrenStressStress theories

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