学生压力与倦怠：美国青少年的生活与学校压力

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"心理学在学校的运用，第二十五卷，1988年1月" 本文"Dimensions of Life and School Stress Experienced by Young People"由Dianna L. D’Aurora和Michael J. Fimian两位来自阿巴拉契亚州立大学的作者撰写，主要探讨了美国青少年学生所面临的压力和疲劳（burn-out）现象。近年来，学生压力和疲劳问题逐渐引起关注，研究者们提出了多种压力和疲劳模型，这些模型在本文中被详细介绍和讨论。文章指出，压力和疲劳的来源和表现形式多种多样。作者深入分析了学生在行为、生理和情感上的各种表现，揭示了导致这些压力表现的关键因素。例如，过度的学习负担、社交压力、家庭问题等都可能成为学生压力的主要来源。同时，文章还提到了一些与压力表现密切相关的因素。为了帮助学生降低高压力水平，文中列举了几种已开发的干预策略。这些策略可能包括心理咨询、压力管理课程、运动和休闲活动等，旨在提高学生的应对能力，使他们更好地适应学校环境。家长和教师在孩子的压力管理教育中扮演着至关重要的角色，他们可以提供有价值的信息和支持，帮助孩子缓解过度和有害的压力。在过去的几年里，研究人员已经对成人和职业生涯中的压力和疲劳进行了广泛的研究，但针对儿童和青少年这一群体的关注相对较晚。本篇文章的贡献在于，它不仅填补了这个领域的部分空白，还为教育工作者和家长提供了理解和应对学生压力的理论框架和实践指导。 "Dimensions of Life and School Stress Experienced by Young People"是一篇深入探讨青少年心理健康的重要学术论文，对于理解青少年在学校生活中面临的压力及其影响，以及如何有效干预和减轻这些压力，具有很高的参考价值。

Psychology

Ihe Schools

Volume

ZS,

January

1988

DIMENSIONS OF LIFE AND

SCHOOL

STRESS EXPERIENCED

YOUNG PEOPLE

DIANNA

D’AURORA

AND

MICHAEL

FIMIAN

Appalachian State University

This article examines the recently investigated phenomena of student stress and burn-

out among American children and youth. Several stress and burnout models developed

by researchers are presented and discussed. Both the sources and manifestations

stress and burnout vary in a number of ways. An exploration of the behavioral,

physiological, and emotional manifestations experienced by children also is presented,

and some stress sources significantly related

the manifestations are outlined. Ad-

ditionally, severaI interventions that have

been

developed to assist students

reduc-

ing high stress levels are outlined. Parents and teachers are a child’s greatest asset

in the education of stress management techniques, and both are able

provide valuable

information about and support for the alleviation of excessive and harmful stress.

For a number of years, researchers have studied stress and burnout and their im-

pact upon adult and career growth and development. The largest and most recent con-

centration of stress research focuses on teachers, with some

600

data-based and general

articles generated on the topic since

1980

alone. While some investigators have studied

similar problems in college students in rigorous medical (Mitchell, Matthews, Grandy,

Lupo,

1983)

and teacher education programs (Fimian

Blanton, in press), other in-

formation addressing stress experienced by younger students recently has come to light.

Since the turn of the decade, many children and youth have acted as subjects in research

studies on life and school stress and burnout. The findings are presented in this article.

WHAT

ARE

STRESS AND BURNOUT?

Stress is a necessary part of life. A limited and personally manageable degree of

stress can provide a challenge and zest for living, while an unmanageable degree can

overwhelm the individual to the point of causing serious illness or death. Young people

experience many different types of stress throughout life, some on a long-term and others

on a short-term basis. The key to dealing effectively with this stress, however, rests in

hidher ability to resolve the situations that prove stressful. It is also apparent that, if

the occasionally conflicting aspects of stress remain unresolved, or if the student deals

with stressful incidents for

prolonged period of time, s/he could experience burnout,

a psychological condition manifested by any number of emotional or physical problems.

Similarly, some investigators have noted that a majority of psychiatric problems in

children and youth are attributable not

much to threatening crises as to the more

mundane and smaller scale problems encountered on

day-to-day basis (Paykel,

1978).

One of the best ways to understand this problem is to become familiar with the variety

of definitions or models that have been developed through the research.

Stress is an aspect of everyone’s lifestyle, including that of children. Stress is ac-

tually a diverse collection of events, as well as the child’s perceptions of and reactions

to those events. It is also experienced in

variety

ways and for numerous reasons.

The manner in which a child reacts to stress determines hidher coping level, and thus

hidher ability to alleviate stress. Identifying coping levels and styles

not always pre-

Send reprint requests to Michael

Fimian, Dept. of Language, Reading

Exceptionalities, Appalachian

State University, Boone,

28608.

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学生压力与倦怠：美国青少年的生活与学校压力

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