Daily and major life events: A test of an integrative model of psychosocial stress

Abstract

The hypothesis that negative daily events mediate the relationship between major negative events and psychological symptomatology was tested using a three-wave, three-variable panel design. Measures of major and daily life events and psychological symptomatology were administered to 58 older adolescents at three time points during the transition from high school to college. The results indicated that the pathways from major life events to daily events and from daily events to psychological symptomatology were significant at each of the time points, but that the direct pathways from major events to psychological symptomatology were not significant at any time point. Thus, the hypothesis was fully supported. The findings are discussed in light of their implications for an integrative theory of the process by which major and daily events have an effect on psychological symptomatology.

Genetic and environmental effects on daily life stressors: More evidence for greater variation in later life.

“…Although daily stressors are conceptually distinct from life events in their predictive ability and effects on health and well-being, they are related to one another (Rowlison & Felner, 1988). In addition, daily stressors are often the sequelae to life events and the reason why people experience psychosocial distress in response to major life events (Wagner, Compas, & Howell, 1988). As such, the same factors that increase vulnerability to a major event may also increase vulnerability to daily stressors.…”

Liens entre tracas de la vie quotidienne à l’âge scolaire et symptômes dépressifs : apports des échelles ISQVE©

“…Dans d'autres cas, ce stress peut se révéler difficile à gérer et devenir chronique par répétition. Il est alors susceptible d'impacter leur santé physiologique (Carter, Garber, Ciesla et Cole, 2006;Compas, Malcarne et Fondacaro, 1988) ou psychologique (Wagner, Compas et Howell, 1988) et de s'exprimer par des comportements variés, comme des manifestations anxieuses le plus souvent associées à la vie scolaire (Plancherel et al, 1997(Plancherel et al, , 2000, comme des troubles du sommeil, des maux de tête (Strine, Okoro, McGuire et Balluz, 2006;White et Farrell, 2005), des douleurs abdominales (Thomsen et al, 2002;White et Farrell, 2005), un absentéisme scolaire (Strine et al, 2006), une suralimentation (Jenkins, Rew et Sternglanz, 2005), de la fatigue, de la nervosité, de la tristesse, etc. Pourtant, les adultes ont généralement tendance à minimiser l'importance et l'impact de ces tracas quotidiens qui se répè-tent de façon insidieuse, alors que s'ils ne sont pas reconnus ni désamorcés à temps ils peuvent générer de véritables symptômes dépressifs.…”

Escala de afrontamiento en niños: propiedades psicométricas

“…El presente trabajo se refiere al afrontamiento del estrés cotidiano infantil, concebido como demandas y contrariedades de la vida diaria que pueden afectar de forma negativa al desarrollo emocional de los escolares (Trianes, Blanca, Fernández-Baena, Escobar y Maldonado, 2011;Trianes et al, 2009). La evidencia empírica refleja que el estrés cotidiano tiene mayores efectos negativos que los acontecimientos crónicos o vitales (Lu, 2010;Valentine, Buchanan y Knibb, 2010;Wagner, Compas y Howell, 1988). Los estresores cotidianos se agrupan en la infancia en tres ámbitos: escolar e iguales (e.g., obtener malas calificaciones, burlas de los iguales), salud (e.g., situaciones de enfermedad) y familiar (e.g., peleas entre hermanos) (Trianes et al, 2011;Trianes et al, 2009).…”