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Dedication Contributors Foreword Preface Acknowledgments Part I: Introduction Part II: Crisis and Response Chapter 2: Evidence-Based Interventions for Comprehensive School Crises Chapter 3: Evidence-Based Interventions to Support Youth Following Natural Disasters: Evidence-Based Principles and Practices Chapter 4: Evidence-Based Interventions for School Violence Chapter 5: Evidence-Based Interventions for Suicidal Behavior in Children and Adolescents Chapter 6: Evidence-Based Interventions for Childhood Grief in Children and Adolescents
Part III: Students With Educational Issues and Learning Disorders Chapter 7: Evidence-Based Interventions for Reading Disabilities in Children and Adolescents Chapter 8: Evidence-Based Interventions for Math Disabilities in Children and Adolescents Chapter 9: Evidence-Based Interventions for Written-Language Disorders in Children and Adolescents Chapter 10: Evidence-Based Interventions for Homework Compliance in Children and Adolescents Chapter 11: Evidence-Based Interventions for Working With Culturally Diverse Children and Families
Part IV: Children and Adolescents With Childhood Psychopathologies Part IV A: Externalizing Disorders Chapter 12: Evidence-Based Interventions for Anger and Aggression in Children and Adolescents Chapter 13: Evidence-Based Interventions for Bullying Among Children and Adolescents Chapter 14: Evidence-Based Interventions for Attention Deficit Hyperactivity Disorder in Children and Adolescents Chapter 15: Evidence-Based Interventions for Oppositional Defiant Disorder in Children and Adolescents Chapter 16: Evidence-Based Interventions for Conduct Disorder in Children and Adolescents Chapter 17: Evidence-Based Interventions for Children and Adolescents With Emotional and Behavioral Disorders
Part IV B: Internalizing Disorders: Anxiety Related Chapter 18: Evidence-Based Interventions for Obsessive-Compulsive Disorder in Children and Adolescents Chapter 19: Evidence-Based Interventions for Social Anxiety Disorder in Children and Adolescents Chapter 20: Evidence-Based Interventions for Selective Mutism for Children and Adolescents Chapter 21: Evidence-Based Interventions for Separation Anxiety Disorder in Children and Adolescents Chapter 22: Evidence-Based Interventions for Specific Phobias in Children and Adolescents Chapter 23: Evidence-Based Interventions for School Refusal Behavior in Children and Adolescents
Part IV C: Internalizing Disorders: Depressive Related Chapter 24: Evidence-Based Interventions for Major Depressive Disorder in Children and Adolescents Chapter 25: Evidence-Based Interventions for Persistent Depressive Disorder in Children and Adolescents Chapter 26: Evidence-Based Interventions for Pediatric Bipolar Disorder Chapter 27: Evidence-Based Interventions for Posttraumatic Stress Disorder in Children and Adolescents
Part V: Psychosocial Adjustment Chapter 28: Evidence-Based Interventions for Stress in Children and Adolescents Chapter 29: Evidence-Based Interventions for Children and Adolescents of Divorced Parents Chapter 30: Evidence-Based Interventions for Social Skill Deficits in Children and Adolescents Chapter 31: Evidence-Based Interventions for Self-Concept in Children and Adolescents Chapter 32: Evidence-Based Interventions for Promoting Subjective Well-Being in Children and Adolescents
Part VI: Physical Conditions and Health-Related Disorders Chapter 33: Evidence-Based Interventions for Eating Disorders in Children and Adolescents Chapter 34: Evidence-Based Interventions for Childhood Obesity Chapter 35: Evidence-Based Interventions for Tourette’s and Other Chronic Tic Disorders in Children and Adolescents Chapter 36: Evidence-Based Interventions for Elimination Disorders in Children and Adolescents: Enuresis and Encopresis Chapter 37: Evidence-Based Interventions for Asthma in Children and Adolescents
Part VII: Neuropsychological Disorders
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Chapter 28: Evidence-Based Interventions for Stress in Children and Adolescents
Dedication Contributors Foreword Preface Acknowledgments Part I: Introduction Part II: Crisis and Response Chapter 2: Evidence-Based Interventions for Comprehensive School Crises Chapter 3: Evidence-Based Interventions to Support Youth Following Natural Disasters: Evidence-Based Principles and Practices Chapter 4: Evidence-Based Interventions for School Violence Chapter 5: Evidence-Based Interventions for Suicidal Behavior in Children and Adolescents Chapter 6: Evidence-Based Interventions for Childhood Grief in Children and Adolescents
Part III: Students With Educational Issues and Learning Disorders Chapter 7: Evidence-Based Interventions for Reading Disabilities in Children and Adolescents Chapter 8: Evidence-Based Interventions for Math Disabilities in Children and Adolescents Chapter 9: Evidence-Based Interventions for Written-Language Disorders in Children and Adolescents Chapter 10: Evidence-Based Interventions for Homework Compliance in Children and Adolescents Chapter 11: Evidence-Based Interventions for Working With Culturally Diverse Children and Families
Part IV: Children and Adolescents With Childhood Psychopathologies Part IV A: Externalizing Disorders Chapter 12: Evidence-Based Interventions for Anger and Aggression in Children and Adolescents Chapter 13: Evidence-Based Interventions for Bullying Among Children and Adolescents Chapter 14: Evidence-Based Interventions for Attention Deficit Hyperactivity Disorder in Children and Adolescents Chapter 15: Evidence-Based Interventions for Oppositional Defiant Disorder in Children and Adolescents Chapter 16: Evidence-Based Interventions for Conduct Disorder in Children and Adolescents Chapter 17: Evidence-Based Interventions for Children and Adolescents With Emotional and Behavioral Disorders
Part IV B: Internalizing Disorders: Anxiety Related Chapter 18: Evidence-Based Interventions for Obsessive-Compulsive Disorder in Children and Adolescents Chapter 19: Evidence-Based Interventions for Social Anxiety Disorder in Children and Adolescents Chapter 20: Evidence-Based Interventions for Selective Mutism for Children and Adolescents Chapter 21: Evidence-Based Interventions for Separation Anxiety Disorder in Children and Adolescents Chapter 22: Evidence-Based Interventions for Specific Phobias in Children and Adolescents Chapter 23: Evidence-Based Interventions for School Refusal Behavior in Children and Adolescents
Part IV C: Internalizing Disorders: Depressive Related Chapter 24: Evidence-Based Interventions for Major Depressive Disorder in Children and Adolescents Chapter 25: Evidence-Based Interventions for Persistent Depressive Disorder in Children and Adolescents Chapter 26: Evidence-Based Interventions for Pediatric Bipolar Disorder Chapter 27: Evidence-Based Interventions for Posttraumatic Stress Disorder in Children and Adolescents
Part V: Psychosocial Adjustment Chapter 28: Evidence-Based Interventions for Stress in Children and Adolescents Chapter 29: Evidence-Based Interventions for Children and Adolescents of Divorced Parents Chapter 30: Evidence-Based Interventions for Social Skill Deficits in Children and Adolescents Chapter 31: Evidence-Based Interventions for Self-Concept in Children and Adolescents Chapter 32: Evidence-Based Interventions for Promoting Subjective Well-Being in Children and Adolescents
Part VI: Physical Conditions and Health-Related Disorders Chapter 33: Evidence-Based Interventions for Eating Disorders in Children and Adolescents Chapter 34: Evidence-Based Interventions for Childhood Obesity Chapter 35: Evidence-Based Interventions for Tourette’s and Other Chronic Tic Disorders in Children and Adolescents Chapter 36: Evidence-Based Interventions for Elimination Disorders in Children and Adolescents: Enuresis and Encopresis Chapter 37: Evidence-Based Interventions for Asthma in Children and Adolescents
Part VII: Neuropsychological Disorders
10.1891/9780826127952.0028
Authors
- Hess, Robyn S.
- Shannon, Casey R.
- Glazier, Ronald P.
Abstract
Stress is a ubiquitous experience in the lives of children and adolescents, regardless of the schools they attend, their families’ income, or the neighborhood in which they live. There is clear evidence correlating low socioeconomic status (SES) with increases in exposure to violence and other traumatic and stressful experiences. Gender and age also are important factors to consider as related to the amount and type of stress experienced by youth. The three main allo-static systems involved in physiologic reactions to stress include the nervous system, the endocrine system, and the immune system. "Zippy’s Friends" is a school-based mental health promotion and intervention program for younger students in Kindergarten through first grade. The Zippy’s Friends program encourages students to understand their feelings and behavior that facilitates self-reliance and self-confidence. The three strategies of coping skill training, stress management, and mindfulness all show promise for very young children to high school students.