The stress-coping process in school-age children

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Abstract
Most health promotion research on the stress-coping process among children has applied theory developed by adults for adults, with little examination of its applicability. Most instruments used with children have been developed from an adult perspective of what is stressful to children and how children should cope, with little validation of the accuracy of such instruments by the children themselves. Recommendations for further development of theory about and knowledge of the stress-coping process and relevant health promotion interventions from the children's perspective are offered.

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