童年虐待与有毒压力:我们从 COVID-19 大流行时代学到了什么?

IF 0.8 Q4 PSYCHIATRY Journal of the Korean Academy of Child and Adolescent Psychiatry Pub Date : 2024-07-01 Epub Date: 2024-05-21 DOI:10.5765/jkacap.240003
Winda Indriati, Salva R Yurista, I Gusti Ayu Indah Ardani, Yunias Setiawati
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引用次数: 0

摘要

压力是一种自然状态,是由于个人生活的动态变化而产生的。作为成长和发展的一部分,儿童必须学会如何有效地管理压力。当儿童接触到压力并得到家庭的充分支持时,就有可能化解压力。但是,如果压力是强烈的、频繁的、长期的或创伤性的,就像童年受虐待的情况一样,压力就会变成毒性,干扰儿童大脑和身体的发育。这就导致了脆弱性,对儿童的整体身体、心理和情感健康产生有害影响。本视角讨论了儿童虐待和毒性压力的影响,并借鉴了在 COVID-19 大流行期间获得的启示。我们旨在阐明从这一独特而富有挑战性的时期中汲取的经验教训,以及这些经验教训如何帮助我们理解压力对儿童福祉的影响。
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Childhood Maltreatment and Toxic Stress: What We Have Learned From the COVID-19 Pandemic Era.

Stress is a natural state that emerges due to the dynamics of an individual's life. Children must learn how to effectively manage stress as part of their growth and development. Resolution is possible when children are exposed to stress and receive adequate support from their families. However, when stress is intense, frequent, protracted, or traumatic, as in cases of childhood abuse, it can become toxic and interfere with the development of the child's brain and body. This results in vulnerability, which can have detrimental effects on the child's overall physical, mental, and emotional health. This perspective discusses the impact of childhood maltreatment and toxic stress, drawing on insights gained during the COVID-19 pandemic. We aimed to shed light on the lessons learned from this unique and challenging period and how they inform our understanding of the effects of stress on children's well-being.

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来源期刊
CiteScore
2.90
自引率
5.00%
发文量
20
期刊最新文献
Characteristics and Treatment of Cyberviolence Trauma in Children and Adolescents. Childhood Maltreatment and Toxic Stress: What We Have Learned From the COVID-19 Pandemic Era. Comprehensive Understanding of Slow Learners (Borderline Intellectual Functioning). Disasters and Trauma, That Are Harmful to Children and Adolescents, Are All Too Common in the Real World and the Digital World. Epidemiology and Diagnosis of Slow Learners (Borderline Intellectual Functioning).
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