DStress is a familiar term that has been interpreted in a variety of ways. For example, several definitions of stress specific to children have been offered in the literature. Stress is defined as a physical, emotional, or chemical factor that interferes with an individual’s ability to function adaptively. The meaning of the event is unique to the individual, and this interpretation constitutes an important facet of the stress.

The definitions presented thus far are valuable in that they highlight the importance of the individual, but they are limited in that the stressor is perceived to be a static entity. Stress has also been defined through categorization of the stressor. In one of the definition of stress, the researchers discuss five categories of stressors that include loss, chronically disturbed relationships, events that change the status quo, events that require social adaptation, and acute negative events.

Neutral stressors are defined as events that create a feeling of pressure but do not cause a maladaptive stress response. An example of a neutral stressor is upcoming. Acute or unforeseeable stressors are defined as negative events with a sudden onset. Examples of acute stressors include natural disasters and single episode victimizations.

Potential stress reactions to these events include nightmares, flashbacks, sleeplessness, depression, anxiety, and irritability. Although these stressors can have a powerful negative impact, it is not long-lasting. The brevity of the situation can promote a sense of control in the individual and this can conceivably lead to more adaptive coping strategies. Chronic or foreseeable stressors are defined as events that form a persistently adverse theme in the child’s life, as well as events that disrupt the child’s accustomed routine.

Chronic stressors may establish perceived rules and limitations for children that clearly mark them as different from their peers. This has been found to be true in the chronic illness literature in which the child is required to attend to the daily demands of illness, occasionally to the neglect of typical age-appropriate daily tasks. It is under these circumstances that the child tries to lead a normal life. Adjustment to the stressor can be adaptive or maladaptive depending upon the perceptions and skills of the child. However the potential for a maladaptive coping response seems to be higher with chronic stressors because the ongoing nature of these events creates a belief in individuals that they have little control over the outcome. It is likely that this concept is true for the children who are bullied, as each day they have to attend school knowing that the bully or a friend of the bully will be present and watching