TITLE:
Stressful Situations and Confrontation Strategies That Modify Mental Health in Secondary School Students
AUTHORS:
Fátima Anet Arroyo-Hernández, Javier Elías Camacho-García, Rafael Villalobos-Molina, Diana Cecilia Tapia-Pancardo
KEYWORDS:
Stress Triggers, Confrontation Strategies, Mental Health, Early Adolescence
JOURNAL NAME:
Psychology,
Vol.15 No.4,
April
16,
2024
ABSTRACT: Lockdown was a measure that helped to avoid virus spread during the pandemic, but nobody raised what will come next; social lockdown and the massive closure of in-person activities in educational institutions importantly impacted students’ mental health. Stress and anxiety augmented in adolescents, affecting their communication skills in this significant step to build interpersonal relationships, and confront their identity. Lockdown along with stress and anxiety might trigger fear, frustration, concern, and anger emotions, as well as changes in energy status diminishing interests and desires. The aim of this work was to identify the stressful situations and confrontation strategies focused in the secondary school student that modify their mental health. Method: Qualitative and phenomenological investigation. Twenty-five students of first grade and 25 students of second grade, of a public secondary school of Mexico State participated, both men and women between 12-15 years old. Information collection was through a semi-structured interview, testimonials, drawings, and anthologies, in 150 minute sessions along one week. An informed consent from school authorities, parents and/or guardians of students. Obtained qualitative data were analyzed according to De Souza Minayo methodology. Results: Four Categories emerged with sub-categories. Category 1 Deficient self-concept: 1.1 Constant self-discrediting, 1.2 Insecurity and fear to be ridicule, 1.3 Search for sexual identity, 1.4 Anxiety. Category 2 Idealization of characters: 2.1 Rejection of its body, 2.2 Search for perfection, 2.3 Fictitious figures driven by the media. Category 3 High expectations by parents: 3.1 Comparison with brothers, 3.2 Sensation of failing their parents, 3.3 Disqualification by parents. Category 4 Deficient confrontation strategies: 4.1 Maximized emotions, 4.2 Self-lesions, 4.3 School violence with peers. Conclusion: The skills that an adolescent bear in an early step and in a context modified post pandemic, are insufficient to develop social abilities and effective confrontation strategies. Lockdown disrupted their socializing process and their relationships with peers generate anxiety and risky behaviors. In this problematic confrontation strategies centered in their person are required, to develop significant learning based on self-knowledge, emotional intelligence and resilience.