Coping with stress

Personal Development - SHS

1. Coping With Stress

2. Stress Stress is a subjective sensation associated with varied symptoms that differ for each of us. Stress is not always a synonym for distress. Stress increases productivity up to a point, after which things rapidly deteriorate. Mental and physical health are aspects of functioning that are most strongly influenced by exposure to stress.

3. Causes of Stress in Children School unstructured classroom, unclear or unreasonable expectations, or fear of failure Home lack of family routines, over scheduling, prolonged or serious illness, poor nutrition, change in the family situation, financial problems, family strife or abuse, or unclear or unreasonable expectations

4. Causes of Stress in Children Peer-related changing school buildings, having to deal with a bully, trying to fit in with the crowd, or moving to a new community Stress tends to accumulate and can result in inappropriate behaviors, academic difficulties, or health problems.

5. Sources of Stress by Age Infancy and early childhood: Stressors come from the environment School age: In addition to environmental stressors, sources of stress also include school, peers, and neighborhood variables. Stressors can impact a child’s sense of security, dignity and honor, or sense of self-worth. A stress that is becoming more prominent for school-age children is the pressure related to high stakes testing and overbooked extracurricular schedules.

6. Sources of Stress by Age Early adolescence: Developmental milestones such as puberty, school level transitions, and peer relationships become primary sources of stress. Late adolescence: Children are required to transition from dependence on the family to reliance on oneself and one’s friends. With independence come financial and social stressors related to higher education, career, building a family, and family relationships.

7. Grant, Compas, Thurm, McMahon, & Ey, (2000) Found that psychosocial stress is a significant and pervasive risk factor for psychopathology in childhood and adolescence. The ways in which children and adolescents cope with stress are potentially important mediators and moderators of the impact of stress on current and future adjustment and psychopathology. Kaplan, Liu, Kaplan (2005) Found a negative relationship between student perceived school-related stress and academic performance. University of Washington (2008) Found that a single exposure to uncontrollable stress impairs decision making in rats for several days.

8. Symptoms of Stress in Children Irritability or unusual emotionality or volatility. Sleep difficulty or nightmares. Inability to concentrate. Drop in grades or other functioning. Toileting or eating concerns. Headaches or stomachaches. Unexplained fears or increased anxiety (that also can take the form of clinging). Regression to earlier developmental levels. Isolation from family activities or peer relationships. Drug or alcohol experimentation. (Copeland, 2004)

9. Coping Lazarus and Folkman (1984) defined coping as "constantly changing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person" (p. 141). Voluntary vs Involuntary Response Temperament, Reactivity and Self-Regulation Developmental Impact Subtypes of Coping (Compass et al., 2001)

10. Building Resilience to Stress Prevention decreasing sources of stress in school environments increasing the coping skills of all students Targeted Intervention helping the individual change the source of stress, or teaching specific coping skills to help the child adapt to a situation that cannot be changed (Hess, 2006)

11. School Psychologist’s Role Be familiar with with common stressors in your district Culture of Classrooms, School & Community Reinforce the importance of clear, consistent, and reasonable expectations Teach problem-solving & coping skills Introduce stress prevention and reduction strategies Educate administration and faculty on mental health issues for students and staff (Hess, 2006)

12. Problem Solving & Coping Skills Allow student to express difficulties use their experiences as a lesson guide Teach problem solving & coping skills by modeling Use cognitive restructuring & coping statements Provide scenarios for students to practice learned skills Provide students with practical skills such as prioritizing, organizing, and self-advocating A good resource for finding new and effective mental health programs is www.promisingpractices.net

13. Stress Prevention & Reduction Techniques Take a break from stressful situations Activities like listening to music, exercising, talking to a friend, drawing, writing, or spending time with a pet can reduce stress Autogenic relaxation Progressive muscle relaxation Visualization

14. Practice Click on flower!