1. Stress Management forStress Management for
Special EducatorsSpecial Educators
Fall IAASE ConferenceFall IAASE Conference
September 28, 2006September 28, 2006
ByBy
R. Michael Weger, Ph.D., DirectorR. Michael Weger, Ph.D., Director
Black Hawk Area Special Education DistrictBlack Hawk Area Special Education District
Pete B. Marcelo, Ph.D., LCSWPete B. Marcelo, Ph.D., LCSW

2. What Is Stress?What Is Stress?
 A specificA specific response by theresponse by the bodybody to a stimulusto a stimulus
(internal or external)(internal or external), as fear or pain, that, as fear or pain, that disturbsdisturbs oror
interferesinterferes with the normal physiological equilibriumwith the normal physiological equilibrium
of an organism. Physical, mental, or emotional strainof an organism. Physical, mental, or emotional strain
or tension.or tension.
 ““The nonspecific response of the body to anyThe nonspecific response of the body to any
pressure or demand made upon it.” (Selye, 1956)pressure or demand made upon it.” (Selye, 1956)
 Situation x person = stress?Situation x person = stress?

3. Selye’s Stress TheorySelye’s Stress Theory
 Stage One – Alarm “fight or flight”Stage One – Alarm “fight or flight”
 PhysicalPhysical
increased heart rate, increased blood pressure,increased heart rate, increased blood pressure,
increased hormone levels, enlarged lymph glands,increased hormone levels, enlarged lymph glands,
muscle tension, increased adrenal cortexmuscle tension, increased adrenal cortex
 PsychologicalPsychological
anxiety, fear, panic, racing thoughts, alertanxiety, fear, panic, racing thoughts, alert

4.  Stage Two – Adaptive ResistanceStage Two – Adaptive Resistance
 PhysicalPhysical
reduction of adrenal cortex, constant hormonereduction of adrenal cortex, constant hormone
levels, lymph nodes return to normal size, heartlevels, lymph nodes return to normal size, heart
rate and blood pressure return to normalrate and blood pressure return to normal
 PsychologicalPsychological
intensified use of coping mechanisms,intensified use of coping mechanisms,
psychosomatic symptoms may appearpsychosomatic symptoms may appear

5.  Stage Three – Exhaustion “burnout”Stage Three – Exhaustion “burnout”
 CommonCommon signs of burnoutsigns of burnout
chronic fatigue, anger, self-criticism, irritability,chronic fatigue, anger, self-criticism, irritability,
cynicism, frequent headaches and gastrointestinalcynicism, frequent headaches and gastrointestinal
disturbances, weight loss or gain, sleeplessness,disturbances, weight loss or gain, sleeplessness,
depression, suspiciousness, feelings ofdepression, suspiciousness, feelings of
helplessnesshelplessness

6. Common cognitive signs andCommon cognitive signs and
symptoms of Stresssymptoms of Stress
 Poor concentrationPoor concentration
 Loss of self-confidenceLoss of self-confidence
 Memory impairmentMemory impairment
 Difficulty making decisionsDifficulty making decisions
 Poor abstract thinkingPoor abstract thinking
 Blaming othersBlaming others
 Racing thoughtsRacing thoughts

7. Yerkes-Dodson Law
M

8. The Prevalence & Power of StressThe Prevalence & Power of Stress
 200 billion/year cost to industry due to stress related200 billion/year cost to industry due to stress related
ailmentsailments (G. Pfeiffer-Workcare Group)(G. Pfeiffer-Workcare Group)
 75-90% of all hospital visits75-90% of all hospital visits (American Institute of Stress)(American Institute of Stress)
 Chronic pain, hypertension, headaches=54% of jobChronic pain, hypertension, headaches=54% of job
related absencesrelated absences (Alternative Therapies, 1996)(Alternative Therapies, 1996)
 More powerful than diet in influencing cholesterolMore powerful than diet in influencing cholesterol
levelslevels (Dr. P. Rosch, Prof. Of medicine, NY Medical College)(Dr. P. Rosch, Prof. Of medicine, NY Medical College)
 Increases “nerve factor growth” r/ immune systemIncreases “nerve factor growth” r/ immune system
suppressionsuppression (Psychology Today, January 1996)(Psychology Today, January 1996)
 Colon & rectal cancer at rate of 5.5 vs. low stressColon & rectal cancer at rate of 5.5 vs. low stress
groupgroup (J. Courtney, UCLA School of Public Health, 1994)(J. Courtney, UCLA School of Public Health, 1994)

9. Sources of Stress for New TeachersSources of Stress for New Teachers
 White, 1996White, 1996 (rank order):(rank order):
 Lack timeLack time
 OvercrowdingOvercrowding
 PaperworkPaperwork
 Obtain materialsObtain materials
 Work overloadWork overload
 Student behaviorStudent behavior
 Role ambiguityRole ambiguity
 Work w/parentsWork w/parents
 Other facultyOther faculty
 administrationadministration
 Boyer & Lee, 2001:Boyer & Lee, 2001:
 Inclusion in general ed.Inclusion in general ed.
 Access to gen edAccess to gen ed
curriculumcurriculum
 Accountability forAccountability for
student progressstudent progress
 Excessive paperworkExcessive paperwork
 Work with parentsWork with parents
ProblemProblem-new teachers in-new teachers in
toughest situations.toughest situations.

10. Impact on EducatorsImpact on Educators
(2002 report x ISBE?)(2002 report x ISBE?)
 Illinois will need 55,000 teachers-4 yearsIllinois will need 55,000 teachers-4 years
 Early “flight” is part of the problemEarly “flight” is part of the problem
 60% increase in departure since 199660% increase in departure since 1996
 75% reasons other than retirement75% reasons other than retirement
 < 5yrs experience=8-11% leave the field< 5yrs experience=8-11% leave the field
 <3yrs=30% of IL teachers leave the field<3yrs=30% of IL teachers leave the field
 Salary,Salary, negative environmentnegative environment, lack support, lack support

11. Impact on EducatorsImpact on Educators (cont.)(cont.)
Recruiting New Teachers, Inc. Survey Results; July, 2005Recruiting New Teachers, Inc. Survey Results; July, 2005
 85% of Principals reported “stress” as a85% of Principals reported “stress” as a
leading factor in teacher departure from fieldleading factor in teacher departure from field
 39% of Principals reported that experienced39% of Principals reported that experienced
teachers mention “teachers mention “burn-outburn-out” as a reason for” as a reason for
leaving the fieldleaving the field

12. Turning to Blogs…Turning to Blogs…
V. Strauss; Washington Post Education Writer, April, 2006V. Strauss; Washington Post Education Writer, April, 2006
 ““Blogs give teachers a way to be heard as neverBlogs give teachers a way to be heard as never
before” (a felt need?)before” (a felt need?)
 ““journaling” & “reflecting” on writings = effective teacherjournaling” & “reflecting” on writings = effective teacher
induction program component (Tucker, 2000)induction program component (Tucker, 2000)
 (by reading blogs) See why “more teachers than ever(by reading blogs) See why “more teachers than ever
are leaving the profession feeling exhaustedare leaving the profession feeling exhausted
(stressed), disillusioned and underpaid.”(stressed), disillusioned and underpaid.”

13. Impact on Special EducatorsImpact on Special Educators
 Annual attrition rate 9-10% special educatorsAnnual attrition rate 9-10% special educators
vs. 6% Gen. Ed. teachers (McKnab, 1995)vs. 6% Gen. Ed. teachers (McKnab, 1995)
 ““Poor teacher working conditions contribute toPoor teacher working conditions contribute to
the high rate of special educators leaving thethe high rate of special educators leaving the
field (10 to 1 ratio?), teacher burn-out, andfield (10 to 1 ratio?), teacher burn-out, and
substandard quality of education for studentssubstandard quality of education for students
with special needs” (CEC, 1998; N=1000)with special needs” (CEC, 1998; N=1000)

14. Impact on Special EducatorsImpact on Special Educators (cont.)(cont.)
The Special Educator & Job Stress; NEA, April, 1990The Special Educator & Job Stress; NEA, April, 1990
 Risk of “distancing” from studentsRisk of “distancing” from students
 Lower tolerance for frustration (C-)Lower tolerance for frustration (C-)
 More punitive responseMore punitive response (“kick the dog”)(“kick the dog”)
 Classroom management is at riskClassroom management is at risk
 Self-centered vs. student centered (EBASelf-centered vs. student centered (EBA
depleted)-impaired relationshipsdepleted)-impaired relationships
 Attention & concentration impairedAttention & concentration impaired
 Mood/attitude affects othersMood/attitude affects others

15. Impact of Stress-GeneralImpact of Stress-General
H. Mitternight; APA Monitor, April 2006H. Mitternight; APA Monitor, April 2006
 Physical & Mental:Physical & Mental:
 Broad SomaticBroad Somatic
 HypertensionHypertension
 ObesityObesity
 IrritabilityIrritability
 AnxietyAnxiety
 DepressionDepression
 Age correlatesAge correlates
 Maladaptive responses:Maladaptive responses:
 Poor diet choicesPoor diet choices
 SmokingSmoking
 Alcohol/drugsAlcohol/drugs
 InactivityInactivity
 AvoidanceAvoidance
(absenteeism)(absenteeism)
 Comfort eatingComfort eating

16. Can't eatCan't eat

17. Can't eat beef ... Mad CowCan't eat beef ... Mad Cow

18. Can't eat chicken ... Bird fluCan't eat chicken ... Bird flu

19. Can't eat eggs .Can't eat eggs .
SalmonellaSalmonella

20. Can't eat pork ..Can't eat pork ..
trichinosistrichinosis

21. Can't eat fish ..Can't eat fish ..
Mercury and otherMercury and other
heavy metalsheavy metals

22. Can't eat fruits and veggies ...Can't eat fruits and veggies ...
insecticides and herbicidesinsecticides and herbicides

23. HmmmmmmmmmHmmmmmmmmm!!
MM
MM
MM
MM
MM
MM
MM
MM
MM
MM

24. I believeI believe
that leavesthat leaves

25. CHOCOLATE!

26. Remember - - - "STRESSED“Remember - - - "STRESSED“
spelled backwards is ..spelled backwards is ..
"DESSERTS""DESSERTS"

27. Teacher Stress: Impact on StudentsTeacher Stress: Impact on Students
The Special Educator & Job Stress; NEA, April, 1990)The Special Educator & Job Stress; NEA, April, 1990)
 Students already challenged-more sensitive toStudents already challenged-more sensitive to
external factor impact e.g. poor teachingexternal factor impact e.g. poor teaching
 Harder to reboundHarder to rebound
 Coping skills less adequateCoping skills less adequate
 Self-worth more jeopardizedSelf-worth more jeopardized
 BD students especially affected x teacherBD students especially affected x teacher
mood (2+ Parents & ODD)mood (2+ Parents & ODD)
 More time w/one teacher-reduced escapeMore time w/one teacher-reduced escape
 Student withdrawal and/or reactivityStudent withdrawal and/or reactivity

28. Benefits of Reduced Stress..Benefits of Reduced Stress..
Shining The Light On A Psychologically Healthy Workplace; APAShining The Light On A Psychologically Healthy Workplace; APA
Monitor, March, 2006Monitor, March, 2006
 To Staff & Students:To Staff & Students:
 Increased job satisfactionIncreased job satisfaction
 Better moraleBetter morale
 Better healthBetter health
 Increased effectivenessIncreased effectiveness
 Better “teaching”Better “teaching”
 Improved PRImproved PR
 To Organizations:To Organizations:
 Improved performance &Improved performance &
productivityproductivity
 Decreased absenteeismDecreased absenteeism
 Decreased turnoverDecreased turnover
 Fewer accidentsFewer accidents
 Lower healthcare costsLower healthcare costs
 Better moraleBetter morale
P

29. What do new special educationWhat do new special education
teachers report?teachers report?
Billingsley (2005)Billingsley (2005)
 75% report that paperwork and routine duties75% report that paperwork and routine duties
interfere with teachinginterfere with teaching
 33% report that they don’t have access to33% report that they don’t have access to
curriculum and materialscurriculum and materials
 Most report a need for staff development in:Most report a need for staff development in:
IEP policies/paperwork, collaboration (gen.IEP policies/paperwork, collaboration (gen.
ed. reluctance and role of gen. ed. and para),ed. reluctance and role of gen. ed. and para),
modifying instruction, measuring studentmodifying instruction, measuring student
progress, addressing student behaviorprogress, addressing student behavior

30. Billingsley (2005)

31. Gerstem. Keating, Yaovanoff, & Harniss
(2001)

32. Gerstem. Keating, Yaovanoff, &

33. Employee BenefitsEmployee Benefits
(Administrative Support)(Administrative Support)
 On-site day care proposalOn-site day care proposal
 Employee wellness fair (Life TimeEmployee wellness fair (Life Time
Fitness)Fitness)
 Use of athletic facilitiesUse of athletic facilities
 Computer buy programComputer buy program

34. Organizational Support for SpecialOrganizational Support for Special
Educators and Para-EducatorsEducators and Para-Educators
 Committee work (long range planning, IEP forms/software,Committee work (long range planning, IEP forms/software,
curriculum, school improvement, interview)curriculum, school improvement, interview)
 Highly Qualified (powerpoint, copy of previous schedules,Highly Qualified (powerpoint, copy of previous schedules,
copy of transcripts)copy of transcripts)
 Release time for IAA portfoliosRelease time for IAA portfolios
 Co-teaching common prep periodsCo-teaching common prep periods
 # of prep periods# of prep periods
 Reduced case management for work study coordinatorsReduced case management for work study coordinators
 No sixth assignment or supervision for program teachersNo sixth assignment or supervision for program teachers
 Encourage observation of other teachersEncourage observation of other teachers
 Staff development series for para-educatorsStaff development series for para-educators
 Curriculum guides and resourcesCurriculum guides and resources
 Team meetings for programs (life skills team, transitionsTeam meetings for programs (life skills team, transitions
teams, etc.)teams, etc.)

35. Organizational Support for AllOrganizational Support for All
EducatorsEducators
 Extensive staff development in and out ofExtensive staff development in and out of
district with staff input on agendadistrict with staff input on agenda
 Action research/lesson study encouragedAction research/lesson study encouraged
 Mentor program (choice of mentor, mentorsMentor program (choice of mentor, mentors
design curriculum of mentor program)design curriculum of mentor program)
 Professional development center offersProfessional development center offers
individual tutorials on technology/softwareindividual tutorials on technology/software

36. Induction & MentoringInduction & Mentoring
 Hopkins (1997):Hopkins (1997):
 Orientation < work, teach in licensed field, mentorOrientation < work, teach in licensed field, mentor
 Tucker (2000-qualitative study):Tucker (2000-qualitative study):
 Buddies, support group, journaling, release time, peer observ’sBuddies, support group, journaling, release time, peer observ’s
 All beneficial but-review of journaling < future decisions bestAll beneficial but-review of journaling < future decisions best
 Cooley & Yavanoff (1996):Cooley & Yavanoff (1996):
 Stress management wksps-physical/cog coping (5x2hrs)Stress management wksps-physical/cog coping (5x2hrs)
 Peer collaboration training (3hrs + 1hr x 4 wks)Peer collaboration training (3hrs + 1hr x 4 wks)
 + teacher emotional state, job satisfaction, organizational+ teacher emotional state, job satisfaction, organizational
comittmentcomittment
M

37. Expert InterventionsExpert Interventions
 SleepSleep more-hormonal imbalancemore-hormonal imbalance
 ExerciseExercise-weight down & repair of neurons-weight down & repair of neurons
damaged x stressdamaged x stress
 MeditationMeditation-thickens cortex-thickens cortex (S. Lazar, Ph.D.,(S. Lazar, Ph.D.,
Mass. General Hosp)Mass. General Hosp)
 Increased Social Support-Increased Social Support-decreases stress,decreases stress,
increases oxytocin - women (tend/befriend)increases oxytocin - women (tend/befriend)
 AnyAny pleasurable activitypleasurable activity (legal…)(legal…)

38. Find a relatively
easy golf course!

39. Don’t do stupid
things
Non-expert but practical advice..

40. Expert AdviceExpert Advice (cont.)(cont.)
 BiofeedbackBiofeedback ((www.stresseraser.comwww.stresseraser.com))
 Imagery-RelaxationImagery-Relaxation (go to the Beach…)(go to the Beach…)
 Let goLet go (literally & mentally-see it differently OR not(literally & mentally-see it differently OR not
at all…)at all…)
 Centenarians “let go” of their stress more easilyCentenarians “let go” of their stress more easily

HumorHumor-increases blood flow-increases blood flow (U. of Maryland, School of(U. of Maryland, School of
Medicine, 2005)Medicine, 2005)
 Laughter increases endorphines in the brain=joy/euphoriaLaughter increases endorphines in the brain=joy/euphoria
 ““There is nothing like a good laugh to break the intensity of a situationThere is nothing like a good laugh to break the intensity of a situation
and give you much neededand give you much needed perspectiveperspective” (S. Marston, M&F Therapist)” (S. Marston, M&F Therapist)

41. The Lighter Side of StressThe Lighter Side of Stress
ManagementManagement
 Accept that somedays you’re the pigeon…Accept that somedays you’re the pigeon…
 Keep your words soft & sweet…Keep your words soft & sweet…
 Always read stuff that will make you look good…Always read stuff that will make you look good…
 Drive carefully…Drive carefully…
 If you can’t be kind at least…If you can’t be kind at least…
 If you lend someone 20$ and never see them again…If you lend someone 20$ and never see them again…
 Consider that it may be your sole purpose in life…Consider that it may be your sole purpose in life…
 Don’t buy a car…Don’t buy a car…

42. Lighter Side (cont.)Lighter Side (cont.)
 Some mistakes…Some mistakes…
 Nobody cares…Nobody cares…
 Since it’s the early worm…Since it’s the early worm…
 The second mouse…The second mouse…
 When everything’s coming your way…When everything’s coming your way…
 Birthdays are good for you…Birthdays are good for you…
 You may be only one person in the worldYou may be only one person in the world
but...but...
 A truly happy person…A truly happy person…

43. Sources of HappinessSources of Happiness
From Happines: Lessons From A New Science x R. Layard, 2005From Happines: Lessons From A New Science x R. Layard, 2005
 Friendship & MarriageFriendship & Marriage
 TrustTrust
 Status quoStatus quo
 StatusStatus
 AdaptationAdaptation
 $ matters less$ matters less asas have morehave more (pre-morbid happiness)(pre-morbid happiness)
 ““Inner life,Inner life, as muchas much as your outer circumstances”as your outer circumstances”
 “…“…+ force liberated if overcome our negative+ force liberated if overcome our negative
thoughts”thoughts” (pg 230(pg 230))
 ““Happiness comes from…”Happiness comes from…” (author unknown)(author unknown)

44. Cognition Counts!!!Cognition Counts!!!
 Darwin’s “highest possible stage in a moral culture”Darwin’s “highest possible stage in a moral culture”
 Epictetus: Not “things” but “views” we “take ofEpictetus: Not “things” but “views” we “take of
them”them”
 Milton: “The minds is its own place…heaven ofMilton: “The minds is its own place…heaven of
hell.”hell.”
 Paul W.: “How you view it…”Paul W.: “How you view it…”
 ““Beware the stories you tell yourself for you shallBeware the stories you tell yourself for you shall
surely live them”surely live them” (Orson Card)(Orson Card)
 IAASE Program: “…visions & dreams…”IAASE Program: “…visions & dreams…” (N. Hill)(N. Hill)
 ANDAND PRACTICE MAKESPRACTICE MAKES …?…?

45. Cognition CountsCognition Counts (cont.)(cont.)
 Mind body connection!Mind body connection!
 Married couples-remember/discuss a recentMarried couples-remember/discuss a recent
argument:argument:
 Appeared calm BUTAppeared calm BUT
 Blood samplesBlood samples reducedreduced
hormones/cells-immune system suppressionhormones/cells-immune system suppression
 Hostile negative thinkingHostile negative thinking
 Heart DiseaseHeart Disease
 StrokeStroke

46. Some Do & Some Don’t…Some Do & Some Don’t…
The Special Educator & Job Stress; NEA, April, 1990)The Special Educator & Job Stress; NEA, April, 1990)
 High stress &High stress & highhigh burnoutburnout::
 Passive strategies e.g. venting to othersPassive strategies e.g. venting to others
 Poor physical healthPoor physical health
 Alienated from othersAlienated from others
 External LOCExternal LOC
 High stress &High stress & lowlow burnoutburnout::
 Physically healthierPhysically healthier
 Commitment & involvement in many aspects of lifeCommitment & involvement in many aspects of life
 Acceptance of change as a reality of lifeAcceptance of change as a reality of life
 Two great truths…Two great truths…
 BeliefBelief that one canthat one can controlcontrol events in life (events in life (Internal LOCInternal LOC))
 Button on the factory wall…Button on the factory wall…

47. Short Term vs. Long Term StressShort Term vs. Long Term Stress
Living Longer: Balance x K. Cheney; AARP, 9/06Living Longer: Balance x K. Cheney; AARP, 9/06
 Is stress harmful-depends:Is stress harmful-depends:
 HowHow longlong experience itexperience it
 HowHow perceive itperceive it
 Short term good (e.g. aides event memory) if:Short term good (e.g. aides event memory) if:
 Feel in control (LOC)Feel in control (LOC)
 Satisfied with adaptation to challengesSatisfied with adaptation to challenges
 Long term bad:Long term bad:
 If poor control (LOC) and resolutionIf poor control (LOC) and resolution
 Physical changes e.g. chromosome damage!Physical changes e.g. chromosome damage!

48. Chromosomes, aging & memory…Chromosomes, aging & memory…
E. Epel, Ph.D., Psychologist & Stress Researcher (04 study in AARP,E. Epel, Ph.D., Psychologist & Stress Researcher (04 study in AARP,
9/06)9/06)
 Mothers: healthy or “chronic condition” kids:Mothers: healthy or “chronic condition” kids:
 E.g. CP & AutismE.g. CP & Autism
 Time & “Time & “own perceptionsown perceptions” of stress level played a” of stress level played a
““profound”profound” role in their response to stressrole in their response to stress
 Telomeres shortened, aged 9-17 yrsTelomeres shortened, aged 9-17 yrs
 Stress-adrenaline-cortisol-”on” too long:Stress-adrenaline-cortisol-”on” too long:
 < 6 mos-”adjustment” ?< 6 mos-”adjustment” ?
 > 6 mos-stress is harmful (individual “thing”)> 6 mos-stress is harmful (individual “thing”)
 Damage to hippocampusDamage to hippocampus (memory mediator-M. Albert,(memory mediator-M. Albert,
Ph.D., John Hopkins Alzheimers Disease Center)Ph.D., John Hopkins Alzheimers Disease Center)

49. Cognition CountsCognition Counts (cont.)(cont.)
 Four “thought types” that exacerbate stress:Four “thought types” that exacerbate stress:
 ShouldsShoulds
 AwfulizingAwfulizing
 Need statementsNeed statements
 Human worth ratingsHuman worth ratings
 White dog “thinking”White dog “thinking”