b.ed notes coping with stress educational implicaitons

1. COURSE 1
MODULE 3
Unit 6
Namrata Saxena, Asst Professor, PCER, New Panvel.
c) Interventions for life skills in the areas of coping with stress
What are Life Skills?
A skill is a learned ability to do something well. So Life Skills are the abilities
that individuals can develop to live a fruitful life.
DEFINITIONS
WHO defines Life Skills as "the abilities for adaptive and positive behaviour that
enable the individuals to deal effectively with the demands and challenges of
everyday life".
Here 'adaptive' means that a person is flexible in approach and is able to adjust in
different circumstances and 'positive behaviour' implies that a person is forward
looking and even in challenging situations, can find a ray of hope.
UNICEF defines Life Skills as "a behaviour change or behaviour development
approach designed to address a balance of three areas: Knowledge, Attitudes and
Skills".
IMPORTANCE OF LIFE SKILLS: Effective acquisitionandapplicationof life skillscan
 influencethe waywe feel aboutourselvesandothers,and
 equallywillinfluence the waywe are perceivedbyothers.
 Life skillscontribute toourperceptionsof self-efficacy,self-confidence andself-esteem.
Life skillsthereforeplayanimportantrole inthe promotionof mental well-being.The promotionof
mental well-beingcontributestoourmotivationtolookafterourselvesandothers,the prevention
of mental disorders,andthe preventionof healthandbehaviourproblems.
Core setof life skillsareas identifiedbyWHO(1994) for promotion of healthand well beingof
childrenand adolescentsare:
 * problemsolving
 * decisionmaking(includinggoal
setting)
 * critical thinking
 * creative thinking(includingvalue
clarification)
 * communicationskills
 * interpersonal relationshipskills
(includingassertiveness)
 * self-awareness
 * empathy
 * copingwithstress
 * copingwithemotions

2. INTERVENTION FOR LIFE SKILLS IN THE AREA OF COPING WITH STRESS :
Teachinglife skillsasgenericskillsinrelationtoeverydaylife couldformthe foundationof lifeskills
educationforthe promotionof mental well-being,andhealthyinteractionandbehaviour.
 Copingwith stress isabout recognizingthe sourcesof stressinourlives,recognizinghow
thisaffectsus,and actingin waysthat helptocontrol our levelsof stress.Thismaymean
learninghowtorelax,sothat tensionscreatedbyunavoidable stressdonotgive rise to
healthproblems.
Stressisa natural and normal part of children'slives.The processof growingupcarrieswithitquite
a bit of stress.Childrenbegintoexperiencestressata veryearlyage,and theyare oftenmore
vulnerable tostressthanadultsbecause theyhave notyetlearnedeffective waystocope withit.
Parents and teachers should,therefore beginhelpingtheirchildrenacquire the skillsnecessaryto
effectivelycope withstresswhile theirchildrenare young.These skillsare veryimportantfor
childrennotonlythroughouttheirgrowingyears,butintoadulthood,too.
Importance for developingcopingwithstress life skill amongchildren:
Childrenwhomanage stresswelltendtohave goodself-esteem,asense of humor,a perceptionof
control overtheirlives,aconsistentfamily structure (rules/limits),acohesivefamily,open
communicationinthe family,awarmsupportingrelationshipwiththeirparents,goodrelationships
withfriendsandteachers,areligiousaffiliation,andreceive recognitionfortheirachievements.
Interventions:
ROLE OF TEACHER
*Help your childrendevelopan awarenessof the signs of stress.
Differentchildrenexhibitdifferentsymptomsof stress.Thesesymptomsoftendependonchildren's
ages,personality,andlevel of development.However,there are manycluesthatchildren'sbodies
provide thatindicate whenchildrenmaybe undertoomuchstress.Such cluescaninclude atight
throat,sweatypalms,headaches,fatigue,nausea,diarrhea,uneasiness,indigestion,depression,
restlessness,frustration,anda change insleepingpatterns.Otherpossiblesymptomsinclude
withdrawal,irritability, aggression,excessivedaydreaming,excessive sensitivity,changesineating
habits,andgeneral changesinbehavior.Parents,teachersandchildrenwholearnhow to recognize
these stresssignshave takenthe firststeptocombatingstress.
*Prepare your childrenfor potentiallystressful situations.
Teachersshould take time toprepare theirchildrenforpotentiallystressful situationstheymight
face.Teachers can rehearse howtohandle potentiallystressfulsituationswiththeirchildren.For
example,if achildisfeelingstressedbecauseof aconflict witha friendinschool,teachersshould
encourage the childtopractice (withhimor her) a conversationwiththisfriendtoattemptto
resolve the conflict.

3. *Educate parents to Avoidoverprotectingtheir children.
It is sometimeshardforparentsto watch theirchildrendeal withstressful situations,since their
firstinstinctisoftentoprotectthemfrom the stressesof life.However,stressisunavoidableinlife.
Parentswill be doingtheirchildrenadisserviceif theyalwaystrytoprotectthemfrom stress.
Childrenlearnhowtocope withstressonlybyexperiencingit. Soitis importantforparentsto be
educated.
*Try to buildyour children'sself-esteem.
Teachersshouldhelptheirchildrengainconfidenceinhandlingproblemsbygivingthem
responsibilitiesandlettingthemmake decisionsfromanearlyage.Teachersshouldalsohelptheir
children developinterestsinwhichtheycansucceed.Teachersshouldoffertheirchildrenalotof
encouragementandpraise.
*Provide support and reassurance.
Teachers and parents shouldbe availabletotheirchildrenwhentheyare experiencingstress.They
shouldprovide lotsof hugs,patsonthe back,kisses,etc.tolettheirchildrenknow thattheyare
there forthem.Whentheirchildrenare experiencingstress,parents &teachers shouldletthem
knowtheyunderstandthattheyare havinga difficulttime.Havingawarm andsupportive
relationshipwithaparent andteacheris one of the single bestpredictorsof how well childrencope
withstressful situationsduringchildhood.
*Provide an environmentwithopencommunication.
Teachersshouldbe available to listenwhentheirchildrenneedtotalk.Theyshouldaskopen-ended
questions(e.g.,questionsthatcan't be answeredwithjusta"yes"or "no") if theirchildrenneedhelp
discussingthe subject.Examplesof open-endedquestionsinclude "Whatdoyouthink about...?"
and "Howdoes... make youfeel?"
*Make sure your childrenget enoughsleepand/or rest. Inform Parents
Childrenwhodonotget enoughsleepwill nothave the energyrequiredtocombatlife'sstresses.
Teachershouldmake sure theirchildrengetenoughsleepeverynight. Informparentstomake sure
childrengetadequate restandsleep.
*Model appropriate coping skills.

4. Childrenlearnbywatchingtheirparents.If childrensee theirteachersusingappropriate copingskills
whentheyare understress,theywill be more likelytouse appropriate skillswhentheyexperience
stress,too.Teachersshouldtryto demonstrate thatstressisnormal and can be handledina calm
and effective manner.Teachers shouldtry to be optimistswhoview astressorasa challenge rather
than a catastrophe.
*Have your childrenlearnrelaxationskills.
Relaxationskillscanhelpchildrenrelease tensioncausedbystress.There are variousspecific
relaxationtechniquesthatprofessionalscanteachchildren.Some techniquesinvolvehavingchildren
use theirimaginationtorecall ordeveloppositive andrelaxingimages(e.g.,playingoutside,beingat
the beach).Otherrelaxationtechniquesinvolve teachingchildrentosystematicallytense andrelax
variousmuscle groups.These relaxationtechniquesmustbe practicedonadailybasisto be most
effective.Whatrelaxationtechnique ischosenisusuallynotcritical.Whatisimportantisthat itis
comfortable forchildren,thatitworks, andthat theystickto it.
*Teach your childrenhow to handle criticism.
All of us are criticizedatone time oranother.Increasedstresscanresultwhena personhasdifficulty
acceptingcriticism.Childrenare oftenexposedtocriticismatan earlyage.Thiscriticismcan take the
formof peerteasingorconstructive feedbackfromteachersandparents.Teachersshouldtryto
teachchildrenhowto handle criticismfromanearlyage.Childrenshouldbe taughtthatno one is
perfectandthat we all make mistakesthatwe can learnfrom.Teacherscan use role playingtoteach
childrenhowtohandle teasingandunfaircriticism.
*Provide a consistentroutine or schedule.
Childrenneedpredictabilityintheirlives.A consistentscheduleof breaktimes,homeworktime,bed
time,etc.,allowschildrentoknowwhatto expectintheirlives.Thisinturn,helpsthemfeelsecure
and reducesstress.
*Help your childrenreframe stressful situations.
Childrenhave control overthe waythingsaffectthem.Children's perceptionsof astressful situation
helpdeterminehowstressful itbecomes.Teachersshouldtake stepstohelptheirchildrendevelop
alternative interpretationsof the thingsthatcause themstress.Forexample,if achildis
experiencingstressbecause he thinkshisteacherdoesn'tlikehimbecause she didn'tsayhelloto
himat the beginningof class,teachercanask the childto try to come up withotherexplanationsfor
histeacher'sbehavior.
*Encourage your childrento participate in enjoyable activities.
Whenchildrenare experiencingexcessive stress,teachersshouldencouragethemtotake part in
activitiestheyenjoy(e.g.,sports,listeningtomusic,playingagame,art, reading).Inorderto be
stressreducing,the activityneedstobe enjoyable andshouldallow themtotake theirmindoff their
troubles.
*Encourage your childrento get regularexercise.

5. Regularexercise isanexcellentwaytohelpmanage stress.Firstof all,ithelpsworkouttensionthat
can buildupin children'sbodies.Secondly,exerciseprovidesforphysical fitness,whichallows
children'sbodiestobe more efficientatcombatingstress.Finally,exercisehelpsclearthe mind,
makingiteasiertorelax.Exercise,however,willnotbe effective incombatingstressunlessitisdone
regularly.The specificactivitythatischosenisnotimportant.What isimportantisthat childrenfind
it enjoyable.Also,childrenwill be muchmore likelytoexerciseonaregularbasisif theirparents
exercise regularlyandare physicallyfit. Take parentssupporttoinculcate thisamongchildren.
*Help your childrendevelopgoodproblem-solvingskills.
Whenchildrenface a significantproblemteachersshouldtake the opportunitytoteacheffective
problem-solvingstrategies.Theyshouldstartbyhelpingtheirchildrenclearlydefine the exact
problem.Thenteachersshouldhave theirchildrengeneratealistof possible solutions(not
evaluatingthematthisstage).Once a listof solutionsisgenerated,teachersshouldhave their
childrengothrougheachpossibilityandevaluate itspotentialforsuccess.Once all the solutions
have beenevaluatedteachersshouldencourage theirchildrentochoose whatappearsto be the
bestsolution.Teachersshouldencourage andpraise theirchildrenforthe use of effectiveproblem-
solvingstrategies.
*Help your childrenlearn how to manage time.
Parentsshouldhelptheirchildrenlearnhow toprioritize activities.If childrenhave atendencyto
take on too muchresponsibility,parentsshouldhelpthemlearntoplace limitsontheir
commitments. Teachers shouldhelpteachtheirchildrenhow toscheduletheirtime (e.g.,specific
time forhomework) sotheycanget thingsdone.
*Teach your childrento be assertive.
Childrenwhoare afraidto standup for themselvestendtohave difficultyhandlingstressful
situations. Teachers shouldteachtheirchildrentostandup forthemselves. Teachers canrole-play
problemsituationsandteachtheirchildrenhow tostandup forthemselvesinanappropriate, non-
aggressive manner.
*Developyour children'ssense ofhumor.
Childrenwhocansee the humorousside of thingsandcan laughat themselvestendtohandle
stressful situationsmore effectively.Teachersshouldteachtheirchildrennottotake thingstoo
seriously.Laughterisgoodmedicine!
*Getprofessional helpifyour childrenhave continueddifficultycopingwith stress.
There are timeswhenprofessional helpisnecessarytohelpchildrendeal withexcessive stress.
Consultwithyourchildren's healthcare providerforassistance andrecommendations.

6. SCHOOL ENVIRONMENT Intervention
The school environment includes the physical setting as well as the policy and administrative
environment, psychosocial environment, and health promotion for staff. Physical conditions
that play a role in stress and the overall learning process include school size, lighting,
temperature and ventilation, noise control, crowding, sanitation and cleanliness, and
accessibility. The teacher's personality and behavior, respect for diversity and
individual differences, and effective classroom management play a role in helping to ensure
that students feel a sense of belonging, security, and trust. A nurturing emotional environment
is especially important for those children and youth whose families exhibit behaviors such as
abuse and neglect, violence, and alcohol and other drug abuse. School safety is directly
associated with the stress experienced by students, teachers, and parents. Important areas that
should be considered regarding safety and injury prevention include playground safety,
violence prevention, conflict resolution, procedures for emergencies and disasters, and
promotion of smoke- and drug-free schools.
It is critical that teachers and other school staff possess emotional wellness in order to
manage their own lives as well as the lives of the children within their circle of influence.
CURRICULUM INFUSION Intervention
There are other areas of the curriculum where stress management may be infused: language arts
(children's literature, creative writing, journal writing); social studies (Eastern traditions of meditation,
yoga, Tai Chi; learning to appreciate and value diversity; and learning to work cooperatively to solve
problems); science (physiology of the stress response and relaxation response); and art and music
(creative ways to relax and express thoughts and feelings).
School SERVICES
Children's health problems can cause distress and, if undetected and untreated, hinder both
health and learning. School services that can help reduce children's stress include health
services; counseling, psychological, and social services; nutrition and food services; and
comprehensive family services. School services may provide needed medical treatments,
teach effective management of health, serve as the primary source of nutrition (if necessary),
and offer services that deal with a variety of mental and emotional health issues that may
cause stress.