This document discusses stress, its causes, and ways to cope with it during adolescence. It defines stress as a feeling of tension in response to demanding events or situations. Stress can be positive or negative depending on the situation. The document discusses stress from three perspectives: as a stimulus, as a response, and as a relationship between personal resources and environmental demands. It also discusses primary and secondary appraisals of stressors, whether they are perceived as threats or opportunities. The document provides examples of situations an adolescent may face and prompts the reader to identify threats and opportunities in each.
Coping with Stress If living is inevitably stressful, and if chron.docxdickonsondorris
Coping with Stress If living is inevitably stressful, and if chronic stress can disrupt your life and even kill you, you need to learn how to manage stress. Coping refers to the process of dealing with internal or external demands that are perceived as straining or exceeding an individual’s resources (Lazarus & Folkman, 1984). Coping may consist of behavioral, emotional, or motivational responses and thoughts. This section begins by describing how cognitive appraisal affects what you experience as stressful. We then consider types of coping responses, including both general principles of coping and specific interventions. Finally, we consider some individual differences in individuals’ ability to cope with stress. coping The process of dealing with internal or external demands that are perceived to be threatening or overwhelming. Appraisal of Stress When you cope with stressful situations, your first step is to define in what ways they are, in fact, stressful. Cognitive appraisal is the cognitive interpretation and evaluation of a stressor. Cognitive appraisal plays a central role in defining the situation—what the demand is, how big a threat it is, and what resources you have for meeting it (Lazarus, 1993; Lazarus & Lazarus, 1994). Some stressors, such as undergoing bodily injury or finding one’s house on fire, are experienced as threats by almost everyone. However, many other stressors can be defined in various ways, depending on your personal life situation, the relation of a particular demand to your central goals, your competence in dealing with the demand, and your self-assessment of that competence. The situation that causes acute distress for another person may be all in a day’s work for you. Try to notice, and understand, the life events that are different for you and your friends and family: Some situations cause you stress but not your friends and family; other events cause them stress but not you. Why? Table 12.2 Stages in Stable Decision Making/Cognitive Appraisal Stage Key Questions 1. Appraising the challenge Are the risks serious if I don’t change? 2. Surveying alternatives Is this alternative an acceptable means for dealing with the challenge? Have I sufficiently surveyed the available alternatives? 3. Weighing alternatives Which alternative is best? Could the best alternative meet the essential requirements? 4. Deliberating about commitment Will I implement the best alternative and allow others to know? 5. Adhering despite negative feedback Are the risks serious if I don’t change? Are the risks serious if I do change? Richard Lazarus, whose general theory of appraisal was addressed in the discussion of emotions, distinguished two stages in the cognitive appraisal of demands. Primary appraisal describes the initial evaluation of the seriousness of a demand. This evaluation starts with the questions “What’s happening?” and “Is this thing good for me, stressful, or irrelevant?” If the answer to the second question is “stressful.
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Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Coping with Stress If living is inevitably stressful, and if chron.docxdickonsondorris
Coping with Stress If living is inevitably stressful, and if chronic stress can disrupt your life and even kill you, you need to learn how to manage stress. Coping refers to the process of dealing with internal or external demands that are perceived as straining or exceeding an individual’s resources (Lazarus & Folkman, 1984). Coping may consist of behavioral, emotional, or motivational responses and thoughts. This section begins by describing how cognitive appraisal affects what you experience as stressful. We then consider types of coping responses, including both general principles of coping and specific interventions. Finally, we consider some individual differences in individuals’ ability to cope with stress. coping The process of dealing with internal or external demands that are perceived to be threatening or overwhelming. Appraisal of Stress When you cope with stressful situations, your first step is to define in what ways they are, in fact, stressful. Cognitive appraisal is the cognitive interpretation and evaluation of a stressor. Cognitive appraisal plays a central role in defining the situation—what the demand is, how big a threat it is, and what resources you have for meeting it (Lazarus, 1993; Lazarus & Lazarus, 1994). Some stressors, such as undergoing bodily injury or finding one’s house on fire, are experienced as threats by almost everyone. However, many other stressors can be defined in various ways, depending on your personal life situation, the relation of a particular demand to your central goals, your competence in dealing with the demand, and your self-assessment of that competence. The situation that causes acute distress for another person may be all in a day’s work for you. Try to notice, and understand, the life events that are different for you and your friends and family: Some situations cause you stress but not your friends and family; other events cause them stress but not you. Why? Table 12.2 Stages in Stable Decision Making/Cognitive Appraisal Stage Key Questions 1. Appraising the challenge Are the risks serious if I don’t change? 2. Surveying alternatives Is this alternative an acceptable means for dealing with the challenge? Have I sufficiently surveyed the available alternatives? 3. Weighing alternatives Which alternative is best? Could the best alternative meet the essential requirements? 4. Deliberating about commitment Will I implement the best alternative and allow others to know? 5. Adhering despite negative feedback Are the risks serious if I don’t change? Are the risks serious if I do change? Richard Lazarus, whose general theory of appraisal was addressed in the discussion of emotions, distinguished two stages in the cognitive appraisal of demands. Primary appraisal describes the initial evaluation of the seriousness of a demand. This evaluation starts with the questions “What’s happening?” and “Is this thing good for me, stressful, or irrelevant?” If the answer to the second question is “stressful.
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It also includes other important topics related to Stress
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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PERDEV_Q1-W4-LESSON_4.pptx
1. PERSONAL DEVELOPMENT
MELC:
1. Discuss understanding of
mental health and
psychological well-being to
identify ways to cope with
stress during adolescence.
2. Identify the causes and
effects of stress in one’s life.
2. Coping with Stress in Middle and Late Adolescence
Lesson 1
STRESS MANAGEMENT
3. Objective: Discuss that understanding stress
and its sources during adolescence may help in
identifying ways to cope and have a healthful
life.
The content of this lesson is about “Understanding
Mental Health and Psychological Well-being”
4. Being happy is something that you
must declare to yourself. We are all
responsible for our own happiness.
We take control of the things that
will give an impact and influence
on our life. Imagine, you are
browsing your Facebook timeline,
and you saw the following pictures
posted by your friends. On
another sheet of paper, draw the
reaction you will give in each post.
7. STRESS AND MENTAL HEALTH
“You can’t change how people treat you or what they say about you. All
you can do is change how you react to it” -Mahatma Gandhi Each of us has
our own battle.
We encounter different challenges in life, and it is up to us how to deal with
with each challenge.
Nowadays, most adolescents like you deal with different issues with friends,
friends, family, academics, relationships, and even pressure that could lead
to stress and worst -depression. There are several ways on how to deal and
cope with stress.
Most of the time, dealing with stress differs from person to person. It is
better to assess yourself first for you to know what strategy you can easily
adapt to deal with stress
8. What is STRESS?
Is an emotional factor that
causes bodily mental tension.”
Practical way of defining stress
is the feeling one gets from
prolonged pent-up emotions.
9. As a Senior High School student, you’re probably plenty familiar with
the experience of stress—a condition characterized by symptoms of
physical or emotional tension. An individual may feel when he/she is
struggling to accept changes with physical, mental, and emotional
responses. It may give tension which will lead into various responses
such as anger, frustration, and nervousness. What you may not know
that it’s a natural response of the mind and body to a situation in
which a person feels threatened or worried. Stress can be positive
excitement of preparing for your 18th birthday) or negative (dealing
with a loss of a family member).
10. Demanding or threatening events are often referred as
stressors.
These events can cause stress, the organism’s biological and
behavioral response to the stressor.
11. Stress as Stimulus, Response and Relational
Stress as Stimulus
Researchers have conceptualized stress as a
demanding or threatening event or situation
a. (e.g., a high-stress job,
b. overcrowding, and
c. long commutes to work).
Such conceptualizations are known as Stress as stimulus
definitions because they characterize stress as a stimulus that
causes certain reactions. Stimulus-based definitions of stress are
problematic, however, because they fail to recognize that people
differ in how they view and react to challenging life events and
situations.
12. . For example, a studious student who has studied very well in
all subject for the first quarter would likely experience less stress
during examination than would a less responsible, unprepared
student.
Stress as Response
Other researchers have conceptualized stress in ways that
emphasize the physiological responses that occur when
faced with demanding or threatening situations (e.g.,
arousal). These conceptualizations are referred to as response-
based definitions because they describe stress as a response
environmental conditions.
13. Stress as Relational
When a person is experiencing stress takes a step back to look at the
situation that is causing the stress and reflect on it. When an individual’s
resources are more than enough to deal with the difficult situation, that
person may feel little stress.
When an individual realizes that his or her resources is just enough to deal
with the circumstances but only at the cost of great effort, that person may
feel a moderate amount of stress. But, when an individual knew that
resources are not enough to meet the stressful event, that person may feel
a great deal of stress. Stress then is determined by the person-environment
fit.
14. There are two kinds of appraisals of a stressor:
Primary and Secondary appraisals.
A primary appraisal involves judgment about the degree of potential
harm or threat to an individual that a stressor might demand. A stressor
would likely be appraised as a threat if one expects that it could lead to
some kind of harm, loss, or other negative consequence; conversely, a
stressor would likely be appraised as a challenge if one believes that it
carries the potential for gain or personal growth.
For example, a grade 12 student was elected as the President of the
Student Council
15. This leadership position would likely be perceived as a threat if that
student
believed that it would lead to excessive work demands,
or this
position would likely be perceived as an opportunity if that student
will view it positively to gain new skills and enhance ability.
Similarly, a Senior High School graduate on the point of graduation
may face the change as a threat or a challenge.
16. In this activity, you will write the threats and opportunities of the given
situation. Use the illustrations below to indicate your answers. Write
your answer on a separate sheet of paper.
Consistent first honor student from Grade
7-10
THREATS:
OPPORTUNITIES:
Elected as the Class President
THREATS:
OPPORTUNITIES:
Having your first boyfriend/girlfriend
THREATS:
OPPORTUNITIES:
Transferring from another school
THREATS:
OPPORTUNITIES:
Editor's Notes
As to human condition, stress first appeared in the 1930’s in scientific literature and became common until the 1970s (Lyon, 2012). In the present age, stress was used to describe a variety of unpleasant feelings such as overtime we feel angry, conflicted, overwhelmed, frustrated, or fatigued.