The document discusses stress management techniques for children and youth. It defines key terms related to stress and explains that stress can have physiological, psychological, and behavioral impacts. It recommends first teaching students about stress and then training somatic techniques like breathing exercises, progressive muscle relaxation, and exercise. Cognitive approaches like challenging irrational beliefs and developing coping scripts are also described. The document advocates a holistic approach addressing all aspects of stress.

3.  changes in family dynamics/units
 There is more stress in the home
 Exposure to stress at an early age and unable
to cope up with it

4.  Research says that students with chronic
behavior problems have also experienced
chronic life stress.
 An epidemiological study of mental health
children found that adjustment problems of
children correlate with the stressful life
events occurred in the previous year. (1974)

5.  Chandler (1985) argues that the maladaptive
behavior observed in school is the direct
result of stressful events a child is facing
both in and out of school.

6.  Before teaching children/youth stress
management, it is recommended to teach
them some basic concepts which are as
follows:
 Define the term “stress,” “stressor,”
“eustress,” and “distress.”
 Not all stress is bad
 The physiological changes occur during
stress (fight or flight response)

7.  we can’t always escape from the stress by
running away from the stressor
 Stress management requires a holistic
approach such as Somatic (Physiological),
Cognitive (Psychological) and Social
(Behavioral) interventions together.
 Work on one stress at a time
 Illustrate Ellis’s A-B-C Model (It is not A but B
produces stress)
 Hold a brainstorming session to generate the
list of stressors

8.  In order to reduce your stress first you must
become aware of it, and the sooner you
become aware of it, the easier will be to
reduce it.
 Keeping logs to be aware of stressors and
which one produce more stress.

9.  Somatic- Physiological
 It has the direct effect on the body.
 It is easier to learn and has the fastest effect
on the body.
Three examples of somatic skills are:
1. Diaphragmatic Breathing
2. Progressive Relaxation Training (PRT)
3. Exercise

10.  Cognitive – Psychological
 It is difficult than Somatic-Physiological skills
but has long lasting effect.
 Cognitive re-structuring and problem-solving
strategies could be used such as modifying
their emotions by disputing their irrational
beliefs and generating rational self-talk.
 Cognitive – Psychological skills may be used
before, during or after encountering
stressors.

11.  Social – Behavioral Strategies
 It includes all the verbal and overt behaviors
and which are managed through
manipulation of an environment.
 For example, time management, acting
assertively in response to criticism or
manipulation.
 Long and short term goals

13. Is a relatively new intervention which appears to
be effective in managing anger and anxiety as
well as depression in children and youth.

14.  It is an integrative strategy that uses a
combinations of several different skills for
example, it combines relaxation, cognitive
restructuring and behavior rehearsals or role
play.

15. 1. The conceptual framework stage:
◦ Where the student is taught basic concepts
regarding stress and stress management.
2. Relaxation stage:
◦ Where the student learns to master some form of
relaxation training, usually PRT.

16. 3. Cognitive restructuring stage:
◦ Where the student disputes any irrational beliefs
that might be contributing to his high levels of
anxiety or anger.
4. The stress script stage:
◦ Where the student writes down everything he
needs to say and/or do to manage his stress
before, during and after being exposed to the
stressor.

17. 5. The stress inoculation stage:
◦ In which he uses his stress script as he is gradually
exposed to larger and larger “doses” of the
stressor.

18.  There are a number of ways to measure
the efficacy of a stress management
program. Assuming the stress is
manifested in a maladaptive behavior.
 Another way to measure the efficacy of a
stress management program involves the
use of pencil and paper, self report
questionnaires.

19. These include:
 The Child Anxiety Scale.
 The Children’s Depression Inventory.
 The Child Depression Scale.
 Reynold’s Adolescent Depression Scale.
 Beck Depression Inventory, etc