The document discusses stress management at schools. It defines stress and outlines two types: eustress, which is positive stress that motivates, and distress, which causes anxiety. Distress can result from academic pressures, social stress, financial issues, and family problems. The document recommends identifying symptoms of anxiety, asking for help, developing an action plan, relaxing activities, prioritizing, and exercising to manage stress. Counselling students involves allowing stress-relieving activities tailored to their needs and assessing students in a way that enhances their learning.

1. Stress Management
Managing stress effectively at a school level.

2. Group Members
Calum du Sart 201304543
Alexandria Isaacs 201335185
Kirwin Moore 201217946
Zeenat Arthur 201222798

3. Content
 What is Stress?
 What is Stress management?
 What are the reasons and causes of stress?!
 Types of stress (Eustress and Distress).
 The characteristics of Eustress.
 The Characteristics of Distress.
 Identifying symptoms of anxiety.
 Effective ways to manage stress.
 Counselling learners

5. Zeenat: What is Stress
 Pressure
 Tension
 Strain
 A state of psychological or emotional anxiety or strain causes adverse or
challenging conditions.
 Distress: negative kind of stress

6. Zeenat: Stress management
 A variety of techniques
 Aimed at controlling a person’s levels of stress
 Especially chronic stress
 Purpose: to improve everyday functioning.

7. Kirwin: What are the reasons and
causes of stress?!
 Academic stress- One of the most common reasons for stress among teens and
adults alike, is the constant pursuit to perform well in academics as well as
in their occupation. Teens often find it difficult to live up to their parents
expectations and parents find it difficult to keep up with the demands of
their job. If one preforms well at what they are doing ,there is an added
pressure to maintain that performance. They are weak in their work ethic the
pressure to perform increases. All these aspects combined with the general
woes of trying to be a success leads to an unending circle of stress. (Shah,
2015)
 social stress-when one reaches a certain age ,one learns to interact socially
and adjust to a complicated world. Slowly one begins to realize the
importance of gaining social acceptance, whether it be with family, peers or
co-workers. this invites stress, as it is a constant struggle to become visible
for everyone. (Shah, 2015)

8. What are the reasons and causes of
stress?! Continuation
 Financial stress-even though there is no burden place upon teenagers to earn
or fend for themselves. However if there is any financial strain in the family,
it could become increasingly difficult for the teen to handle. The idea of
losing their current standard and also not being able to assist their parents
could result in feelings of helplessness which contributes to stress. (Shah,
2015)
 Unhealthy competition-there seems to be a trend among both teens and
adults, is to have competitions.be it academics, sport, cars, clothing or
money. Severe competitions may cause stress. (Shah, 2015)
 Romantic relationships: At any stage of an individuals life is the stage where
they feel they need to be loved. Negative reciprocation from love interests
and breakups with lovers which may include family members, could result in
high levels of stress.it may be painful and hard to overcome. (Shah, 2015)

9. What are the reasons and causes of
stress?! Continuation
 Change-it is suggested that an individual does well when their lives follow a
structured routine, a sudden upset in that routine can include anything from
moving to a new home , having to find a new job, a change in family
dynamics, the loss of a relationship which can range from the death of a loved
one to the end of a friendship and dealing with an unexpected illnesses or
injury. (Richards-Gustafson, 2015)
 Family problems- Teens and adults may also feel stressed at home due to
family pressure or problems. If parents have recently gone through a divorce,
experienced economic difficulties which have affected the individuals quality
of life, arguments with siblings, disagreements with family members over
expectations and rules. (Drea, 2015)
 self doubt-as one attempts to navigate through social hierarchy, they may feel
self-doubt as they attempt to achieve a certain level of success. Although one
may feel feelings of despair, due to lack of social status. (Drea, 2015)

10. Types of stress
Eustress vs Distress
Calum

11.  (Harry Mills, 2008)Stress can be put into two categories, one of which is
Eustress (Positive stress) and Distress (Negative stress) stress is not always a
bad thing. Stress is simply the body's response to changes that create taxing
demands. In daily life, we often use the term "stress" to describe negative
situations. This leads many people to believe that all stress is bad for you,
which is not true.

12. We now look at our first type of stress which is
Eustress known as our “positive stress”.
 Eustress is the good stress that motivates you to continue working. This Stress
can be a motivator and provide incentive to get the job done. Everyone needs
a little bit of stress in their life in order to continue to be happy, motivated,
challenged and productive.

13. The characteristics of Eustress are the
following:
 •Motivates, focuses energy
 •Is short-term
 •Is perceived as within our coping abilities
 •Improves performance
 Examples of Eustress:
 •Receiving a promotion or raise at work
 •Starting a new job
 •Marriage
 •Having a child
 •Moving
 •Taking a vacation

14. We now look at the second type of stress
known as Distress
 It is when this stress is no longer tolerable and/or manageable that distress
comes in. Tension builds, there is no longer any fun in the challenge, there
seems to be no relief, no end in sight. This is the kind of stress most of us are
familiar with and this is the kind of stress that leads to poor decision making.
Physiological symptoms of distress include an increase in blood pressure, rapid
breathing and generalized tension. Behavioural symptoms include overeating,
loss of appetite, drinking, smoking and negative coping mechanisms.

15. The Characteristics of Distress are the
following:
 •Causes anxiety or concern
 •Can be short- or long-term
 •Is perceived as outside of our coping
abilities
 •Feels unpleasant
 •Decreases performance
 •Can lead to mental and physical problems
 Examples of Distress stressors include:
 •The death of a spouse/ family member
 •Filing for divorce
 •Losing contact with loved ones
 •Injury or illness (oneself or a family
member)
 •Conflict in interpersonal relationships
 • Money Problems
 •Unemployment
 •Sleep problems

16. Zeenat: Identify symptoms of anxiety.
 Take into account of your inner voice when it frequently states, “I am anxious”.
 Pay consideration to edgy habits:
 Hair curling
 Nail biting
 Eye twitching
 Foot tapping

17. Zeenat: Effective ways to manage
stress.
 When an individual feels apprehensive or anxious, these approaches will help
an individual manage stress effectively:
 Identify symptoms of anxiety.
 Ask for help
 Create an action plan to handle an upcoming worrisome challenge.
 Identify activities that relax you.
 Set priorities.
 Get physical.

18. Ask for help
 Don’t handle everything by yourself.
 Look for a helping hand
 Speak out about how you feel
 Find emotional support and nurturing

19. Create an action plan to handle an upcoming
worrisome challenge.
 Split the task up into fragments you can manage. A one-step-at-a-time tactic
divides and overcomes apprehension.

20. Identify activities that relax you.
 Listen to music
 Taking a walk
 Calling a friend
 Take note of things bring you pleasure, and practice it when you need a lift.

21. Set priorities.
 Personal planning and skill at managing each of issues will increase the
serenity and reduce the stressors within a demanding, creative life.

22. Get physical.
 Exercise makes you and feel more hopeful and energized.
 Find the time to get outside and walk, run, bike ride, skate, swim, play tennis or
take part in any physical activity that you enjoy.

23. Alexandria: Counselling learners
 Allow the learners to engage in activities that will allow for
emotional, social and intellectual growth and ensures that health
needs are addressed in a developmentally appropriate manner e.g.
using meditation as a form of relaxation which allows for whole body
focus.
 Learners should explore effective ways for stress relief that works for
them on a personal level. Each to their own not all learners find relief
through taking a walk, meditating or listening to classical music.
Learners should be allowed to embrace their chosen stress relief path
as long as it is conducive.

24. Counselling Continued.
 Stress relief and management should be age appropriate. It will not be ideal
to feed medication to children for stress, explore other ways of stress relief
such as walking or playing outside etc. Although many forms of stress relief do
not get defined by age, keep in mind the effectiveness of the relaxation
activity.
 Due to stress taking a major toll on our self-efficacy; self-esteem when we
want to do our best and our self-confidence due to the nervousness, it is
important to take part in and develop building exercises that learners may
make use of.

25.  As educators we should try to form learning assessments that suit and shape
the learners abilities. Assessments should enhance what the learner has
already been taught and test their understanding. Individual Education Plans
(IEP) and goal setting should be the focus in classrooms as this allow teachers
to identify any challenges learners face.

26. Alexandria: External Sources for Stress
Management
http://www.angerstress.com/
http://www.leadingtraining.co.za/Stress_Management_t
raining_course

27. http://www.leighmatthews.co.za/
http://www.sensoryintelligence.co.za/events/event/98-
parent-workshop-5-coping-with-stress-for-children-jhb

28. Bibliography
 50, B. U. (1964 – 2014). Eustress vs. Distress. Retrieved August 11, 2015, from
https://www.brocku.ca/health-services/health-education/stress/eustress-distress
 American Heart Association. (2015, August 6). What is stress management. Retrieved from
American heart association:
http://www.heart.org/HEARTORG/gettinghealthy/stressmanagement/fightstresswithhealthyh
abits/what-is-stress-management UCM 321076 Article.jsp
 Drea, C. (2015, August 6th). encourage teens to talk about pressures that cause them stress
and Anxiety . Retrieved from livestrong.com: http://www.livestrong.com/article/134259-
causes-stress-teenagers/
 Harry Mills, P. N. (2008, June 30). Types of stress. Retrieved August 11, 2015
 Richards-Gustafson, F. (2015, August 6). Everyday life by demand media. Retrieved from
Causes of stress for teens: http://everydaylife.globalpost.com/causes-stress-teens-8825.html
 Shah, P. (2015, August 6th). Causes of stress in teens. Retrieved from Top 10 causes of stress
in teens: http://www.momjunction.com/articles/causes-stress-teens_0010099/
 Unknown. (2015, August 6th). Stress Management. Retrieved from wikipedia:
en:wikipedia.org/wiki/stress