Unit 6: Health

Lesson 3: Stress Management

OBJECTIVES

1. Identify causes of stress.

2. Identify how a body reacts to stress.

3. Identify how not dealing with stress can be harmful.

4. Identify five ways you can cope with stress.

MATERIALS NEEDED
Holmes-Rahe Stress Scale

Ways to Cope with Stress

marker board or something to write on

SUPPLEMENTAL RESOURCES
There is an abundance of resources on stress management that can be obtained at bookstores and libraries. Trainers are encouraged to seek out any additional resources to provide further instruction.

INSTRUCTIONAL FORMAT
This is a lesson on stress management will provide basic information about the effects of stress on the body and how to deal with it. Most people understand the word stress. Nevertheless, many do not know how to recognize when they are under stress or how to deal with it. Some of the coping strategies are skills that are taught in other lessons in the manual, and some of the skills can be practiced. However, many coping strategies will only be discussed. Much of the information contained in this lesson is based on a book by Sapolsky and a book by Corbin and Lindsey. References are listed below.

1. Define the word "stressor" as the cause of stress. According to Sapolsky, a stressor is anything that throws a body out of its normal state. If a person starts thinking about a test he has to take and his palms start to sweat, his heart rate increases, and his stomach feels upset, his normal body state has changed. Thus, thinking about the test is a stressor. If those changes occur while taking the test, taking the test is a stressor.
   
   

2. Discuss changes in the body that occur when a person is under stress. Note that these changes are similar to those presented in the Social Skills unit in the lesson titled "Anger Management." This is because an anger-provoking situation is a stressor. According to Sapolsky and Corbin and Lindsey, a person's body goes through the following changes when under stress: increase in the release of stored energy to provide the body more power and stamina, increase in blood flow carrying oxygen to the brain, dilation of the pupils to allow more light to enter the eyes, increase in perspiration, increase in heart rate and blood pressure, and decrease in the digestion process. These changes make sense when the stressor is being trapped in a burning building compared to thinking about a test. Yet, the body does not differentiate between stressors. Furthermore, these changes can interfere with a person's performance when the stressor is not life threatening. Examples of this include giving a speech or interviewing for a job. If a person is under stress, his body will have at least some of the reactions to some degree.
   
   

3. Discuss different causes of stress. Try to have the students contribute as many causes as possible. The Holmes-Rahe Stress Scale has a list of 43 stressful events. To use the scale, place a check by each event that has occurred in your life over the last 12 months. Then, add the point totals. If you score less than 150, you have a 35 percent chance of illness or accident within the next two years. If you score 150 to 300, you have a 51 percent chance of illness or accident within the next two years. If you score greater than 300, you have an 80 percent chance of illness or accident within the next two years. Take note that stress is not always caused by negative events. Add to the discussion by having students describe, if they remember, how they felt as a result of any of the listed stressors they may have encountered.
   
   

4. Discuss the problems associated with not dealing with stress appropriately. Saplosky points out that some stress in a person's life is useful and expected. However, too much stress along with not coping appropriately can lead to illness. How stress increases the likelihood of illness is complex. Overall, once the body has reacted to stress, it needs to get back to normal. The process of trying to get the body back to its normal state makes it more difficult to fight off infections and cope with a disease. Although it does not guarantee that you will get sick, going through this process repeatedly does increase the likelihood of ulcers, high blood pressure, heart disease, and cancer.
   
   

5. Discuss coping strategies that can be used for managing stress. Ask the students if they know any coping strategies. Use the handout titled "Ways to Cope with Stress" as a guide. For each strategy, discuss how to do each skill and how the skill might help.

      Corbin, C. D., & Lindsey, R. (1997). Fitness for Life. Glenville, IL: Scott Foresman-Addison Wesley.

     Sapolsky, R. M. (1994). Why Zebras Don't Get Ulcers: A guide to stress, stress-related diseases, and coping. New York: W.H. Freeman.

SIGNS OF GENERALIZATION
As mentioned, stress is an inevitable part of everyone's life. Although a trainer cannot observe the internal effects of stress, the mood and behavior of a person can be assessed as an indicator that he is not dealing with stress well. A person who is acting irritable, absent-minded, or irrational may be under too much stress. Additionally, the person may be engaging in destructive behaviors such as using drugs or overeating in order to cope with the stress. Students should be engaging in appropriate coping skills when under stress.

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