Stress Managemant Module

KENDRIYA VIDYALAYA 0 SANGATHAN
ZONAL INSTITUTE OF EDUCATION & TRAINING CHANDIGARH
TRAINING MODULES FOR WORKSHOP ON
STRESS MANAGEMENT
EXPERT
UNDERSTANDING
INTERVENTION SUCCESS
STRESS
TARGET GROUP OF TEACHERS
TRAINED GRADUATE TEACHERS
POST GRADUATE TEACHERS
/ PATRON
, ,
Sh. J. M . Rawat , Deputy Commissioner & Director- Z l E T, Chandigarh
Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 1
S.N MODULE CONTENT
o
i Introduction & Objectives
1 STRESS
ii Causes & Symptoms of stress
MANAGEMENT
iii Managing stress
iv Interaction with the expert &

Enactment session
During the workshop a combination of following approaches can be

adopted besides other innovative approaches:
Activity based approach (Individual / Group)

Group discussion
Open discussion
Brain storming sessions
Internet / Video clipping
Power Point Presentation
SESSION - 01
MODULE
STRESS MANAGEMENT
The goal of this module is to help teachers to be able to give their students a better
awareness and understanding of stress. Furthermore, it is designed to provide coping
strategies for avoiding distress and to promote better adjustment whether in school or at
home.
One of the difficulties about stress is that it can work for you or against you, just like a
car tire. When the pressure in the tire is right, you can drive smoothly along the road:
if it is too low, you feel all the bumps and the controls feel sluggish. If it is too high,
you bounce over the potholes, and easily swing out of control (Butler & Hope, 1995,
p. 207).
TRAINING SCHEDULED TIME: 90 Min.

TRAINING STRATEGY:
o Introduction of content : 15 min.
o Individual activity : 30 min.
o Group activity : 30 min.
o Video clip & discussion : 15 min.
TRAINING OBJECTIVES
a. To accept it exists in daily life.
b. To open up to talk about it freely.
c. To understand its necessity in daily life.
d. To know its types.
e. To be able to manage it.
f. To be able to help others in distress.
EXPECTED LEARNING OUTCOME

a. Will be able to know that it is essential in life.
b. Will be able to know its types.
c. Will be able to know its triggers.
d. Will be able to learn to manage it.
e. Will be able to help others in need.
INTRODUCTION:
STRESS the word that is discussed more than academics these days in
every sphere of life. Everyone has stress, because life isn't
something we totally control. If it is a part of life, can it be so
bad? Is a big question. It is essential at conception, it is
essential at birth (a wonderful experience) then we should
try to understand it in a better way. It cant be all that bad.
The question here is: Are we managing our stress, or has it mastered us? Its
answer matters a lot for our health and day to day life. If one is stressed often over
time, it puts oneself at risk for heart disease, depression, and other problems.
The key to all this is to stop stress before it stops us. It is

simpler than one might think. Solve the stressful problem when
you can. And when you can't then connect with other people,
and get active again to solve the problem. Lot of research has
been done on this topic by Social Psychologists, Clinical Psychologists,
Educational Psychologists, Psychiatrists, Religious preachers. Findings of all have
commonalities for us under different situations.
As an/a educationist / teacher, we need to understand that for a student

within the age group of 13 to 18 years that is from classes IX to XII stress has its
own meaning. If as an adult one is not able to understand stress properly then how
can we expect an adolescent to be an expert in understanding and managing
stress.
Broadly, the stress is classified into two :
Eustress - good stress, is stress that benefits our health, like

physical exercise or getting a promotion.
Distress - stress that harms our health and often results from
imbalances between demands made upon us and our resources for
dealing with these demands.
The latter is what most people think about when they talk about stress. However, if
handled well stress can increase motivation and stimulate us.
There are many different definitions and theories of stress. However, a commonly
recognized one is the interactionist model of stress.
It suggests there are three key components involved:
i. The situation and demands

ii. Our subjective appraisal of the situation
iii. Our perceived resources for meeting the demands
i) The demands or situations could include financial problems, arguments,
changes in school/work circumstances etc. These events, hassles or
changes that occur in our external environment may be physical or
psychological and are referred to as stressors.
ii) Appraisal of the situation refers to how we interpret the situation or
demand. For example, an event occurs person A may see it as stressful
while person B does not. Thus person A will probably have a reaction to
the stressful situation, either physiological or emotional.
iii) Resources refer to our ability to cope with the demand or stressor, for
dealing with possible or real problems. Again, an event occurs, person A
and person B both perceive it as stressful, but person A believes she has
the resources to cope but person B believes she doesnt, and they will
respond accordingly.
While students may not be able to control some of the demands placed upon them,
they can change the resources at their disposal by increasing their repertoire of
coping strategies.
Ideal level of stress differs Optimum Stress
from person to person. Basically, if

there is not enough stress then
performance may suffer, due to lack
of motivation or boredom (See Area of Optimum
Figure 1). However, too much stress

Performance
results in a drop in performance as a

result of stress related problems like
High Stress
Low Stress
Anxiousness
Boredom
inability to concentrate or illness.

Unhappiness
We must learn to monitor our stress levels, Figure 1.: The relationship between stress and performance
firstly to identify our own optimum level of

stress and secondly to learn when we must intervene to increase or decrease our level of
stress. This way stress works for us. By managing stress we can improve our quality of
life and do a better job, either in academic life or professional life.
If stress is not handled properly it can increase the negative consequences for an
individual.
So there is a need to make this issue a burning topic of discussion among the
students, to understand it well, to open up with certain situations and probably end up
with some sort of solution among themselves.
INDIVIDUAL ACTIVITY: (30 min)
i. Provide content (write-up / ppt) of stressful situation to the participant.

ii. Ask the participant to go through it. (05 min.)
iii. Ask them to identify and note the triggers. (05 min.)
iv. Identify the strategy adopted as per the write up. (05 min.)
v. Let them mention what else could have been done. (05 min.)
vi. Self-evaluate the strategies for the most practical one. (10 min.)
GROUP ACTIVITY: (30min)

i. Make a group of four people.
ii. Provide content (write-up/ppt) of stressful situation to the
participant.
iii. Ask the participants to go through it. (05 min.)
iv. Ask them to identify and note the triggers. (05 min.)
v. Identify the strategy adopted as per the write up. (05 min.)
vi. Let them enact the situation. (10 min.)
vii. Evaluate the strategies for the most practical one. (05 min.)
viii. Discuss the findings of individual and group activity.
VIDEO CLIPS (10min)

1. https://www.youtube.com/watch?v=_46OXwbUMK0
2. https://www.youtube.com/watch?v=0fL-pn80s-c
3. https://www.youtube.com/watch?v=6toLTVGn3T8
SESSION - 02
MODULE
CAUSE OF STRESS & ITS EFFECTS
The goal of this module is to help teachers to be able to give their students a better
awareness and understanding of factors that may ultimately precipitates as stress.
Furthermore, it will be easy for one person to locate the symptoms of distress in self or
the other person whether in school or at home.

TRAINING STRATEGY:
TRAINING OBJECTIVES
a. To accept it exists in daily life.
b. To know the factors that may precipitates as stress.
c. To know the symptoms.
d. To be able to locate the symptoms.

a. Will be able to identify the factors of stress.
b. Will be able to categorize the factors.
c. Will be able to locate the symptoms.
d. Will be able to be more empathetic.
INTRODUCTION:
STRESS is one of the basic essentiality to do any sort of work. Certain

amounts of stress are beneficial; however, sometimes the level of stress can
become burdensome. Its level decides whether the task in hand will be executed
nicely or it will lead to low performance or no performance at all.
As we have understood in the first session that it can work for us or against
us, just like a car tire. When the pressure in the tire is right, one can drive
smoothly along the road: if it is too low, one feels that the controls are sluggish. If
it is too high, the cars bounce over the potholes, and easily swing out of control.
All the researches lead us to believe that our response to a particular type of
stress varies with time/ situation / age. Since age is involved so we can say that
adolescents or particularly the students also face the same situation. It is often the
cause & effect of many situations. It is the bodys way to respond to any kind of
unwanted demand. The response may be either given with a positive inclination
(EUSTRESS) or with a negative inclination (DISTRESS).
CAUSES: Broadly they have been categorized into two: Internal and external
INTERNAL: Persons own perception of the self (physical health / mental

health / social health / spiritual health).
EXTERNAL: All the causative factors that originate outside the body.
a. Parental pressure: Give a thought on the following sentences:

i. You are grown up now.
ii. You have to take care of the family.
iii. How you are going to do this without education?
iv. Do you think you are stressed now
v. You dont have an idea of what stress is going to be in
life.
b. Volume of work:
i. The amount of HW given in the schools.
ii. Tight schedule for completion of projects/HW.
iii. No body to help at home.
iv. Examination schedules
First paper / gaps between papers / paper after holiday
followed by another next day / Class tests / Monthly
tests being on every month consume one week so
students feel that test are back within three weeks.
c. Type of work:
i. Going on to the stage
ii. Deliver a speech during assembly.
iii. Forced by the teacher to draw on black board.
iv. Unpleasant task in the school.
d. Personal finance low for certain things.
e. Peer pressure.
f. Bulling
g. Criticism
h. Health problems.
i. Remarks by opposite gender.
j. Diet composition should not be ignored as a contributing factor.
k. Nutritional gap i.e. the diet taken V/s the need of the body.
If one eats balanced diet, one dont need vitamins
l. Unrealistic expectations of the teachers.
So there is a need to make this issue a burning topic of discussion among

the students, to understand it well, to open up with certain situations and probably
end up with some sort of solution among themselves.
SIGNS & SYMPTOMS
People will have their own personal signs or reactions to stress, which they should
learn to identify. They generally fall into three categories: physical, cognitive and
emotional.
1. Physical (physiological and behavioral)
a. Racing heart
b. Cold, sweaty hands
c. Headaches
d. Shallow or erratic breathing
e. Nausea or upset tummy
f. Constipation
g. Shoulder or back pains
h. Rushing around
i. Working longer hours
j. Losing touch with friends
k. Fatigue
l. Sleep disturbances
m. Weight changes
There are well established links between stress and many types of illness. However,
these physical symptoms could result from medical or physiological problems rather
than be completely stress related.
2. Cognitive (or Thoughts)
a. Forgetting things
b. Finding it hard to concentrate
c. Worrying about things
d. Difficulty processing information
e. Negative self-statements
3. Emotional (or Feelings)
a. Increased irritability or anger
b. Anxiety or feelings of panic
c. Fear
d. Tearfulness
e. Increased interpersonal conflicts
f. Suicidal thoughts
Everyone has developed his or her own response to stress. The key is to learn to monitor
your own signs and become aware of when they are indicating the stress level is
unmanageable.
INDIVIDUAL ACTIVITY-1: (30 min) (Any one can be taken up)
i. Provide content (write-up/video) of stressful situation to the

participant.
ii. Ask the participant to go through it 7. (05 min.)
iii. Ask them to identify and note the causative triggers. (05 min.)
iv. Note down the effects of the triggers. (05 min.)
v. Let them mention what else could have been done. (05 min.)
INDIVIDUAL ACTIVITY-2: (30 min)
i. Provide an empty table as follows.
ii. Ask the participant to fill it up as their first response.
iii. Identify and note the causative triggers.
iv. Note down the effects of the triggers (physical / mental).
v. Self-evaluate the strategies for the most practical one.
EFFECTS
S.No TRIGGER PHYSICAL MENTAL
1
2
3
Review your Stress Diary and identify the areas of distress of most concern.
______________________________________________________________
______________________________________________________________
______________________________________________________________
i. GROUP ACTIVITY: (30min)
i. Make a team of two people.

ii. Provide content (write-up/video) related to stressful situation to the
team.
iv. Ask them to identify and note the triggers. (05 min.)
v. Ask them to identify the strategy adopted as per the write up. (05
min.)
vi. Let them enact the same situation. (10 min.)
vii. Evaluate the strategies for the most practical one. (05 min.)
VIDEO CLIPS (10min)

2. https://www.youtube.com/watch?v=6toLTVGn3T8
SESSION - 3
MODULE
MANAGEMENT OF STRESS
The aim of this module is to help teachers to be able to give their students awareness
and a better understanding of different approaches to manage stress and handle the
issues. Furthermore, it will be easy for one person to improve upon the skills to manage
stress at the personal level and if possible to help others.

TRAINING STRATEGY:
a. TRAINING OBJECTIVES
a. To make them aware that stress can be controlled.
b. To make them aware of stress management skills.
c. To make them capable to select best approach for self.
d. To make them capable to improve personal skills.
e. To make them capable of help others in the peer.

a. Will be able to understand that stress can be controlled.
b. Will be able to increase their knowledge of various skills.
c. Will be able to select the practical approach for the situation.
d. Will be able to be more empathetic.
INTRODUCTION:
STRESS to some extent is essential but the limit is undefined and varies from
person to person. Since all of us are to live in the society, so it becomes imperative
to manage stress at personal level. These days a wide range of approaches are
available in the society.
Since the life style has changed & also changing fast so the level of stress has
multiplied and its prevalence can be detected even in the
younger years.
So it is essential to increase the awareness about the

strategies that can be adopted to reduce the level of stress.
Always remember that our attempt is not to finish the stress
but just to reduce below the limits of tolerance (Of course highly variable). In
general the stress management approaches have been divided into two categories
i.e. Preventive approach and Curative approach.
The three components of stress are the:
Situation and its demands,

Subjective appraisal of the situation and
Perceived resources for coping with the demands.
Management of stress can be aimed at any or all of these components. In other

words, we can decrease the external demands or stressors; we can change or
appraisals or we can increase our coping resources.
Types of Coping:-
Coping refers to the use of strategies to deal with problems, real or anticipated,
and any possible negative emotions that may arise. This approach helps us to
control our reactions to the demands placed upon us. We use actions, thoughts
and feelings to cope.
Different situations or stressors call for different kinds of coping.
1. Problem-Focused Coping is aimed at changing a situation or its

accompanying demands. It is most appropriate when you have some
control over a situation or when you can manage the problem in the
environment. It uses specific activities to accomplish a task.
For example, maybe a student is having difficulties with a roommate, who
creates a lot of distractions thus preventing the student from studying.
Problem-focused coping would involve the student negotiating a contract or
using other problem-solving strategies to overcome the stressful situation.
Using time management or seeking advice or other examples of this type of
coping.
2. Emotion-Focused Coping is aimed at dealing with the emotions caused

by a situation and its demands. It is more appropriate when you have little
or no control over a situation. This type of coping involves reducing anxiety
associated with the stressful situation without addressing the problem.
For example, in parental separation a student has no control over it but

he/she could cope with any anxiety the event may cause.
Coping Resources:-
These resources can broadly be divided into:
Cognitive coping strategies and

Physical / Behavioral coping strategies.
Some of these coping strategies will suit some people, others will not. The key is to
have a range of resources that can be applied, depending upon the situation and
the individual. It is important to have strategies one is comfortable using.
Cognitive coping strategies
These refer to ways of dealing with stress using our minds. Cognitive coping
strategies are a good way to combat stress-producing thoughts.
As Shakespeares Hamlet said, . . . for there is nothing either good or bad but
thinking makes it so. . . Often people already use these.
Cognitive ways of coping, but making them more conscious will increase their
efficiency and effectiveness. Examples of these strategies are:
i. Reframing focus on the good not the bad; think in terms of wants instead
of should. Its best if our thinking is related to our goals. For example, I
want to read and understand this chapter in Chemistry so I do well in my lab
practical instead of I have to read this difficult chapter in Chemistry.
ii. Challenging negative thinking stopping the negative thoughts we may
have about a situation or ourselves. Examples of negative thoughts include
expecting failure, putting yourself down, feelings of inadequacy - a thought
such as Everyone else seems to understand this except me.
In order to gain control of negative thoughts or worries, you must first

become aware of them. Next, yell Stop! to yourself when they occur. Try
replacing with positive affirmations or at least challenge or question any
irrationality of the thoughts.
iii. Positive self-talk using positive language and statements to ourselves.

These are sometimes referred to as positive affirmations; they are useful for
building confidence and challenging negative thoughts. For example, I can
do this or understand this or Ill try my best. These work best when they
are realistic and tailored to your needs and goals.
iv. Count to ten this allows you time to gain control and perhaps rethink the
situation or come up with a better coping strategy.
v. Cost-benefit analysis asking yourself questions about the worth of

thinking, feeling or acting a particular way. Is it helping me to get things
done when I think this way? Is it worth getting upset over? Am I making
the best use of my time?
vi. Smell the roses Experiencing life as fully as possible requires conscious
effort, since we become habituated to things which are repeated. Varying
our experiences (such as taking different routes to school or work) can help
in this process.
vii. Keeping perspective when under stress it is easy to lose perspective;

things can seem insurmountable. Some questions to ask yourself: Is this
really a problem? Is this a problem anyone else has had? Can I prioritise
the problems? Does it really matter?
Look on the bright side of life! - Cultivate optimism.
viii. Reducing uncertainty seek any information or clarification you may

require to reduce the uncertainty. It helps to ask in a positive way.
Situations that are difficult to classify, are obscure or have multiple
meanings can create stress.
ix. Using imagery / visualizationimagining yourself in a pleasant or a

successful situation to help reduce stress. One way to use imagery is as a
relaxation tool. Try to remember the pleasure of an experience youve had
or a place youve been. The more senses you involve in the image the
more realistic, therefore the more powerful. This strategy is often combined
with deep breathing or relaxation exercises.
x. Visualization can also be used as a rehearsal strategy for an anticipated

stressful event. For example, if you have a presentation to give, practice it
in the mind a few times, picturing the audiences reaction and even
visualizing yourself overcoming any potential pitfalls.
Performance under Stress
Most people find performance stressful, whether examination, interview,

public speaking, practicals, etc. However, they need not cause distress. The
following tips for managing the stress experienced as a result of performance
situations can help students achieve their goals.
i. Focusing on the process not the outcome.

ii. Being aware of the stress/performance curve and their own optimal
level of stress.
iii. Learning and practicing coping skills practice is important.
iv. Reframing evaluative situations a learning experience.
v. Keeping and using a sense of humour
vi. Maintaining ones perspective
vii. Remembering that mistakes are part of learning
Separating self-worth from performance
INDIVIDUAL ACTIVITY: (30 min)
i. Provide a content (write-up/video) of stressful situation to the

participant.
ii. Ask the participant to go through it. (05 min.)
iii. Ask them to identify the triggers & their effects. (05 min.)
iv. Identify the strategy adopted as per the video. (05 min.)
v. Let them compare the trigger V/s Effect V/s Strategy. (10 min.)
Many stressors can be changed, eliminated, or minimized. Here are some

examples of things you can do to reduce your level of stress:
Exercise regularly.
Exercise Practice relaxation techniques. For example, whenever you feel
tense, slowly breathe in and out for several minutes.
Eat a balanced diet daily. Eat more whole grains, nuts, fruits and
Nutrition vegetables. Substitute fruits for desserts.
Choose foods that are low in fat, sugar, and salt.
In a typical week, get sufficient sleep to wake up refreshed.
Sleep Do not use medication or chemical substances (including
alcohol) to help you sleep.
Avoid caffeine, nicotine, sugar, and cola.
Stimulants Do not use medication or chemical substances (including
alcohol) to reduce your anxiety or to calm you down.
Have one or more friends with whom you can share personal
Support matters.
System Talk with friends or someone you can trust about your worries
/problems.
Keep reinforcing positive self-statements in your mind.
Focus on your good qualities and accomplishments
Do something you really enjoy which is just for me during the
Nurture-Self course of an average week.
Recognize and accept your limits. Remember that everyone is
unique and different.
Plan ahead and avoid procrastination.
Good time Make a weekly schedule and try to follow it.
management Set realistic goals.
skills Set priorities.
Take a warm bath or shower.
Go for a walk.
Relax Get a hobby or two. Relax and have fun.
Get in touch! Hug someone, hold hands, or stroke a pet.
Physical contact is a great way to relieve stress.
Think about how to cope with and prevent the distress you identified in your Stress Diary
and the questions above. Describe your plan for coping with distress in the space below.
Exercise
Nutrition
Sleep
Stimulants
Support
System
Nurture-Self
Time
management
skill
Relax
Other
ii. GROUP ACTIVITY: (30min)

i. Make a team of two people.
ii. Provide a content (write-up/video) of stressful situation to the team.
iv. Ask them to identify the triggers & their effects. (05 min.)
v. Let them identify the strategy adopted as per the write up. (05 min.)
vi. Let them compare the trigger V/s Effect V/s Strategy. (10 min.)
vii. Come to consensus for the most practical approach. 05 min.)
VIDEO CLIPS (10min)

1. https://www.youtube.com/watch?v=hnpQrMqDoqE
SESSION -04
MODULE
INTERACTION WITH THE EXPERT
The aim of this module is to help teachers to organize the open sessions with the
students either internally or with the help of experts in the concerned field. Also to
normalizing the stressful situation by enacting it as a drama.

TRAINING STRATEGY:
o Introduction & Interaction with expert : 60 min.
b. TRAINING OBJECTIVES
a. To make them aware about counseling services.
b. To provide opportunity to be free with experts.
c. To feel free to dramatize the stress situation.
d. To make them capable to improve personal skills.
e. To make them capable of help others in the peer.

a. Will be able to understand the stress in a better way.
b. Will be able to confide with the counselor.
c. Will be able to demonstrate the stress condition in a play way
method.
d. Will be able to participate freely in discussions.
INTRODUCTION:
Gaining knowledge about STRESS by any of the methods like reading
notes, newspapers, electronic media, ppts or internet extra or as a teacher we may
claim to have the ultimate tool to teach the students, remember when put into a
stressful situation neither we as adults nor the kids be able to do & behave as
ideally thought of during the previous sessions. There are certain things that need
to be handled by the experts only. It is essentiality that the students should be
directly interacting with the expert either in the presence of teachers or better in
absentia. Also there should be ample opportunity for the students to participate in
enacting the situations which may further enhance their understanding about the
issues. An age old Indian saying Khel Khel mein seekhna is appropriate for these
situations. So such enactments should be organized both class wise or house
wise, may even be incorporated in the assembly programs. CCA department could
be a great help in it. Arts & Craft as well as Works experience teachers can easily
contribute with their services so as to make the enactment more presentable.
So it is important to Be Aware, Be Clear & Be out of Despair'.
INTERACTION WITH THE EXPERT: (90 min)
i. Facilitate the session with an interactive session by inviting an expert
from the department of Child Care Centers CCC being run by
Government hospitals especially to deal with teens. Guidance may
also be taken from Psychology or professional Counselors in
practice.
ii. The session to be organized in the absence of adults / teachers.
iii. Let the outcome to be taken as a professions / expert advice.
iv. Let there be discussion on the outcome in the presence of adults.
v. Final outcome may be taken as the base for the strategy formulation.
iii. GROUP ACTIVITY: (20min)
i. Divide the participants in team as convenient to the expert.

ii. Let the groups be allocated a task as demanded by expert.
iii. The task can be a questionnaire / enactment of a situation.
iv. Give the time for response / enactment.
v. Discuss on the outcome of the response / enactment.
VIDEO CLIPS (10min)
1. https://www.youtube.com/watch?v=hnpQrMqDoqE
References:
1. From Learning to Study Through Critical Thinking , By Jonelle A.
Beatrice
2. Stress management (Butler & Hope, 1995, p. 207).
3. Cortisol controls health, but what else? By Matt McMillen (Web MD
News)
4. iStudy for Success Modules Stress Management
5. http://www.webmd.com/balance/guide/blissing-out-10-relaxation-
techniques-reduce-stress-spot
VIDEOS:
1. https://www.youtube.com/watch?v=_Sl2TP4HHPo
2. https://www.youtube.com/watch?v=RlAan5G4Nag
3. https://www.youtube.com/watch?v=mzCEJVtED0U
4. https://www.youtube.com/watch?v=HeAcRFIrKFY
5. https://www.youtube.com/watch?v=VUk6LXRZMMk
6. https://www.youtube.com/watch?v=_7SciChacms
7. https://www.youtube.com/watch?v=IjoieFADmQ0
8. https://www.youtube.com/watch?v=CUbeQ7Q3s2Q

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KENDRIYA VIDYALAYA 0 SANGATHAN

ZONAL INSTITUTE OF EDUCATION & TRAINING CHANDIGARH

TRAINING MODULES FOR WORKSHOP ON

TARGET GROUP OF TEACHERS

TRAINED GRADUATE TEACHERS

POST GRADUATE TEACHERS

iii Managing stress

iv Interaction with the expert &

During the workshop a combination of following approaches can be

Activity based approach (Individual / Group)

TRAINING SCHEDULED TIME: 90 Min.

EXPECTED LEARNING OUTCOME

The key to all this is to stop stress before it stops us. It is

As an/a educationist / teacher, we need to understand that for a student

Broadly, the stress is classified into two :

Eustress - good stress, is stress that benefits our health, like

i. The situation and demands

Ideal level of stress differs Optimum Stress

from person to person. Basically, if

Figure 1). However, too much stress

results in a drop in performance as a

inability to concentrate or illness.

firstly to identify our own optimum level of

INDIVIDUAL ACTIVITY: (30 min)

i. Provide content (write-up / ppt) of stressful situation to the participant.

GROUP ACTIVITY: (30min)

VIDEO CLIPS (10min)

TRAINING SCHEDULED TIME: 90 Min.

EXPECTED LEARNING OUTCOME

STRESS is one of the basic essentiality to do any sort of work. Certain

INTERNAL: Persons own perception of the self (physical health / mental

a. Parental pressure: Give a thought on the following sentences:

So there is a need to make this issue a burning topic of discussion among

INDIVIDUAL ACTIVITY-1: (30 min) (Any one can be taken up)

i. Provide content (write-up/video) of stressful situation to the

INDIVIDUAL ACTIVITY-2: (30 min)

i. Provide an empty table as follows.

i. GROUP ACTIVITY: (30min)

i. Make a team of two people.

VIDEO CLIPS (10min)

TRAINING SCHEDULED TIME: 90 Min.

EXPECTED LEARNING OUTCOME

So it is essential to increase the awareness about the

Situation and its demands,

Management of stress can be aimed at any or all of these components. In other

Different situations or stressors call for different kinds of coping.

1. Problem-Focused Coping is aimed at changing a situation or its

2. Emotion-Focused Coping is aimed at dealing with the emotions caused

For example, in parental separation a student has no control over it but

These resources can broadly be divided into:

Cognitive coping strategies and

Cognitive coping strategies

In order to gain control of negative thoughts or worries, you must first

iii. Positive self-talk using positive language and statements to ourselves.

v. Cost-benefit analysis asking yourself questions about the worth of

vii. Keeping perspective when under stress it is easy to lose perspective;

viii. Reducing uncertainty seek any information or clarification you may

ix. Using imagery / visualizationimagining yourself in a pleasant or a

x. Visualization can also be used as a rehearsal strategy for an anticipated

Performance under Stress

Most people find performance stressful, whether examination, interview,

i. Focusing on the process not the outcome.

INDIVIDUAL ACTIVITY: (30 min)