Republic of the Philippines

CEBU TECHNOLOGICAL UNIVERSITY

MAIN CAMPUS
M.J. Cuenco Avenue Cor. R. Palma St., Cebu City

HUMAN RESOURCE AND MANAGEMENT

STRESS MANAGEMENT MODULE FOR

BSTM 3-1 EVENING STUDENT GROUP 2

Under the supervision of:

VIRNALYN C. PORTE, M.Ed., RGC

Submitted by:

CARILIMAN, RENDELL L.

ESPINOSA, ADRIAN O.
BSTM 3-1

NOVEMBER 2019
I. CLIENT SYSTEM
        
The 3rd year CTU evening students of Bachelor of Science in
Technology Management major in Marketing are the target participants
of the Stress Management Seminar to be conducted by Rendell
L.Cariliman and Adrian O. Espinosa handled by Ms. Virnalyn c. Porte.
The said group is composed of 16 to train and allow them to define
themselves on the different aspects, learn from introspection,
understand the nature and value of emotions, appreciate themselves as
well as the others and improve one’s self. The members were made to
undergo several trainings and seminars to achieve this purpose.

II. PROFILE
        
        Age Range: 22-33 years old
        Age Mean: 27.5 years old
        Expected No. of Participants: 16 participants
        Gender: 3 Males, 13 Females
        Civil Status: most of the participants are single
        Educational Background: 3rd year/ college level

III. TRAINING EXPERIENCES

        
 Stress Management
 My Sexuality Seminar
 Leadership Seminar
 Career goal Seminar
IV. PERCEIVED NEEDS:
        
College students experience a constellation of stressors in
academic issues and financial concern involve. Reinforcing work and
individual connections through overseeing feelings. Increase work
inspiration by searching out their actual interests. Diminishing worry by
recognizing feelings and reducing errands that are not enjoyable. Along
these lines, it is seen that the individuals needs to concentrate on
themselves, as opposed to the environment, they contrast themselves
and the norms of accuracy. These norms of accuracy determine how
they should think, feel, and carry on. They are, basically, their qualities
and convictions, also called their standards. We can help them provide
information and strategies to help the students develop their ability to
cope with stress

V. DESIRED STATE:
        
The goal of this training program is to help students develop their
ability to cope with stress, raise awareness and understanding of stress.

 VI. PERCEIVED ATTITUDES

       
It is perceived that most of the students will have their own personal
signs or reactions to stress, which they should learn to identify. And
establish a self confidence that makes accessible in all aspects to live
life to the fullest and reduce stress.
VII. FORCE-FIELD
        
RESTRAINING FORCES DRIVING FORCES

1. low socio-economic status 1. interest and enthusiasm of group

members

2. low self-esteem 2. gain self-confidence

3. have other concern and priorities 3. established friendship

4. communication increase 4. time to train and induct

5. do not accept changed easily 5. accept changed easily

6. inward focused 6. outward focused

VIII. TRAINING NEEDS ASSESSMENT

        
The training needs assessment instrument presented below was
administered to the group 2 of CTU BSTM 3-1 students to determine
their specific stress management needs.
 TRAINING NEEDS ASSESSMENT SURVEY

Course: __________________ Sex: ________ Age: ______

Listed below are statements concerning your possible training

needs. Your honest rating will help much in coming up with a sound and
effective training program. A 5-point rating scale is provided below to
guide you in rating.

Check the scale to corresponds to your answer.

1 Not Stressful
3 Moderately
5 Very Stressful

Item Stressor 1 (Not 3 5 (Very

Numbe Stressful) (Moderately) Stressful)
r
1 Number of
Assignments
2 Sitting
Examinations
3 Size of
Assignments
4 Low result from
assessment
5 Class
presentation
6 Course work load
Item Stressor 1 (Not 3 5 (Very
Numbe Stressful) (Moderately) Stressful)
r
 7 Own expectations
8 Spacing of
examinations
9 Class
assignments
10 Number of
examinations
11 Unclear
instructions
12 Lack of money
13 Managing time
and schedules
14 Outsiders
expectations
15 Study/work
conflicts
16 Class tests
17 Carrier
opportunities
18 Perceived
academic status
19 Available car
space
20 Inability to assert
yourself
21 Lack of
confidence
Item Stressor 1 (Not 3 5 (Very
Numbe Stressful) (Moderately) Stressful)
r
22 Length of
tutorials/lectures
23 Perceived social
status
24 Peer group
performance
25 Feelings of
 inferiority in class
26 Work
relationships with
tutors
27 Wealth of non-
student peers
28 Participation in
class
29 Travelling to/from
college
30 Dealing with the
opposite sex
31 Work
relationships with
students
32 Dealing with
students with
different age
33 Physical
surroundings

Check the scale to corresponds to your answer.

1 Not Stressful
3 Moderately
5 Very Stressful

Item Coping 1 (Not 3(Moderately) 5 (Very

Number Mechanism Stressful) Stressful)
1 Taking a break
2 Talking with other
 students
3 Putting work into
perspective
4 Exercising or
physical exertion
5 Socializing outside
college
6 Support from peers
7 Support from
tutors/lecturers
8 Support from family
9 Being by yourself
10 Sex
11 Socializing inside
college
12 Overeating/drinking
13 Drinking alcohol
Item Coping 1 (Not 3(Moderately) 5 (Very
Number Mechanism Stressful) Stressful)
14 Meditation
15 Ignoring the
problem
16 Smoking
17 Community
services –
counseling
18 Prescribed drugs
19 Illegal drugs

IX. TRAINING OBJECTIVES:

The training program, based on the perceived needs and the

results of the training needs assessment, aims to achieve the following
objectives:
 1. The participants will be able to develop their ability to cope with
stress;
2. The participants will have a better awareness and
understanding of stress;
3. The participants will be able to know coping strategies to avoid
distress and to promote better adjustment to college;
4. The participants will be able to identify their level of stress; and
5. The participants will be able to cultivate a positive attitude.

X. RATIONALE

Stress among college students may also result from overextended

workloads, problems with time management, challenges with interpersonal
relationships, or fear of academic failure. Community college counselors
have encountered an array of issues affecting students, including
academic and educational, career, and personal concerns (Durodoye,
Harris, & Bolden, 2000). Symptoms of Stress: Individual differences in
perceptions and reactions to stress result in a wide variety and intensity of
physical symptoms. Minor symptoms such as constant fatigue, insomnia,
frequent headaches, unexplained weight loss, gastrointestinal problems,
and sometimes skin rashes are common in individuals reacting to stress.
More serious complications such as high blood pressure, cardiovascular
difficulties, ulcers, shortness of breath, colitis, and gastrointestinal
disturbances may require immediate and, often, prolonged medical
attention ((Cardinell, 1980; Maples, 1980).). In addition to physical
symptoms, there are a variety of behavioral symptoms that can be stress
induced. Abrupt mood swings, lowered tolerance for frustration, increased
irritability, loss of caring for people, feelings of helplessness and/or lack of
control, paranoia, suspiciousness, and greater professional risk taking are
common evidences of stress-related behavioral changes (Cardinell, 1980).
Stress management needs to begin when we‘re young so that we don‘t
have battered, scarred trunks when we reach midlife and beyond. But, the
reality is, most of us never consider stress as damaging until we‘ve been
reacting to it for a long time.
The good news about our amazing bodies is that once we identify
the stressors and make some definite life style changes, we can often
reverse a lot of the damage. Sort of like being able to get some wood filler,
apply it to the nicks on the tree trunk, then sand it down to recreate a
smooth finish on your trunk. Stress management can really promote better
health(Vinayak M Gaware et al). Stress management practices include;
yoga relaxation, progressive muscle relaxation, breathing exercises,
meditation and mental imagery( Daubenmier JJ, Weidner G,, Mendell N,
Merritt-Worden T, Studley J, Ornish D,2007). There have been done many
studies about the effectiveness of stress management training on anxiety,
depression and stress rate so that (Mehrabi et al) in their study had
reviewed the effectiveness of this approach on emotional problems of the
diabetic patients and have found that stress management training can be
helpful as a comprehensive diabetes care(Mehrabi A, Fati L, Davazdah
Emami MH, Rajab A.,2009) Stress is very common, use stress in a
positive way and use it to improve your performance. Stress can be
caused by positive or negative events. By learning how to identify the
stress factors in our life and strategies to cope with these factors we take
control of our life. The basic points to remember are being aware of the
symptoms of stress identify, the source of our stress and its management:
A review 179 and choose a strategy to control our stress. Knowing how to
control stress will improve the quality of our life as a learner, parent/family
member, or worker. Good management is stress management ((Vinayak
M Gaware et al).
XI. MATERIALS 

     In the training implementation, the following materials are needed:

 Forms and Templates:
 registration sheet
 training evaluation sheet
 certificate of participation
 certificate of appreciation
 power point presentation
 training program
 Equipment and Other Paraphernalia: 
 multimedia projector
 laptop
 speaker
 projector screen
 microphone
 extension wire
 batteries
 chairs
 Nerf ball(s), gator skin ball(s), or lightweight ball(s).

XII. BUDGET 

         Presented below is the breakdown of the training expenses:

              Lunch (Php150.00 x 33pax) --------------------Php 4,950.00

                 Snacks (50.00 x 33 pax) -----------------------Php1, 650.00

                 Tokens & Certificates---------------------------Php 1, 500.00

                  Materials & Supplies----------------------------Php 500.00

                 Total Expenses-----------------------------------Php 8,600.00

     

XIII. TRAINING VENUE

The stress management seminar will be held at the 2nd floor of E-

mix Building at Cebu Technological University, Cebu City.

XIV. TRAINING PROGRAM

A. TRAINING MATRIX

TIME ACTIVITY RESOURCES

HUMAN MATERIAL
6:00 a.m. to REGISTRATION Adrian Espinosa -registration
6:30 a.m. Settling Down and Rendell sheet
Cariliman -attendance
 Attendance sheet
Checking -sheets of
Lebarios, cartolina
Marian (5 colors)
Name Tag Making -marker pens
-name tag
holder and sling
-pairs of
scissors
-ball pens

TIME ACTIVITY RESOURCES TIME

HUMAN MATERIALS
6:30 a.m. to PRELIMINARIES -multimedia
7:10 a.m. Opening Prayer Ragas, Cecil projector
Ducay, Ricky -speaker
Opening Remarks -Mamantar, -prayer video
Alniza -
Expectations Setting powerpointpres
Abad, Zhaidelle entation
Laying Down of
Ground
Rules

Training Overview

7:10 a.m. to Overview

7:40 a.m. what is stress Ppt presentation
projector
symptoms of stress speaker
microphone
8:15 a.m. to Structured Learning M.F -Rendell chairs
8:55 a.m. Activity 2: Cariliman
SIMPLE C.F- Ragas,
MEDITATION cecil and
Dano, Jobelle

TIME ACTIVITY RESOURCES

HUMAN MATERIAL
8:55 a.m. to
9:15 a.m. BREAK BREAK -food for lunch
-disposable
plates
-disposable
cups
-disposable
spoons and
forks
9:15 a.m. to
9:55 a.m. Structured Learning M.F -Adrian,
Activity 3: Espinosa - No materials
PEER-SHARING C.F- Abad, are needed for
(Co-Listening) Zhaidelle this activity.
Lebarios,
Marian

Unfreezer (Roll • Several folded

over the ocean) M.F -Rendell pieces of paper
9:55 a.m. to Structured Learning Cariliman with different
10:35 a.m. Activity 4: C.F-Jerry names of
ANIMAL Panogan, animals on each
CHARADES • A hat or
(Physical Activity) Redido, Geralyn container to
hold the folded
pieces of paper
• Optional: A CD
or tape player (it
can be fun to
play music
during this
activity)
  Use one or
10:35 a.m. to Structured Learning more Nerf
11:15 a.m. Activity 5: M.F-Rendell ball(s), gator
SILENT BALL Cariliman skin ball(s), or
(Physical Activity) C.F- Gumba, lightweight
Cheska and ball(s). If you do
Domecillo, not have one in
Janice your classroom,
please see your
physical
education
instructor or
appropriate staff
person at your
school site.

-training
evaluation
sheets
-certificates of
 participation

TIME ACTIVITY RESOURCES

HUMAN MATERIAL
CLINCHER: Adrian Espinosa
-Communication And Rendell
-Elements of an Cariliman
Effective
Team

11:15 a.m. to CLOSING

12:00 N.N ACTIVITIES

-Everybody Up Dano, Jobelle

-Closing Song
(If We Hold On
Together) Rendell
-Training Evaluation Cariliman

-Distribution of Redido, Gerilyn

Certificates of and Karuco,
Appreciation & Michelle
Certificates
of Participation
Domecillo,
-picture taking Janice
 -Demolition & After
Care Ragas, Cecil

-Process
Observation
Reporting

-Critiquing/Clinic-ing
Ducay, Ricky

B. TRAINING TASKS AND RESPONSIBILITIES:

           Main Facilitators: Rendell L. Cariliman and Adrian Espinosa

           Co-Facilitator/s: Abad, Zhaidelle                                 

           Group Facilitators:  Lebarios, Mariam, Mamantar, Alniza
                           Ragas, Cecil and Dano, Jobelle
                                                 
   Emcee: Ducay, Ricky                 
   Documentor: Redido, Geralyn

   Timekeeper: Karoco, Michelle                

   Process Observer: Gumba, Cheska

   Technical In-Charge: Domecillo, Janice

    Logistics/Secretarial: Karuco, Michelle    

C. TRAINING SESSION GUIDE

 TITLE OF ACTIVITY 1: DEEP BREATHING EXERCISE (BELLY
BREATHING)

OBJECTIVE/S: To help students practice breathing techniques as part

of stress reduction.

MATERIALS: No materials needed

PROCEDURE:

1. Stand straight up with feet shoulder-width apart.

2. Arms and hands are relaxed downward.
3. Body is relaxed.
4. Eyes closed.
5. Focus on lower abdomen (belly) and imagine a small balloon in
that space.
6. Breath in slowly and deeply through nostrils, imagining the
balloon inflating (getting bigger/larger/growing) slowly, hold a
few seconds.
6. Slowly exhale through the mouth, imagining the balloon gently
7. Deflating (getting smaller, shrinking); blow out of the mouth as if
blowing out a candle.
8. Tip: Place a hand over the lower abdomen to feel it go up and
down, and make sure you’re not breathing with the chest.
9. Repeat at least 10 times.

Ask students how different their bodies feel after the exercise. (Are
they more relaxed/calm? Do they feel lighter? Great? Tired?)

TITLE OF ACTIVITY 2: SIMPLE MEDITATION

OBJECTIVE/S: To indtroduce students to meditation as an effective,
widely practiced activity that can reduce stress.

MATERIALS: Seatead exercise in a chair or on the floor.

PROCEDURE:
Warm up (Optional: take heart rate and note it)

1. Begin by sitting comfortably, balanced, and relaxed (if seated in

a chair, feet on the ground). Breathe easy and from the
abdomen/”belly breathing” (not chest breathing).

2. Practice a few deep breaths with the group.

3. Rotate the head in easy, slow circles; change direction and

rotate in slow, easy circles.

4. Look up; tilt your head way back. Look down; put your chin on

your chest.

5. Drop your arms and hands to the side and shake them gently

and easily.

6. Raise your feet off the floor and gently and easily shake the

knees.

7. Straighten your spine while meditating. Practice (repeat two

 times)

8. This is done SILENTLY.

9. When teacher says, “Close your eyes”, close your eyes. [Once

your eyes are closed, simply relax your mind and do not make an

effort to think about anything; slowly your mind will clear and
relax]

When teacher says, “Open your eyes”, open your eyes.

10. Now, sit straight up, relaxed, and balanced.

11. “Close your eyes” (two minutes elapse)

12. “Open your eyes”

13. Check in with students: how was that? (Students may give

thumbs up or thumbs down.) Now everyone practice it again.

14. Repeat exercise: “Close your eyes”…two minutes elapse…

“Open your eyes” (Optional: take heart rate and compare to

heart rate before meditation)

15. Check in with students.

TITLE OF ACTIVITY 3: PEER-SHARING (Co-Listening)

OBJECTIVE/S: To help students to have the opportunity to share thoughts

and feelings within a safe and structured activity. Listening skills are
taught and practiced.
MATERIALS: No materials are needed for this activity.

PROCEDURE:

Part One

1. Students should be in pairs; have students find a partner (e.g.

you can number off students 1, 2, 1, 2…).

2. Student #1 talks while student #2 simply listens (e.g. ask

Student
1 to share how they are feeling today and why? Or how they are
feeling at the moment Or about any concerns or worries they
are experiencing).
3. After 1-3 minutes the students switch roles and student #2 talks
while student #1 listens for another 1-3 minutes (Student #2
now talks about the same question, e.g. how they are feeling
today and why?).

Part Two

4. After the pairs are done sharing, group students in triads (groups

of three; again you may number off students 1, 2, 3, 1, 2, 3 …).

5. Student #1 talks while students #2 and #3 listen (e.g. ask

Student 1 to talk about opportunities and solutions related to

current issue or stressors he/she is experiencing or concerned

about).

6. Every 1-3 minutes switch until each student in the group has a
 turn to talk.

7. OPTIONAL: Students may share with whole class their

experience of sharing thoughts and feelings while being listened

toand what it is like to listen intentionally without comment.

8. Check in with students to see if they feel any sense of relief,

calmness, focus or less stressed as a result of the activity.

TITLE OF ACTIVITY 4: ANIMAL CHARADES (Physical Activity)

OBJECTIVE/S: To encourage students participate in a fun physical activity

to reduce stress and tension.

MATERIALS:
• Several folded pieces of paper with different names of animals on
each
• A hat or container to hold the folded pieces of paper
• Optional: A CD or tape player (it can be fun to play music during
this activity)

PROCEDURE:

1. Depending on class size, break class into groups of 2, 3 or 4

students.

2. Write several different names of animals on paper; one name per

folded up piece of paper (students may help with this as part of

 theactivity).

3. Put names in the hat.

4. Each group picks a name and figures out how to present their

charade to the class.

4. Each group takes a turn presenting their charade, while the

“audience” guesses the animals presented.
5. Depending on time, number of groups and number of folded
papers, teacher determines how many rounds of charades each
group presents.
6. OPTIONAL: At the end of the activity, distribute paper, pencils,
and crayons/markers for students to draw and color their
favorite animal.

TITLE OF ACTIVITY 5: SILENT BALL (Physical Activity)

OBJECTIVE/S: To encourage students utilize a fun, safe, quiet physical

education activity to relieve tension/stress.

MATERIALS:
Use one or more Nerf ball(s), gator skin ball(s), or lightweight
ball(s). If you do not have one in your classroom, please see your physical
education instructor or appropriate staff person at your school site.

PROCEDURE:

1. No one can talk or make a sound; that is the object of the game.
 2. Students may stand by their desks or position students in any

arrangement to facilitate tossing the ball to each other around the

classroom.

3. Make a good throw to a classmate; explain that students cannot

throw back to the person who threw to them.

4. If student misses the ball or makes a bad pass, student is out

and must sit at his/her desk until the next round.

5. Play until all students are seated; last two are the champs!

D. TRAINING EVALUATION

        A training evaluation questionnaire is constructed and administered

to the participants towards the end of the team building seminar to
determine the effectiveness of the training and determine the extent to
which training objectives are achieved.

TRAINING EVALUATION SHEET

Name of Participant: ___________________ Date: _____________

Rate the statements using the scale below:

 4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree

I. FACILITATORS

1. The facilitators was well prepared. _______

2. The facilitators was helpful. _______

3. The facilitators worked well together. _______

4. The facilitators encouraged us to participate. _______

5. The facilitator listened to our questions and answer our

questions. _______

II. TRAINING CONTENT

1. I was well informed about the objectives of this training.

_______
2. I will be able to use the knowledge gained through this training.
_______
3. The content of this training was focused on what I specifically
needed to learn. _______

III. TRAINING FLOW/PROCESS

 1. The training objective were met. _______
2. Training process is smooth . _______
3. The time allotted for the training was efficient. _______

IV. TRAINING VENUE

1. Venue is suitable and conducive. _______

2. The training room and facilities were adequate and comfortable.
_______

V. TRAINING MATERIALS

1. The materials were helpful. _______

2. Materials are adequate. _______

3. Materials are appropriate and relevant. _______

VI. TRAINING IMPACT AND RELEVANCE

1. Would recommend this training to other students. _______

A. How would you rate this training overall? Why?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
 B. Would you like to participate in upcoming trainings? Yes or No?
Why?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

C. Other Comments:
________________________________________________________
________________________________________________________
________________________________________________________
___________________________________________________

REFERENCES:

VIII. TRAINING NEEDS ASSESSMENT SURVEY

https://doi.org/10.1080/0729436890080105

X. RATIONALE

Durodoye, B. A., Harris, H. L., & Bolden, V. I. (2000). Personal

counseling as a function of the community college counseling
experience. Community CollegeJournal of Research & Practice, 24(6),
455–468.
https://www.tandfonline.com/doi/abs/10.1080/10668920600866579
Cardinell, C. 1980. Teacher burnout: An analysis. Action in Teacher
Education, 2:9-10 Maples, M. 1980. Stress: In defense of its positive
dimensions. Action in Teacher Education, 2:24-26.
 https://www.tandfonline.com/doi/abs/10.1080/00098655.1985.11674153
?jour nalCode=vtch20 Vinayak M Gaware et al. Stress and its
management: A review
http://www.trnres.com/ebook/uploads/annac/T_13741351106%20Capa
sso.p df Daubenmier JJ, Weidner G, Sumner MD, Mendell N, Merritt-
Worden T, Studley J, Ornish D Ann Behav Med. 2007 Feb; 33(1):57-68.
Mehrabi A, Fati L, Davazdah Emami MH, Rajab A. Effectiveness of
stress management training based on the theory of cognitive -
behavioral control blood sugar and reduce the emotional problems of
patients with type 1 diabetes. Iranian Journal of Diabetes and Lipid.
2009;8(2) https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3203278/

XIV. ACTIVITIES

https://www.healthiersf.org/resources/pubs/StressReductionActivities.
pdf

XIV. TRAINING EVALUATION

https://pdfs.semanhttp://enhancinged.wgbh.org/pdfs/wkshop_evaluati
on.pdf

dfticscholar.org/e402/39879607ee0e09dc5e3bf08caf4140eb372f.pdf

http://enhancinged.wgbh.org/pdfs/wkshop_evaluation.pdf

enhancinged.wgbh.org