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Navigating Your
Future Success
SECOND
EDITION

Bruce J. Colbert
University of Pittsburgh at Johnstown

Boston • Columbus • Indianapolis • New York • San Francisco • Upper Saddle River
Amsterdam • Cape Town • Dubai • London • Madrid • Milan • Munich • Paris • Montréal • Toronto
Delhi • Mexico City • São Paulo • Sydney • Hong Kong • Seoul • Singapore • Taipei • Tokyo
Editor-in-Chief: Jodie McPherson
Executive Marketing Manager: Amy Judd
Acquisitions Editor: Katie Mahan
Senior Development Editor: Shannon Steed
Editorial Assistant: Erin Carreiro
Senior Production Project Manager: Beth Houston
Editorial Production Services: Electronic Publishing Services Inc., NYC
Manufacturing Buyer: Roy Pickering
Text Printer: RR Donnelley/Roanoke
Cover Printer: Lehigh-Phoenix Color
Electronic Composition: Aptara®, Inc.
Program Design Lead: Beth Paquin
Interior Design: Electronic Publishing Services Inc., NYC
Cover Design: Joyce Cosentino Wells
Cover Image: (map) Scott Chan/Shutterstock; (blue pointer) PS-42/Shutterstock

Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on the
appropriate page within the text.

Copyright © 2015, 2009 by Pearson Education, Inc. All rights reserved. Manufactured in the United States of America. This
publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited repro-
duction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying,
recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson
Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, NJ, 07458, or you may fax your request to
201-236-3290.

Many of the designations by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those
designations appear in this book, and the publisher was aware of a trademark claim, the designations have been printed in
initial caps or all caps.

Library of Congress Cataloging-in-Publication Data

Colbert, Bruce J.
Navigating your future success/Bruce J. Colbert, University of Pittsburgh, Johnstown. — Second edition.
Pages cm
Includes index.
ISBN 978-0-321-88598-2
1. Success. 2. Conduct of life. 3. Academic achievement. I. Title.
BJ1611.2.C647 2015
650.1—dc23
2013030231

10 9 8 7 6 5 4 3 2 1

ISBN-10: 0-321-88598-8
ISBN-13: 978-0-321-88598-2
 Dedication

To the loving memories of Robert and Josephine Colbert,

who taught me how to journey through life.

To all the teachers who serve as travel guides to lifelong learning

and to all the students who embrace the journey.

iii
 About the Author

Bruce Colbert is the director of the Allied Health Department at the University of Pittsburgh
at Johnstown. He has authored ten books, written several articles, and has given over three
hundred invited lectures and workshops throughout the United States and Canada. Many of his
workshops provide teacher training on making learning engaging and relevant to today’s
students. In addition, he conducts workshops on developing effective, critical, and creative
thinking, stress and time management, communication, and team building. Bruce is most
proud of his volunteer work with wounded veterans in helping them to successfully transition
into the workplace.

iv
 Brief Contents

PAR T I: T R A VE L IN G T O W AR D P E R S O NAL S UC C E S S 1
CHAPTER 1 Stress Management: The Skill That Affects All Others 1

CHAPTER 2 Positive Attitudes and Goals: Preparing Your Mind for Success 17

CHAPTER 3 Managing Your Resources: Time and Money 37

CHAPTER 4 Active Study Strategies: Learning “How to Learn” 61

CHAPTER 5 Learning Styles, Memory, and Test Taking: Making the Grade 75

CHAPTER 6 Creative Thinking and Decision-Making Skills: Making Good Choices 91

PART II: A ROAD MAP FOR PROFESSIONAL SUCCESS 107

CHAPTER 7 Communication in Action: Presenting Yourself to Others 107

CHAPTER 8 Group Interaction and Team Building: Working Together Works 127

CHAPTER 9 Career Seeking and Leadership Development:

Your Future Begins Now 145

CHAPTER 10 Enhancing Your Personal Health:

Taking Care of Yourself Along the Journey 167

Appendix 187

Glossary 188

Index 191

v
 Contents
PA RT I TR AV E LI N G TOWAR D
PER SONAL SU CC E S S 1
1 S
Stress Management: The Skill That
AAffects All Others 1
Introduction 2
What Is Stress? 2
A Working Definition 3
Types of Stress 5 Why Set Goals? 29
External Stressors 5
Internal Stressors 5
Harmful Effects of Stress 6
Chronic Stress 6
Stress and Disease 6
Stress and the Workplace 7
Stress and Academic Performance 7
Good Stress versus Bad Stress 7
Stay in Your Zone 7
Good Stress 8
Bad Stress 8
Your Two-Step Stress Management System
Step 1: Become Aware of Your Good and Bad
Stress Zones 9
Step 2: Perform a Healthy
Intervention 12
P
Positive Attitudes and Goals:
2 PPreparing Your Mind for Success
Introduction 18
The Conscious versus the Subconscious Mind 18
The Power of the Subconscious Mind
Determining Your Locus of Control 19
Method 1: Reframe Your Thinking 20
What Attitude Do You Present? 20
Reframing Your Thinking 22
vi
Method 2: Get Rid of Destructive or Irrational Beliefs 23
Positive Self-Talk 23
Balance Your Attitude 24
Change Worry into Concern 25
Method 3: Meditation—Getting in Touch with Your
Subconscious 26
Method 4: Humor Therapy 27
Positive Effects of Humor 27
Goal Setting 28
What Do You Value? 28
What Are Goals? 29
Setting Successful Goals 32
Objectives 32
Managing Your Resources: Time and
3 Money 37
Introduction 38
Using Time Management Techniques 39
Assessing and Identifying Time Wasters 39
Additional Time Management Techniques 47
Make Time Your Friend 47
9
Learn to Maintain Balance 50
Enjoy Your Time 50
Financial Wellness: Money Matters 52
Understand the Basics of Money 53
Steps to Budgeting 54
Choosing Your Financial Institution 57
17
Credit Cards, Friend or Foe? 57
Maintaining a Good Credit Score 58
A Word about Taxes 58
Financing Your Education 59
A Word About Identity Theft 59
18
Active Study Strategies: Learning
4 “How to Learn” 61
Introduction 62

Organizing Study Materials 62
How to Organize 62
Developing a Study Schedule 64
The Importance of Time Management
Scheduling Study Sessions 64
Alternating Subjects 64
Time of Day 64
Reading Text Materials 66
Managing Time for Reading Assignments
Reading Strategies 67
Taking Effective Lecture Notes 69
Note-Taking Tips 69
A Word About Attending Class 72
Classroom Etiquette 72
Success Strategies for Online Courses
Learning Styles, Memory, and Test
5 TTaking: Making the Grade 75
Learning Styles 76
Working with Your Learning Style 77
Multiple Intelligences 78
Howard Gardner’s Multiple Intelligences
Aiding Your Memory 80
Grouping 81
Mnemonics 81
Taking Exams 82
Active Test-Taking Strategies 83
Before an Exam 84
During an Exam 86
After an Exam 87
If You Did Poorly on an Exam 88
Faculty and Student Interaction 89
C
Creative Thinking and Decision-Making
6 SSkills: Making Good Choices 91
Introduction 92
The Integrated Thinking Process 92
Emotional Intelligence and the Thinking Process 93
Environmental Assessment 93
External Barriers to the Creative Process 93
Step 1: State the Opportunity for Positive Change
Contents vii
Step 2: Generate Ideas Concerning the Opportunity 97
Background Information on Creative Thinking 97
Creative Thinking Theories 98
64 Creative Thinking Techniques 99
Other Hints on Enhancing Personal Creativity 101
Analogies 102
Step 3: Decision Making or Analytical Thinking 102
Critical Thinking 102
67 Decision Making 103
Step 4: Implement and Evaluate Your Chosen Strategy 104
Almost the Final Step: Feedback 105
Final Thoughts 106
72
PA RT II A ROA D MA P F OR
P ROF E S S I ON A L S U CC E S S 107
7 C
Communication in Action: Presenting
YYourself to Others 107
Intoduction 108
The Communication Model 108
Modes of Communication 108
78 The Relationship between Verbal and Nonverbal
Communication 109
Informal Communication 110
Listening: The Often Forgotten Communication Skill 111
Speeches and Presentations 113
Types of Speeches 113
Pre-Speech Preparation 113
Composing the Speech 114
It’s Show Time: Delivering Your Speech 116
Vocal Delivery Skills 116
Physical Delivery 117
Final Words of Wisdom 117
Written Communication 118
Examples of Workplace Communication
Running an Effective Meeting 120
119
Writing That Big Paper 122
Gathering Good Information 122
Prewriting 122
Drafting the Paper 123
Peer and Faculty Review 123
Revision 123
95 Time Management and Writing 123
viii Contents

Plagiarism 124 Beginning the Job Search: Your Résumé 153

Crediting Your Sources 125
In-Text Citation 125
Reference Pages 125
Workplace Etiquette or Communicating
a Professional Image 125
A Word about Social Media 126
G
Group Interaction and Team Building:
8 Working Together Works 127
W
Introduction 128
What Is the Difference Between Groups and Teams? 128
What Defines a Team? 131
Different Types of Teams 132
Inner Workings of a Team 134
Team Decision Making 134
The Three Cs of Team Decision Making
Understanding Team Dynamics 137
Diversity 138
Embrace the Power of Diversity 139
Team Brainstorming 140
Team Creativity and Innovation: Brainstorming
Strategies for Team Leadership 142
Application of Teamwork to School, Work, and
Community 143
C
Career Seeking and Leadership
9 DDevelopment: Your Future
BBegins Now 145
Education Level 153
Work Experience 154
Skills 154
References 154
Portfolios and Digital Résumés 157
Writing Cover Letters 157
Tips for Writing a Cover Letter 157
The Employment Application 158
The Interview 159
The Three Ps: Punctuality, Professionalism, and
Preparation 159
Interview Questions 160
Web Resources That Can Help Career Exploration and
Assessment 161
Changing Course (Not Really): Developing Your Leadership
Potential 161
Identifying Leaders and Their Characteristics 161
Key Ingredients of Effective Leaders 163
134
What Do Leaders Have That Make Them
Leaders? 163
Enhancing Your Personal Health: Taking
10 Care of Yourself Along the Journey 167
140
Physical and Mental Wellness 168
Nutrition 168
Basic Nutritional Concepts 168
Vitamins and Minerals 170
Exercise and Wellness 171
Maintaining a Healthy Weight 174
Quality Sleep 176
Preventing Illness 177
Avoiding Harmful Substances 179

The Academic Curriculum and Your Career Search 147 Healthy Lifestyle Choices 181
Selecting a Program That Fits You 147 Choose to Understand Important Health Issues 183
Matching Your Skills 148 Spiritual Wellness 184
SCANS Workplace Competencies 149
SCANS Foundation Skills 149 Appendix 187
What Transferable Experiences Can Help My
Career? 150 Glossary 188
Internships or Service Learning Experiences 152
Creating Your Personal Brand 152 Index 191
 Preface

Why This Book?

This project grew from several years of fun, interactive workshops on academic and per-
sonal success with both students and teachers. From these interactions, two main concerns
stood out. First, many students felt overwhelmed and unprepared for their transition to
higher education. Second, when they took academic success courses, they again became
overwhelmed with all the exercises, programs with numerous steps, and information. They
found it hard to sift through it all to find the most positive and immediate strategies for their
new and, yes, sometimes chaotic lives. This project was written to show students how to be
successful in a very tangible, interactive, and practical way—in other words, to get back to
basics that work. The 2nd edition builds and improves upon the original project vision.

What Are the Goals and Guiding Principles of This Text?

The main goal is to encourage students to assess their current skills and to develop specific
action plans for improvement. A secondary, and very important goal is for readers to enjoy
a journey toward self-improvement.
This revision is based on the following principles. The book starts with stress manage-
ment in making positive behavioral changes for academic and personal success:
Navigating Your Future Success is readable and relevant to engage students in assessing their
academic and workplace skills and develop a plan for success, starting with the critical foun-
dation of stress management. MyStudentSuccessLab is a now available to extend the learning
(www.mystudentsuccesslab.com) and help students to ‘Start strong, Finish stronger’ by acquir-
ing the skills they need to succeed for ongoing personal and professional development.

Teaching & Learning Experience: Logical Learning Outcomes

How will students do well if they are “stressed out” as this impacts all aspects of their lives?
Students will learn to harness stress in a positive way and set goals in their interpersonal
skill areas to maximize external success skills.
This program provides:
• Personalized Learning with MyStudentSuccessLab (upon request): Whether face-
to-face or online, MyStudentSuccessLab helps students build the skills they need
through peer-led video interviews, interactive practice exercises, and activities that
provide academic, life, and professionalism skills.
• Personal Success Skills—Internal (or intrapersonal) success skills focus on how to
do well “within yourself”. Stress management is followed by positive attitude, time
management, goal setting, learning styles, critical/creative thinking, improving
memory, and test taking.
• Professional Success Skills—Skills for succeeding “within your program and
beyond.” These skills focus on communication, group interaction, team building,
job-seeking, and leadership development.
• Effective Teaching Techniques—This book includes exercises to facilitate positive
behavioral changes. Affective teaching differs from cognitive (theory) teaching, so
behavioral changes are presented succinctly to show quick, positive results that last.

ix
 In summary, this book strives to personalize the material, making it easier for students to
internalize and actually use the ideas presented during—and beyond—their postsecondary
education.

What’s New to This Edition?

All topics are updated with the latest research while maintaining the “get to the heart of the
matter” approach. The following information expands upon on the logical learning sequence
of the revision and highlights the new and revised features to support the goals and guiding
principles of Navigating Your Future Success, 2nd edition.

Personalized Learning with MyStudentSuccessLab

NEW! MyStudentSuccessLab, available upon request, (www.mystudentsuccesslab.
com) is a Learning Outcomes based technology that promotes student engagement
through:
• Full Course Pre- and Post-Diagnostic test based on Bloom’s Taxonomy linked to key
learning objectives in each topic.
• Each individual topic in the Learning Path offers a Pre- and Post-Test dedicated to that
topic, an Overview of objectives to build vocabulary and repetition, access to Video
interviews to learn about key issues ‘by students, for students’, Practice exercises to
improve class prep and learning, and Graded Activities to build critical thinking skills
and develop problem-solving abilities.
• Student Resources include Finish Strong 24/7 YouTube videos, Calculators, and
Professionalism/Research & Writing/Student Success tools.
• Three Student Inventories are also available to increase self-awareness, and include
Golden Personality (similar to Meyers Briggs, gives insights on personal style), ACES
(Academic Competence Evaluation Scales, identifies students who are at-risk), and
Thinking Styles (shows how they make decisions).

Personal Success Skills

NEW! Coverage focusing on locus of control (Chapter 2), online learning (Chapter 4),
online communication (Chapter 7), social media and technology (Chapter 7), and infor-
mation literacy (Chapter 7).
NEW! Learning Outcomes that align with MyStudentSuccessLab. Provides a
natural and logical fit for blended and online course environments, which are growing in
availability and demand by students and instructors alike. (Ex.—Throughout the book.)
REVISED! Personal Success chapters. Addresses the foundational skills then moves
to higher level skills. The first six chapters focus on the student’s internal success skills to
“get them grounded” in the basics before moving on to higher level skills or tasks.
• Stress management lays the foundation to harness their stress in a positive manner
(Chapter 1)
• Now they are able to set personal goals (Chapter 2)
• With motivating goals in mind, students can now develop effective time management
techniques (Chapter 3)
• To “free up” valuable study time in the midst of their busy schedule, they can sharpen
their study strategies (Chapter 4)
• Material on learning styles, improving memory, and test taking is now added (Chapter 5)
• Then it “fine tunes” the student’s higher level skills in critical and creative thinking
(Chapter 6)
They are now prepared to move into the interpersonal skill areas to maximize their
external success skills

x
Professional Success Skills
REVISED! Professional Success chapters. While the first six chapters focus on how the
student does “within themselves”, the last four will deal with succeeding “within their
program and beyond.”
• These skills focus on communication, group interaction, team building, and leader-
ship development (Chapter 7 and 8).
• A full chapter is devoted to job seeking skills and methods to thrive in their chosen
career after graduation (Chapter 9).
• Explores enhancing personal health and wellness toward success in academic studies
and career. (Chapter 10).

Effective Teaching Techniques

REVISED! Use of Effective Behavioral Change Techniques. Short, simple, and effec-
tive techniques are used so students can actually make these behavioral changes. This
book does not offer the “ten steps to stress management,” crowded with copious amounts
of information and lose students in numerous steps and long lists. The stress management
system is a simple yet highly effective two step method. (Ex.—Chapter 1 and throughout
the book)
REVISED! Personalized Assessment and Interactive Techniques. Allows students
to assess their strengths and identify areas that need improvement. Each chapter begins
with a behavioral assessment of their current skill level and ends with the development of
personalized action plans. (Ex.—Throughout the book and MyStudentSuccessLab)
REVISED! Readability and Relevant Learning. Relevant learning and a simple,
conversational writing style helps students to learn and personalize their strategies for skills
development. Examples relate WHY these skills are needed and HOW to develop them
fully. The conversational style, peppered with humor and “gee whiz” facts, make the mate-
rial less theoretical and more personal. (Ex.—Throughout the book).
NEW! Technology Coverage and Application. Writing for today’s students with
social media, texting, apps, etc., the book keeps up with current technology trends and
how they impact student academic and personal success. (Ex.—Chapter 7 and throughout
the book).

Why This Ordering of Chapter Topics?

Most academic success books place stress management in the middle or end; however,
this text emphasizes it from the start. Many college surveys indicate that stress is the main
barrier to academic success. If new students cannot manage stress and their minds race a
million miles per hour, how can they go on to develop critical and creative thinking skills,
set proper goals, manage their time, and study effectively? Imagine trying to make an
effective study schedule or implementing time management techniques while feeling
stressed out and overwhelmed. The skills presented follow a progressive, logical learning
sequence.

Content Additions—By Chapter

The following content is added or specially updated within individual chapters:
Chapter 1:
• Relevant research on stress management and its critical relationship to academic per-
formance and life success
• Exercise to build awareness of personal stress management abilities

xi
 Chapter 2:
• New section on determining your locus of control and self-responsibility
• Updating of SMART goal assessment and development
• New section on establishing values and priorities in your academic and personal life
Chapter 3:
• Expanded financial literacy concepts of budgeting and added new section on taxes
and establishing good credit
• New section on managing technology and time management along with avoiding
technology distractions
• Exercise on evaluation of personal progress in time management skills
Chapter 4:
• New section on unique aspects of taking an academic course online
• Assessments and various strategies to achieve online success
• Expanded discussion on classroom etiquette
Chapter 5:
• Exercises to build on lesser learning preferences
• Expanded information on memory and method for enhancement
• Additional exam taking hints and more exercises on objective style exams
Chapter 6:
• New section on emotional intelligence (EQ) and the thinking process
• New section on analyzing assumptions and bias in information
• Targeted action plans to improve thinking and decision-making skills
Chapter 7:
• New section devoted to information literacy
• New section on proper workplace communication
• New section on “How to run an effective meeting”
• New material on social media and communicating a professional image
Chapter 8:
• Expanded information on team-building concepts and purpose
• New section on the power of diversity and team effectiveness
• New section on strategies for team leadership
Chapter 9:
• New section on creating and promoting your personal brand and developing transfer-
rable skills
• Expanded information on portfolios and electronic résumés
• Exercises on how to complete an employment application
• Expanded information on all aspects of career and job search
• Expanded discussion on the characteristics to develop career leadership potential
Chapter 10:
• Updates to all information on wellness and healthy lifestyle choices
• Exercises targeted to develop a personal fitness plan for body, mind, and spirit
• Updated healthy eating and sleeping habits

xii
 R E SO U R CE S

NEW! MyStudentSuccessLab (www.mystudentsuccesslab.com) is a Learning Outcomes

based technology that promotes student engagement through:
• Full Course Pre- and Post-Diagnostic test based on Bloom’s Taxonomy linked to key
learning objectives in each topic.
• Each individual topic in the Learning Path offers a Pre- and Post-Test dedicated to
that topic, an Overview of objectives to build vocabulary and repetition, access to
Video interviews to learn about key issues “by students, for students,” Practice
exercises to improve class prep and learning, and Graded Activities to build critical
thinking skills and develop problem-solving abilities.
• Student Resources include Finish Strong 247 YouTube videos, Calculators, and
Professionalism/Research & Writing/Student Success tools.
• Three behavioral Student Inventories are also available to increase self-awareness,
and include Golden Personality (provides actionable insights on personal style),
ACES (Academic Competence Evaluation Scales, which identifies at-risk students),
and Thinking Styles (shows how students make decisions).
NEW! Online Instructor’s Manual—This manual provides a framework of ideas and
suggestions for activities, journal writing, thought-provoking situations, and online imple-
mentation including MyStudentSuccessLab recommendations.
NEW! Online PowerPoint Presentation—A comprehensive set of PowerPoint slides that
can be used by instructors for class presentations and also by students for lecture preview
or review. The PowerPoint Presentation includes summary slides with overview informa-
tion for each chapter. These slides help students understand and review concepts within
each chapter.

ACKNOWLEDGMENTS

There are so many people to acknowledge for a book of this scope. First and foremost,
I want to thank Katie Mahan for her enthusiasm and guidance in the development of the
vision for the second edition. Shannon Steed deserves special thanks for guiding me along
the writing process and making valuable suggestions for improvement. My thanks to all the
production staff at Pearson who worked hard to produce the book and to Charlotte
Morrissey who greatly assisted in the integration of the textbook with MyStudentSuccessLab.
Finally, my special thanks to my son Jeremy who contributed to content development,
updating the “look” and especially the language and technology to reach today’s students.

Note: Every effort has been made to provide accurate and current Internet information in this book. However, the Internet and information
on it are constantly changing, so it is inevitable that some of the Internet addresses listed in this textbook will change.

xiii
 CO N T R I B U T I N G AU T H O R

Jeremy Colbert is a graduate with high honors of Shenandoah University with a degree
in Music Education. He currently teaches at the Pittsburgh Music Academy, directs the
“Music Alive!” program within the Pittsburgh Public School’s award-winning “Summer
Dreamers” academic camp, and performs as a professional musician and singer/
songwriter in the greater Pittsburgh area. He is a certified instructor in the Suzuki method
and teaches music theory, choir, voice, piano, and guitar lessons.

REVIEWERS

A special thank you to all the reviewers involved with enhancing the second edition:
Michael Culligan, St. Petersburg College
Lisa B. Davis, Hinds Community College
Amy Johns, Moberly Area Community College
Your guidance, wisdom, and experiences honed this edition into a more focused and rele-
vant learning text. I also appreciated the encouragement along the way and the recognition
of the different approach with the focus on emotional and social development.
Continued thanks to the reviewers who helped lay a solid foundation of this book in
the first edition:
Glenda A. Belote, Florida International University
Michelle Buchman, Everest College
James Cebulski, University of South Florida
Philip Corbett, South University
Gigi Derballa, Asheville-Buncombe Technical Community College
Goldean Gibbs, Ohio Institute of Health Careers
Shirley Jelmo, Pima Medical Institute
Marilyn Joseph, Florida Metropolitan University
Margaret G. Kennedy, Lansing Community College
Sharon Occhipinti, Florida Metropolitan University–Tampa
Kate Sawyer, Lincoln Educational
Allison Schmaeling, Capps College
Kimber Shaw, Boise State University
Mary Silva, Modesto Junior College/YDDC
Jill Strand, University of Minnesota–Duluth
William E. Thompson, Texas A & M–Commerce
Theresa Tuttle, ECPI College of Technology
Dr. Dale Weinbach, Miami International University of Art and Design
Katie Winkler, Blue Ridge Community College

xiv
 PA RT I T R AV E L I N G TOWA R D P E R S O N A L S U CC E S S
Stress
Management
The Skill That Affects All Others
OBJECTIVES
By the end of this chapter, you will be able to:
• Explain stress
• Identify types of stress
• Analyze the causes and effects of stress
• Identify your current stress levels
• Differentiate “good stress” from “bad stress”
• Develop your own personal two-step stress management system
• Build awareness of your stress management abilities
WHY LEARN THIS SKILL?
Stress management is the one foundational skill that will
increase your chance of having a healthy, happy, and successful
journey through life. If your stress is out of control, so is your
physical and mental health, academic and job performance,
decision making, and personal relationships. Let’s first look at
how stress affects your academic performance. A recent
Associated Press and MTV poll found that 85 percent of college
students reported feeling stress daily. Sixty percent of the
students reported feeling so stressed out that on one or more
occasions they could not complete their assignments. Therefore,
mastery of this skill is critical to your academic future success.
Many stress management systems are complicated and
difficult to use. Have you ever read an article that gives you the
1
MyStudentSuccessLab (www.mystudentsuccesslab.com) is
an online solution designed to help you ‘Start strong, Finish
stronger’ by building skills for ongoing personal and profes-
sional development.
10 to 20 steps to a stress-free life? First, there iis no such thing as
a stress-free life. Second, just the idea of learning 10 to 20 steps
is stressful! This text and related digital student labs provide you
a simpler, more realistic two-step system.
Another problem with stress management systems is that
some are cookbook recipes expected to work for everyone, even
though everyone’s life is different. Just because a particular method
works for the professional speaker who developed the program, it
does not ensure that it will work for a student who is juggling mul-
tiple roles, such as being an employee, student, and single parent.
By reading this chapter and completing the exercises within you will
develop a simple and effective stress management system that will
work for you in your academic, personal, and professional life. ●
1
2 CHAPTER 1

INTRODUCTION
Going to school and learning should be a positive and uplifting experience, but a lack of good
stress management skills can make you feel like Figure 1-1. If you can relate to Figure 1-1,
think about the following questions: Is the “after-school/work” picture how you really want to
feel for a large portion of your life? Do you think you will make good decisions, perform well
academically, or even feel well if you remain in the after-school/work mode for extended
periods of time? Also consider if you consistently go home to your loved ones looking like
the “after” picture. What effects might that have on your personal relationships? Keep this
picture in your mind as you travel through this chapter.
Before you can learn to use stress to your advantage, you first need to understand what
stress is all about. This chapter provides an understanding of stress that will serve as the
foundation for your personalized stress management system. Instead of letting stress work
against you, you will learn to allow it to work for you.
Before you begin to develop your stress management system, it is important to get a
baseline assessment of your current stress levels. In Exercise 1-1, let’s find out where you
are now to see how much you can improve in the coming months and years once you begin
to integrate this simple system into your life.

FIGURE 1-1 Can you relate?

Before School/Work After School/Work

WHAT IS STRESS?
What is this thing we call stress? One of the common misconceptions about stress is that
we need to wipe it out of our lives, and our goal should be to become “stress free.” Nothing
could be further from the truth. Stress is needed for our very existence and there are several
examples of good stress. For example, your body temperature (98.6°F) must be maintained
within a narrow range or else your major internal systems would cease to function, result-
ing in death. Most environments are colder than body temperature and thus produce stress
even though you may feel comfortable. If you are now seated in a 70-degree room, your
 Stress Management 3

EXERCISE
Baseline Assessment: Your Stress Number
1-1 Rate the following statements with numbers 1 _____ 14. I have a pessimistic attitude.
through 4 as follows: _____ 15. I get tension headaches.
1 = Rarely 2 = Sometimes 3 = Frequently 4 = Always _____ 16. I have a difficult time sleeping.
_____ 1. I have low energy and feel tired. _____ 17. I overreact to situations.
_____ 2. I worry a lot about problems or how things are going to _____ 18. I feel guilty if I relax and do nothing.
turn out. _____ 19. I lose my sense of humor.
_____ 3. I can spot all the things others are doing wrong. _____ 20. I get angry easily over little things.
_____ 4. I feel the need to be perfect at what I do. Now add up your answers and see where you stand: _______
_____ 5. I skip my workout/exercise sessions.
60–80: This chapter could be a life-changing experience.
_____ 6. I feel sad.
_____ 7. My mind goes a million miles per hour. 50–59: Your stress is out of control, and you desperately need
this material.
_____ 8. I take on everyone else’s problems.
_____ 9. I try to control other people. 40–49: Your stress is causing problems for you, and you would gain
moderate benefit from this chapter.
_____ 10. I feel like I can’t do anything right.
_____ 11. I avoid risks for fear of failure. 30–39: Stress is affecting you, and this chapter will help with
the stress in your life.
_____ 12. I let my work pile up.
20–29: You are doing pretty well, but you can still improve.
_____ 13. I feel like I’m being pulled in all directions.

body senses and interprets this as physiologic stress even though you may feel perfectly
comfortable. In order to adapt and survive, your body must both produce and retain heat to
regulate your core temperature within normal range. The body maintains many conditions,
such as oxygen levels, blood values, and so on, all within narrow ranges by making changes
based on internal and external stress or stimuli. Your body does this often without you even
knowing it. In this way your body regulates your physiologic stress for you to survive.
Another physiologic example of good stress is the “fight or flight” response that kicks in
when emergencies occur. Here your body senses the stress brought on by danger and pre-
pares you for action by several changes such as pupil dilation (so you can see better), in-
crease in heart rate (to deliver more oxygen to muscles), and bronchodialtion (to open
airways to breathe easier), to name a few.
You can also have good mental stress. For example, the stress that motivates you to
perform well in a sporting event or an academic performance such as a speech is needed for
its positive energy. However, there is a fine line we will soon discover between good stress
for optimal performance and bad stress where your performance is greatly impaired.

A Working Definition
So what is the best definition of stress? If you read books on stress, you will find many dif-
ferent definitions. According to the American Institute of Stress, Hans Selye, the father of
stress theory, defined stress as “the nonspecific response of the body to a demand made
upon it.” Although this statement certainly rings true, we will define stress in more user-
friendly terms. We have already established that some stress is needed to maintain optimal
body functioning. However, at times we let this stress get out of control, and instead of
helping us, it causes serious harm. What we are concerned with is how does the mind and
body react to stress? Here’s our working definition of the stress reaction:
STRESS REACTION—How our mind and body react to an environment that is largely shaped by our
perceptions of an event, person, or situation.
4 CHAPTER 1

Mind–Body Connection. Let’s take a closer look at this definition. Notice how it begins with
“how our mind and body react.” This shows the close relationship between the body (physi-
ologic responses) and the mind (psychological responses). Many in the medical commu-
nity now claim that stress causes a significant number of health problems in the United
States. You may have read elsewhere that heart and lung disease are among the top ill-
nesses. However, think about why many individuals develop heart or lung disease. Much of
lung disease is caused by smoking, which is an unhealthy response to stress. Likewise,
heart disease is often caused by poor diet, smoking, and lack of exercise. These are all in-
dicators of someone who doesn’t properly handle stress in his or her life. Just think about
the following common statements as they relate to stress and the mind–body connection:
• I couldn’t catch my breath.
• My heart was racing.
• My brain was fried.
• My stomach was twisted in knots.

Our Perception Defines Our Stress.Now let’s continue on with the rest of the definition: “react
to an environment that is largely shaped by our perceptions of an event, person, or situa-
tion.” Notice how the words our perceptions stand out. We can drive this point home using
the noble example of giving blood. Study the pictures of the two first-time volunteer blood
donors in Figure 1-2.
Donor “A” is calm and relaxed throughout the whole procedure and even smiles and
jokes with the technician. Donor “B” is highly stressed, has an increase in vital signs, is
sweaty, and in general is just a “nervous wreck” throughout the whole procedure. However,
both patients had the same procedure, with the same technician, in the same environment,
with the same-size needle. You would think their reactions would be exactly the same.
What was the difference?
Obviously, the perception of the first donor was more positive, whereas the second
donor was full of dread. Their perceptions made the difference in their very different stress
reactions. Keep in mind that most stress occurs as a result of how we interpret and react to

FIGURE 1-2 Differing perceptions to the same procedure

 Stress Management 5

a situation, person, or event. It is sometimes hard to admit that we cause most of our stress,
but the good news is that if we do cause it, then we actually can control it.
Hans Selye developed many of the terms associated with stress. He referred to any-
thing that causes stress as a “stressor” or “trigger.” It’s important to become aware of the
stressors in your life in order to learn to manage them. Give Exercise 1-2 a try.

EXERCISE
Beginning to Build Awareness: What Triggers You?
1-2 List and describe the top three stressors or triggers of stress in your life.
1.

2.

3.

TYPES OF STRESS
We’ve established that stress is a physical and emotional reaction based on our perceptions.
Let’s further define stress to include two broad categories called external stress and internal
stress. Keep in mind, the more we get to know about stress the better we can manage it.

External Stressors
External stressors include your physical environment, social interactions, major life events,
and daily hassles. In other words, external stressors represent everything outside of you.
Please see Table 1-1 for examples of some external stressors in our lives.

Internal Stressors
Internal stressors include such characteristics as lifestyle choices, personality traits, and
negative thinking styles, such as being pessimistic or too self-critical. Thinking styles are
the internal “mind talk” we engage in. You’ll read about mind talk in the Positive Attitude
and Goals topic and learn just how powerful this internal dialogue can be and how it can
work either positively for growth or negatively for serious adverse outcomes. For example,
someone who is a perfectionist might have unrealistic expectations. Imagine the self-critical
“mind talk” if that person makes a mistake. Please see Table 1-2 for some examples of in-
ternal stressors.

TABLE 1-1 Examples of External Stressors

External Stressors Examples
Physical environment Noise, heat, bright lights, confined spaces
Social interaction Bad relationships, aggressive interactions, new social situations
Major life event Starting school, moving, getting married, getting divorced, job loss
or change, family sickness or death
Daily hassle Commuting to work or school, car repairs, paying bills
6 CHAPTER 1

TABLE 1-2 Examples of Internal Stressors

Internal Stressors Examples
Lifestyle choices Lack of restful sleep and exercise, smoking, drug abuse
Personality traits Workaholic, perfectionist, people-pleaser
Negative thinking styles Pessimistic, self-critical, rigid thinking, racing mind

HARMFUL EFFECTS OF STRESS

It is a fact of life that we all have temporary stressors that are both external and internal
in nature. Currently, you may be studying for that big exam, deciding on your career
path, going on a job interview, or having a major issue impact your life. The question is,
Will you handle your temporary stressors and turn them into a positive experience? Let’s
first explore what happens if you cannot—the harmful effects of stress. We will then fin-
ish this chapter by learning how to face stress in a positive way and give you the tools to
properly manage stress.

Chronic Stress
No matter what the change or challenge may be, it is important that you do not let stress
adversely affect your performance and health. It is especially dangerous when you re-
main in a chronic (long-term) state of stress. Chronic stress equals poor performance,
poor decisions, and poor health. It can affect you physically, mentally, emotionally, and
behaviorally.
Physical symptoms of chronic stress can include sweating, muscle aches, digestive
problems, loss of appetite, headache, and dizziness, to name just a few. Mentally, chronic
stress manifests itself as anxiousness, forgetfulness, confusion, panic attacks, and loss of
humor. Emotional changes include anxiety, nervousness, fear, irritability, impatience, and
even depression. Behavioral changes may include increased alcohol intake, appetite
changes, smoking and drug abuse, restlessness, nail-biting, and increased aggressiveness.
Do any of these sound familiar?

Stress and Disease

Let’s look more closely at the connection between stress and disease. Forty years ago,
health professionals might have denied that stress can make you sick. Since then, exten-
sive research has indeed shown that stress can contribute to illness. Now we have en-
lightened attitudes in the health professions toward stress. Chronic stress has been
related to conditions such as cardiovascular disease, decreased immune function, per-
sonality disorders, depression, ulcers, and migraine headaches. Some say it is the lead-
ing cause of health problems in our hectic, high-paced society. Look at some of these
facts concerning stress:

• Chronic stress has been shown to weaken the immune system.

• It is estimated that cardiovascular disease causes over a third of all deaths in the United
States. Stress can play a major role in this disease.
• The majority of heart attacks occur on Monday mornings.
• The stress-related disorder of hypertension is estimated to affect as many as 65 million
Americans.
• Research shows that stress plays a role in osteoporosis in women because of increased
hormonal levels.
• Increased abdominal fat deposition is related to excessive cortisol release due to
chronic high levels of stress.
 Stress Management 7

Stress and the Workplace An Alarming Fact

Stress also has major effects in the workplace. According to NIOSH (National Institute for
It is estimated that $300 billion is
Occupational Safety and Health), job-related stress generates more health complaints than
spent annually in the United States on
other life stressors. Studies cited on the American Institute of Stress website indicate 80 percent
stress-related compensation such as
of workers feel stress on the job and nearly half say they need help in managing their stress.
workers’ compensation claims, reduced
productivity, absenteeism, accidents
Stress and Academic Performance and medical/insurance costs (American
One of the reasons why stress management should be the first behavior addressed for stu- Institute of Stress).
dents adjusting to college is its relationship to academic performance. A groundbreaking
research study conducted by the University of Minnesota’s Boynton Health Service sur-
veyed 9,931 students at 14 different two- and four-year schools. They compared academic
performance as measured by GPAs to health problems such as stress and poor lifestyle
choices such as smoking, drinking, and gambling. It is not surprising they discovered stu-
dents with unhealthy behaviors had significantly lower GPAs.
Furthermore, the study showed stress to be one of the biggest factors in lower GPAs.
Of the 69.9 percent of students who reported they were stressed, 32.9 percent said that
stress was hurting their academic performance. The good news in the study was that
students who said they were able to handle their stress effectively performed much better
than those who said they couldn’t. The main researcher in the study, Dr. Ehlinger, said,
“If students can manage their stress, then their stress level will not matter.”

GOOD STRESS VERSUS BAD STRESS

Hans Selye was once quoted as saying “stress is the spice of life.” His quote was meant to
show that without stress, progress is rarely achieved and additionally that boredom itself
can become stressful due to a lack of progress. Selye used the term eustress to describe
positive stress. “Eu” means easy or normal. Conversely, Selye used the term distress for
negative stress. We are going to keep it much simpler and use the not-so-technical but more
relatable terms of good stress and bad stress.

Stay in Your Zone

The main goal of this chapter is to help you develop a personalized system to keep you in
your “good stress zone,” so you can perform at your best and seize personal, academic, and
professional opportunities. The first step in treating any illness is good assessment and aware-
ness. This is also the first step in a good personal stress management system. First, recogniz-
ing your own stressors and the symptoms they cause can help you determine when your stress
is out of balance, or in other words, when you have entered your bad stress zone. Notice we
are not focusing as much on the triggers, for you will always have triggers that come and go,
but more so on the physical and mental symptoms when you are stressed by a trigger. These
signals can be valuable to your good health and positive attitude. They represent a wake-up
call that says you need to cope with what’s going on in your life before it overtakes you.
Let’s revisit the notion that not all stress is bad for you. Survival stress is an important
and necessary stress. If confronted by a life-threatening event, part of your nervous system
called the sympathetic nervous system—the fight-or-flight system—will kick in. The im-
pact on the sympathetic system causes certain responses that will maximize your chance
for survival. In other words, your body gets ready to either fight or flee the dangerous situ-
ation. Your physical and psychological responses may include:
• Increased adrenaline levels for more energy
• Faster heart rate to supply more oxygen to muscles
• Increased blood pressure to get more blood flow to the brain
• Pupil dilation to bring in more light to see better
8 CHAPTER 1
Strange But
True Fact
There are many stories of people per-
forming herculean feats when their
fight-or-flight response, or adrenaline
rush, kicked in. Stories include people
of average strength and weight lifting
cars to save someone trapped under-
neath or carrying items such as refrig-
erators while running from a fire.
• Faster and deeper breathing to bring in more oxygen
• Heightened state of awareness to focus on the job at hand
All of these responses can help enhance your performance. In other words, you can
have “good stress.” Now we don’t always want to be in a fight-or-flight response and
should reserve that for truly life-threatening situations. However, a little bit of stress is
good for you while performing important tasks. The key is balance and moderation.
Good Stress
The fight-or-flight response shows a good stress response in life-threatening situations. But
what about everyday events such as a big exam, a job interview, or giving a speech in front of
the class? Studies show that you actually perform better if you have moderate stress and are
not totally “cool as a cucumber.” If you are not under enough stress, your performance may
suffer because you are bored or unmotivated. A little stress will get you “up” for the task.
However, if you let stress get out of hand and you panic, you have entered into bad stress. In
bad stress, your anxiety rises to the point where you perform poorly or even not at all.
So let’s begin the first step of the two-step stress management system. Here you learn
to become aware of your good and bad stress zones. Exercise 1-3 will help you recognize
your good stress zone.
EXERCISE Determining Your Good Stress Zone
1-3
Write at least three adjectives or phrases that describe you when you are in “your good stress
zone.” Write more if you can think of them, because the better you describe and know your
good stress zone, the more likely you are to spend more time there. In other words, select words that describe you
when you are functioning well, running on all cylinders, hitting your peak, and so on. To get you thinking, some
adjectives may include happy, focused, and a sense of humor. Phrases may include “I’m more productive” or “I feel
lighter.” Remember, choose words that best describe you when you are doing well in your life.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Keep these words and phrases in mind because we will soon use them in developing your personalized stress
management system.
Bad Stress
As already stated, a certain amount of stress is normal. We need it to develop and grow.
However, going beyond your good stress zone and “losing it” by entering your bad stress
zone can be harmful. You need to determine when you are losing balance. The best way is
to look for physical and emotional signs or indicators that the stress is too much. From our
previous discussion on the harmful effects of stress, it should be clear what high levels of
bad stress can cause. It’s no wonder that individuals who can’t handle stress have more ac-
cidents, poorer attendance, and difficulty studying and learning. If bad stress persists and
becomes long-term or chronic, it can become destructive. The American Institute of Stress
lists several effects of stress in the bad zone, including:
• High blood pressure, heart attack, or stroke
• Stomach pain
• Lack of sleep or insomnia
 Stress Management 9

• Decreased immune system functioning

• Depression and personality changes
• Problems with learning
• Frequent headaches

REAL-LIFE APPLIC ATION

Preventive Medicine and Early Intervention
Preventive medicine has gained to look for is nervous habits such as biting fingernails, pulling your hair,
much attention in recent years as shaking your leg, or clicking your pen. These are usually early signs that
opposed to the traditional disease you have just entered your bad stress zone. Again, if you intervene right
model in which the medical community waited until individuals got away, you can prevent yourself from developing more serious problems.
sick and then treated them. Tension headaches indicate you have been This self-awareness is often difficult because many of these habits are so
in your bad stress zone for some time. If you can identify earlier signals automatic that we just ignore them. So if you catch yourself shaking your
that precede a headache, for instance, and intervene right there and leg and intervene, you can prevent the subsequent muscle tightness,
then, you can prevent many headaches from ever happening. One thing upset stomach, and headache that may follow.

YOUR TWO-STEP STRESS MANAGEMENT SYSTEM

Now that you have the background information, you can develop your personalized stress
management system. Take your time with each step, and remember that this system will
evolve over time and with continued use.

Step 1: Become Aware of Your Good and Bad Stress Zones

You defined your good stress zone in Exercise 1-3. You want to do the things necessary to
maintain your good stress levels and reduce your bad stress levels. Now, in Exercise 1-4,
let’s go on to develop awareness of your bad stress zone.

EXERCISE Finding Your Bad Stress Zone

1-4
List several (as many as you can) mental and physical changes that occur when you are in
your bad stress zone. In other words, come up with a list of things that happen to your body
and mind when you are “losing it,” not clicking on all cylinders, and not functioning well. To jog your memory,
some possible examples could include stomach aches, forgetfulness, nervous habits, eye twitching, making
mistakes, irritability, headaches, or muscular tension. Remember to list your own responses. Some may be the
same as the examples given, but they must relate to your life.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
10 CHAPTER 1

You have now developed a contrasting picture of your good and bad stress zones from
Exercises 1-3 and 1-4, but we need to take it just a little further. In Exercise 1-5, you will
now develop your personal stress chart or continuum. This will give you a complete picture
of both your good and bad stress zone. In addition, it will allow you to see the progression
in your bad stress zone so you can intervene early to return to your good stress zone. See
Figure 1-3 for an example of one of the author’s stress charts.

FIGURE 1-3 Example of completed stress chart or continuum

Good Stress Zone Bad Stress Zone

Focused

Good sense of humor

Mentally sharp

Shaking leg

Forgetting things

Neck and back tension

Stomachache

Eye twitching

Headache
EXERCISE Making Your Personal Stress Chart
1-5
Using Figure 1-4, place your descriptions from Exercise 1-3 in the Good Stress Zone. Now
look at your list from your bad stress zone (Exercise 1-4) and place it in chronological order
starting with what occurs first when you just begin to enter your bad stress zone. You can also compare yours to
Figure 1-3, which shows a completed stress chart or continuum as an example.

You have now completed step 1, “Become Aware of Your Good and Bad Stress
Zones.” Your personalized system now shows you how to recognize when you are in your
good stress zone. Most importantly, it will show you how to recognize when you are just
beginning to enter your bad stress zone so you can quickly intervene to prevent all those
bad things that can occur later.
For example, look at Figure 1-3. If the author intervenes (step 2) as soon as his leg
starts shaking, he can quickly go back into the good stress zone. If he doesn’t intervene,
he will move further down the continuum to more serious consequences such as
headaches.
People who get frequent tension headaches (four to five per week) have used this sys-
tem to reduce their headaches down to one or even none per week. They recognize the early
warning signals—such as shaking their leg or rolling their neck because of tension—and
stop and do something about it before it builds into a headache.
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