In your presentation, you are to discuss your topic in relation to our current situation: Adjusting

to the new normal after our COVID-19 experience. You may talk about why there is a need to
discuss this topic, what the topic is all about, and some suggestions on self-help skills/strategies
in relation to the topic. Make sure that your references are credible and that your references will
also be stated at the end part of the presentation.

Be creative and have fun talking about the topic. You may use different strategies to engage
your listeners during your presentation.

Topic: Handling academic stress and pressures in the new normal after the COVID-19
experience

Deadline: May 15, 6PM (Video)

Introduction

According to Abouserie (1994); Kohn & Frazer (1986), students consistently report experiencing
academic stress, primarily driven by exam preparation and taking exams, as well as the
competitive nature of grades and the overwhelming volume of content to learn within limited
timeframes.

Effects of stress and pressure to your body

To ensure effective learning during the pandemic, several modifications need to be made.

The stress caused by the pandemic, along with the reduced social interaction caused by online
learning, creates pressure on students. This pressure frequently results in fatigue and a sense
of inadequacy, leading students to avoid attending classes and participating in learning
activities. Consequently, effective learning is compromised as students mentally and physically
disengage from their studies, resembling the well-known phenomenon of burnout in students
(Maslach & Jackson, 1981; Salmela-Aro et al., 2009; Duru et al., 2014; Schneider, & Preckel,
2017;). Studies by Pinto et al. (2020) and Meher et al. (2020) have supported the idea that
stressors and burnout have a detrimental impact on academic performance, leading to
procrastination and withdrawal from studies. Consequently, the well-being of students greatly
depends on their capacity to manage various demands related to their studies. Failing to meet
these demands and lacking resilience would negatively affect their mental health, ultimately
resulting in burnout. When students perceive high levels of stress, they undergo both physical
and psychological responses. Excessive stress can lead to physical issues such as fatigue,
reduced appetite, headaches, or gastrointestinal problems (Winkelman, 1994). According to
Mori (2000), students may express their stress through physical symptoms in order to avoid the
potential stigma associated with seeking psychological help.

How to handle stress and pressures

● Whether attending college in-person or online, it is likely that new stressors will emerge
during one's academic tenure. By observing one's physical and emotional reactions to
these stressors, it becomes possible to identify specific symptoms that only manifest
under certain circumstances. Recognizing the type of stress being experienced when
confronted with these challenges can aid in managing them more effectively. Social
scientist and management consultant Dr. Karl Albrecht identified four primary types of
stress: time, anticipatory, situational, and encounter. While these stress types can occur
in various settings such as home or work, they are particularly relevant to student life.

● Having the skill to handle stress and pressure is crucial since it can have adverse effects
on various aspects of life, such as school, work, health, relationships, and bodily
functions. When stress is well-managed, it becomes easier to cope with challenges and
not worry excessively. This includes emotional, physical, and psychological readiness.
Conversely, unmanaged stress and pressure can lead to feelings of being overwhelmed
and unable to cope. Proper stress management can improve the quality and longevity of
life. As stress is a common aspect of school, managing it can also improve academic
performance. Unmanaged stress can negatively affect relationships with your peers and
classmates. Stress can be inescapable; it’s a part of our lives with all of the
responsibilities we have.

● As a college student, there are various methods to manage stress. Each person
experiences stress differently, and each may have their own preferred coping
mechanisms. Nevertheless, not all stress management techniques are beneficial, and
some may even worsen the situation. To manage stress effectively while attending
school, it is vital to learn productive coping strategies since stressors cannot be
controlled, but responses to them can be.

● A significant portion of our accomplishments in life stem not only from our skills and hard
work, but also from our aptitude to manage stressful situations. However, when the level
of pressure exceeds our ideal limit, it can harm our performance by diverting our
concentration and attention away from the task at hand towards negative emotions,
reducing our self-assurance, and inducing feelings of stress and anxiety.

● Pressure and stress, similar to emotions like anger or happiness, primarily exist within
our mental state. Even when they arise unexpectedly, despite our best attempts to avoid
them, we can reduce the significance of a stressful scenario by shifting our focus away
from ourselves, finding alternative objects or individuals to direct our attention to,
attempting to appreciate certain aspects of the situation, and utilizing effective methods
of presenting ourselves

● Learning to handle pressure is crucial in life, and doing so in a suitable manner can be
advantageous. While it may be more of a skill than a precise science, there are
 scientific-based recommendations that can be utilized to improve one's ability to manage
pressure.

● There are two types of coping strategies: negative coping strategies and positive coping
strategies. According to Everley et al. (2002), stress is mostly relieved through positive
coping strategies and has been found to be beneficial in the long run. Negative coping
strategies aren’t as effective as positive coping since they only relieve stress s for a
short period of time (eg. Use of alcohol or drugs, or withdrawal from social interaction)
but only prove to be harmful and can be detrimental physically and mentally. A good
coping skill would most likely lower stress levels compared to negative coping that
increases it (Lazarus, 1999).

● These are the evidence-based suggestions to help combat the negative effects of stress
in healthy ways:

○ Try to eliminate the stressors: How you perceive and think about a stressor can
also make a big impact on how you respond. It’s not always possible to escape a
stressful situation or avoid a problem, but you can try to reduce the stress you
are feeling. Evaluate whether you can change the situation that is causing you
stress, perhaps by dropping some responsibility, relaxing your standards, or
asking for help.
○ Cultivate social support: Strong social support can improve resilience to stress.
Reach out strategically. Some friends or family members may be good at
listening and sympathizing.
○ Seek good nutrition: Stress triggers the release of adrenaline and cortisol by the
central nervous system, which affects the digestive system and leads to
physiological changes. While acute stress can reduce appetite, chronic stress
can cause cravings for sugar and fat due to cortisol release. Studies indicate that
high cortisol levels combined with a diet rich in sugar may cause the
accumulation of visceral fat around internal organs, which is linked to metabolic
and cardiovascular illnesses. A diet that is well-balanced with diverse nutrients
can help maintain health and provide energy to handle stress.
○ Meditate: Research shows that mindful meditation can reduce psychological
stress and anxiety—even short-term mindfulness meditation programs work.
○ Take a moment in nature: Studies conducted in multiple countries have found
that green space improves mood. Taking a moment to notice nature—even in the
form of a bustling city park—can refocus and calm your mind.

Importance of acknowledging this issue

Recent research has found that there is a positive correlation between students' mental well-
being and their academic success (Ridner et al., 2016; Richardson et al., 2012). Studies have
also explored how students reacted to the shift to remote learning during the COVID-19
pandemic. These studies have observed that students' lives were disrupted and they
experienced increased stress and feelings of loneliness (Rehman et al., 2021; Lahiri et al.,
2021). A substantial amount of evidence indicates that most college students encountered
heightened levels of stress and deteriorating mental well-being due to the pandemic (Allen and
Hiebert, 1991; American Psychological Association, 2020; Husky et al., 2020; Patsali et al.,
2020; Son et al., 2020; Clabaugh et al., 2021; Lee et al., 2021; Yang et al., 2021).

Enhancing awareness and comprehension of academic stress, its changing nature, and its
impact on children is crucial. Collaborative efforts among school boards, administrators,
educators, and parents can be made to effectively address and alleviate academic stress for all
students. Initiating open conversations is a significant initial step in assisting loved ones in
managing their mental health and stress, particularly related to school. Demonstrating care and
a willingness to provide support is a vital approach in establishing constructive methods to help
children succeed (KVC Health Systems, 2020).

Identifying students at greatest risk provides opportunities to offer support, resources, and
mental health services to specific subgroups.

References:

Abouserie, R. (1994). Sources and levels of stress in relation to locus of control and self esteem
in university students. Educational Psychology, 14, 323–330.

Barbayannis, G. et al. (2022). Academic stress and mental well-being in college students:
Correlations, affected groups, and covid-19. Frontiers.
https://www.frontiersin.org/articles/10.3389/fpsyg.2022.886344/full

Chamorro-Premuzic, T. (2022). How to Deal with High Pressure Situations at Work. Harvard
Business Review. https://hbr.org/2022/05/how-to-deal-with-high-pressure-situations-at-work

Duru, E. et al. (2014). Analysis of relationships among burnout, academic achievement, and
self-regulation. J. Educ. Sci. Theory Pract. 14, 1274–1284.

Everley, G, Jr., Lating, J. A. (2002). Clinical Guide to the Treatment of the Human Stress
Response, 2nd Ed. New York: Kluwer Academic/Plenum Publishers

Huan V. S., See Y. L., Ang R. P., Har C. W. (2008). The impact of adolescent concerns on their
academic stress. Educ. Rev. 60, 169–178. doi: 10.1080/00131910801934045

Kohn, J. P., & Frazer, G. H. (1986). An academic stress scale: Identification and rated
importance of academic stressors. Psychological Reports, 59, 415–426.

KVC Health Systems. (2020). How Does Academic Stress Affect Mental Health in the Age of
Digital Learning. KVC Health Systems. https://kansas.kvc.org/2020/11/10/how-does-academic-
stress-affect-mental-health-in-the-age-of-digital-learning/#:~:text=Research%20shows%20that
%20academic%20stress,to%20do%20poorly%20in%20school.

Lazarus, R. (1999). Stress and Emotion: A New Synthesis. London: Free Association Books.
R.S. Lazarus. ISBN 1–85343–456–6.

Maslach, C. & Jackson, S.E. (1981). The measurement of experienced burnout. J. Organ.
Behav. 2, 99–113.

Meher, B.K. et al. (2020). The Impact of COVID-19 on Price Volatility of Crude Oil and Natural
Gas Listed on Multi Commodity Exchange of India. Int. J. Energy Econ. 10, 422–431.

Mori, S. C. (2000). Addressing the mental health concerns of international students. Journal
of Counseling and Development, 78, 137–144.

Pinto, S. et al. (2020). Entrepreneurial Skills and Intention of Graduate Students for Business
Start-ups: A Survey from India. Int. J. Innov. Creat. Change 2020, 14, 951–970.

Richardson, M. et al. (2012) Psychological correlates of university students’ academic

performance: A systematic review and meta-analysis. Psychol. Bull. 138, 353–387

Ridner, S.L. et al. (2016). Predictors of well-being among college students. J. Am. Coll. Health
2016, 64, 116–124.

Robinson, L. (2023). Stress Management: How to Reduce and Relieve Stress. HelpGuide.org.
https://www.helpguide.org/articles/stress/stress-management.html

Salmela-Aro, K. et al. (2009). School Burnout Inventory (SBI): Reliability and validity. Eur. J.
Psychol. Assess. 25, 48–57.

Schneider, M. & Preckel, F. (2017). Variables associated with achievement in higher education:
A systematic review of meta-analyses. Psychol. Bull. 143, 565–600.

Western Governors University. (2022). Stress in College Students: How To Cope. Western
Governors University. https://www.wgu.edu/blog/stress-college-students-2019-how-to-
cope1902.html#close

World Health Organization. (2023). Stress. World Health Organization.

https://www.who.int/news-room/questions-and-answers/item/stress#:~:text=What%20is
%20stress%3F,experiences%20stress%20to%20some%20degree.
Winkelman, M. (1994). Culture shock and adaptation. Journal of Counseling and Development,
73, 121–126.

11 healthy ways to handle life’s stressors. (2022). https://www.apa.org.

https://www.apa.org/topics/stress/tips

Script
Reporter 1: *talking to their self out loud* It’s been awhile since I first adjusted to online class
and now I had to adjust again for hybrid learning. This is really stressing me out. Also because
of these adjustments that I feel anxious that I might not be able to keep up juggling online and
face to face requirements and classes. And now, I’ll have to adjust again for the upcoming full
face to face classes. I needed to call a friend to vent out the stress I’m having right now and ask
for help.

*faces camera and calls reporter 2*

*wait mga 3-5 secs kibali nagwait ka nga tubagon ang call*

Reporter 2: hello (name)! How are you? Why’d you call?

Reporter 1: hello (name). I’m not feeling well right now. Sorry for disturbing you but I really just
needed help.

Reporter 2: Why? What’s wrong (name)?

Reporter 1: It’s just that I’m feeling anxious right now. Covid made a lot of changes in my life
and now big changes keeps on coming, added by the fact that I'm in my junior year and finals
week is fast approaching, I'm as stressed as I can be. I’m also pressured if I can do my best in
my academic performances.
Reporter 2: academic stress and pressure are not new for us students. The good thing is I think
I can really help you on this right now because my counseling psychology professor, Miss
Chantal, just gave us her ppt on how we students can better handle or cope from academic
stress and pressure. Wait, let me just share my screen.

Reporter 2: Lets talk it out on google meet and i might give you some ideas on how you want to
cope with your stress.

*REPORTER 2 PAKI EXPLAIN NALANG DAYUN SA SLIDES W/ EXAMPLES (especially

adtong how to combat stress)*
REPORTER 1, GIVE CERTAIN REPLIES TO MAKE IT CONVERSATIONAL
(FOR EXMPL, “ARE 15MN NAPS OKAY?” “OO UY IT COULD ALREADY BE YOUR
POWER NAP BAHALA ANA KA GAMAY”)
*NOTE: MAKE IT CONVERSATIONAL BUT APPROPRIATE

Gmeet

Reporter 2: Hello Jor. So I’ll give you some ideas on how you want to cope with your stress. I
hope that you are open to trying these ideas.

Reporter 2: Try to eliminate the stressors:

- Meditate
- Connect with others
- Try yoga
- Assert yourself

Reporter 1: Pwde pud ko mag nap? Like bisag 15 mins lang gyud, ikatulog ang kakapoy?

Reporter 2: OO UY IT COULD ALREADY BE YOUR POWER NAP BAHALA ANA KA GAMAY”

Reporter 2: Next is Cultivate social support:

- Ask about barkada( musta man imong relationship sa imong friends? Ga communicate
ba sila sa imoha?

Reporter 1: answer

Reporter 2: Third is to Seek good nutrition:

- Eat healthy foods

Reporter 1: nods
Reporter 2: And lastly Take a moment in nature:
- Lots of people find a sense of relaxation and joy by being in nature.
Reporter 1: That is true, whenever we visit sa among bukid kay ma relieved gyud ko, in a way
that ma limtan nako na stress diay ko sa acads.

Reporter 2: So that’s just basically it.

Reporter 1: wow. I knew it was a good decision to ask you about it. It really gave me an idea
that it’s important to know that I needed to acknowledge the pressure and stress and it would be
better if I address it and the ways to do so. Thank you for sharing those things with me.

Reporter 2: Thank you for that also (name) just call me if you need anything.

Reporter 1: Yeah, you too. I’ll be here when you need anything as well. Oh, it’s already late na.
We better get some rest since we still have classes tomorrow.

Reporter 2: *Agrees*

Reporter 1: Bye (name)!

Reporter 2: Bye! See you tomorrow!

*END*