Stress Management Unit

Doug Hatch

ASCA standards this unit will support PS:A1.1, PS:A1.5, PS:A1.6, PS:A1.8, PS:A2.6, PS:B1.3, PS:B1.4, PS:B1.5, PS:B1.6, PS:C1.6, PS:C1.7, PS:C1.10, PS:C1.11 3 or less 1 per lesson

DAY 1
Goals and Objectives -Define stress and stressors -Learn the breathing activity Students will understand the benefits of using deep breathing techniques to manage stress. Materials required for lesson: Dry Erase marker Note cards (enough for entire class) Short video clip or book excerpt dealing with stress Student activity 0-5 Focus: Tell the kids we are going to take a pop quiz over the last chapter.. after a few seconds tell them, no quiz but this is an example of stress. All the things you were just experiencing are all part of stress, and all those things we will cover in the next 5 days. What stress is, what are stressors, how your body reacts, and how to cope or control it. And why stress can actually be good and bad. Talk about some of the things they just experienced. 5-10 Free write Write these prompts on the board: I feel so stressed when _____. It makes me really angry when _____. Have students write about either for a minute, they can make lists or write in journal form. 10-15 Notes and discussion Ask for some volunteers to give their angry or stress situations, and then give notes. -Stress is how you act when something happens to you. -Stressors are the things that happen.(give 2 or 3 examples: You must clean your room before you can go to the movie. You are having trouble understanding a math problem. You broke the window, etc.) Point out that all the things they have listed are stressors. 15-20- Video/Book/ Discussions

Watch a short video clip or read from a book a short excerpt and see if the students can identify the stressors. (maybe raise their hand whenever they hear one, but not talk) Cat in the Hat has some stress ideas in it and the video clip http://www.youtube.com/watch?v=dzrYLIY9KSU Suite life, just show the first 2:09 minutes or so. -Discuss the stressors they saw and maybe how the person reacted 15-20 Breathing techniques Ask students to raise their hands if they have been asked to calm down, settle down, relax, focus, or pay attention in the last week. Ask: What are some of your strategies for calming yourself down and relaxing? A big test, a big game, we all have stress. One technique we are going to learn is a breathing technique http://www.healthteacher.com/breathe/start 2 min tell them that deep breathing can relax you In a calm, relaxed voice, tell students to do the following: Sit up straight in your chair. Lengthen your spine, or your backbone keeping your feet on the floor and relaxing your shoulders. Place your hands in your lap, with your right hand on top of your left and your thumbs touching. Breathe in and out through your nose. Each time you inhale, try to make your belly inflate like a balloon. Each time you exhale, imagine the balloon deflating. Notice if you are breathing into the top of your chest. If so, try to relax your diaphragm just below your rib cage, or the bones in your chest, and expand your belly. Make sure you are using your breath to expand your belly, and not your muscles. 3 seconds in 5 seconds out 20-30 review and Assessment: (this part can be sped up if time is short) review definitions of stress and stressors, checking for understanding Think/Pair/Share Ask the following question and ask students to think silently about their response for a minute: What are some moments in your day when deep abdominal breathing could help you? Then have students share their thoughts with a partner for a minute. Have students share their responses with the rest of the class and if time pass out note cards and have students record their ideas on note cards. Leave the ideas on display as you continue practicing deep abdominal breathing for a few minutes each day.

Assessment Did students cooperate and contribute during the brainstorming process? Did they respect each others ideas? Did students understand stress and stressors? Check out or Ticket out the door, is handing me a note card with at least one idea when they can use the breathing technique. Independent Practice Practice deep abdominal breathing before they go to bed and report back what they find out? Autistic: provide an agenda for the day (use agenda handout) The daily agenda will also be on Edmodo and on the board in front of the room each day Communication: provide a written copy of breathing technique along with definitions. (Stress unit day 1 hand out) --------------------------------------------------------------------------------------------------------------

DAY 2
Goals and Objectives 1 2 3 How Stress affects your body Recognizing the symptoms of stress determine their level of stress.

Materials required: Computers ( I would set these out before class, but remind them not to pen them until I say so. - Body Handout for accommodation (day 2 stress draw) - Symptoms of stress handout (common symptoms of stress day2) - Tennis balls (10 or so) You can get these from the PE teacher Student activity 0-5 Focus : Did you practice deep abdominal breathing before you went to sleep last night? What happened? Encourage them to share Ask students to find other moments in school or at home when they can practice deep abdominal breathing, and to share the results of their practice. Practice deep breathing to start class (I expect students to be a little squirrely with this but I hope that they start to see its purpose and use it) Point out athletes use a cleansing breath before they step to the free throw line, before they step in box, before they step on the line to wrestle etc. Review what stress and stressors are from day 1 5-10 Get out computers, Log in and take the stress test http://www.bam.gov/sub_yourlife/yourlife_stressometer.html# walk around and look at results, tell them this can be private if they want or they can share.

10-15 How stress effects the body. TEACHER NOTES: Stress its the bodys way of preparing to meet a tough situation. We tend to see stress as negative. The stress response involves the nervous system and specific hormones in the body, and it enhances the ability to perform under pressure as well as avoid danger. It is when stress is excessive or ongoing and interfering with functioning that anxiety and stress become a problem. This can lead to wearing out the bodys reserves and leaving a person feeling depleted or overwhelmed, weakening the immune system and making it harder to cope with daily demands. There are effective treatments available for anxiety and stress management. The first step is to know when you are stressed, the next is to find a way to cope with stress. Any sort of change- good or bad, can make you feel stressed out. Chronic stress lasting a month or more can put you more at risk of medical problems such as frequent headaches, viral illnesses and ulcers. Avoiding situations that cause anxiety can make the anxiety worse. Test taking anxiety is very common among students and there are strategies to help. Physical exercise, eating a healthy balanced diet and a good sleep routine help reduce stress and anxiety. Common symptoms of stress: (list on board or handout) - trouble catching your breath - sweaty and/or trembling hands - feeling nervous or jumpy - feeling tired all the time - irritability and moodiness - problems sleeping - butterflies in your stomach - feeling lightheaded - feeling overwhelmed - having trouble concentrating - headaches - feeling sad or depressed

15-20 Tennis ball activity Tennis ball toss as a metaphor for stress/ stressors 1. Ask a student volunteer to come up to the front of the room. Explain that you

are going to toss the tennis balls to him/her one at a time and that he/she is to catch them and hold onto them. 2. Toss the balls to him/her slowly so that most may be caught. 3. Retrieve the balls and say that you are going to toss them to him/her again, but this time it will be faster. 4. Toss them quick enough so that he/she has trouble catching most of them. 5. Stop and explain that sometimes problems come at you slow enough that you can handle them easily, and sometimes they come too fast for you to handle all of them at the same time. This shows how stress can build up. 6. Now take all of the tennis balls and toss them to him at once. He/she will not be able to catch many of them. 7. Explain that sometimes it doesnt have to be a lot of little things that build too much stress in our lives. It can be just one large problem such as a death in the family, breaking up with a boyfriend or girlfriend, a divorce, moving into a new area or school, etc. 20-25 Discuss !"#$%&#'('#)*+#,!),*+-#'%#&*+.#)*+#)+..(/#0!11/#,!2+#!)#*(2#/1%&134#%.+#!)#!#)(2+5## 0"#$%&#'('#)*+#,!),*+-#'%#&*+.#)*+#)+..(/#0!11/#,!2+#!)#*(2#6!/)+-4#%.+#!)#!#)(2+5## ,"#$%&#'('#)*+#,!),*+-#'%#&*+.#)*+#)+..(/#0!11/#&+-+#!11#)%//+'#)%#*(2#%.+#!)#!#)(2+5## '"#7*!)#,!.#)*(/#!,)(8()3#)+11#9/#!0%9)#/)-+//#(.#%9-#1(8+/5####### !"#$%&!'()%*%)+!','-).,!/0123!4()%*%)%.&!#$')!#.'($5!6+!#12!7'(8&19!

!"#$%&'(()((*)+,&& :#;+8(+&#,!9/+/4#!.'#*%&#/)-+//#,!.#!66+,)#3%9-#0%'3"# :#<(8+#/)9'+.)/#!#=9(,>#%8+-8(+&#!.'#*!8+#)*+2#'-!&#!#?+-/%.#&()*#!11#)*+#/(@./#%6# /)-+//#%.#)*+#0%'3"#A*+3#,!.#'-!&#)*+(-#%&.#?+-/%.4#?9)#!11#/32?)%2/#+()*+-#%.# ?-%B+,)%-#%-#,%2?9)+-#C+'2%'%D#%-#%.#*!.'%9)#CE%22%.#/32?)%2/#*!.'%9)D4##!.'# 1+)#)*+2#'-!&#)*+#/32?)%2/#!.'#1!0+1"#F+)#)*+2#0+#,-+!)(8+#(.#)*+(-#1!0+1/#!.'# '-!&(.@4#(6#)*+3#,!.G)#)*(.>#%6#!#?(,)9-+#)*!)#(/#6(.+#B9/)#1!0+1#()"##H%'+1#!#6+&#6%-#)*+2"## I6#.%)#'%.+#03#+.'#%6#,1!//#()#(/#*%2+&%->#!.'#)*+3#,!.#0-(.@#.+J)#)(2+#

Identify how you will differentiate each lesson for (2) special needs students 1. Autistic student requiring structure 2. Special Needs student with a communication disorder The communications disorder can just draw in stress while others have to label it. The Autistic child can be allowed extra time. And an agenda will be provided ------------------------------------------------------------------------------------------------------------

DAY 3
Goals and Objectives :('+.)(63#)*+#'(66+-+.,+/#0+)&++.#,%./)-9,)(8+#!.'#9.,%./)-9,)(8+#&!3/#)%#-+1(+8+# /)-+//# :KLK#7!3/#)%#,%?+#&()*#/)-+//4#M('/#&(11#>.%&#!)#1+!/)#K# :'+/,-(0+#*+!1)*3#&!3/#)%#,%?+#&()*#!.'#-+1(+8+#/)-+//# # *-./01-23&0/4510/6N## :101 ways sheet for each student (I have edited them down to 77 for 5th graders) -have groups of 3-4 already prepared -clip from a funny movie -Jump rope - Hula Hoop - healthy fruit - corny joke book or web site printed out - Coke or Pepsi book -4 yoga mats -Computer or ipod with fun music on it, or a cd # 78&95/:& Collect pictures from last class if they did not hand in before. Student activity 0-5 Focus: A clip from a funny movie http://www.youtube.com/watch?v=-Zhy_5aD7ks Elf and/or http://www.youtube.com/watch?v=ZWHpcKXt-qQ Laughter is a great stress reliever. If you are feeling stressed throw in your favorite movie or talk with someone who makes you laugh. -Breathing exercise -Review stress and stressors -Review symptoms of stress 5-15 Look at 101 (77) ways to relieve stress, pick out 5 you like, 5 you do, and 5 that you think sound crazy. Do the first part on your own. Check them off on the

handout 101 ways Give them about 5 minutes to do this. Then after 5 minutes break into groups of 3-4. Discuss in groups the 101 ways. Each group come to a consensus favorite and 1 they found strange or funny. Then do a go-round http://www.mysdcc.sdccd.edu/Locations/Norfolk_Homeport_Training/Instructor_Inf o/Training_Tips_and_Info/DEALING%20WITH%20STRESS/Done/101ways.htm as a class Discuss which ones they like or found funny. Name a few off of the list 15-30 walk around the room and try the various activities that are stress relievers in the same groups 2 min at each station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ist, name ,and discuss others on the board like: 6) Journal, 7) planning out your day, 8) making lists, and 9) talking to a friend. 10) talking to a teacher or the counselor or mom and dad Discuss those at end of activity. Also brainstorm bad ways to relieve stress and why they are bad. (punch, throw objects, and stay in bed) Assessment: Did they try each activity, if time review and check for understanding at end. HW- Bring me 1 good clean joke for EC for next class, must be written down Identify how you will differentiate each lesson for (2) special needs students 1. Autistic student will require structure 2. Special Needs student with a communication disorder 1- allow him to go try them in a quieter part of the room or counselors office to work with teacher to see if he can try it there. allow for a time out to regain composure. Depending on functioning level, continually monitor group progress to insure student is participating and no conflicts are arising. Agenda and I will set up a room for him with the counselor or Para for him to do the stress relieving activities on his own. 2- There is no writing in this lesson so they should be ok, I will put this student with a strong reader/helper student to help them with the comprehension. - When necessary, prepare the group members to include and help the student.

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DAY 4
Goals and Objectives -health and stress -coping strategies -self-talk and positive thoughts Materials required: - Calming music - Calming pictures for the projector - List of scenarios to hand out - Stressor recording sheet for scenarios -Role play stressor chart sheet - pre made groups Student activity 0-5 - Focus: have calming stress relieving music softly playing, pictures of calming scenes (beautiful woods, stillness, sea shore, flowers, valleys, ) projected on a screen (if done with a computer, have them rotating slowly), Pick one of the following or make your own: http://www.youtube.com/watch?v=_3SLqHFCMPs&feature=related Calming music and pictures http://www.youtube.com/watch?v=BJmeIeCsvOY calming music and pictures http://www.youtube.com/watch?v=rmGTO95oGYU&feature=relmfu http://www.youtube.com/watch?v=W_19VdTakY4&feature=related - Talk about how they felt as they entered the room. - Then do the breathing exercise (they should have this down by now) 5-10 Joke from kids and Review previous info (stress, coping strategies, how stress effects your body) 10-15 Positive self talks strategy Practice positive self-talk skills (e.g., "I'll try. I think I can do this.") to help in promoting stress management I Use these self-esteem affirmations to get going in the morning, or anytime; I AM THE BEST I AM HAPPY AND SUCCESSFUL I CAN DO EVERYTHING I CAN MAKE A DIFFERENCE TODAY I DESERVE TO BE HAPPY I AM A GREAT COMMUNICATOR I PULL BACK MY SHOULDER, LIFT UP MY CHIN AND I FEEL THE POWER I AM RELAXED I FEEL GREAT I do this with wrestlers before each match, think positive thoughts, bad thoughts will creep in, push them out by concentrating on your psoistives.

I was always wondering when people ask the question: How are you?- Do they really mean that? Or they just use this phrase to start the conversation somehow. Try to surprise them. Next time give them a different answer and see their reaction to it. Answer them with something like this; - Perfect. If I was any better I would be a fairy tale. -Excellent. I am on the top of the world and I take you up there. - I am in paradise. Would you like to have a cup of coffee with me up here? Doesnt it sound better than saying; I am OK, not bad or good, thanks? They will probably smile at you or think that you are crazy. But, whats wrong with a little bit of craziness? THINK POSITIVE 15-25-stress role-play Review how to handle stress and signs of stress. Give each group (2-3 per group) a stressful situation and they must use a few of the main ways we talked about how to handle it. Give them some time to discuss different methods on how to handle it and then call them up in front of class to role-play. Remind them you are the counselor so if their role-play calls for them to come talk to you, that is why you are here. In the role-play they must also mention what could be happening to the person if they dont try and relieve the stress. (ex. headache) Each role play should be rally quick less than a minute, and more like :30 seconds or so. Scenarios: 1. Several teachers gave you a lot of HW plus mom and dad gave you several chores to do. How will you handle this stressful situation. 2. Someone is bullying you at school (apply all the skills you have learned even if it is from a bullying lesson) 3. Loss of a family pet, dog or cat (this may involve more than 1 coping strategy) 4. Big game is tonight an you are feeling nervous 5. You stayed up too late last night waiting for mom and dad to get home. You are feeling very tired today at school. 6. You feel several of your friends are not being nice to you. You feel like they are avoiding you. 7. You have a big history and spelling test both tomorrow. 8. You missed the bus 9. You had a bad day at school. (your pencil broke, you dropped your tray at lunch, your team lost in PE) You get home and you feel very stressed by the entire day. 10. You have a dentist appointment today, and you are not sure if you brushed your teeth enough. You are very stressed just by thinking of the dentist As they role-play each scenario point out what they did to relieve the stress. Walk around the room and help those groups that are struggling with ways to cope. Other groups not involved will be marking down what the stressor was and how it was handled. Model for them during the first group or 2. assessment

Did they seem to understand how to handle each situation Check out- 1 positive statement about themselves to me as they leave the room Identify how you will differentiate each lesson for (2) special needs students 1. Autistic student requiring structure 2. Special Needs student with a communication disorder 1- small group work should work well, I will put the Autistic child in the group of 3, so they can choose to participate at a minimum if they want. Or they can just work out a scenario and not perform with me. Or write out a scenario that I will perform. 2- a special sheet with all the stressors listed so they can just provide tally marks ------------------------------------------------------------------------------------------------------------

DAY 5
Goals and Objectives -Good Stress and Bad Stress examples Materials required: Scene depicting stress from a popular show cued up on computer, projector Paper for drawing Stress or Eustress worksheet 0-5 Focus Show a scene from Phineas and ferb and have the students write down how the sister might be able to handle the stress a little better . Discuss answers - Breathing technique Student activity 5-10 Show video http://www.youtube.com/watch?v=qAmSu3bJqW0 10-20 Talk about and define eustress Teacher notes: Eustress: Positive, Good Stress. Positive stress, motivates us. It arises from situations that are enjoyable. (ex: winning a game doing well on a test) Distress: Negative, Bad Stress. It can be harmful to the body. (ex: doing bad on a test, getting in a fight with a friend) - Check for understanding with the work sheet - Stress Management Unit Day 5 Stress - Eustress WS EUSTRESS DISTRESS ___X_______ _________ Making a new friend __________ ____X_____ Doing bad on a test _________ ____X_____ Losing a Game ____X______ _________ Playing a Game ______X_____ _________Taking a test

_____X_____ _________Your friend challenges you to a game _______ ________X___ A bully threatens you _____X____ _________ Riding a roller coaster ____X____ __________ meeting a new friend _____X__ _________ Fitness tests in PE Go over in class and check to make sure the kids understand the difference. 20-30 Assessment- Journal or draw a cartoon Students will pick out one thing that stressed them this week and write how it affected them and how they handled it. If they choose a cartoon, they can draw a 3-4 panel cartoon showing how they handled it also, they can list other methods they could have used on the back, a 5th panel must show an unhealthy way they could of used and how that would of went . If they cant think of one, they can make up their own situation. They must include : The emotions caused by the stress, a healthy stress reliever they used as well as at least 3 others they might have used. An example of an unhealthy way they might have tried and why that would not work. If they cannot think of any I will provide them with a scenario. differentiate each lesson for (2) special needs students 1. Autistic student requiring structure- follow agenda and can work by himself 2. Special Needs student with a communication disorder This student can just draw a picture showing how they handled a stressful situation.

Extra Activity if needed (day 6) See Hatch Day 6 pamphlet Culminating Activity: Individually, students will create a pamphlet about stress. They will present this individually in their groups. Also, they will be required to give a presentation of their pamphlet to their family. They must have a form signed by their parent. Your pamphlet should include the following: Definition of stress The difference between good stress and bad stress The bodys response to stress What emotions stress may cause Lots of healthy stress relievers Unhealthy ways people try to relieve their stress. Include why these do not work!

Extensions: 1. About.com's Teen Stress and Its Management http://stress.about.com/cs/teenstress BBCi: Stress http://www.bbc.co.uk/health/emotional_health/mental_health/min d_stress.shtml Fighting Invisible Tigers: A Stress Management Guide for Teens by Earl Hipp (Free Spirit Publishing, 1995) http://www.amazon.com/exec/obidos/tg/detail//0915793806/qid=1069776478/sr=1-1/ref=sr_1_1/104-33974182822340?v=glance&s=books TeensHealth: Spotlight on Stress http://www.kidshealth.org/teen/your_mind/emotions/stress.html Extensions Some students may be motivated to create and publish a blog (Web log) of their writings. Blogs may contain writings as well as artwork, photographs, and links to favorite sites. Blogs are great for those who wish to express themselves in a public forum. Here are some sites where students can sign up for free Web logs: Journalspace athttp://www.journalspace.com, Teen Blogs at The Student Center (http://teenblogs.studentcenter.org), and Blogger at http://new.blogger.com. Are students stressed because they are Type A personalities? If they go tohttp://www.queendom.com/tests/personality/type_a_r_access. htmlat Queendom.com, they can find out by taking a free 20minute test. Once they've completed the test, they'll learn what it means to be a Type A or Type B personality. If they lean toward Type A, they may wish to explore some ways to curb some of their tendencies and help alleviate the stress that goes with having a driving personality. Also at Queendom are tests for anxiety, self-esteem, and many other topics. For other ways of

assessing personality, students can visit HealthyPlace.com athttp://www.healthyplace.com/site/tests/psychological.asp#pers

onalityand browse the its many personality tests as well as tests for stress, depression, and anxiety. Apply what students have learned about dealing with their own stressors to others, in particular, military peacekeepers. A lesson plan from the New York Times Learning Network, athttp://www.nytimes.com/learning/teachers/lessons/20010621th ursday.html?searchpv=learning_lessons, centers on a newspaper article about how emotions affect the peacekeepers. Students are tasked with designing training methods that simulate the types of stressful situations the soldiers are likely to encounter to learn about the emotional stress response. http://www.bam.gov/sub_yourlife/yourlife_feelingfrazzled.html