Los Banos National High School

Stress and Time Management Training

I. Rationale

Generally, psychological stress may trigger if an individual cannot handle the environmental
demands he/she experiences (Cohen, Janieki-Deverts, Miller, 2007). In majority of instances,
stress on a person may cause discomfort whether mentally, physically, emotionally,
physiologically etc. This may cause negative implications on those aspects if not properly coped
with. Self-esteem is negatively affected by increased stress as some studies have shown (Youngs,
Rathge, Mullis, & Mullis, 1990 as cited by Hill, 2014).
According to Cohen, Janieki-Deverts, and Miller (2007), approximately 20% to 25% of people
who experience major stressful events develop depression. A study conducted by Aasra
concluded that depression among youth increased from 2% to 12% (Kumar and Bhukar, 2012).
Heightened risk for health problems or illness behavior may develop on worse perceived stress
(Stress and Health: Definition and Concepts, n.d). This may be because of likelihood of
individuals to improperly deal with their stress. Some examples include, bad eating and sleeping
habits, consumption of alcohol, and abusing of other substances (e.g., Brown, 1989; Conway,
Vickers, Ward, and Rahe, 1981; McCann, Warnick, and Knopp, 1990 as cited in Stress and
Health: Definition and Concepts, n.d)
Stress in itself does not make it harmful to an individual, in fact, slight stress may lead to an
increase in performance (Hill, 2014), but it is the failure to cope with the stress which may result
to a negative impact (Geisthardt and Munsch, 1996). Furthermore, high levels of stress and
inability to cope with it properly may negatively affect academic performance (Hill, 2014). They
simply lack the knowledge of proper academic coping strategies. Therefore, proper coping
strategies must be utilized in order to transform stress into becoming more manageable for
students. These strategies may help students improve their academic standing and their attitudes
towards academic performance. Not only that, properly dealing with stress may also include
physical, emotional, psychological, and even spiritual well-being (Kuncharin and Mohamad,
2014). It is ironic though that programs highlight the importance of breaking down large tasks
before due dates and doing the small tasks on a regular schedule, students still find themselves
distressed since they repetitively ignore these suggestions (Kumar and Bhukar, 2012).
Lazarus and Folkman (1984) define coping as constantly changing cognitive and behavioral
efforts to manage specific external and/or internal demands that are appraised as taxing or
exceeding the resources of the person, Hill (2014) stated that A students approach to coping
with stress is just as important to determining success as the level and amount of stress
experienced. Knowing how to cope with stress is more important, and often the deciding factor
in how students are affected by stress.
Students have their own way of dealing with their stress. While some are more degenerative than
they think such as using alcohol, tobacco, and drugs (Guthrie et al., 1995; Campbell et al., 1998;
Miller and Surtees, 1991; Ashton and Kamali, 1995 as cited by Kumar and Bhukar, 2012).
Additionally, having a negative response may likely elevate stress than alleviate them which is a
mistake most students commit when presented with massive amount of stress (Hill, 2014).

Suggestions on how to effectively and properly cope with various daily stressful events arise
here and there which students may readily adapt. Regular aerobic exercise has shown to decrease
tension and anxiety, improve mood, sleep, and self-esteem even if you only participate for five
minutes (Albert and Monika, 2001 as cited by Kumar and Bhukar, 2012). The Australian
Psychological Society (2012) enumerated seven tips to manage everyday stress: identify warning
signs, identify triggers, establish routines, spend time with people who care, look after your
health, notice your self-talk, and practice relaxation. (Ji and Zhang, 2011) also gave some
suggestions such as adapting to college life as soon as possible.
Schools and universities should also aide their students in handling stress. (Hill, 2014)
stated that it may be an effective way to educate students about various coping strategies by
utilizing both problem-focused and emotion-focused tools. The author added that informing
students about the availability of tutoring services and counseling centers would help because it
is important to balance academics as well as other activities.
II. Objectives
After conducting this seminar the students must be able to:
1. Identify their
III. Activity Design

A. Threads
a. Change in perspective/habits
b. Preventing stress and improper time management
c. Dealing with stress and improper time management

B. Themes
a. Focused thinking
b. Strategic thinking
c. Reflective thinking
d. Shared thinking

C. Input-Process-Output

Input Process Output

Self-Perspective

Stress may be produced by Seminar that teaches the Identify ones current
the environment surrounding following: way of thinking
the individual, such as their Why you should Identify the problems
school and home. change your thinking in the individuals
Ones perspective on their How to become a current way of
problems play a great role on better thinker thinking
how they will react to their Putting yourself in the Identify problems in
problems. right place to think ones environment
Identify ways of
Group discussions possibly improving
self
Identify ways of
possibly improving
ones environment

Preventing stress and Seminar that teaches the

improper time management following:
Focused thinking Identify ones
Prevention is better than cure. o Identify priorities, abilities,
By preventing stress and priorities distractions,
improper time management o Discover your hindrances, goals, and
from happening, one can abilities progress
greatly lessen ones o Remove Make a plan on how
problems.
distractions to prevent future
o Set goals stress
o Question your Encourage students to
progress be more disciplined to
prevent future stress
Encourage students to
Strategic thinking think and plan ahead
o Break down
the issue
o Ask why
before how
o Identify the
real issues and
objectives
o Develop your
plan
o Keep repeating
the process

Give out worksheets to the

individuals for them to list
their priorities, distractions,
plans, etc.
 Group discussions
Dealing with stress and Seminar that teaches the
improper time management following:
Reflective thinking Encourage students to
One will likely encounter Set aside time regularly reflect on
stress, and if so, one must for reflection themselves
deal with it by effectively and Remove Encourage students to
efficiently solving the yourself from value other peoples
problem. distractions ideas
Regularly Encourage students to
review your think and plan ahead
calendar or
journal
Shared thinking
Shared
thinking brings
more maturity
than solo
thinking
Shared
thinking is
stronger than
solo thinking
Value the
ideas of others

Give out worksheets/journals

to the individuals for them to
list their progress, reflections,
thoughts, and ideas

Group discussions

Source: How Successful People Think by John C. Maxwell

IV. Timetable and Resources

V. Budgetary Requirements

ARTICLE UNIT PRICE QUANTITY TOTAL PRICE

References:
Cohen, S., Janieki-Deverts, D., Miller, G., (2007). Psychological Stress and Disease. American
Medical Association.
Geisthardt, C., and Munsch, J. (1996). Coping with School Stress: A Comparison of Adolescents
With and Without Learning Disabilities. Sociological Abstracts.
Hill, C. (2014). School Stress, Academic Performance, and Coping in College Freshmen.
Northern Colorado: Scholarship & Creative Works.
Ji, H., Zhang, L. (2011). Research on College Students Stresses and Coping Strategies. Toronto:
Canadian Center of Science and Education.
Kumar, S., and Bhukar, J.P. (2012). Stress level and coping strategies of college students.
African Journals.
Kuncharin, L., & Mohamad, A.R.B. (2014). Coping Strategies on Academic Performance among
Undergraduate Students in Thailand. The Standard International Journals.
Stress and Health: Definitions and Concepts. (n.d.). Retrieved February 8, 2017, from
https://www.rand.org/content/dam/rand/pubs/monograph_reports/MR1018z4-
1/MR1018.4.chap2.pdf.
Understanding and Managing Stress (2012). Melbourne: Australian Psychological Society.
References:
Cohen, S., Janieki-Deverts, D., Miller, G., (2007). Psychological Stress and Disease. American
Medical Association.
Geisthardt, C., and Munsch, J. (1996). Coping with School Stress: A Comparison of Adolescents
With and Without Learning Disabilities. Sociological Abstracts.
Hill, C. (2014). School Stress, Academic Performance, and Coping in College Freshmen.
Northern Colorado: Scholarship & Creative Works.
Ji, H., Zhang, L. (2011). Research on College Students Stresses and Coping Strategies. Toronto:
Canadian Center of Science and Education.
Kumar, S., and Bhukar, J.P. (2012). Stress level and coping strategies of college students.
African Journals.
Kuncharin, L., & Mohamad, A.R.B. (2014). Coping Strategies on Academic Performance among
Undergraduate Students in Thailand. The Standard International Journals.
Stress and Health: Definitions and Concepts. (n.d.). Retrieved February 8, 2017, from
https://www.rand.org/content/dam/rand/pubs/monograph_reports/MR1018z4-
1/MR1018.4.chap2.pdf.
Understanding and Managing Stress (2012). Melbourne: Australian Psychological Society.