Suggested Presentation

OUTLINE FOR

January 2003

Time Commitment

30 – 40 minutes

Materials

Exercise – Performance Quiz

Why Learn About Stress (Slide 2)

Stress Model (Slide 3)

Optimal Level of Stress (Slide 4)

Signs or Symptoms of Stress (Slide 5 - 7)

Exercise - Stress Test

Demands and Resources (Slide 8)

Exercise - How do I respond to stress?

Example of Stress Diary

Activities and Procedures

Step 1Optional - Have students complete some form of performance quiz (see Exercise – Performance Quiz). Ask students how they reacted – what were their thoughts, feelings and behaviours. Alternatively, ask them to describe how they feel when under pressure.

Step 2Discuss benefits of knowing about stress (Slide 2).

Step 3Explain the Interaction model of stress and definition (Slide 3).

Step 4Explain optimal level of stress using graph (Slide 4). Discuss how to identify own level by keeping a stress diary.

Step 5Go over signs of stress with students (Slide 5, 6, 7).

Step 6Optional – Have students complete a stress questionnaire. Emphasise the importance of being able to identify own particular early warning signs of stress in order to activate coping.

Step 7Explain what demands/stressors and resources are (Slide 8; also refer to Slide 3.)

Step 8To help students identify and learn about their own optimal level, have a discussion about possible stressors. Ask students to offer relevant example or have students generate examples about when they have handled stress well or performed well under stress versus when this didn’t happen. (See Exercise – How I respond to stress).

SUGGESTED PRESENTATION

Managing Stress

Time Commitment

45 – 50 minutes (or longer depending on how many examples and exercises are practiced).

Materials

Coping – Different Situations, Different Coping (Slide 9 & 10)

Exercise – Sorting of situations, reactions and coping resources

Examples of different types of coping

Cognitive Coping Strategies (Slide 11 - 13)

Exercise – Creating Affirmations or I am Grateful

Behavioural Coping Strategies (Slide 14 & 15)

Time Management Strategies (Slide 16 & 17)

Summary of Coping (Slide 18)

Relaxation– Optional (Slide 19)

Exercise – Deep Breath

Exercise – Short Relaxation

Exercise – Body Scan

Activities and Procedures

Step 1Explain types of coping – problem-focussed and emotion-focussed (Slide 9 & 10). Give and ask for examples.

Step 2Optional. Do Exercise – Sorting situations, etc. Have students break into small groups. Each group is given cards containing statements that they must divide into three categories: stressful situations or demands, stress reactions and coping resources.

Step 3Explain cognitive coping strategies (Slide 11 -13). Try to use examples relevant to course.

Step 4Ask students to create 3 positive affirmations for themselves. Use Creating Positive Affirmations or I am Grateful exercise.

Step 5Explain behavioural coping strategies (Slide 14 -15).

Step 6Describe time management strategies (Slide 16 -17). Allow students to discuss if they’ve tried any of these and if they were effective or not. This would be a good opportunity to relate them to coursework. Practice goal setting, breaking tasks down or completing a timetable.

Step 7Summarise (Slide 18)

Step 8Practice! Try Deep Breath Exercise or Short Relaxation or Body Scanning. (Slide 19)

Step 9Exercise – Stress Prescription. Have students identify a stressful situation (current or past) and write it down. Ask them to describe why they perceive it as stressful, what resources they have been using and what additional ones they might need to try.

Possible Further Presentation

Materials

Performance under Stress (Slides 20 - 22)

Foundations for Lifelong Health (Slide 23 - 24)

Summary of Stress Management for College Students –

Survival tips (Slides 25 - 26)

Activities and Procedures

Step 1Discuss performance and stress. Review optimal level of stress and impact on performance. Possibly have students discuss their past performances that they found stressful and why (Slides 20 – 22).

Step 2Review the consequences of long-term stress on our physical and psychological functioning. Ask them to think about various people they know and how they handle the stress in their lives. Discuss ways to promote lifelong health by avoiding long-term or chronic stress (Slides 23 -24).

Step 3As a useful way to summarise stress management for college students, go over suggested survival tips (Slides 25 - 26). Ask students for other tips to add to list.