Question? Leave a message!




TRAINING MODULES FOR WORKSHOP ON STRESS MANAGEMENT

TRAINING MODULES FOR WORKSHOP ON STRESS MANAGEMENT 5
केीय िवालय सगंठन िशा एव ंिशण आचंिलक संथान चडंीगढ़ 0 KENDRIYA VIDYALAYA SANGATHAN ZONAL INSTITUTE OF EDUCATION TRAINING CHANDIGARH TRAINING MODULES FOR WORKSHOP ON STRESS MANAGEMENT EXPERT UNDERSTANDING SUCCESS INTERVENTION STRESS TARGET GROUP OF TEACHERS TRAINED GRADUATE TEACHERS POST GRADUATE TEACHERS सरंक / PATRON ी॰ ज॰े एम॰ रावत , उपायु एव ंिनदेशक िश॰एव ं॰ आ॰ं संथान, चडंीगढ़ Sh. J. M . Rawat , Deputy Commissioner Director Z l E T, Chandigarh Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 1 S.N MODULE CONTENT o i Introduction Objectives STRESS 1 ii Causes Symptoms of stress MANAGEMENT iii Managing stress iv Interaction with the expert Enactment session During the workshop a combination of following approaches can be adopted besides other innovative approaches:  Activity based approach (Individual / Group)  Group discussion  Open discussion  Brain storming sessions  Internet / Video clipping  Power Point Presentation Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 2 SESSION 01 MODULE STRESS MANAGEMENT The goal of this module is to help teachers to be able to give their students a better awareness and understanding of stress. Furthermore, it is designed to provide coping strategies for avoiding distress and to promote better adjustment whether in school or at home. “One of the difficulties about stress is that it can work for you or against you, just like a car tire. When the pressure in the tire is right, you can drive smoothly along the road: if it is too low, you feel all the bumps and the controls feel sluggish. If it is too high, you bounce over the potholes, and easily swing out of control” (Butler Hope, 1995, p. 207).  TRAINING SCHEDULED TIME: 90 Min.  TRAINING STRATEGY: o Introduction of content : 15 min. o Individual activity : 30 min. o Group activity : 30 min. o Video clip discussion : 15 min.  TRAINING OBJECTIVES a. To accept it exists in daily life. b. To open up to talk about it freely. c. To understand it’s necessity in daily life. d. To know its types. e. To be able to manage it. f. To be able to help others in distress.  EXPECTED LEARNING OUTCOME a. Will be able to know that it is essential in life. b. Will be able to know its types. c. Will be able to know its triggers. d. Will be able to learn to manage it. e. Will be able to help others in need. Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 3  INTRODUCTION: ‘STRESS’ the word that is discussed more than academics these days in every sphere of life. Everyone has stress, because life isn't something we totally control. If it is a part of life, can it be so bad Is a big question. It is essential at conception, it is essential at birth (a wonderful experience) then we should try to understand it in a better way. It can’t be all that bad. The question here is: Are we managing our stress, or has it mastered us Its answer matters a lot for our health and day to day life. If one is stressed often over time, it puts oneself at risk for heart disease, depression, and other problems. The key to all this is to stop stress before it stops us. It is simpler than one might think. Solve the stressful problem when you can. And when you can't then connect with other people, and get active again to solve the problem. Lot of research has been done on this topic by Social Psychologists, Clinical Psychologists, Educational Psychologists, Psychiatrists, Religious preachers. Findings of all have commonalities for us under different situations. As an/a educationist / teacher, we need to understand that for a student within the age group of 13 to 18 years that is from classes IX to XII stress has its own meaning. If as an adult one is not able to understand stress properly then how can we expect an adolescent to be an expert in understanding and managing stress. Broadly, the stress is classified into two : Eustress good stress, is stress that benefits our health, like physical exercise or getting a promotion. Distress stress that harms our health and often results from imbalances between demands made upon us and our resources for dealing with these demands. The latter is what most people think about when they talk about stress. However, if handled well stress can increase motivation and stimulate us. Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 4 There are many different definitions and theories of stress. However, a commonly recognized one is the interactionist model of stress. It suggests there are three key components involved: i. The situation and demands ii. Our subjective appraisal of the situation iii. Our perceived resources for meeting the demands i) The demands or situations could include financial problems, arguments, changes in school/work circumstances etc. These events, hassles or changes that occur in our external environment may be physical or psychological and are referred to as stressors. ii) Appraisal of the situation refers to how we interpret the situation or demand. For example, an event occurs person ‘A’ may see it as stressful while person ‘B’ does not. Thus person ‘A’ will probably have a reaction to the stressful situation, either physiological or emotional. iii) Resources refer to our ability to cope with the demand or stressor, for dealing with possible or real problems. Again, an event occurs, person ‘A’ and person ‘B’ both perceive it as stressful, but person ‘A’ believes she has the resources to cope but person ‘B’ believes she doesn’t, and they will respond accordingly. While students may not be able to control some of the demands placed upon them, they can change the resources at their disposal by increasing their repertoire of coping strategies. Ideal level of stress differs Optimum Stress from person to person. Basically, if there is not enough stress then performance may suffer, due to lack of motivation or boredom (See Area of Optimum Performance Figure 1). However, too much stress results in a drop in performance as a High Stress Low Stress Anxiousness result of stress related problems like Boredom Unhappiness inability to concentrate or illness. Figure 1.: The relationship between stress and performance We must learn to monitor our stress levels, firstly to identify our own optimum level of stress and secondly to learn when we must intervene to increase or decrease our level of Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 5 stress. This way stress works for us. By managing stress we can improve our quality of life and do a better job, either in academic life or professional life. If stress is not handled properly it can increase the negative consequences for an individual. So there is a need to make this issue a burning topic of discussion among the students, to understand it well, to open up with certain situations and probably end up with some sort of solution among themselves.  INDIVIDUAL ACTIVITY: (30 min) i. Provide content (writeup / ppt) of stressful situation to the participant. ii. Ask the participant to go through it. (05 min.) iii. Ask them to identify and note the triggers. (05 min.) iv. Identify the strategy adopted as per the write up. (05 min.) v. Let them mention what else could have been done. (05 min.) vi. Selfevaluate the strategies for the most practical one. (10 min.)  GROUP ACTIVITY: (30min) i. Make a group of four people. ii. Provide content (writeup/ppt) of stressful situation to the participant. iii. Ask the participants to go through it. (05 min.) iv. Ask them to identify and note the triggers. (05 min.) v. Identify the strategy adopted as per the write up. (05 min.) vi. Let them enact the situation. (10 min.) vii. Evaluate the strategies for the most practical one. (05 min.) viii. Discuss the findings of individual and group activity.  VIDEO CLIPS (10min) 1. https://www.youtube.com/watchv=46OXwbUMK0 2. https://www.youtube.com/watchv=0fLpn80sc 3. https://www.youtube.com/watchv=6toLTVGn3T8 Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 6 SESSION 02 MODULE CAUSE OF STRESS ITS EFFECTS The goal of this module is to help teachers to be able to give their students a better awareness and understanding of factors that may ultimately precipitates as stress. Furthermore, it will be easy for one person to locate the symptoms of distress in self or the other person whether in school or at home.  TRAINING SCHEDULED TIME: 90 Min.  TRAINING STRATEGY: o Introduction of content : 15 min. o Individual activity : 30 min. o Group activity : 30 min. o Video clip discussion : 15 min.  TRAINING OBJECTIVES a. To accept it exists in daily life. b. To know the factors that may precipitates as stress. c. To know the symptoms. d. To be able to locate the symptoms.  EXPECTED LEARNING OUTCOME a. Will be able to identify the factors of stress. b. Will be able to categorize the factors. c. Will be able to locate the symptoms. d. Will be able to be more empathetic. e. Will be able to help others in need.  INTRODUCTION: ‘STRESS’ is one of the basic essentiality to do any sort of work. Certain amounts of stress are beneficial; however, sometimes the level of stress can Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 7 become burdensome. Its level decides whether the task in hand will be executed nicely or it will lead to low performance or no performance at all. As we have understood in the first session that it can work for us or against us, just like a car tire. When the pressure in the tire is right, one can drive smoothly along the road: if it is too low, one feels that the controls are sluggish. If it is too high, the cars bounce over the potholes, and easily swing out of control. All the researches lead us to believe that our response to a particular type of stress varies with time/ situation / age. Since age is involved so we can say that adolescents or particularly the students also face the same situation. It is often the cause effect of many situations. It is the body’s way to respond to any kind of unwanted demand. The response may be either given with a positive inclination (EUSTRESS) or with a negative inclination (DISTRESS). CAUSES: Broadly they have been categorized into two: Internal and external INTERNAL: Persons own perception of the self (physical health / mental health / social health / spiritual health). EXTERNAL: All the causative factors that originate outside the body. a. Parental pressure: Give a thought on the following sentences: i. ‘You are grown up now’. ii. ‘You have to take care of the family’. iii. ‘How you are going to do this without education’ iv. ‘Do you think you are stressed now’ v. ‘You don’t have an idea of what stress is going to be in life.’ b. Volume of work: i. The amount of HW given in the schools. ii. Tight schedule for completion of projects/HW. iii. No body to help at home. iv. Examination schedules First paper / gaps between papers / paper after holiday followed by another next day / Class tests / Monthly tests being on every month consume one week so students feel that test are back within three weeks. c. Type of work: i. Going on to the stage Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 8 ii. Deliver a speech during assembly. iii. Forced by the teacher to draw on black board. iv. Unpleasant task in the school. d. Personal finance low for certain things. e. Peer pressure. f. Bulling g. Criticism h. Health problems. i. Remarks by opposite gender. j. Diet composition should not be ignored as a contributing factor. k. Nutritional gap i.e. the diet taken V/s the need of the body. ‘If one eats balanced diet, one don’t need vitamins’ l. Unrealistic expectations of the teachers. So there is a need to make this issue a burning topic of discussion among the students, to understand it well, to open up with certain situations and probably end up with some sort of solution among themselves.  SIGNS SYMPTOMS People will have their own personal signs or reactions to stress, which they should learn to identify. They generally fall into three categories: physical, cognitive and emotional. 1. Physical (physiological and behavioral) a. Racing heart b. Cold, sweaty hands c. Headaches d. Shallow or erratic breathing e. Nausea or upset tummy f. Constipation g. Shoulder or back pains h. Rushing around i. Working longer hours j. Losing touch with friends Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 9 k. Fatigue l. Sleep disturbances m. Weight changes There are well established links between stress and many types of illness. However, these physical symptoms could result from medical or physiological problems rather than be completely stress related. 2. Cognitive (or Thoughts) a. Forgetting things b. Finding it hard to concentrate c. Worrying about things d. Difficulty processing information e. Negative selfstatements 3. Emotional (or Feelings) a. Increased irritability or anger b. Anxiety or feelings of panic c. Fear d. Tearfulness e. Increased interpersonal conflicts f. Suicidal thoughts Everyone has developed his or her own response to stress. The key is to learn to monitor your own signs and become aware of when they are indicating the stress level is unmanageable.  INDIVIDUAL ACTIVITY1: (30 min) (Any one can be taken up) i. Provide content (writeup/video) of stressful situation to the participant. ii. Ask the participant to go through it 7. (05 min.) iii. Ask them to identify and note the causative triggers. (05 min.) iv. Note down the effects of the triggers. (05 min.) v. Let them mention what else could have been done. (05 min.) vi. Selfevaluate the strategies for the most practical one. (10 min.)  INDIVIDUAL ACTIVITY2: (30 min) i. Provide an empty table as follows. Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 10 ii. Ask the participant to fill it up as their first response. iii. Identify and note the causative triggers. iv. Note down the effects of the triggers (physical / mental). v. Selfevaluate the strategies for the most practical one. EFFECTS S.No TRIGGER PHYSICAL MENTAL 1 2 3 Review your Stress Diary and identify the areas of distress of most concern. i. GROUP ACTIVITY: (30min) i. Make a team of two people. ii. Provide content (writeup/video) related to stressful situation to the team. iii. Ask the participants to go through it. (05 min.) iv. Ask them to identify and note the triggers. (05 min.) v. Ask them to identify the strategy adopted as per the write up. (05 min.) vi. Let them enact the same situation. (10 min.) vii. Evaluate the strategies for the most practical one. (05 min.)  VIDEO CLIPS (10min) 1. https://www.youtube.com/watchv=0fLpn80sc 2. https://www.youtube.com/watchv=6toLTVGn3T8 Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 11 SESSION 3 MODULE MANAGEMENT OF STRESS The aim of this module is to help teachers to be able to give their student’s awareness and a better understanding of different approaches to manage stress and handle the issues. Furthermore, it will be easy for one person to improve upon the skills to manage stress at the personal level and if possible to help others.  TRAINING SCHEDULED TIME: 90 Min.  TRAINING STRATEGY: o Introduction of content : 15 min. o Individual activity : 30 min. o Group activity : 30 min. o Video clip discussion : 15 min. a. TRAINING OBJECTIVES a. To make them aware that stress can be controlled. b. To make them aware of stress management skills. c. To make them capable to select best approach for self. d. To make them capable to improve personal skills. e. To make them capable of help others in the peer.  EXPECTED LEARNING OUTCOME a. Will be able to understand that stress can be controlled. b. Will be able to increase their knowledge of various skills. c. Will be able to select the practical approach for the situation. d. Will be able to be more empathetic. e. Will be able to help others in need.  INTRODUCTION: ‘STRESS’ to some extent is essential but the limit is undefined and varies from person to person. Since all of us are to live in the society, so it becomes imperative Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 12 to manage stress at personal level. These days a wide range of approaches are available in the society. Since the life style has changed also changing fast so the level of stress has multiplied and its prevalence can be detected even in the younger years. So it is essential to increase the awareness about the strategies that can be adopted to reduce the level of stress. Always remember that our attempt is not to finish the stress but just to reduce below the limits of tolerance (Of course highly variable). In general the stress management approaches have been divided into two categories i.e. Preventive approach and Curative approach. The three components of stress are the:  Situation and its demands,  Subjective appraisal of the situation and  Perceived resources for coping with the demands. Management of stress can be aimed at any or all of these components. In other words, we can decrease the external demands or stressors; we can change or appraisals or we can increase our coping resources. Types of Coping: Coping refers to the use of strategies to deal with problems, real or anticipated, and any possible negative emotions that may arise. This approach helps us to control our reactions to the demands placed upon us. We use actions, thoughts and feelings to cope. Different situations or stressors call for different kinds of coping. 1. ProblemFocused Coping is aimed at changing a situation or its accompanying demands. It is most appropriate when you have some control over a situation or when you can manage the problem in the environment. It uses specific activities to accomplish a task. Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 13 For example, maybe a student is having difficulties with a roommate, who creates a lot of distractions thus preventing the student from studying. Problemfocused coping would involve the student negotiating a contract or using other problemsolving strategies to overcome the stressful situation. Using time management or seeking advice or other examples of this type of coping. 2. EmotionFocused Coping is aimed at dealing with the emotions caused by a situation and its demands. It is more appropriate when you have little or no control over a situation. This type of coping involves reducing anxiety associated with the stressful situation without addressing the problem. For example, in parental separation a student has no control over it but he/she could cope with any anxiety the event may cause. Coping Resources: These resources can broadly be divided into:  Cognitive coping strategies and  Physical / Behavioral coping strategies. Some of these coping strategies will suit some people, others will not. The key is to have a range of resources that can be applied, depending upon the situation and the individual. It is important to have strategies one is comfortable using. Cognitive coping strategies These refer to ways of dealing with stress using our minds. Cognitive coping strategies are a good way to combat stressproducing thoughts. As Shakespeare’s Hamlet said, “. . . for there is nothing either good or bad but thinking makes it so. . .” Often people already use these. Cognitive ways of coping, but making them more conscious will increase their efficiency and effectiveness. Examples of these strategies are: i. Reframing – focus on the good not the bad; think in terms of wants instead of should. It’s best if our thinking is related to our goals. For example, “I want to read and understand this chapter in Chemistry so I do well in my lab practical” instead of “I have to read this difficult chapter in Chemistry”. Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 14 ii. Challenging negative thinking – stopping the negative thoughts we may have about a situation or ourselves. Examples of negative thoughts include expecting failure, putting yourself down, feelings of inadequacy a thought such as “Everyone else seems to understand this except me.” In order to gain control of negative thoughts or worries, you must first become aware of them. Next, yell “Stop” to yourself when they occur. Try replacing with positive affirmations or at least challenge or question any irrationality of the thoughts. iii. Positive selftalk – using positive language and statements to ourselves. These are sometimes referred to as positive affirmations; they are useful for building confidence and challenging negative thoughts. For example, “I can do this or understand this” or “I’ll try my best”. These work best when they are realistic and tailored to your needs and goals. iv. Count to ten – this allows you time to gain control and perhaps rethink the situation or come up with a better coping strategy. v. Costbenefit analysis– asking yourself questions about the worth of thinking, feeling or acting a particular way. “Is it helping me to get things done when I think this way” “Is it worth getting upset over” “Am I making the best use of my time” vi. Smell the roses – “Experiencing life as fully as possible requires conscious effort, since we become habituated to things which are repeated. Varying our experiences (such as taking different routes to school or work) can help in this process”. vii. Keeping perspective – when under stress it is easy to lose perspective; things can seem insurmountable. Some questions to ask yourself: Is this really a problem Is this a problem anyone else has had Can I prioritise the problems Does it really matter “Look on the bright side of life” Cultivate optimism. viii. Reducing uncertainty – seek any information or clarification you may require to reduce the uncertainty. It helps to ask in a positive way. Situations that are difficult to classify, are obscure or have multiple meanings can create stress. ix. Using imagery / visualization–imagining yourself in a pleasant or a successful situation to help reduce stress. One way to use imagery is as a relaxation tool. Try to remember the pleasure of an experience you’ve had or a place you’ve been. The more senses you involve in the image the Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 15 more realistic, therefore the more powerful. This strategy is often combined with deep breathing or relaxation exercises. x. Visualization can also be used as a rehearsal strategy for an anticipated stressful event. For example, if you have a presentation to give, practice it in the mind a few times, picturing the audience’s reaction and even visualizing yourself overcoming any potential pitfalls. Performance under Stress Most people find performance stressful, whether examination, interview, public speaking, practical’s, etc. However, they need not cause distress. The following tips for managing the stress experienced as a result of performance situations can help students achieve their goals. i. Focusing on the process not the outcome. ii. Being aware of the stress/performance curve and their own optimal level of stress. iii. Learning and practicing coping skills – practice is important. iv. Reframing evaluative situations – a learning experience. v. Keeping and using a sense of humour vi. Maintaining one’s perspective vii. Remembering that mistakes are part of learning Separating selfworth from performance  INDIVIDUAL ACTIVITY: (30 min) i. Provide a content (writeup/video) of stressful situation to the participant. ii. Ask the participant to go through it. (05 min.) iii. Ask them to identify the triggers their effects. (05 min.) iv. Identify the strategy adopted as per the video. (05 min.) v. Let them compare the trigger V/s Effect V/s Strategy. (10 min.) vi. Selfevaluate the strategies for the most practical one. (05 min.) Many stressors can be changed, eliminated, or minimized. Here are some examples of things you can do to reduce your level of stress:  Exercise regularly. Exercise  Practice relaxation techniques. For example, whenever you feel tense, slowly breathe in and out for several minutes.  Eat a balanced diet daily. Eat more whole grains, nuts, fruits and vegetables. Substitute fruits for desserts. Nutrition  Choose foods that are low in fat, sugar, and salt. Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 16  In a typical week, get sufficient sleep to wake up refreshed.  Do not use medication or chemical substances (including Sleep alcohol) to help you sleep.  Avoid caffeine, nicotine, sugar, and cola.  Do not use medication or chemical substances (including Stimulants alcohol) to reduce your anxiety or to calm you down.  Have one or more friends with whom you can share personal matters. Support  Talk with friends or someone you can trust about your worries System /problems.  Keep reinforcing positive selfstatements in your mind.  Focus on your good qualities and accomplishments  Do something you really enjoy which is “just for me” during the NurtureSelf course of an average week.  Recognize and accept your limits. Remember that everyone is unique and different.  Plan ahead and avoid procrastination. Good time  Make a weekly schedule and try to follow it. management  Set realistic goals. skills  Set priorities.  Take a warm bath or shower.  Go for a walk.  Get a hobby or two. Relax and have fun. Relax  Get in touch Hug someone, hold hands, or stroke a pet. Physical contact is a great way to relieve stress. Think about how to cope with and prevent the distress you identified in your Stress Diary and the questions above. Describe your plan for coping with distress in the space below. Exercise Nutrition Sleep Stimulants Support System NurtureSelf Time management skill Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 17 Relax Other ii. GROUP ACTIVITY: (30min) i. Make a team of two people. ii. Provide a content (writeup/video) of stressful situation to the team. iii. Ask the participants to go through it. (05 min.) iv. Ask them to identify the triggers their effects. (05 min.) v. Let them identify the strategy adopted as per the write up. (05 min.) vi. Let them compare the trigger V/s Effect V/s Strategy. (10 min.) vii. Come to consensus for the most practical approach. 05 min.)  VIDEO CLIPS (10min) 1. https://www.youtube.com/watchv=hnpQrMqDoqE 2. https://www.youtube.com/watchv=0fLpn80sc SESSION 04 MODULE INTERACTION WITH THE EXPERT The aim of this module is to help teachers to organize the open sessions with the students either internally or with the help of experts in the concerned field. Also to normalizing the stressful situation by enacting it as a drama.  TRAINING SCHEDULED TIME: 90 Min.  TRAINING STRATEGY: o Introduction Interaction with expert : 60 min. o Group activity : 20 min. Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 18 o Video clip discussion : 10 min. b. TRAINING OBJECTIVES a. To make them aware about counseling services. b. To provide opportunity to be free with experts. c. To feel free to dramatize the stress situation. d. To make them capable to improve personal skills. e. To make them capable of help others in the peer.  EXPECTED LEARNING OUTCOME a. Will be able to understand the stress in a better way. b. Will be able to confide with the counselor. c. Will be able to demonstrate the stress condition in a play way method. d. Will be able to participate freely in discussions. e. Will be able to help others in need.  INTRODUCTION: Gaining knowledge about ‘STRESS’ by any of the methods like reading notes, newspapers, electronic media, ppts or internet extra or as a teacher we may claim to have the ultimate tool to teach the students, remember when put into a stressful situation neither we as adults nor the kids be able to do behave as ideally thought of during the previous sessions. There are certain things that need to be handled by the experts only. It is essentiality that the students should be directly interacting with the expert either in the presence of teachers or better in absentia. Also there should be ample opportunity for the students to participate in enacting the situations which may further enhance their understanding about the issues. An age old Indian saying ‘Khel Khel mein seekhna’ is appropriate for these situations. So such enactments should be organized both class wise or house wise, may even be incorporated in the assembly programs. CCA department could be a great help in it. Arts Craft as well as Works experience teachers can easily contribute with their services so as to make the enactment more presentable. So it is important to – ‘Be Aware’, ‘Be Clear’ ‘Be out of Despair'.  INTERACTION WITH THE EXPERT: (90 min) Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 19 i. Facilitate the session with an interactive session by inviting an expert from the department of Child Care Centers ‘CCC’ being run by Government hospitals especially to deal with teens. Guidance may also be taken from Psychology or professional Counselors in practice. ii. The session to be organized in the absence of adults / teachers. iii. Let the outcome to be taken as a professions / expert advice. iv. Let there be discussion on the outcome in the presence of adults. v. Final outcome may be taken as the base for the strategy formulation. iii. GROUP ACTIVITY: (20min) i. Divide the participants in team as convenient to the expert. ii. Let the groups be allocated a task as demanded by expert. iii. The task can be a questionnaire / enactment of a situation. iv. Give the time for response / enactment. v. Discuss on the outcome of the response / enactment. VIDEO CLIPS (10min) 1. https://www.youtube.com/watchv=hnpQrMqDoqE References: 1. From Learning to Study Through Critical Thinking , By Jonelle A. Beatrice 2. Stress management (Butler Hope, 1995, p. 207). 3. Cortisol controls health, but what else By Matt McMillen (Web MD News) 4. iStudy for Success Modules — Stress Management 5. http://www.webmd.com/balance/guide/blissingout10relaxation techniquesreducestressspot VIDEOS: 1. https://www.youtube.com/watchv=Sl2TP4HHPo 2. https://www.youtube.com/watchv=RlAan5G4Nag 3. https://www.youtube.com/watchv=mzCEJVtED0U 4. https://www.youtube.com/watchv=HeAcRFIrKFY 5. https://www.youtube.com/watchv=VUk6LXRZMMk Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 20 6. https://www.youtube.com/watchv=7SciChacms 7. https://www.youtube.com/watchv=IjoieFADmQ0 8. https://www.youtube.com/watchv=CUbeQ7Q3s2Q Prepared by N.S.Subramanian PGT (Math) and S.P.Singh PGT (Bio) KVS ZIET, Chandigarh Page 21
Website URL
Comment