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Working Together for Student Success

Working Together for Student Success 34
Working Together for Student Success STRESS MANAGEMENT Katie LaPlante, MS, LPA Elon Academy Counselor kwickeelon.edu (336) 2641963 Why Discuss Stress   The emotional health of college freshman has declined to the lowest level in 25 years (since data collection began ).   Research indicates serious stress began before college.   Levels of high school seniors indicated feeling “frequently overwhelmed” rose last year.   Research found that students “emotional stability” was a significant predictor of college achievement, behind conscientiousness (including traits like dependability, perseverance, and work ethic). Importance of Good Stress Management   Poor stress management can lead to the following:   Depression   Poor concentration   Irritability/Hostility   Memory problems   Disrupt sleep and eating patterns   Withdrawal/isolation   Problems with peers or abrupt change in peer group   Physical complaints (i.e. chronic headaches) Types of Stress   Acute Stress   Most common form   Shortterm   Can cause physical symptoms   Episodic Acute Stress   Frequent Acute Stress   “Type A”   “Worry warts” /Pessimists   Physical symptoms likely   Chronic Stress   “Grinding stress” (APA, 2011)   No way out of a situation   Definite physical symptoms, probably requiring medical treatment Understanding Behavior   The Behavior Iceberg: Understanding behavior Understanding Behavior What’s Underneath   School interactions (grades, runins with teachers, peers, picking a track/major, applying for scholarships, extracurricular activities)   Peers (peer pressure, wanting to fit in, internet)   Health factors (sick, sleep deprived, hungry)   Mental health factors (depressed, anxious)   Sociocultural factors (racial, cultural, economic stressors.)   Household factors (stability of family system, sibling interactions, stressors)   Cognitive factors (magical thinking: “it won’t happen to me” , heightened selfconsciousness everyone is looking at me, poor planning ability Healthy Teenage Behavior   How can we use this to better understand our scholars both at home and in the Academy   Are there times when we overlook some of these factors   Reminder: It’s ok to overlook these factors and encourage them to look for solutions, manage stressors appropriately, using good coping skills, etc Stress By the Numbers   Who experiences more stress (Women or Men)   Who experiences more physical symptoms of stress (Women or Men)   Who experiences more stress over finances (Women or Men)   What percentage of parents report family responsibilities as a significant source of stress   Does your stress level have an effect on your child(ren)/family   What percentage of tweens and teens are bothered by their parents stress levels Stress By the Numbers   Who experiences more stress (Women or Men)   Women   Who experiences more physical symptoms of stress (Women or Men)   Women   65 reporting irritability and 57 reporting fatigue   Who experiences more stress over finances (Women or Men)   Women   83 of women vs. 78 of men   What percentage of parents report family responsibilities as a significant source of stress   73   Does your stress level have an effect on your child(ren)/family   Over twothirds of parents surveyed think their stress level has slight to no impact on their child’s stress level   What percentage of tweens and teens are bothered by their parents stress levels   86 Additional Gender Differences   Girls may be more likely to talk about feelings, while boys may be more likely to act out physically.   A recent study found that women make up 60 or more of campus counseling center clients.   Males are more likely to engage in stressrelieving leisure activities than females.   Some research also suggests that women are more affected by how their teachers treated them than are men. Learning Stress Management   Evaluate   What are your stressors   How do you experience stress   How do you manage stress   Talk   As a family, to a doctor, clergy member, mental health professional, etc.   “Low levels of parental communication have been associated with poor decision making among children and teens.” (APA)   Give ageappropriate information to children, but don’t be afraid to share   Create   Healthy routines and environments   “Research shows that children who are sleepdeficient are more likely to have behavioral problems.” (APA)   An arsenal of coping skills   Model Working Together for Student Success   Just ask   Communicate   Involve yourself   Stay connected with their life, friends, teachers, school, extracurricular activities   Sudden changes in behavior, mood, sleeping and eating patterns or dress should be noted and addressed. We are here to help you. Working Together for Student Success Resources:   American Psychological Association (www.apa.org)   APA’s 2008 Stress in America Survey   APA online survey 2010   The New York Times : “Record Level of Stress Found in College Freshman.” January 26, 2011   Sparks, Sarah D. Education Week: “Experts Begin to Identify Nonacademic Skills Key to Success.” Dec. rd 23 , 2010
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