Managing stress to obtain better academic results

7/30/2019 Managing stress to obtain better academic results

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MANAGING

STRESS

TO

OBTAINBETTERACADEMICRESULTS

Universidad de GuanajuatoCampus Guanajuato

Divisin Ciencias Sociales y Humanidades

Departamento de Lenguas

Guadalupe Santos EspinoOmar Isa PachecoJaime Torres R.


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RECOGNIZE STRESS &

SYMPTOMS

1. Identify specific problems and apply

treatments

2. Use practical techniques


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DEFINE IN YOUR OWN WORDS

WHAT DOES THE WORD STRESS MEAN

TO YOU?


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DEFINITION

STRESS Merriam Webster DictionaryOne of bodily or mental tension resulting from

factors that tend to alter an existing equilibrium.

A physical chemical or emotional factor that

causes mental tension and may be a factor ofdisease causation.

The term burnout was first introduced by

Freudenberger(1974), who defined it as to fail,to wear out, or become exhausted by making

excessive demands on energy,

strength, or resources. (p.159).


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Emotional exhaustion

refers to demands and stressors that cause people

to feel overwhelmed and unable to give ofthemselves at a psychological level.

Depersonalization

is the development of negative and cynical attitudes

that can create a callous view of others,

perceiving them as deserving of their troubles.

Reduced sense of personal accomplishment

is the tendency to view oneself negatively and to be

dissatisfied with accomplishments.


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BURNOUT

Burnout is related to various personal dysfunctions,

such as physical exhaustion, insomnia, andincreased drug and alcohol use. Some symptoms

of burnout include lower motivation and satisfaction

with work, increased

risk of health impairments, social conflicts,and lower efficiency (Maslach, Jackson, &

Leiter, 1997). Many college students who

seek counseling may be experiencing burnout

or several of its consequences. Thus,

identifying factors that affect burnout is

important in order to improve treatment and

prevention models for student burnout.


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There has been a substantial amount of research on

stress among general college students. Stress has

been shown to be correlated with college

students. health behaviors (Weidner, Kohlmann,

Dotzauer, & Burns, 1996), anxiety concerning exams

(Abouserie, 1994; Everson, Tobias, Hartman, &Gourgey, 1993; Sloboda, 1990), self-esteem

(Abouserie; Newby-Fraser & Schlebusch, 1997), and

coping strategies that students use (Dwyer & Cummings,

2001). To the extent that stress

is an important component of burnout

(Maslach & Jackson, 1981).


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The most likely age group to have major depression (MD)

includes individuals between the ages of 15 and 24

(Blazer, Kessler, McGonangle, & Swartz, 1994), the typical

age range of undergraduates.

In 1995, Pace and Trapp reported that almost one fourth

of college students have reported experiencing major

depression. In 2001, Furr, Westefeld, McConnell, and

Jenkins reported that 53% of 1,455 college studentslabeled themselves as being depressed since starting

college and attributed their depression to academic

issues, loneliness, financial difficulties, and relationship

problems. Additionally, 9% of these students reportedhaving suicidal ideation.


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Defining what is meant by college stressors, Ross,

Neibling, and Heckert (1999) included adjusting to college

life, managing interpersonal relationship strains related to

academic performance pressures, and making changes inlifestyle and housing arrangements. The academic

requirements associated with college (e.g., papers, tests)

can become chronic stressors (Murphy & Archer, 1996) that

negatively impact psychological and physical health

(Tennant, 2002). College stress is also a major predictor ofacademic nonpersistence decisions (Dixon Rayle,

Arredondo, & Robinson Kurpius, 2005; Gloria & Robinson

Kurpius, 2001; Gloria, Robinson Kurpius, Hamilton, &

Willson, 1999). The more a student perceives beingstressed, the more ikely he/she is to drop out of college.

Literature indicates that college women report higher levels

of stress than do their male counterparts (Abouserie, 1994;

Matud, 2004).


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THINGS THAT CAN PRODUCESTRESS

Describe several common lifestyle and

societal pressures that can produce stress


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SOURCES OF STRESS

THE GOOD THE BAD THE UGLY

Get married

Have children

Buy a house

Go on vacation

New job

Promotion

Break a leg

Spouse loses

a job.

Children in

trouble

Lose walletIn-laws coming

Nasty car

accident

Bankruptcy

Divorce

Loved one

dying


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TYPES OF STRESSORS

INJURYILLNESS

EMOTIONAL andCAREER

PRESSURES

PHYSICALENVIRONMENTAL


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RELATED TERMS

ANXIETY

FREE-FLOATING

ANXIETY

TENSION

FEAR

PHOBIA

UNCONSCIOUS

ANXIETY

PANIC

EXISTENTIAL

ANXIETY


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RESEARCHERS FINDINGS

Researchers indiciate 2/3 of medicalvisits are for stress related illnesses

Stress response contributes to:- Coronary artery disease

- Cancer

- Respiratory disorders- Unintentional injuries

- Cirrohosis

- Suicide


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PHYSICAL SYMPTOMS

7. MUSCLE TENSION

8. FAST, SHALLOW BREATHING

9. FATIGUE

10. BOREDOM

11. INCREASED BLOOD GLUCOSE

12. INCREASED METABOLISM


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PHYSICAL SYMPTOMS OF

ANXIETY

Increased muscle tension

Dizziness

Rapid heartbeat}shortness of breath

Queasy stomach

Dry mouth

Increased perspiration

Problems with sleep


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LONG TERM EFFECTS

- Increased

breakdown of

protein

- Increased bloodglucose

- Increased vascular

constriction

- Decreased immune

response

- Increased fluid

volume- Increased sodium &

fluid retention in

kidneys


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EMOTIONAL SIGNS OF STRESS

Denial

Fear

Depression

Grief

Anger

Worry

Uncertainty

Hopelessness

Helplessness

Feeling lostWishing to hide

Anxiety

PanicInappropriate

emotions


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COGNITIVE SIGNS & SYMPTOMS

Difficulty making decisions

Confusion

Difficulty naming familiar items

Poor concentration

Blaming others

Memory problems

Replaying events over & over


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COPING SKILLS TO MANAGE

STRESS AND ANXIETY

Relaxation techniques

Exercise

Examine self talk

Develop action plan

Avoid stimulants= caffeine, nicotine,sugar

Counseling

Drug therapy


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COPING SKILLS TO MANAGE

STRESS AND ANXIETY

When angry, count four,

when very angry, swear.

- Mark Twain


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HEALTHY HABITS

Nutrition

Attention to symptoms

Exercise

SleepRecreation

Stretching

Social support

Humor


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INCREASE QUALITY OF SLEEP

DO

- Exercise (early in the day)

- Avoid caffeine

- Avoid alcohol- Dont self medicate for sleep (some

sedatives interfere with deep sleep)

- Relaxation techniques before sleep

- Warm bath

- Avoid rich foods before sleep


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FACTORS WHICH HELP ACADEMIC

RETENTION

Students with good support from friends and

family (Tobey, 1997) and favorable

impressions of other students (McGrath &

Braunstein, 1997) have higher retentionrates. Hence, it is important to examine the

kinds and degree of support students

receive from peers.

It has also been found that religiosity affectspositively adjustment to college and

retention.


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TIPS ON GETTING RID OF STRESS

Providing a game plan for removing the

clutter from your life...and your mindset.

Creating the life you want to live, with

less stress and complexity.

Getting you thinking about ways to get

the stress out...and the joy in...your life

21 DAYS WITHOUT COMPLAINING


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COMPLAINTS, COMPLAINTS

What horrible heat!

Its terribly cold!

What a traffic jam!

Itsterrible Im so tired!... Im so stressed!

Have you ever counted the number of times you

complain during the day

Complaints make part of your thoughts and

conversations.


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TO SUMMARIZE

The existing literature

has demonstrated that

stress, depression, and

selfesteem are

interrelated.

Documents

Managing stress to obtain better academic results