ABA in

Stress Management

Do children need stress management?

changes in family dynamics/units

There is more stress in the home

Exposure to stress at an early age and unable to cope up with it

Causes of stress

Research says that students with chronic behavior problems have also experienced chronic life stress.

An epidemiological study of mental health children found that adjustment problems of children correlate with the stressful life events occurred in the previous year. (1974)

Researches

Chandler (1985) argues that the maladaptive behavior observed in school is the direct result of stressful events a child is facing both in and out of school.

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Before teaching children/youth stress management, it is recommended to teach them some basic concepts which are as follows:

Define the term “stress,” “stressor,” “eustress,” and “distress.”

Not all stress is badThe physiological changes occur during

stress (fight or flight response)

Basic Concepts of stress

we can’t always escape from the stress by running away from the stressor

Stress management requires a holistic approach such as Somatic (Physiological), Cognitive (Psychological) and Social (Behavioral) interventions together.

Work on one stress at a time Illustrate Ellis’s A-B-C Model (It is not A but B

produces stress) Hold a brainstorming session to generate the

list of stressors

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In order to reduce your stress first you must become aware of it, and the sooner you become aware of it, the easier will be to reduce it.

Keeping logs to be aware of stressors and which one produce more stress.

Somatic- Physiological

It has the direct effect on the body. It is easier to learn and has the fastest effect

on the body.

Three examples of somatic skills are:1. Diaphragmatic Breathing2. Progressive Relaxation Training (PRT)3. Exercise

Stress Management strategies

Cognitive – Psychological

It is difficult than Somatic-Physiological skills but has long lasting effect.

Cognitive re-structuring and problem-solving strategies could be used such as modifying their emotions by disputing their irrational beliefs and generating rational self-talk.

Cognitive – Psychological skills may be used before, during or after encountering stressors.

Social – Behavioral Strategies

It includes all the verbal and overt behaviors and which are managed through manipulation of an environment.

For example, time management, acting assertively in response to criticism or manipulation.

Long and short term goals

STRESS INOCULATION

Is a relatively new intervention which appears to be effective in managing anger and anxiety as

well as depression in children and youth.

STRESS INOCULATION

It is an integrative strategy that uses a combinations of several different skills for example, it combines relaxation, cognitive restructuring and behavior rehearsals or role play.

1. The conceptual framework stage:◦ Where the student is taught basic concepts

regarding stress and stress management.

2. Relaxation stage:◦ Where the student learns to master some form

of relaxation training, usually PRT.

STAGES OF STRESS INOCULATION

3. Cognitive restructuring stage:◦ Where the student disputes any irrational

beliefs that might be contributing to his high levels of anxiety or anger.

4. The stress script stage:◦ Where the student writes down everything he

needs to say and/or do to manage his stress before, during and after being exposed to the stressor.

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5. The stress inoculation stage:◦ In which he uses his stress script as he is

gradually exposed to larger and larger “doses” of the stressor.

There are a number of ways to measure the efficacy of a stress management program. Assuming the stress is manifested in a maladaptive behavior.

Another way to measure the efficacy of a stress management program involves the use of pencil and paper, self report questionnaires.

MEASURING STUDENT PROGRESS

These include: The Child Anxiety Scale.

The Children’s Depression Inventory.

The Child Depression Scale.

Reynold’s Adolescent Depression Scale.

Beck Depression Inventory, etc