H5 Lesson 5 Coping with Stress PDF

Personal Development: LESSON 5 Coping with Stress in Middle and Late Adolescence At the end of the lesson, the students are expected to: 1. discuss that understanding stress and its sources during adolescence may help in identifying ways to cope and have a healthful life; 2. identify...

Personal Development: LESSON 5 Coping with Stress in Middle and Late Adolescence At the end of the lesson, the students are expected to: 1. discuss that understanding stress and its sources during adolescence may help in identifying ways to cope and have a healthful life; 2. identify sources of one’s stress and illustrate the effect of stress on one’s system;and 3. demonstrate personal ways of coping with stress for healthful living. Adolescence is a time of changes and transitions which bring about challenges and stress on the adolescent. Stress: The term "stress," in the context of biological and psychological responses, was popularized and coined by Hans Selye in the 1930s. Although the word "stress" had existed in physics to describe the force exerted on a material, Selye adapted it to refer to the body's response to external pressures or demands (stressors). He used it to describe the physical and emotional strain that individuals experience when confronted with challenging situations. The two types of stress, eustress and distress, were introduced by Hans Selye as part of his research on stress. 1. Eustress: This refers to positive stress. It occurs when stress acts as a motivator, helping individuals perform better or achieve goals. Eustress is typically short-term and can enhance performance or well-being. Examples include preparing for a competition or meeting a challenging deadline. 2. Distress: This is negative stress, which occurs when stress becomes overwhelming or harmful. Distress can lead to anxiety, poor performance, and health problems if it persists over time. Examples include work burnout, financial struggles, or relationship issues. Selye's distinction between eustress and distress helped clarify that not all stress is harmful; in fact, some stress can be beneficial and necessary for growth and achievement. Eustress: positive type of stress that makes us more alert and engaged, such as when we prepare for a presentation or job interview. Distress: a negative type of stress that can become burdensome and harmful to our well-being if it persists or intensifies. Sources of Stress in Adolescence: Common stressors in adolescence such as academic pressure, social relationships, family expectations, and future uncertainties. Stressors: Two most important sources of stress are centered on home and school. Physiological and Emotional Impact of Stress: Stress affects in different systems in the body (e.g., nervous system, cardiovascular, immune system).  Physiological Changes: The body undergoes several changes to prepare for immediate action: ○ Increased Heart Rate: To pump more blood to muscles and vital organs. ○ Elevated Blood Pressure: To enhance blood flow and oxygen delivery. ○ Rapid Breathing: To increase oxygen intake. ○ Dilated Pupils: To improve vision and awareness. ○ Increased Sweat Production: To cool the body and improve physical performance. ○ Suppression of Non-Essential Functions: Digestive and immune system functions are temporarily downregulated to conserve energy. Hans Selye's General Adaptation Syndrome (GAS) is a model that explains the body's physiological response to stress. Selye, an endocrinologist, developed this theory in 1936, identifying a three-stage process by which the body responds to stressful stimuli. The stages are: 1. Alarm Stage: This is the initial reaction to stress, often referred to as the "fight or flight" response. During this phase, the body detects the stressor and activates the sympathetic nervous system, releasing adrenaline and other stress hormones. These increase heart rate, energy levels, and alertness. Activation of the Sympathetic Nervous System: When faced with a threat, the sympathetic nervous system is activated. This triggers the release of stress hormones such as adrenaline (epinephrine) and cortisol from the adrenal glands. 2. Resistance Stage: If the stressor persists, the body enters the resistance stage. Here, it attempts to adapt to the stress by activating a sustained release of cortisol, a stress hormone. The body remains alert but tries to normalize its functions. While the body appears to cope with the stress, long-term exposure can lead to diminished immune system functioning and other health issues. 3. Exhaustion Stage: If the stress continues without adequate recovery, the body eventually reaches the exhaustion stage. In this phase, the body’s ability to resist breaks down, leading to physical or mental health problems, such as burnout, fatigue, depression, or illness. Selye’s GAS model highlights how chronic stress can lead to negative health effects, emphasizing the importance of stress management. Purpose of the Response: Immediate Survival: The "fight or flight" response is designed to help individuals deal with immediate physical threats by enhancing strength and alertness. The "fight or flight" response is a crucial mechanism for dealing with immediate threats, but when this response is activated continuously due to chronic stress, it can lead to a range of physical and psychological symptoms. Managing stress effectively and adopting healthy lifestyle habits are essential for mitigating the adverse effects of prolonged stress. How stress affects your body - Sharon Horesh Bergquist Personal Ways of Coping with Stress: 4.Recovering_A1.StressTipSheet.pdf Coping: The way people try to deal with problems, including the problem of handling the typically negative emotions stress produces (Kring et al. 2007) Two broad dimensions of coping: - Problem- focused coping: dealing with actual problems posed by a stressful situation; objective and geared toward fixing what is out of order - Emotion focused coping: more subjective as it considers the difficulties challenging the feeling states of the individual, and such aims to comfort and soothe the stressed person; this coping style puts immediate importance to reducing distress and re- establishing calmness or peace rather than resolving the issue or problem. - Avoidance coping: one would rather ignore the stressors or fantasize being in a different non- stressful circumstance either of which does not solve the issue or truly bring about true relaxation.  Essential Questions: (You may prepare in advance an answer on the following questions) 1. What are the main causes of stress in adolescence? 2. How does stress manifest physically and emotionally? 3. How can understanding stress help us manage it more effectively? What is one thing you can start doing today to help manage your stress in a healthy way? References: (APA Format) 1. Feist J. & Feist, J.G., Roberts, T.(2018). Theories of Personality (9th Ed.). New York, NY: McGraw Hill Companies, Inc. 2. Llaneza-Ramos, M. L. (n.d.). *Personal Development: A Journey to Self-Awakening for Senior High School* (Revised ed., 1st ed.). C&E Publishing, Inc. 3. Mandriota, M. (2022, May 18). Stress level Test: How stressed are you? Psych Central. https://psychcentral.com/quizzes/stress-test 4. TED-Ed. (2015, October 22). How stress affects your body - Sharon Horesh Bergquist [Video]. YouTube. https://www.youtube.com/watch?v=v-t1Z5-oPtU 5. Stress. (n.d.). https://www.apa.org. https://www.apa.org/topics/stress