1. Responding effectively to stress
UNDERSTANDING STRESS
Responding effectively to stress
Responding effectively to stress involves the use of multiple strategies to regulate emotions at different time points of a stressful situation
EVENT
Slide 13
STRATEGIES
BEFORE
DURING
AFTER

2. UNDERSTANDING STRESS
Emotion Regulation
Emotion regulation is a term used to describe the process by which we manage the experience and expression of our emotions and has three parts:
REACTIVITY
How easily you react to stimuli with emotion
INTENSITY
How intensely you feel the emotion
Slide 14
RECOVERY
How long the emotion persists, or how quickly you “recover” from the emotion

3. Is stress always bad? UNDERSTANDING STRESS
Stress is often thought of as bad, but it can actually be protective and good!
The human brain is hard-wired to respond to danger.
The “fight or flight” response is what has helped humans protect themselves from danger throughout evolution.
Whether the threat is real or perceived, our stress response is activated, which has physiological effects.
Slide 15

4. Good vs. bad stress UNDERSTANDING STRESS Exhaustion Stress Level
Performance
Relaxed
Anxiety/panic/anger
Inactive
Slide 16
Breakdown
Too little stress
Optimal
Stress
Stress Overload
Burnout

5. Identifying Stress
Slide 17

6. Signs of stress….. EMOTIONAL PSYCHOLOGICAL PHYSICAL BEHAVIOURAL
IDENTIFYING STRESS
Signs of stress…..
Nervousness
Oversensitivity
Irritability
Anger
EMOTIONAL
Rumination Hopeless/ Poor Problem-solving
Catastrophizing
Difficulty concentrating
PSYCHOLOGICAL
Headaches
Muscle tension
Fatigue
Stomach aches
PHYSICAL
Drug/alcohol use
Excessive internet use
Self-injury
Change in eating habits
Difficulty sleeping
BEHAVIOURAL
Slide 18

7. Psychological/Emotional
IDENTIFYING STRESS
STRESS PROFILE
Psychological/Emotional
Physical
Behavioral
Difficulty concentrating
Racing thoughts
Persistent worry
Forgetfulness
Difficulty falling asleep due to racing thoughts
Low self-esteem
Difficulty making decisions
Blowing things out of proportion
Confusion
Unable to let go of unsettling thoughts or feelings
Headache
Stomach pain and/or digestive problems
Feeling tired
Muscle tension
Jaw clenching or teeth grinding
Difficulty falling asleep due to tenseness
Skin conditions (ex. rash or hives)
Neck or back pain
Change in appetite (increased or decreased)
Rapid heart beat or tightness in chest
Nail biting
Constant pacing
Persistent foot tapping or constant fidgeting
Angry outbursts
Frequent crying spells
Avoiding situation that cause stress
Overeating or not eating enough
Fast or abrupt speech
Getting into fights
Poor choices to manage stress (ex. Not eating properly, substance use, self-injury)
Slide 19
SCORE___
SCORE___
SCORE___

8. Never try to “ramp up stress”
Keep in mind!
Keep in mind, stress in students does not always look like stress!
Stressed students may:
Be tired, non-responsive
Appear to "not care"
Be angry or non-compliant
Never try to “ramp up stress”
Slide 20

9. Identifying stress overload IN STUDENTS
Stress comes and goes for no apparent reason.
Feel unable to cope.
Can’t seem to relax; feel tense most of the time.
Feel a general loss of control.
Slide 21
Stress becomes problematic when it interferes with day-to-day functioning

10. STRESS overload anxiety AND depression
IDENTIFYING STRESS
STRESS overload anxiety AND depression
Struggling with chronic stress can lead to anxiety/depression
Stress
Anxiety/
Depression
Slide 22
Anxiety/depression reduces one’s ability to cope

11. STRESS AND UNHEALTHY COPING
IDENTIFYING STRESS
STRESS AND UNHEALTHY COPING
Non-suicidal self-injury
Excessive gaming/internet use
Substance abuse
Overeating or food restriction
Slide 23
Suicide Risk

12. CONCLUDING COMMENTS
CONCLUSION
Understanding and being able to identify the signs of stress is essential for you AND for your students.
Only once you recognize and understand the stress response can you THEN respond effectively!
Slide 24

13. THANK YOU! Nancy L. Heath, PhD
CONCLUDING COMMENTS
THANK YOU!
Next step
PART II: RESPONDING EFFECTIVELY TO STUDENT STRESS
Slide 25
Nancy L. Heath, PhD