Stress is an immediate component of various spheres of human life, including education, due to its intensive pressure on students’ learning, socialization, and identity search. Indeed, academic stress is considered a set of psychological experiences associated with the accomplishment of educational tasks and goals (Odaci, Kaya, & Aydin, 2022). Teenagers, as young individuals who establish their purpose in life, choose their profession, and form social ties, are particularly exposed to the burden of academic stress. Moreover, difficult syllabus, competition among peers, and the need to meet parents’ expectations lead to increased rates of anxiety, depression, and suicide in teenagers (Nagle & Sharma, 2018). Teenagers lack coping skills and do not tolerate the uncertainties and difficulties of school life. Research shows that “people who are intolerant of uncertainty will experience heightened levels of anxiety, show more posttraumatic stress symptoms and hyperarousal, and have low levels of self‐control appraisals and problem‐focused coping” (Odaci et al., 2022, p. 3). Thus, it is essential to reduce the negative impact of academic stress on teenagers to preserve their psychological health.
Possible Solutions to the Problem
When it comes to adolescent psychological issues, academic stress becomes a significant factor hindering the well-being of young learners. For that matter, to solve the problem of stress burden, which negatively influences individuals’ mental and physical wellness, educational institutions, psychologists, and parents should take action (“How to help children and teens,” 2022). In particular, one of the pivotal areas for solution implementation is the educational setting. Indeed, the facilitation of the learning environment following students’ needs might minimize the threats of academic stress on teenagers by creating a healthy and friendly space for education. As stated by Nagle and Sharma (2018), “Counselors and health professionals must take the initiative to create awareness among the parents and teachers about their role in fostering a healthy environment” (p. 6). Such initiatives might include psychological consultations, group meetings, information dissemination, and the integration of prioritization of mental wellness into school culture. Ultimately, teenage students will be empowered to articulate their concerns, seek advice from professionals, and learn to deal with stress to enhance their resilience in adulthood. Thus, such a solution is characterized by a long-term developmental benefit.
Another possible solution is raising awareness about the harms of stress to human health to educate students and their parents on the risks associated with stress. Indeed, according to research, teenagers’ academic stress is associated with poor time management skills under the circumstances of high levels of workload in different disciplines and the pressures of socializing and finding a career path (Nagle & Sharma, 2018). Therefore, when raising awareness, educators might implement additional training practices to educate children on time management to help them mitigate the adverse outcomes of exposure to stress at school (“How to help children and teens,” 2022). Awareness among students and their parents, coupled with improved time-management skills, will help elevate the pressures of a heavy syllabus. Such a practical solution will only mitigate the pressures of studying challenges omitting socialization, competition with peers, and other school-based stressors.
Nonetheless, time management will strengthen teenagers’ skills in handling difficulties, tolerating uncertainties, and coping with tasks, which will help them in the future (Odaci et al., 2022). Thus, it is essential to raise awareness about stress and instill effective coping strategies through educational practices and time-management training.
Finally, another comprehensive solution to address academic stress among teenagers is the implementation of effective relaxation practices for students both at home and at school. Indeed, Nagle and Sharma (2018) state that to avert psychological complications, students “should be directed towards creative and constructive activities to enhance their capabilities, interests, aptitudes and encourage them to achieve their goals” (p. 6). The initiation of burden-free and friendly interest-based communities within educational facilities will allow teenagers to release the tension and acquire positive experiences that will improve their well-being. Moreover, similar practices aimed at reducing stress might be implemented at home by parents or caregivers. Teenage students should be encouraged to exercise, learn mindfulness, spend time outdoors, have a regular sleep regime, and acquire effective communicative skills to detect and address stress issues (“How to help children and teens,” 2022). Therefore, implementing these solutions is likely to eliminate the threats of stress on students and their families.
Conclusion
In summation, teenage academic stress is a combination of psychological experiences associated with extreme loads of academic tasks, performance excellence requirements, peer pressure, and age-related socialization and career-choosing challenges. The exposure of young learners to excessive stress leads to anxiety and depression, causing mental and physical health deterioration and even increasing the likelihood of suicide. To eliminate these risks, parents, psychologists, and educators should facilitate the learning environment for students to elevate the burden of stress and train adolescents on the use of coping skills. Thus, through awareness raising, time management, stress coping skills training, relaxation practices, and communication facilitation, teenagers will be able to overcome academic stress effectively, which will empower them in their adulthood.
Nagle, Y. K., & Sharma, U. (2018). Academic stress and coping mechanism among students: An Indian perspective. Journal of Child Adolescence Psychology, 2(1), 6-8.
Odaci, H., Kaya, F., & Aydin, F. (2022). Does educational stress mediate the relationship between intolerance of uncertainty and academic life satisfaction in teenagers during the COVID‐19 pandemic?. Psychology in the Schools, 1-18.
Exposure to traumatic experiences, such as calamities, road crashes, physical attacks, etc., often predisposes victims to distress and anxiety in their aftermath. These symptoms often wane away over time. However, in some cases, the symptoms intensify, leading to posttraumatic stress disorder (PTSD) (Rytwinski, Scur, Feeny, & Youngstrom, 2013). The disorder manifests through flashbacks, nightmarish dreams, alertness, and avoidance symptoms, depending on trauma severity. Related comorbidities, including depression and substance abuse, often affect the at-risk groups, i.e., soldiers and refugees, among others (Bryant et al., 2008). The recommended therapies for PTSD include psychological interventions with limited drug use. In this paper, the description/definition, historical framework, and explanation of the issues associated with PTSD are reported. Scholarly research on PTSD, including evidence for its comorbidities, is presented.
Description/Definition of PTSD
PTSD constitutes a response to an experienced or witnessed traumatic event that posed a threat to the physical wellbeing of an individual or others. In addition, the initial response must be accompanied by severe fright, despair, or horror. The onset of PTSD symptoms occurs within weeks after exposure. However, according to Bryant et al. (2008), the 10th edition of the International Statistical Classification of Diseases and Related Health Problems caps the onset of PTSD symptoms at six months. Nevertheless, delayed onset has been reported, which explains the low number of people presenting themselves for treatment.
PTSD was adopted by experts in the third revision of the Diagnostic and Statistical Manual for Mental Disorders (DSM-III) to replace terms like “shell shock, nervous shock, and combat fatigue” that described the response to traumatic events (Bryant et al., 2008, p. 659). In the DSM-III, it was defined as a stress disorder resulting from exposure to trauma in war and related events (Bryant et al., 2008). The victims develop intense fear for their safety or that of family/friends. The DSM-IV identifies three categories of PTSD symptoms. The first category comprises re-experiencing symptoms, including regular flashbacks or dreams of the traumatic scenes. The second cluster contains avoidance and numbing symptoms. In this case, the individual displays avoidance behaviors with regard to thoughts or reminders of the traumatic event show disinterest in activities, and appears detached from his/her social world. The third cluster encompasses hyperarousal symptoms. The individual may experience insomnia, irritability, and hyper-alertness due to the trauma.
PTSD diagnosis is made when the aforementioned symptoms persist for four weeks, causing impairment in occupational and psychosocial functioning. The diagnostic assessment of this condition involves the PTSD Checklist (PCL), which is a “self-reported measure” for evaluating the DSM-IV symptoms (Hinton & Lewis-Fernandez, 2011, p. 785). Besides serving as an assessment tool, the PLC is also useful in screening PTSD cases and monitoring symptom changes for individuals receiving treatment. A positive PTSD screen is not a confirmation of the condition; rather, it shows that the severity of the self-reported symptoms calls for further evaluation. A traumatic event may include things like natural calamities, road crashes, rape/sexual assault, or witnessing a homicide/suicide. The aftermath of such experiences is characterized by persistent distress and fear that are symptomatic of PTSD.
Historical Framework of PTSD
History of PTSD Diagnosis
The American Psychiatric Association (APA) first included PTSD in its 1980 DSM-III disease clusters (Hinton & Lewis-Fernandez, 2011). Because of the APA’s nosological classification, it was understood that the disorder had an external etiological agent (exposure to traumatic scenes) and was not symptomatic of psychoneurosis. From a historical perspective, the concept of ‘trauma’ was central to comprehending the causative factors and clinical manifestations of PTSD.
In the first DSM-III release, trauma was conceived as a calamitous stressor with an external locus, i.e., not attributable to inherent factors. The authors of the initial PTSD diagnosis were thinking of things like war, sexual assault, torture, and the Holocaust that produced “nervous shock and combat fatigue” in victims (Hinton & Lewis-Fernandez, 2011, p. 786). Other traumatic events that formed the basis for early PTSD diagnosis include the atomic bombs, natural calamities, e.g., severe quakes and cyclones, and man-made disasters like air/train crashes. Therefore, traumatic events were thought to be different from ‘ordinary’ stressors such as debilitating conditions, poverty, social rejection, or heartbreaks.
Logically, negative responses to such stressors would be considered as “adjustment disorders”, not PTSD based on the DSM-III criteria (Rytwinski et al., 2013, p. 301). The duality could be explained by the dominant view that persons with the ability to cope with common stressors would normally crumble when exposed to a traumatic stressor. The uniqueness of PTSD lies in etiology, i.e., responses to an external traumatic stressor. In most cases, meeting the “stressor criterion” is a necessity for PTSD diagnosis (Rytwinski et al., 2013, p. 303). This means that the individual must have prior exposure to a ‘traumatic’ event to be diagnosed with PTSD symptoms. However, research on PTSD diagnosis indicates that the ability to cope with stress differs between persons based on the victim’s socio-demographic profile. This shows that exposure to traumatic events does not always lead to full-blown PTSD.
The aberrant cases that do not conform to the historical formulation of PTSD diagnosis have led to the view that trauma is not entirely an exterior experience. Just like pain, a traumatic event is evaluated as a potential threat by the individual’s “cognitive and emotional processes” (Rytwinski et al., 2013, p. 305). Therefore, because the cognitive/emotional processes differ between individuals, people have different capacities to cope with traumatic stressors. Vulnerable individuals would manifest the DSM-III clinical symptoms, leading to a positive diagnosis. Although the coping capacity differs between individuals, it is recognized that exposure to certain stressors like rape, homicide/suicide, and torture would predispose all people to PTSD.
Revisions to DSM-III Criteria
The 1980 DSM-III formulation for PTSD diagnosis has been reviewed three times to capture symptom duration and severity. The revisions include the “DSM-III-R, DSM-IV, and DSM-IV-TR” made in 1987, 1994, and 2000 (Bryant et al., 2008, p. 663). The key finding in the later revisions was that PTSD is a widespread condition. Its prevalence rate ranges between 3.5% and 9.65% in the U.S. male and female respectively (Bryant et al., 2008). The PTSD prevalence rate is even higher in regions recovering from war or calamities.
The second DSM revision, i.e., DSM-IV criteria, captured the historical exposures to trauma as the first indicator. It also included the symptoms from each of the aforementioned categories, i.e., disturbing flashbacks, avoidance symptoms, and hyper-alertness. The fifth element of the DSM-IV criteria was symptom duration, i.e., how long the symptoms have persisted. The sixth element considered in the criteria was whether the symptoms led to anxiety disorders or functional dysfunction.
DSM-V is the latest version of the diagnostic criteria released in 2013. It contains a range of evidence-based approaches to PTSD diagnosis that are lacking in the earlier editions. According to Friedman, Resick, Bryant, and Brewin (2011), unlike in DSM-III and DSM-IV where PTSD is considered an anxiety-related disorder, in the DSM-V, the definition is extended to include “anhedonic or dysphoric presentations” (p. 753). These generalized feelings of distress are characterized by “mood states and disruptive behavioral symptoms” such as anger, impulsiveness, and self-destructive behavior (Friedman et al., 2011, 756). Therefore, due to the evidence-based revisions in DSM-V, PTSD was excluded from the list of anxiety disorders. The condition presently belongs to the trauma- and stressor-related disorders that involve a pre-exposure to trauma.
Issues Associated with PTSD
A number of questions surround the PTSD etiology and diagnosis. There are questions about the definition of the stressors, the progression of the untreated syndrome (i.e., clinical effects due to recurrent trauma), the cultural context of DSM-V, and effective therapeutic approaches
The Stressor Criterion
As aforementioned, the stressor criterion or ‘A’ cluster is the yardstick for determining the threshold for trauma exposure. The criterion defines direct exposure to scenarios considered traumatic, e.g., catastrophes. Indirect exposure may result from viewing gruesome events in the electronic media, e.g., the 9/11 attack. However, the latter is not considered traumatic in the DSM-V diagnosis. In contrast, recurrent indirect exposure to grim scenes is thought to be traumatic.
The B-E symptom clusters cover different aspects of PTSD diagnosis. Intrusive recollections that are experienced as vivid reenactments or mental imagery fall under the ‘B’ cluster, while avoidance responses, including agoraphobia, represent the ‘C’ cluster symptoms (Bryant et al., 2008). Negative cognitions or mood alterations characterized by detachment feelings are classified in the ‘D’ cluster. In contrast, the ‘E’ criterion contains symptoms such as angry outbursts and risky behaviors. Other criteria included in DSM-V diagnosis are the illness duration, impact on social/occupational functioning, and exclusion criteria – disproving substance abuse as the cause.
Exposure to Recurrent Trauma
Elhers and Clarke (2000) contend that the PTSD diagnostic criteria, as currently formulated, are less robust in identifying symptoms in individuals exposed to recurrent or prolonged trauma-related experiences such as unnatural torture. For this reason, she suggests different diagnostic criteria for ‘complex PTSD that manifests as “excessive somatization, dissociation, and pathological changes in identity and relationships” (Elhers & Clarke, 2000, p. 322). These alternative criteria resonate with arguments from clinicians working with victims exposed to prolonged trauma. However, there a paucity of research evidence for a ‘complex PTSD’ diagnosis in this group. Therefore, this syndrome is not considered a PTSD subtype in the DSM-V diagnosis. The disorder that manifests similar symptoms as that of the ‘complex PTSD’ is the dissociative subtype.
Cultural Context of DSM-V
The present DSM-V diagnostic criteria have attracted criticisms for being centered on Western cultures, an issue that makes them less effective in non-Western contexts. Friedman et al. (2011) argue that the DSM-V cannot give a valid diagnosis for PTSD in war refugees from non-Western countries. The reason for this bottleneck is that the tool has been applied to diagnose traumatized clients from Western cultures. Therefore, the same diagnosis may not give a correct clinical picture when used in other contexts or societies given the cross-cultural variations in people’s responses to trauma. In this view, meeting the diagnostic criteria does not always mean a positive PTSD diagnosis for non-Western trauma survivors.
Effective Therapeutic Approaches
The clinical efficacy of treatments for PTSD differs, resulting in the simultaneous use of multiple interventions. Further, controversy exists over the most effective rapid intervention for mass survivors in the aftermath of trauma. The available interventions show variable levels of efficacy. The approaches that yield a significant success include cognitive-behavioral therapy (CBT) used with antidepressants. The CBT interventions, such as CPT, have been shown to be highly effective, especially when applied to war veterans and women sexual assault survivors (Raskind et al., 2013). Other interventions with variable levels of efficacy include Stress Inoculation therapy and FDA-approved drugs such as Sertraline and prazosin.
Research on PTSD
Since the 1980s, research on PTSD has focused on developing robust tools for PTSD assessment/diagnosis, related neurobiological disorders, disease progression, and comorbidities.
PTSD Assessment
Researchers have sought to develop effective psychometric assessment tools for PTSD diagnosis in war veterans. Keane, Wolfe, and Taylor (1987) were the first researchers to formulate psychometric evaluation protocols for evaluating PTSD symptoms in Vietnam War survivors. The instruments proved to be highly reliable and effective. Adaptations of the evaluation instruments have been applied in assessing PTSD in victims of rape and natural calamities as well as in epidemiological studies.
Neurobiological Research
Scholarly evidence indicates that PTSD is linked to neurobiological or CNS abnormalities. According to Resick, Nishith, and Griffin (2003), the psychophysiological symptoms of the syndrome that have a neurobiological basis include “hyper-arousal of the sympathetic nervous system, startle eyeblink reflex, and insomnia” (p. 346). Further, certain neuroendocrine malfunctions related to coping mechanisms are associated with PTSD. A good example is a hypothalamic-pituitary-adrenocortical system that influences adaptation to drastic stimuli changes. Other related neurobiological alterations include elevated amygdala activity and suppressed hippocampus activity (Resick et al., 2003).
Longitudinal Manifestation
Longitudinal studies have shown that persistent PTSD can progress to a full-blown psychiatric problem if not treated. The course of severe PTSD is characterized by relapses. There is a delayed onset type of the syndrome, whereby the individual does not develop any of the symptoms in the aftermath of exposure to trauma (Friedman et al., 2011). The individual begins to show PTSD symptoms six months to one year after exposure. Nevertheless, the manifestation of some of the symptoms may be prompted at any time by repeated exposure to the trauma scenes.
PTSD Comorbidities
A positive PTSD diagnosis based on the DSM-V criteria signifies the possibility of multiple comorbid diagnoses. According to De Jong et al. (2001), the co-occurring conditions include dysthymic depression, drug/alcohol abuse, and anxiety disorders, among others. The high rate of comorbidity points to the frail nature of the DSM-V criteria in PTSD diagnosis. It shows that a positive diagnosis can result from any of the comorbid conditions, as the technique is not fully exclusionary. Further, comorbid disorders affect the efficacy of interventions. It requires a clinician to use interventions for PTSD and comorbid conditions at the same time to achieve success.
Additional Information
A number of diagnosable PTSD subtypes exist. In the latest edition of DSM-V, the syndrome was placed in a new cluster – the trauma and stressor-related disorder. There are two PTSD subtypes that have been identified, namely, the dissociative and preschool types. The former is diagnosed in people who meet the DSM-V criteria and show severe depersonalization, while the latter occurs in children aged below six years (De Jong et al., 2001, 556). Unlike the dissociative type, the preschool one does not meet the DSM-V criteria for PTSD diagnosis.
Conclusion
PTSD is a multifactorial stress disorder that results from exposure to trauma. The DMS-V criteria identify three major symptom clusters that define a positive PTSD diagnosis. The symptoms cause severe social and emotional impairment. Effective therapies differ depending on the socio-demographic profiles of the victims. However, CBT coupled with medications (antidepressants) is fronted as an effective intervention for PTSD symptom management.
E.,…Creamer, M. (2008). Treatment of acute stress disorder: A randomized controlled trial. Archives of General Psychiatry, 65, 659-667.
De Jong, J., Komproe, M., Ivan, H., von Ommeren, M., El Masri, M., Araya, M.,…Somasundarem, D. (2001). Lifetime events and posttraumatic stress disorder in 4 post-conflict settings. Journal of the American Medical Association, 286, 555-562.
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Friedman, M., Resick, P., Bryant, R., & Brewin, C. (2011). Considering PTSD for DSM-5. Depression and Anxiety, 28, 750-769.
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Resick, P., Nishith, P., & Griffin, M. (2003). How well does cognitive-behavioral therapy treat symptoms of complex PTSD? An examination of child sexual abuse survivors within a clinical trial. CNS Spectrums, 8, 340-355.
Rytwinski, N., Scur, M., Feeny, N., & Youngstrom, E. (2013). The co-occurrence of major depressive disorder among individuals with posttraumatic stress disorder: A meta-analysis. Journal of Traumatic Stress, 26, 299–309.
This paper focuses on the social aspects of stress in childhood. In particular, this essay will show how various external and internal factors can cause emotional and mental stress of a child. Moreover, we will discuss a case study which exemplifies the effects of childhood stress. Finally, this paper will briefly analyze the role of educators in helping those children who have or had this kind of experience.
Stress in Childhood
Stress in childhood can profoundly affect the cognitive and social development of a person. This phenomenon has always been relevant to educators and psychologists. This paper will discuss some common causes of stress and its effects.
The main focus will be on the role of various socialization agents in causing this stress. In particular, one can speak about family, school, peers, or teachers. Furthermore, it will analyze a specific case study of a person who was exposed to this emotional and mental strain. Overall, this experience can change the way in which a child sees oneself and the others.
The psychologists identify several causes of stress in childhood, namely, divorce or separation of parents, unemployment of father or mother, remarriage, the death of grandparents (Humphrey, 2003, p. 99). Moreover, one should not forget about the long-lasting effects of domestic violence and abuse (Anda et al 2005, p 174). They are also powerful sources of stress. These factors can be attributed to such agent of socialization as family.
Yet, one should not forget about those ones related to the external environment of a family and the entire community, for instance, economic instability and unemployment of a parent (Johnson 2009, p. 29). Thirdly, peers can also intensify the stressful experiences of a child, especially if we speak about violence in school and peer pressure.
The effects of stress have been examined by many educators. The key symptoms of childhood stress can be various; they include anxiety, fear, anger, alienation from peers, or even violent behavior (Field, McCabe & Schneiderman, 1992, p. 4). They result in a child’s inability or unwillingness to maintain at least some relations with family members, peers, or teachers.
To better illustrate the effects of stress, we can refer to the case study presented by David Murphy (2009). This therapist describes a person who has been exposed to stress during childhood years; its main cause was severe abuse in school and separation from the family (Murphy, 2008, p.5).
The author identifies the following behavioral symptoms of the patient: avoidance of social contacts, irritability, hyper vigilance, and, most importantly, re-experiencing of abuse through nightmares or flashbacks (Murphy 2009, p. 3). It should be noted that this symptoms manifested themselves during his childhood, adolescence, and adulthood.
As the author of the article points out the main danger is that sometimes a child can be exposed several stress factors at a time, and they can have a stronger cumulative effect (Murphy 2009, p. 5). This situation is particularly widespread among children who are subjected to violence at home and in school. One can derive another important lessen from this case study. The effects of stress could have been mitigated provided that this child had received some support from school teachers, but he was virtually deprived of this opportunity.
On the whole, David Murphy presents a very severe case of trauma. However, this article eloquently illustrates the dangers of stress factors. They can have a life-long impact on the behavior and identify of a person. Certainly, educators cannot eliminate the social causes of stress. However, they should be able to detect its symptoms and intervene if it is necessary. They must ensure that this person has the social support that he/she needs.
Stressful experiences can shape a person’s identify. In particular, this person can believe that the society is hostile to him/her. Moreover, this individual will think that he/she must be alienated from others in order to avoid stress. The educators and therapists must minimize these risks by offering support and counseling to a child.
Reference List
Anda, R. F., Felitti, V. J., Bremner, J., Walker, J. D., Whitfield, C., Perry, B. D., &
H. (2006). The enduring effects of abuse and related adverse experiences in childhood. European Archives Of Psychiatry & Clinical Neuroscience, 256(3), 174-186.
Field, T., McCabe, P., & Schneiderman, N. (1992) Stress and coping in infancy and childhood. London: Routledge.
Humphrey, J. (2003). Stress Education for College Students. NY: Nova Publishers.
Johnson, S. (2009). Therapist’s Guide to Posttraumatic Stress Disorder Intervention. NY: Academic Press.
Murphy, D. (2009). Client-centred therapy for severe childhood abuse: A case study. Counselling & Psychotherapy Research, 9(1), 3-10.
Many young people find it quite demanding to move from home to go and stay in college. This is due to the fact that at home they normally have ample time with parental guidance and support (Keil, 2004, p.659). On the other hand, in college they are on their own.
They have to balance out between all the activities they need to engage in. Personal organization turns out to be quite tricky and most of them get their priorities wrong. At the end of the day such like individuals end up in difficult situations as they struggle to keep up with what is expected of them.
Moving away from home also means one has to leave behind his or her family and other close friends. This turns out to be stressful, especially before one gets to form new friends and other forms of support in the new environment (Keil, 2004, p.659).
Stress refers any state of affairs that stirs up depressing thoughts and stances in an individual. Its symptoms include a condition of anxiety and adrenaline production, short-range resistance as a survival means, fatigue, bad temper and lack of ability to concentrate (Schore, 2003, p. 7). There are also other physiological effects like headaches and increased heartbeat.
Psychology and health
These two terms refer to the understanding of how conduct and societal circumstance affect the general well-being of an individual. Psychologists work with other medical experts to explain various behavioral characteristics of people (Tsigos & Chrousos, 2002, p. 865). Health psychologists lay emphasis on avoidance exploration and intercessions aimed at propping up health and trimming down the risk of disease.
Sources of student stress
A large number of students joining university are normally surprised to find out that life in campus can turn out to be stressful. Course catalogues and brochures with information on these institutions paint a picture of cheerful young people having easy conversations, usually under shades of trees on well manicured lawns (Viner, 1999, p. 391).
Learning seems easier from such pictures as students are pictured with open books under these shades. Conversations with lecturers appear to be the friendliest ever. On the other hand, behind all this, there lies lots of difficulty and strain, which more often than not leads to lots of stress.
There are quite a number of sources of this stress. Many of them may not be a bolt from the blue, but there are also other sources that may be considered to be new. It is useful for anyone to have an understanding of these stress causers (Viner, 1999, p. 393).
One major stress causer among students is time management. Many find it difficult to master the skills and expertise required to program their time in a manner that will enable them attain all their compulsions (Aldwin, 2007, p. 24). A majority of them give minimal time to their learning, while others are sidetracked due to individual predicaments or other matters that consume a good part of their time and get in the way of their studies.
Students also end up getting stressed when it comes to setting their priorities. This is a major contributor to time management crises, and it is due to the fact that many find it difficult to poise the wide ranging commitments they get engaged in. getting and setting ones priorities right is a thing that takes some time to learn in many.
Many students do not normally have it easy juggling what is required of them to carry out and what they individually want to do. The result is that at almost all times only a little allowance is made for academic work (Aldwin, 2007, p. 26). The outcome of this is usually a feeling of one constantly being on the run and unable to settle into any one activity or venture contentedly.
Financial stability contributes to stress among students since they are at many times troubled about their monetary standing. With the ever-rising higher education costs, those students without homes and stable backgrounds suffer the most. In fact, even students from supportive families at times get stressed since they cannot get all that they feel they should (Tsigos & Chrousos, 2002, p. 871). These are young people who are exposed and wish they could achieve or own things beyond the scope of many.
Family expectations normally wear down a large number of students. These are those who merely attend college to please their parents or guardians. Other private family-related stresses are also contributors.
Personal relationships among students contribute to stress as much as they add joy to life (Viner, 1999, p.398). It is usually not easy to maintain such associations and perform well in academic work.
Campus Crime, whether existent or theoretical, contributes to student stress. Fear of losing one’s belongings or personal safety leads to one losing focus from more important things like studying.
Students who are about to clear from university are always stressed about uncertain futures (Schore, 2003, p.11). Fears over issues such as unemployment and loan repayment after graduation usually make life uncomfortable for these young people.
Bearing the wrong kind of attitude raises stress levels. As much as all people face stress at one time or another, those with the wrong attitudes suffer most (Lazarus, 1966, p. 24). Under this group includes naysayers and purists as they sabotage themselves by their thinking and conduct patterns.
Positive and negative stress
Eustress is a form of stress which is normally thrilling and fun and a good example of this is when one is rushing to meet a deadline for an assignment submission (Truby, 2009, p.174). It has no negative implications at the end.
Acute stress refers to a very short-lived form of stress which is either eustress or an upsetting occurrence like a road rage experience.
Episodic acute stress is usually a case whereby acute stress turns into a day-to-day occurrence. This form of stress is almost similar to chronic stress, whereby the stress is unavoidable (Truby, 2009, p.174). A perfect example is a bad marriage.
Implications of stress
A positive form of stress like eustress has no health implications on an individual. In fact, such a form of stress is actually essential and of gain for a reasonable and stimulating existence. These are the forms of stress that make one feel alive, reason being that life should and can never be smooth all the way (Truby, 2009, p.167).
However, the other forms of stress mentioned above bear negative effects on a person. As stress levels build up and approach the chronic level, physical symptoms begin to manifest themselves. Initial ones are fairly mild and include constant headaches and vulnerability to colds. However, prolonged stress leaves one susceptible to ill health. This is also the case with frequent short intervals of stress (Selye, 1975, p. 37). Negative thoughts and wrong attitudes all contribute to this and need to be avoided at all costs.
If stress goes on, then more severe health problems build up. These include depression, hypertension, plumpness, ulcer, sexual dysfunction, among others.
A significant concern relating to stress among students is its consequence on studies. Fellows experiencing little and elevated stress levels are able to study the least while those subjected to reasonable stress learn better. An explanation for poor performance while under stress is disproportionate attention to a stressing condition which ends up in fear (Truby, 2009, p.165).
For instance, over-reading for an examination. Another explanation is untimely closure, which refers to hastily picking on a way out of a stressing situation. A good illustration for this is when one rushes through an examination just to put it behind him/her.
One major effect of stress is its contribution to the physical aging of a person. Stressed individuals end up looking beaten and lack life since they are dull and docile (Selye, 1975, p. 39).
Coping with stress
Students need to be armed with strategies of coping with stress since such situations will arise in their day-to-day lives. One needs to begin by creating a personal space, a quiet provision where he or she will be able to focus and give attention to various important matters (Aldwin, 2007, p. 27).
Such places are best created in the residential rooms. One can also find such a place elsewhere, at the field or park, for instance. This will be appropriate in cases where one stays with a noisy companion or one who does not provide the required privacy and calm.
Making a to-do list goes a long way in making life much easier as opposed to doing things in a haphazard manner. Activities need to be planned well and allocated appropriate time (Keil, 2004, p. 661).
Regular exercising is one of the best ways of keeping stress at bay. Working out has various benefits like lifting one’s spirits, letting go of anxieties while maintaining one’s health. Walking is one way of exercising and should be utilized to the full. Many colleges nowadays offer gym facilities which can be accessed at any time one is free (Keil, 2004, p. 663). One just needs to look at what is available and choose what fits him/her.
Many students live carefree lives since they are not under watch of their parents. Some of the things they ignore are healthy eating and getting enough sleep. One needs to make sure that they eat right. Fast foods may be inexpensive, handy and easily accessible but do not bring the best out of one (Schore, 2003, p. 13). All main meals should be well balanced, with healthy snacks in between them.
As much as schedules are tight in campus, enough rest is vital if stress is to be combated. Up to eight full hours of sleep are recommended.
Keeping in touch with family and other loved ones goes a long way in uplifting spirits. Telephone usage, email and video teleconferencing are some of the means through which this can be done (Lazarus, 1966, p. 26).
Participation in various clubs and societies is a perfect recreation activity and a good way of socializing and avoiding loneliness. The people that one gets to meet here at times end up being lifelong friends.
When overwhelmed by challenges of college life, one can seek help from Student Welfare Departments. A number of services like counseling and various trainings are usually offered (Schore, 2003, p. 16). These arm one with vital life skills.
Whenever one undergoes stress, a wide range of physiological alterations take place to get him or her in top physical form to face it up or run. What is required is to calm oneself down somewhat promptly, or else remain in this abnormal condition for too long, risking one’s wellbeing (Tsigos & Chrousos, 2002, p. 871). Getting used to stress reliever such as contemplation and breathing work outs is helpful.
Institutional interventions against student stress
College administrations have a major role to play in helping their students avoid stress. A good beginning point is the setting up of student welfare departments.
Under such a department should be various sections like games & sports, counseling, student union offices, among others (Viner, 1999, p. 409). All these make life outside lecture rooms bearable and fun. Any issues that require attention of the administration are communicated through the students union, personal problems are solved through counseling while games and sports offer perfect recreation.
All campus dates and schedules should be made known to students well in advance. For instance, it would really turn out to be stressful to inform one that they will be sitting for their examinations in a week’s time (Viner, 1999, p. 410). Such significant exercises need ample time to prepare for.
Conclusion
The main reactions to stress are adaptation and psychosomatic management. However, the best thing for an individual to do is to be well versed in stress management in order to keep small stresses from developing to dangerous levels (Aldwin, 2007, p. 34). One needs to effectively have power over the sources of various stresses and set limits to what he/she is able to do and not do.
Reference List
Aldwin, C. (2007). Stress, Coping, and Development, Second Edition. New York: The Guilford Press.
Keil, R. (2004) Coping and stress: a conceptual. Journal of Advanced Nursing, 45(6), 659–665.
Lazarus, R. (1966). Psychological Stress and the Coping Process. New York: McGraw- Hill. pp.18-26.
Schore, A. (2003). Affect Regulation & the Repair of the Self. New York: W.W. Norton.
Selye (1975). “Confusion and controversy in the stress field”. Journal of Human Stress 1: 37–44.
Truby, W. (2009). “Stress Test”, Stress Test – self assessment. Totowa, NJ: Humana Press. pp. 165–183.
Tsigos, C. & Chrousos, G. (2002). Hypothalamic-pituitary-adrenal axis, neuroendocrine factors, and stress. Journal of Psychosomatic Research, 53, 865-871.
Viner, R. (1999). Putting Stress in Life: Hans Selye and the Making of Stress Theory. Social Studies of Science, Vol. 29, No. 3 (Jun., 1999), Free Press pp. 391-410.
Stress in the workplace may be defined as a situation in which an individual has to strain to cope with workplace conditions. Michie (2002) describes work related stress as a situation in which an individual’s “psychological and physical resources are not sufficient to cope with the demands of the environment and the task being handled” (67). Psychological factors have a strain on a person’s mind or emotions. Physical factors are those related to the ability of the body to function correctly in the work environment.
Unpredictability and uncertainty of work situations are recognized as the main causes of stress in the workplace. Time limits that an individual considers inadequate may also be a cause of stress. There are individuals who will have a tendency to be frequently stressed because of their limited ability to withstand difficult situations. There are some work situations that will also increase the possibility of experiencing stress. Ergonomics involves designing space for the most efficient and comfortable use (Katsigris & Thomas 139).
In a restaurant business, there is increased need to move speedily and repetitively. It requires enough space and reduction of barriers to movement. However, space is costly and quick service shops tend to reduce the cost by choosing small-sized spaces. Some of the quick service shops are also associated with work overload. There is a need to reduce the pace of service and reduce work overload.
Causes of workplace stress
The causes of stress in the workplace that are related to work include poor physical environment, excess work assignment, inadequate time for completion of tasks, physical danger among others (Michie 68).
An individual’s role in organization is another cause of stress in the workplace. It may be caused by uncertainty about the role that an individual plays in an organization. Michie (68) describes such a situation as role ambiguity. The type of work that an individual covers is not clearly defined or varies everyday. Role conflict is another cause categorized under role in organizations (MacDonald 19). It involves two or more employees playing the same role that ought to be exclusively covered by one person.
The multiple individuals may not share the same opinion on how work should be done (Daft & Marcic 358). Responsibility for people under your team or organization may also be another source of stress. This is the case where a team leader or manager has to take responsibility for the mistakes committed by someone else. MacDonald (20) argues that the management style used by an organization may be a source of workplace stress.
Michie argues that “managers who are critical, unsupportive, or bullying may be a source of workplace stress” (69). Unpaid overtime is also a cause of stress. Internal and external reorganization may be a cause of stress when individuals are given different roles or new environment (Michie 68). Reorganization may take many forms such as mergers or downsizing.
Another group of work-related stress comes from career development issues. They may include lack of job promotion opportunities. Michie (68) describes under promotion and over promotion as possible causes of stress in the workplace. Over promotion may be a cause in that the individual may lack expertise to carry out his/her new duties.
Under promotion may be the situation where an individual feels he/she is qualified to fill a higher rank. Under promotion may be a cause lack of enough work which is also related to stress. Individuals who lack job security may be stressed depending on their well-being. Those who have other sources of income may be less concerned about being laid off. When organization appears to undermine an individual’s ambition it may also result in stress.
Relationships in the workplace are another source of work-related stress. Poor relationship with the supervisor, other employees, or customers may be a cause of stress (MacDonald 20). Environmental factors such as poor amenities, noise or other forms of pollution may also cause stress.
Organization structure and climate may also be a cause of work-related stress (Michie 68). In this category, stress arises when the senior staff has a tendency of making decisions without consultation. Stress may arise by setting too many restrictions on employee behavior. Workplace stress may also be generated from the situation where an organization is facing financial difficulties (Michie 68). Financial difficulty may result in changes in organizational behavior to reduce costs that may be difficult for employees to adopt.
Human reaction to workplace stress
Human reaction to sudden causes of alarm such as a verbal confrontation with the manager may result in many physiological responses. These may include increased breathing, heart rate, or widely opened eyes. When the causes of the sudden alarm are things that the employee can escape from such as fire, the employee muscles respond (Michie 67).
Sometimes when the cause of stress is repeated from time to time, the employees may take an adaptive response. For example, if the verbal confrontations from a manager or supervisor are common, employees may soon describe it as the nature of their superiors which should not be taken seriously. Michie (67) argues that adaptation is a form of human reaction to stress that gradually tends to reduce the impact of a repetitive strenuous situation.
When employees fail to adapt to the causes of workplace stress, it may develop into a third stage known as exhaustion (Michie 67). In this case, health complications and bad personal habits may replace the good character of an employee.
Different people have different levels of vulnerability to stress depending on their lack of resources. Michie (69) identifies lack of material resources such as lack of an alternative source of income may increase risk of experiencing stress. Michie (69) argues that psychological factors such as low self esteem may also increase vulnerability to stress.
There are instances when work-related stress is transferred at home in the case of work overload. Women are recognized as likely to experience stress at work that merges with pressures at home (Michie 70). Hellriegel & Slocum (199) discuss that having many roles to play may cause stress. For example, roles at home, church, or managing a sports team as well as the work may be a cause of pressure to an individual.
Work-related stress may develop into complicated health problems if experienced for a long period such as diastolic blood pressure and mental illness. Some of the symptoms that may develop as a result of work-related stress include “, escapist drinking, smoking, depressive mood, job dissatisfaction among others” (Michie 68).
Some individuals may react to work-related stress by a change in attitude towards work. This may be followed by poor work performance and bad conduct. Absenteeism and lateness are also associated with work-related stress.
Other effects of stress include memory loss and lack of concentration at the workplace. MacDonald argues that “lack of attention to detail may lead to increased mistakes” (21). Some individuals may show indecision or delay in making decisions. Individuals may also report physical aches and pains that may lack explanation.
Individuals may show all these symptoms related to stress but it is likely that they may deny being stressed. MacDonald (21) argues that an individual may deny work-related stress because of the possibility of being perceived as incompetent. Others may be embarrassed to be seen as unable to work under pressure. Some employees may also be unable to recognize that they are actually stressed.
Dealing with workplace stress
Stress can be managed at the individual level and the organizational level. At the individual level, stress may be effectively reduced by training employees to deal with stress. The training program includes topics on awareness. Workers are taught to recognize the beginning of stress.
This is necessary because an early discovery of stress makes it easier to treat. Training is also carried out on skills of relaxation, and a lifestyle that reduces the effect of stress. There is training to boost self confidence and motivation. It is a way of reducing risk of experiencing stress associated with lack of psychological factors (Michie 70). Individuals are taught how to analyze a situation that causes stress and how to minimize the impact of the source.
At the organizational level increased support to employees may be seen as an effective way of reducing stress. Engaging groups in making decisions may reduce work-related stress. Teaching the staff communication skills and expressions of empathy may also reduce stress (Michie 71).
Organizations should ensure that individuals are given roles on positions they are qualified. Individuals should have the necessary skills to complete a task. Organizations should also ensure that employees have the necessary equipment and materials to carry out the job.
Organizational culture is recognized for creating stability and predictability within an organization. Organizational culture may include the beliefs, values and behavior associated with an organization that may be attributed to its success. Organizational culture determines “how we act, think, and behave as well as providing a structure that makes work predictable and stable” (Peterson & Wilson 18). Organizational culture may reduce the impact of difficult situations by making them predictable.
Organizations may have structures to help individuals under workplace stress. James & Arroba (16) argue that supportive structure may not be enough unless it is integrated as part of the organization. It should be an on-going process. Before dealing with stress, the management needs to identify the context of stress. It involves carrying out assessment to identify causes of stress. It also involves evaluation to look at the effectiveness of the remedial action used.
Benefits of workforce wellness
Workforce wellness concerns the health and financial well-being of employees. Organizations ought to encourage employees to choose lifestyles that promote better health, financial well-being and physical fitness.
Increased employee wellness is associated with reduced cost of insurance. When employees adopt habits that improve their health, the organization is likely to benefit from reduced insurance cost. Companies may reduce the number of employees as a result of increased premium.
A study by Price Waterhouse Coopers in 2009 indicated that about 20% of large organizations in the U.S. were likely to reduce the number of employees because of increased insurance costs (Healey & Zimmerman, Jr. 140). Reduced insurance costs are beneficial to individuals as well as organizations.
Organizations may benefit from reduced risk of chronic disease on their workers as a result of conducting wellness programs. Individual wellness improves when organizations encourage healthy habits such as correct diet, physical fitness, and controlled smoking and alcohol use (Healey & Zimmerman, Jr. 141). Practicing healthy habits results in reduced rate of chronic disease development as individuals grow older. The benefits may be reduced absenteeism and long productive lives for workers.
Healthy employees are considered to be more productive. An organization is more likely to increase profits when it manages the wellness of employees. Workplace wellness is also associated with employee loyalty and motivation (Healey & Zimmerman, Jr. 145). As a result of this, employers may find it easier to recruit and retain employees.
Other benefits of workforce wellness at the individual level include reduced vulnerability to workplace stress, high self-esteem, and improved self-image (“Benefits of Worksite Wellness Programs” par. 5). The benefits at the individual level may also benefit the organization through increased productivity.
Restaurant ergonomics
Ergonomics involves the design of the workplace in such a way that it increases safety and efficient use of energy. It is concerned with designing the working space “with safety, comfort, and productivity in mind” (Katsigris & Thomas 139). Working in a restaurant involves a lot of repetitive movement. As a result of the speed required to reach demands, workers are likely to experience strain from quick movement. Strain may also be caused by static postures. Injury may come from bumps, burns or cuts (“Restaurant Ergonomics” 1).
Ergonomics is carried out on a hypothetical small-sized café known as ‘Smallings’ located in the U.S. on a busy street. Because of its small-sized space and location on a busy street, ‘Smallings’ is likely to be overcrowded if it is not well designed. Space is costly and available space has to be used optimally. To increase capacity, ‘Smallings’ has designed a table-format that is attached to the walls. It uses elongated tables that are attached at the corners leaving space only for the outside door and entrance into the kitchen.
To avoid boredom of facing walls, the cafe has used transparent glass walls by a big percentage. Its location at the corner of the building allows two sides to be transparent. The waitress was complaining of work overload during busy hours. The manager added another waitress but also made changes to seats-arrangement. The manager has decided to add an additional elongated table at the center which may be used on opposite sides by different people.
When there was only one waitress, she was required to move speedily to cope with the demand. The space at the center allowed for swift movement. The floor was designed for aesthetic value and ease in cleaning but it could be slippery when wet. For sanitation standards, a person cleaning should not serve food. The manager decided that the person cleaning utensils could also be cleaning the tables and wiping the floor in case of spills.
Ergonomics of ‘Smallings’
The additional table has reduced space of movement and it is likely to cause injury as a result of repeated bumping onto sides of the table as the waitress tries to maintain the same speed. It may also increase work strain from being unable to keep up with reduced speed and the number of orders given by customers. As a result of reduced space, it is difficult to notice spills on the floor such that it makes it necessary for the waitresses to report wet floors the person who is supposed to clean.
The manager did not solve the problem of increased workload because he added another waitress but also increased work. The waitresses are most likely to have a strain coping with work demands. With more customers placing their orders at the same time it could result in frustration both for the employees and customers. The sitting arrangement is manageable with additional manpower. The sitting arrangement has no problems because the café serves customers who are in a rush to work and have no need for comfort.
Using rough floors demands more effort in cleaning. However, smooth floors increase the risk of falling when wet and may require immediate cleaning in case of spills. The person cleaning will also have additional work load. He needs to concentrate more to notice dirt on the floor.
The manager has set background music as a way of reducing the impact of noise in the streets. The employees as well as customers find it effective in reducing the impact of street noise. Noise from the table in the kitchen may be reduced by sound-reducing materials placed on the underside of tables. Separation of dishwashing and drop-off points from other areas (“Dining Services Ergonomics Design Guidelines” 2).
In the Foodservice industry, sanitation is a process of cleaning and disinfecting surfaces after they have been used. Disinfecting surfaces may be carried out at a convenient time to ensure that they do not contaminate food because most disinfectants are poisonous. In the U.S., restaurants are expected to maintain high sanitation standards.
The National Sanitation Foundation International (NSFI) sets sanitation standards such as prevention of rodent access to stored food, and use of non-corrosive materials on surfaces that come into contact with food (Katsigris & Thomas 154). A restaurant also needs to have an effective waste management department that aims to reduce waste.
Conclusion and recommendations
The manager needs to hire two additional employees to reduce the need to hurry. Workers can avoid workplace strain if they hire enough employees or redesign work allocation. Those in the kitchen can make early preparations so as to shift to serving customers if necessary. It may also reduce injury as a result of bumping into objects. One of the newly hired employees may exclusively work for cleaning purposes and the others may reduce the workload of the waitresses.
There is a need to design patterns of movement to allow balanced use of space between the waitresses to avoid crossovers in the circulation path. The flow of food, people and materials should “follow a logical sequence” (“Dining Services Ergonomics Design Guidelines” 1). The waitresses will move easily if there is a predictable pattern of movement during busy hours. It will result in less waiting time for customers and increased speed for employees.
Easing cleaning requires smooth surfaces that prevent sticking of dirt. Utensils and crockery need to have smooth surfaces. Smooth surfaces are easy to wash as they reduce the need for scrubbing. A smooth floor may be easy to clean but it increases chances of slipping. Quarry tiles may be used for the floor and ceramic tiles for the walls to reduce effort needed to clean them. Floors need to be maintained with dryness and cleaning of food spills immediately after they spill.
The surfaces on which employees work on should be adjustable to match the varying needs of employees with different heights. The height of surfaces to work on should range between 28-44 inches (“Dining Services Ergonomics Design Guidelines” 2). Giving an employee a working surface that matches his/her height increases comfort and productivity. Employees can work for long hours without feeling strained.
The counter area should be designed in such a way that an attendant can use less effort to reach the waitress or customer. A radius of about 21 to 25 inches for the right-hand movement and a radius of about 13 to 17 inches for the left hand movement may be necessary (see appendix 1).
There are cold and hot seasons among other conditions. Unfavorable temperature and humidity can increase the “risk of musculoskeletal injuries” (“Dining Services Ergonomics Design Guidelines” 2). It is recommended that businesses in the food service industry use HV AC systems in the dishwashing areas to regulate moisture levels and temperature.
Noise may be reduced by separation of noisy kitchen tasks from the other areas. Walls can be carpeted to reduce penetration of noise to the other areas. Conveyers may be used to move dishes from one point to another in the kitchen area.
There should be shifts from tasks that require more standing to those that require less. Employees working in areas with less movement may use stools to reduce fatigue (“Restaurant Ergonomics” 1).
Furniture with light weight is recommended for restaurants to allow ease of movement when cleaning (“Dining Services Ergonomics Design Guidelines” 3). In ‘Smallings’ case, there is the use of heavy furniture to avoid movement of furniture during service. Moving furniture may be an inconvenience to the customer. The furniture should have curved edges and vertices to reduce the impact of bumping.
Employees working at the kitchen should use sharp knives to reduce effort needed to cut food. They should use cutting boards to avoid cut injuries. Employees should use both hands when lifting large or heavy objects such as a tray or a jug. Because of the speed required to work in a café, frequently used items should be reachable to the waitresses or other users.
Proper lighting is required for the safety and comfort of employees. The quick service dining space should have a recommended lighting that ranges between 40-50 foot candles. The ware washing area should have a lighting that ranges between 70-100 foot candles (“Dining Services Ergonomics Design Guidelines” 3). Proper lighting ensures that eyes do not strain after staying in an area for long hours. Different areas in a restaurant have different lighting recommendations (see appendix 2).
There is need of an adequate space for easy movement and less strain due to the swiftness of passing through barriers. A coffee shop with 100 seats may be required to have a dining room size of 1225 square feet and kitchen size of 850 square feet (see appendix 3). Cafes are quick service shops and may try to utilize less space to increase profitability.
Appendices
Appendix 1: Creating space that allows free movement of hands at the counter (“Restaurant Ergonomics” 1).
Appendix 2: Recommended lighting for different areas and dining spaces (“Dining Services Ergonomics Design Guidelines” 3).
Appendix 3: The recommended size of dining spaces (“Dining Services Ergonomics Design Guidelines” 9).
Healey, Bernard & Robert Zimmerman, Jr. The New World of Health Promotion: New Program development, Implementation, and Evaluation. Sudbury: Jones and Barlett Publishers, 2010. Print.
James, Kim, & Tanya Arroba. Energizing the Workplace: a Strategic Response to Stress. Hampshire: Gower Publishing. Print.
Katsigris, Costas, & Chris Thomas. Design and Equipment for Restaurants and Foodservice: a Management view. Hoboken, NJ: John Wiley & Sons, 2009. Print.
MacDonald, Lynda. Wellness at Work: Protecting and Promoting Employee Health and Wellbeing. London: Chartered Institute of Personnel and Development, 2005. Print.
Michie, Susan. “Causes and Management of Stress at Work.” Occupational & Environmental Medicine Journal. 59.1 (2002): 67-72. Web.
Peterson, Michael, & John Wilson. “The Culture-Work-Health Model and Work Stress.” Am J Health Behav. 26.1 (2002): 16-24. Web.
The concept of stress includes a wide range of mental and physical states, the emergence of which can be caused by various factors. The physiologic changes of the body, the first steps are taken in search of the individuality, examinations, and tests in school or college, the pressure from the parent’s side, the issues in the relationships, diffidence, the attraction to the forbidden things and many other reasons can induce stress. Teenagers realize their problems; they talk about them and look for solutions. But teenagers have lack of knowledge and life experience, and they need parents’ help to overcome difficult situations.
Main body
Any small thing can cause stress among teenagers, but one of the most common kinds of stress is the academic stress. It happens under the pressure of teachers, parents and even a teenager’s high expectations. Many things are expected: high marks, success in sports or leadership, participation in different kinds of extracurricular events. Often a teenager can’t handle this pressure and can’t find time for relaxation. When it happens, the physical stress caused by tiredness and lack of sleep takes place.
Adolescence is the time of the big changes in the person’s body. Puberty leads to the hormonal storms which have an impact on a teenager’s conscious. In this period the self-image can cause stress. Any inconsistency with the ideal image of oneself, awkwardness, the absence of things, considered to be valuable in a teenager’s community, can be highly stressful.
The pressure also can be put on a teenager by the coevals. Many teenagers start to experiment with drugs and alcohol. A teenager who follows the moral rules, which are established in his family, can feel pressure from the other teenagers condemning him. Sometimes teenagers provoke their coevals or even intimidate them. A person once conceded under this kind of pressure, often hides the indecent acts from the relatives and can have a psychological break and even the intention for suicide.
A growing person states oneself not only among teens but also searches for independence in the family. A teenager’s behavior is often condemned by the parents, who attempt to control their children and to hold them on the secure territory. Thus the stress can be caused by the disappointment provoked by misunderstanding. Parents don’t understand their children’s needs and aspirations and often cannot accept that the child becomes an adult.
As a rule, young men and women in their adolescence encounter the first romantic relationships. The fear of being rejected, the first quarrels, jealousy, rivalry and competition cause an immense tension. At the same time, teenager learns to build new relations with others. Childhood friendship experiences more serious conflicts and usually a teenager cannot deal with these new conflicts right away.
The following reasons can cause stress as well: a moving to another city, the issues in the family, the financial difficulties, high physical and mental loads etc.
Conclusion
The lasting impact of stress on a teenager may lead to serious problems in the adult life. During the period of adolescence, a teenager learns to cope with different kinds of troubles, learns to comprehend his individuality, to build relationships with people of different age. Because of the lack of experience and high emotionality, it may be hard to find answers to all the questions which are many and to resolve the difficult situations, thus the parents’ help and care are crucial for a teenager’s transition to adulthood and independence.
Stress can occur in all spheres of our life and derive from different factors nowadays. It can be described as an emotional, mental and physical torture or strain that is associated with anxiety or overwork. The stress that is a result of waiting and anticipation is a kind of stress that can be controlled. One of the most difficult frustrating experiences is to wait.
Many thing always make us wait. Most people in the process of waiting lose their patience, become bored, angry, and this eventually leads to anxiety. The feelings of anxiety are influenced by the mood of an individual.
Depending on the mood, the time of waiting can be minimized or increased. This is because the amount of time that is wasted during waiting is a perception. For instance, most of the waiting process of the emptying of a cruise ship to get your luggage can certainly be frustrating.
Factors that make waiting frustrating
One of the factors that make waiting become frustrating is the fact that one is thoroughly aware of time. In most cases, a minute can feel like hours, and this plunges a person into gloom. Most of the time wasted on waiting is a result of mistakes made by someone.
For example, some of the patients arrive in hospitals for their appointment like one hour earlier, and then they later complain of the long time they have to wait in the queues. Concerning the stresses associated with sitting in a traffic jam, it is necessary to learn to adopt ways that will reduce the stress. For example, favorite music or turning on a favorite radio station helps in calming the body tension.
There are many ways of managing this kind of stress. However, despite a lot of various ways, it is not easy to be prepared to face stress daily. Some of the strategies that might work include taking a book or iPod with you to keep busy with this distraction being absorbed in reading, thus reducing the factors causing a boredom.
Controlling daily frustrations
Frustration is a typical and convincing expressive reaction to daily obscurities. Some irritation may be part of daily living, but tremendous disappointment has serious penalties.
In many cases, frustrations can come up from putting a lot of energy in transforming the things that cannot be changed, or situations that are beyond the control. Everyone is able to minimize the effects of trauma in daily living as it occurs.
Anticipation and waiting can undoubtedly be extraordinarily stressful. Almost in everyone’s life, there are cases when one has to wait for something in different occasions, whether it is to sit in traffic, or to wait in long queues in the cafeteria and banks. However, with practice, it is possible to learn to manage these stresses.
The first step to control the stress is through recognizing it. Many people live in stressing situations that they even have forgotten what a fantastic feeling it is to be in a relaxed state.
Expectations and anticipation throughout daily lives play a significant role for affectivity emotions. These states can be positive or negative. Waiting and anticipation can cause disappointment, negative surprise and psychological torture.
However, positive effects of waiting and anticipation arouse a feeling of relief and fulfillment. There tends to be negative impacts of waiting, as no one knows what is to be expected and, therefore, the feelings of being threatened come as a result.
Physical calming down can be appropriately used to intervene; for example, engaging in a simple activity helps calm down. Other physical measures include counting to ten, taking long and deep breaths, walking and trying to collect the thoughts. The standard practice of recreation techniques can also help in managing the frustrating conditions.
Try such a form of relaxation exercise for a few minutes every day. Sitting in a comfortable position in a quiet place can help in alleviating the daily frustrations. Controlling the breathing using different techniques teaches to take slow, deep breaths that help in relaxing. In the process of taking slow, deep breaths, a feeling of safety may appear in some cases.
Staying in a restful place and repeating a calming word or phrase aid in calming the body and emotions. In case of standing in a long queue in a bank, or at the restaurant, the best way is to try to pick up a conversation with someone around. This will ease the chances of being conscious of time passing.
The best way to avoid becoming angry is to avoid the instances that can lead to being enraged. Humor is one of the many forms that can be used to blow up stress. This is because being enraged will not speed up the process or reduce the time wasted.
In any case, being irritated will result in increased blood pressure, and ulcers, and eventually lead to heart diseases.
Reactions to stress
When an event occurs, there is no time or chance to think over the actions on how to handle the situation. Taking immediate actions can be impulsive and cause many mistakes. The moment an individual responds to the event rather than reacts to it causes frustration.
The easiest way to avoid stressful conditions is rather through acceptance of the daily events than through trying to find out the causes of the problems. This can be the cheapest and the most effective way of changing the feelings of frustration.
Cursing, regretting, and blame affect mostly an individual him/herself, leading to stress development. In daily life, it is easy to get annoyed and frustrated reacting to an event. Frustration, as a result, ends up in overeating; however, sometimes, we are concerned with a problem that does not even exist.
Even if the problem exists, sometimes, there is no solution for the events. Several processes take place the moment before the outburst of emotions arises from frustration. A picture of the event runs through the mind of a person and results in an intensive helplessness as an individual thinks he/she cannot influence or change the situation.
This consequently fires feelings of frustration. Controlling emotions in the moment of frustration requires a lot of efforts to be done as the feelings tend to intensify the frustration.
Conclusion
In conclusion, there are three most common ways of managing stress. These include the following. First, accept that frustration is common in the daily lives and cannot be easily avoided. The second way of frustration management is through the use of stress as a lesson and move forward in an effort of getting over it instead of being taken up with the same situation, which does not help anyway.
The third way is through formulation of new ideas aimed at creating new beliefs in one. This includes the understanding and acceptance that there are better ways of handling stressful conditions that the ones that are already existing. In addition, the choices made in situations affect the level of stress in daily life.
Expressing frustration through art and illustration is one of the best ways of expressing the feelings and taking notes of one’s everyday life. The choice of avoiding frustration leads to better outcomes in the future.
It is advantageous to believe that all what happens has a purpose in life. Focusing on positive intentions, which bring positive purpose, leads to more comfortable and peaceful life.
Exam period is always a time that every student wishes to phase out. According to Hemmings (2014), this period of anxiety could be a tough time for students because of the expectations required of them. The article also identifies the importance of parents’ participation in a child’s education, especially during the examination period, and presents ten ways for students to handle stress effectively. Some of the outlined ways are being prepared, exercising, concentrating on success and managing expectations.
Main Body
The anxiety experienced during exam time affects most students, and this influences their overall performance. Hemmings (2014) presents ten ways/steps for students to manage stress effectively during the exam period. The first way is being prepared. Consistent with Hemmings (2014), early preparation lessens the likelihood of anxiety during the exam period.
By ensuring that a student has a proper study plan, exam period will be smooth and free from bouts of anxiety. The second way is avoiding overdoing things. A student should study with zeal in phases. This means that studying for a few minutes is better and efficient than reading for many hours. This assists a child in studying efficiently and reducing anxiety. The third way is exercise. According to Hemmings (2014), fresh air and exercise help a student in clarifying his/her mind and maintaining excellent health. Parents should encourage their children to participate in such endeavors.
The fourth way is breaking information down. This is one of the best ways of ensuring proper and efficient extraction of information while studying with minimal anxiety. Breaking down of information makes it easy for the student in terms of learning and understanding a subject or topic. This facilitates a high chance of understanding an issue or subject matter before an exam thus preventing anxiety prior to and in the course of the examination.
The fifth way is having sufficient sleep. It is important for a child to get enough rest for the relaxation of the mind and body. This helps in reducing mind-clog that is associated with tiredness. Getting sufficient sleep ensures relaxation of the brain for high performance the next day.
The sixth way is having open communication. In line with Hemmings (2014), it is important for parents to analyze the mood of a child who is sitting for an exam to understand the situation and assist in calming down the student in case of signs of anxiety. This helps a child by talking out the problems that he/she might be facing and the parents should assist the children by addressing their nervousness before it gets out of hand. The seventh way is taking healthy brain food. The author suggests that parents should provide food that is healthy and that will boost the function of their children’s brain. This means that food with high volumes of sugars should be avoided as it facilitates mental fogginess, which ultimately leads to brain lockdown.
The eighth way is mentorship from older siblings. When a child is sitting for an examination, the anxiety gets the best of him/her. It is, therefore, important for a parent to ensure that the child is ready for the exam in proper time. One of the ways is through advice from the child’s older brothers or sisters who have encountered such conditions before. This boosts a child’s morale through encouragement from an experienced person.
The ninth way is concentrating on success. A student should focus on the positive side of success and parents should ensure that regardless of the outcome, the child is awarded for efforts in his/her studies. The tenth way is managing expectations. Parents want their children to perform excellently and this generates expectations. A child will feel pressured to meet the anticipations of the parents, which leads to anxiety, and may hinder the student from performing well in subsequent exams. Parents should show their support to children who do not meet such high expectations.
Nowadays, people have to live with stress every day due to all that chaos happening around and the inability to cope with a number of social things and concerns observed every day. Being involved in numerous activities and the necessity to meet expectations and perform duties, people cherish a dream to have at least one day without stress. Stress seems to follow us everywhere and every minute, so that it is not always possible for people to find the time and think of the ways to beat stress and live quietly with no more negative vibes.
According to the American Psychological Association, about 63% of people experience stress because of the necessity to think of the “future of our nation,” 62% of people are bothered with money, and 61% of Americans are challenged by work issues (1). Scholle claims that “the over-activation of our stress hormones has been linked to high blood pressure, heart attacks, lower immunity, depression, anxiety, and more.” So obviously, stress is not the issue to be ignored nowadays.
People must understand that stress is dangerous for them, and it is not enough to avoid it. It is necessary to be ready to fight stress and all possible stressors. In this essay, I will talk about why people and students, in particular, experience stress, how to beat stress and improve the quality of life, and what the benefits of having a relaxing life with no stress are.
Millions of stressors are around us, including home, family relationships, society, finance, or unstable economic and political situations. When it comes to students, it is necessary to add such causes as exams, obligations to meet deadlines, and thoughts about their future. Numerous unexpected changes usually wait for people as soon as they graduate, and not all students are actually ready for new living standards.
In fact, stress may be caused by millions of things that are hard to predict and identify. Sometimes, students have to deal with unexpected deaths, divorces, or the necessity to make serious financial decisions. Uncertainty and the lack of confidence challenge people a lot due to the inability to predict the results and improve the outcomes. People can face all different types of situations that make them fall into a zone of nothing but stress. Therefore, instead of searching for some new methods to predict or avoid stress, it is better to think of the ways how to reduce the level of stress or to beat it for good.
Change is a good solution in many situations. Just thinking about ways to deal with stress on our daily basis is simply going to be helpful to kill out stress unknowingly. The idea of making time to beat stress, feel better about the things around, and let this out of our thoughts are the first steps to promote a difference. As soon as this stage is over, a person is able to notice how effective such therapy can be and how proud and relieved people may be.
Though some people admit that change is one of the causes of stress, it is necessary to remember that changing something is a solution to many stressful situations. People should not wait when everything can be cleared up. They have to do something or, at least, consider all their options for doing something. Change is something people should not be afraid of, but make use of any time they can.
In fact, there are many well-known ways and studies in terms of which stress reduction and management are possible. For example, healthy eating is proved to be a helpful step. In her research, Scholle addresses Dr. Mark Hyman, who said that “eating whole, real foods restores balance and reduces the effects of stress on your body.” Many people might not pay attention to the fact that healthy eating can help to deal with stress in different ways. However, as soon as several changes in eating habits occur, stress reduction can be noted as a pleasant outcome.
Another method with the help of which it is possible to reduce stress is dancing. People do it for fun and enjoy their time at parties or at home. Still, recent studies demonstrate that dancing can kill stress and make us feel fresh and better, and it is enough to dance about five minutes to forget about stress (Scholle). Even if a person does not feel like dancing, it is possible to try this method and turn on music. The solution can come in a short period of time, and certain improvements can be observed.
Also, sleeping enough and very well can reduce stress. The investigations of Alyssa Sparacino about the benefits of sleep underline the importance of rest for the appropriate mood and the promotion of a healthy lifestyle. She uses the investigations of a director of sleep medicine, Dr. Raymodne, who explains that “many things that we take for granted are affected by sleep… if you sleep better, you can certainly live better” (Sparacino). Therefore, as one of the important lessons in human intentions to deal with sleep is the attention to the work of our sleeping system. It is necessary to make sure that we get enough sleep every night and put in mind that sleeping in the daylight instead of the night does not count as a healthy sleeping.
Students, as well as other people who are exposed to stress, should remember the importance of relaxation as one of the main fighters against stress in a magnificent way. Looking up for millions of ideas on how to relax your body and soul every day, people should consider their personal preferences and interests. Few exercises can be enough to make relaxation possible, and one thing you can do is to get yourself time outside the world.
This time is the period when a person may contact nobody, just closing the eyes and the mind, thinking of nothing, and taking a deep breath in and out for five minutes only. Yoga is one of the possible methods of relaxation that is available to all people. Some yoga classes can be found online. People may also address experts and professional trainers to take yoga classes in specialized places. Relaxation is possible when people try to walk regularly. Healthy and calm walking every day only for 3o minutes can help people forget about stress and improve their quality of life.
One of the most unexpected ways for many people to deal with stress is crying. People might think that it is something ridiculous and has no relation to the reduction of stress. Otherwise, it has a big effect on stress reduction. Delena Chew uses the investigations of Dr. Sinatra, who said that “crying is one of the most cleansing experiences you can go through.” Regarding the scientific aspect, crying is a possibility to release neurochemicals with the help of which people can reach a calm state (Chew).
Simply speaking, crying will help to clean out your soul and your mind. Deep crying will open the chest and the diaphragm to produce more energy. So be free to let your tears out every time you felt like it. There is nothing wrong with crying and sobbing. It is a good and healthy practice for many people.
If people are interested in calm and regular activities, reading can be used as an option. Reading good books about something you want to achieve is a great job. There are many classic literature sources, as well as modern journals and magazines, to pay attention to. Sometimes, it is enough to grab a book about beating stress and learn something from it. Today, many movies based on books are available to people. This option can also be put on the list of methods to deal with stress.
There are plenty of ways to beat stress if a person makes a strong decision about the necessity to find a solution to this problem. “The wear and tear on the body from lots of stress changes the nervous system,” said Bruce McEwen, a neuroscientist at Rockefeller University in New York (“Studies Show Stress”). Obviously, even in early life, stress, like in the womb, can affect people badly. Therefore, pregnant women are always advised to relax and happy during their pregnancy and avoid stress by any possible means.
Many studies prove how a neonate can be shaped and influenced by the emotions experienced by a mother during pregnancy. Emotional problems, difficulties in learning and remembering, and hyperactivity disorders are the possible outcomes of stress in such situations (Glover 27). Stress can have different, unexpected roots. Many young people believe that they have enough power and opportunities to deal with stress and make correct decisions. Still, though self-confidence is a good quality in dealing with stress, credible guidelines and the suggestions of medical workers and other experts can contribute to the best solution.
Stress reduction is the goal millions of people establish every day despite their age, gender, race, geographical location, occupation, or social status. Stress is a global problem that does not have one simple solution. The idea of beating stress is a great achievement. However, not all people are ready to complete this task. Stressors may vary, and people should understand that help can be found anywhere. The only task is to recognize such a source of help and use it properly.
The benefits of life without stress are numerous. People can make free and properly weighted decisions. Productivity and creativity can be increased. Communication and cooperation between different groups of people may be improved. Finally, the percentage offered by the American Psychological Association about the reasons for stress and their outcomes can be reduced.
In general, stress management is a significant activity for people to be involved in. Stress may negatively influence human health, change the work of mental processes, promote wrong behaviors, and support harmful emotions. Stress occurs as soon as a person is not able to meet needs or find appropriate resources. It is a normal thing in human life. Therefore, instead of trying to live properly and avoid stress, people can learn how to deal with stressful situations and assist each other in meeting similar goals. Life without stress is hard to imagine. However, it is easy to manage stress and take the steps with the help of which human potential can be discovered and used in many different ways.
Glover, Vivette. “Maternal Depression, Anxiety, and Stress during Pregnancy and Child Outcome: What Needs to Be Done.” Best Practice & Research Clinical Obstetrics and Gynaecology, vol. 28, no. 1, 2014, pp. 25-35.
Stress can be defined as any cognitive, emotional, or physical pressure that when built, affects an individual directly or indirectly by influencing his work, work-related, or personal life. At work, stress affects an individual’s performance, either negatively or positively. Negative, when stress provokes depressive or pessimistic stress patterns, whereas positive when stress enables an individual to face and accept challenges. There are various stressors responsible for inducing stress patterns in work and relationships environments. Environmental stressors such as noise, heat, speech, aircraft noise, traffic noise, office noise, etc. The three main types of stress, present in any environment are physical, emotional, and cognitive (psychological). Any of these stresses incur as a result of work overload, repetitive tasks that underestimate individual’s capability, and job mismatch. Problems of work overload are directly or indirectly associated with psychological or physical pressure. For instance, individuals who find themselves in jobs that are ill-suited to their skills, abilities, and training or that do not meet their needs and expectations are likely to experience stress.
Stress impacts human performance, either individually or in teams and depicts a unique relationship between the person and the environment that is judged by the person for his own well-being. This clearly indicates that at work, not all stress is negative. It is stress in teamwork that induces the motivation factor to accept all the challenges that in the longer run evaluates and appraises the individual. At work there are two types of stressors that influence individuals. Ambient or indirect stressors, that is associated as major factors to be a part of the environment or background where the individual works. Direct stressors or performance-related stressors are directly linked to task performance. Performance-related stressors can be minimized by successful task performance. Stress is positive when it is perceived by an individual, for achieving his goals. However, there are certain variables of stress, which are proposed to have a direct impact on the team’s interaction and coordination. Such teamwork stressors that trigger motivation and promote a sense of coordination among teams include workload, team size, team management, and timeliness to accomplish a task.
Stress when relating to performance has remained a critical issue for there are controversies between positive and negative influences of stress. Many believe that individual or team performance is susceptible to the effects of stress as there is a requirement for teams to maintain acceptable performance. This is done by interacting effectively with fellow team members, which also pressurizes the stressed member to maintain his or her own performance. Another critical issue about work stress is its influence on family members, which is usually negative.
Work-family conflict gives rise to a high magnitude of stress transmission, which emotionally affects family members. It would be better to say that work-related stress when remaining unmanaged, induce stress among family members and relationships in a pessimistic manner. Here comes stress in emotion management that works among various relations including family and friends.
Stress in education has enabled us to think towards stress-management training, which has provided us with a useful function to help individuals to recognize the symptoms of stress and to overcome any negativity related to the stress. There are various awareness activities and skills-training programs designed to cope up with stress-related issues. Such techniques have proven useful in helping individuals deal with stressors and accept realities inherent in the work environment.