Stresses of Being a Student

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Table of Contents

Introduction
Psychology and health
Sources of student stress
Positive and negative stress
Implications of stress
Coping with stress
Institutional interventions against student stress
Conclusion
Reference List

Introduction

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.

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