academic stress management strategies copy

Academic Stress Management

Strategies

By

Dr.Shazia Zamir

Daily Relaxation

• Deep breathing…………………• Sit in a comfortable position

with your feet on the floor and your hands in your lap or lie down. Close your eyes.

• Picture yourself in a peaceful place. Perhaps you're lying on the beach, walking in the mountains or floating in the clouds. Hold this scene in your mind.

• Inhale and exhale. Focus on breathing slowly and deeply.

• Continue to breathe slowly for few minutes .• Try to take at least five to 10 minutes every day for deep

breathing or another form of relaxation.

Contents

• Academic stress

• Stress management education and awareness

• Healthy , proactive stress managementtechniques.

• Role of teachers in reducing academic stress.

Objectives

• To provide stress management education and awareness

• To increase use of healthy , proactive stress management techniques.

• To minimize use of unhealthy stress management techniques.

• To highlight the role of teachers

in reducing academic stress.

Academic + Stress

Academic---relating to life or work in schools, colleges,

and universities.

Stress is the body’s reaction to physical, chemical,

emotional, or environmental factors. These can range

from extreme, life-threatening situations to the simple

and everyday challenges of life.

Academic stress is known as

a lot of pressure that comes

along with pursuing a degree

and one's education.

Types Of Stress

• Bad StressOverwhelming and interruptsthe healthy state of equilibrium

• Good StressCreativity, learningand your very survival…

Academic Pressure: Reasons & Causes

Factors of Academic Stress

Parental expectation

• Peer Pressure from neighbors and relatives

• Financial issues

• Job fear of children's

• Over-expectation

Faculty Or Institutions

• Result oriented expectations • Updating subjects • Studentsmindset • Over load of other works • Job security

Students’perception • Procrastination • Family issues • Friendsissue • Interest toward subject • Distractions • Fear ofexaminations

Factors of Academic Stress

Kinds of effects associated with the stressed state

1.Emotional effects

Anxiety, depression, psychological tension etc

2. Physiological effects

Shut-down of digestive system, Increased heart rate etc

3.Cognitive effects

Poor concentration, reduced

short term memory capacity etc

4. Behavioral effects

Increased absenteeism, disrupted sleep

patterns ,reduced academic performance etc

17

An Activity

Events do not cause stress. Stress is

caused by our beliefs about the events.

Do you agree?

In stressful times what can we do as a

teacher?• Teachers should keep in mind that the goal is not to eliminate

all stress but to help students develop a variety of skills to copewith the negative aspects of stress.

• To assist students, faculty can recommend a number ofstrategies:

• Set SMART goals

• Improving study habits/giving feedbacks

• learning positive self-talk

• Assess students who seem to be

experiencing psychological stress

• learning how to relax

• Add laughter to your classroom

• Teach students the art of reconceptualization

• Be realistic and not be over ambitious

Self-Management

Self-management – involves controlling or redirecting

one's disruptive emotions and impulses and adapting to

changing circumstances.

Role of Teacher & Time Management

• Set goals & Establish priorities

• Spot the Time Wasters

unclear objectives

Disorganizations

Interruptions

Inability to say no…etc

• Evaluate daily activities

21

NO!!!

22

YES!!!

Foods of Qur’an!

Dates Olives

Pomegranates Honey

Figs Milk

Bananas Grapes

Ginger Mustard seed

lentil Cucumber etc

Guidelines for developing a lifestyle

that reduces stress and worry

• Rest + ( guilt & worry ) = exhaustion

• Study + distraction = waste of time

• No rest = inability to study

• Study + too much effort = inability to study

• Rest – ( guilt & worry ) = reconstruction

• Study + right amount of effort = effective study

• Study + rest = effective study

How do you react to stress?

Do you tend to become angry, agitated, or keyed up?

meditation, deep breathing, or guided imagery etc

Do you tend to become depressed, withdrawn, or spaced out?

energize your nervous system by rhythmic exercise such as running, walking, rowing, or cycling etc

Do you tend to freeze-speeding up internally, while slowing down externally?

You need both safety and stimulation to help you “reboot” your system. Techniques such as mindfulness walking or power yoga (intense poses)might work well for you

Interpersonal relationship between

teacher and students• Individual differences

• Johari window

• Multiple intelligences

• Learning styles

• Emotional intelligence

• Personality

• Locus of control

• ----------------------

• ---------

Open Area

(Height , colour,

occupation etc)

Blind Area

(A person who gets angry easily but sees himself very calm)

Hidden/Private Area

(Past bad experience , secrets etc)

Unknown Area

If you have to go for skydiving, your

reaction?

JOHARI Window

An Interpersonal Communication ModelKNOWN TO ME UNKNOWN TO ME

KNOWN

TO

OTHERS

UNKNOWN

TO

OTHERS

OpenBlind

Hidden

Avoided

Private

Unknown

Unconscious

When you share about yourself or self-disclose:

KNOWN TO ME UNKNOWN TO ME

KNOWN

TO

OTHERS

UNKNOWN

TO

OTHERS

Open

The ultimate goal of JW is

to enlarge the open area, without disclosing information that is too Personal.

Blind

Hidden

Avoided

Private

Unknown

Unconscious

When you ask or receive feedback & self-disclose

KNOWN TO ME UNKNOWN TO ME

KNOWN

TO

OTHERS

UNKNOWN

TO

OTHERS

___________

___________

___________

___________

___________

___________

___________

___________

___________

___________

___________

___________

JOHARI Window: A Self-reflection Tool

KNOWN TO ME UNKNOWN TO ME

KNOWN

TO

OTHERS

UNKNOWN

TO

OTHERS

Multiple Intelligences

Note for teachers: Take learning styles test and armed with the results of the test, sit down with your student and discuss some new study tactics that take advantage of his or her strengths.

Goleman’s Model of Emotional Intelligence

What is your Locus of control?

Personality and stress• The relatively stable and distinctive patterns of behavior that characterizes an

individual and his or her reactions to the environment.

• The Myer Briggs Type and Stress

• Identifies an individual’s personality preferences.

• Is based on an individual’s four preferences (or inclinations) for

certain ways of thinking and behaving:

• Extrovert (external focus, energy from people)

Introvert (internal focus)

• Sensing (rely on senses, practical, deal with facts)

Intuitive (dreamers, deal with ideas)

• Thinking (logical, analytical, think through decisions)

Feeling (emotional, decisions based on values)

• Judging (organization and order, work ahead of schedule)

Perceiving (spontaneous, work best at the last minute)

Scoring the Briggs-Myers

See in class!

Quranic verses for seeking knowledge

ي اشرح لي صدر رب

ي ر لي أمر ويس

ن ل ساني واحلل عقدة م

“يفقهوا قولي

O my Sustainer! Open up my heart and make mytask easy for me, and loosen the knot from mytongue so that they might fully understand myspeech.” (Surah Taha (Chapter 20), verses 25-28)

Quranic verses for seeking knowledge

ب دني ر لماز ع• “O my Lord, increase me in knowledge!”Surah Taha (Chapter 20), verse:114 (excerpted)

• قني هب لي حكما وألح ين رب الح بالصين ر دق في الخ واجعل ل ي لسان ص

يم واجعلني ن ورثة جنة النع م• “My Lord, grant me wisdom, join me with the righteous;

give me a good name among later generations,; make meone of those given the Garden of Bliss.”

Surah Ash-Shu’ara (Chapter 26), verses:83-85.

Stress Management Exercise

• Body Scan