synthesizing the relationship between homeostasis and health

3
Teaching Techniques Synthesizing the Relationship James G. McGuire Between Homeostasis and Health Stress Students will be able to: 1 ) differentiate among stress, eustress, and distress; 2) define and provide a clarifying example of homeosta- 3) identify common physiological reactions to stress; 4) construct and analyze a schematic reflecting personal sis; and stress and its effect on homeostasis. Assessment will consist of the following. 1) Working in small groups, students will list and discuss stressors specific to their ages. 2) Groups will document and discuss typical reactions to stress. 3) Students will draw a personal homeostasis schematic and identify stress affecting their lives. 4) On a written examination, students will provide defin- itions and draw distinctions between terms, give examples of physiological reactions to stress, and explain the home- ostasishtress relationship. Everyone experiences stress. Some people manage stress effectively, while others have difficulty. High school students are no exception. Each day, they face challenges and threats capable of severely disrupting their lives. Issues related to drugs, sexuality, personal relationships, and peer pressure represent a few of the demands with the potential to create an extreme stress response. The inability to cope with major problems in life, as well as the hassles of daily living, elicit actions and thoughts that restrict personal growth.’,2 Therefore, to effectively cope with stress and James G. McCuire, PhD, CHES. Assistant Professor, Center for Community Health. PO Box 5/22, University of Sourhern Mississippi, Hattiesburg, MS 39406 ([email protected]). This article was submitted March 31, 2000, and revised and accepted for publication September 20, 2000. establish a healthy lifestyle, youth first must understand the basic processes involved in stress.? 1) Start the class by writing the word “STRESS” on the chalkboard. Allow students about three minutes to write their personal definitions of the word. Begin a discussion by asking volunteers to read their definitions to the class. Most responses will accentuate the negative aspect of stress. Continue the discussion by asking students if stress is necessary in their lives, and if there are different types of stress. Allow students to express their viewpoints. 2) Write the following definition of stress on the board: “the non-specific response of the body to any demand made upon it.”’ Tell students that Hans Selye, a leading authority in the study of stress, developed this definition. Explain, briefly for now, that the definition means that when people encounter anything that requires an adjustment in their lives, whether good or bad, it triggers a response in the body. With the definition on the board, tell students that to thoroughly understand it they must hear more about the types of stress, and the definition will be discussed again later. 3) Tell students that stress is necessary in our lives. Explain that Selye described how stress can be positive (eustress) or negative (distress). Write the word “eustress” on the chalkboard and define it as “the motivating force that challenges us to grow, adapt, and find creative solutions in our live^."^ Write the following examples of eustress on the board: anticipation of an upcoming sporting event, excite- ment of performing in a play, making the cheerleading squad, getting your drivers license, landing a part-time job, and planning for graduation. Emphasize that eustress includes anything viewed as desirable or pleasurable, yet at the same time forces one into changing (adapting) some way. Adapting, in this context, refers to one facing something new or challenging, working through it, and growing from the experience. Tell students that the body adapts to eustress by experiencing feelings of uncertainty or nervousness in the beginning (because of the unfamiliarity); however, as the individuals deal with the situation, often struggling and making mistakes, they learn in the process. Ask students again to consider the eustress examples of taking the driver licensing examination and planning for graduation. Both of these examples are desirable, yet they may elicit uncertainty and nervousness. In taking the licens- ing exam there likely will be nervousness about being in the car with the examination officer, using the signals prop- Journal of School Health * February 2001, Vol. 71, No. 2 * 77

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Page 1: Synthesizing the Relationship Between Homeostasis and Health

Teaching Techniques

Synthesizing the Relationship James G. McGuire

Between Homeostasis and Health

Stress

Students will be able to: 1 ) differentiate among stress, eustress, and distress; 2 ) define and provide a clarifying example of homeosta-

3) identify common physiological reactions to stress;

4) construct and analyze a schematic reflecting personal

sis;

and

stress and its effect on homeostasis.

Assessment will consist of the following. 1 ) Working i n small groups, students will list and

discuss stressors specific to their ages. 2 ) Groups will document and discuss typical reactions to

stress. 3) Students will draw a personal homeostasis schematic

and identify stress affecting their lives. 4) On a written examination, students will provide defin-

itions and draw distinctions between terms, give examples of physiological reactions to stress, and explain the home- ostasishtress relationship.

Everyone experiences stress. Some people manage stress effectively, while others have difficulty. High school students are no exception. Each day, they face challenges and threats capable of severely disrupting their lives. Issues related to drugs, sexuality, personal relationships, and peer pressure represent a few of the demands with the potential to create an extreme stress response. The inability to cope with major problems in life, as well as the hassles of daily living, elicit actions and thoughts that restrict personal growth.’,2 Therefore, to effectively cope with stress and

James G. McCuire, PhD, CHES. Assistant Professor, Center f o r Community Health. PO Box 5 / 2 2 , University of Sourhern Mississippi, Hattiesburg, MS 39406 ([email protected]). This article was submitted March 31, 2000, and revised and accepted for publication September 20, 2000.

establish a healthy lifestyle, youth first must understand the basic processes involved in stress.?

1 ) Start the class by writing the word “STRESS” on the chalkboard. Allow students about three minutes to write their personal definitions of the word. Begin a discussion by asking volunteers to read their definitions to the class. Most responses will accentuate the negative aspect of stress. Continue the discussion by asking students if stress is necessary in their lives, and if there are different types of stress. Allow students to express their viewpoints.

2 ) Write the following definition of stress on the board: “the non-specific response of the body to any demand made upon it.”’ Tell students that Hans Selye, a leading authority in the study of stress, developed this definition. Explain, briefly for now, that the definition means that when people encounter anything that requires an adjustment in their lives, whether good or bad, it triggers a response in the body. With the definition on the board, tell students that to thoroughly understand it they must hear more about the types of stress, and the definition will be discussed again later.

3) Tell students that stress is necessary in our lives. Explain that Selye described how stress can be positive (eustress) or negative (distress). Write the word “eustress” on the chalkboard and define it as “the motivating force that challenges us to grow, adapt, and find creative solutions in our live^."^ Write the following examples of eustress on the board: anticipation of an upcoming sporting event, excite- ment of performing in a play, making the cheerleading squad, getting your drivers license, landing a part-time job, and planning for graduation.

Emphasize that eustress includes anything viewed as desirable or pleasurable, yet at the same time forces one into changing (adapting) some way. Adapting, i n this context, refers to one facing something new or challenging, working through it, and growing from the experience. Tell students that the body adapts to eustress by experiencing feelings of uncertainty or nervousness in the beginning (because of the unfamiliarity); however, as the individuals deal with the situation, often struggling and making mistakes, they learn in the process.

Ask students again to consider the eustress examples of taking the driver licensing examination and planning for graduation. Both of these examples are desirable, yet they may elicit uncertainty and nervousness. In taking the licens- ing exam there likely will be nervousness about being in the car with the examination officer, using the signals prop-

Journal of School Health * February 2001, Vol. 71, No. 2 * 77

Page 2: Synthesizing the Relationship Between Homeostasis and Health

erly, and parallel parking. In regard to graduation, the indi- vidual will probably be uncertain and nervous about the ceremony, ending high school, and the next steps in life (job, college, marriage, etc.). However, when the events are complete, people feel a sense of accomplishment and confi- dence. In essence, personal growth occurs, which prepares one for meeting future endeavors. Eustress motivates people and keeps life exciting.

4) Write the word “distress” on the board and define it as the “undesirable or unpleasant force that causes worry, anxiety, and a feeling that one has little control.”’ Write examples of distress on the board including death, failing a test, losing a job, not making a team, difficulty with rela- tionships, divorce, peer pressure, loneliness, and physical pain. Distress is unwanted. It creates feelings of sadness, anger, frustration, and other negative emotional reactions. It depletes life energy.

Figure 1 Common Physiological Reactions to Stress

1. Heart Pounding 2. Shallow, rapid breathing 3. Increase in blood pressure 4. Fatigue 5. Tension headaches 6. Diarrhea 7. Indigestion 8. Nausea 9. Sweaty hands 10. Grinding teeth 11. Constipation 12. Menstrual irregularities 13. Backache 14. Skin blemisheslrash 15. Nervousness 16. Tight muscles 17. Increased need to urinate 18. Dry mouth 19. Dizziness 20. Body temperature drops

Figure 2 Stressor Assessor

Accelerated Functioning Line - 110 mph (cumulative effect of good and bad stress)

b Sprained ankle Planning for graduation Part-time job Peer pressure to smoke Received an award Upcoming sports event Failed an exam Arguing with parents

y b

Homeostasis Line - 60 mph (designed to run at this level)

* Each stressor, whether positive or negative, moves a person farther away from homeostasis and into an accelerated mode of functioning.

5 ) Tell students to form small groups (four or five per group). Instruct students to compile a list of eustressors common to their ages. Next, have students make a list of things that create distress in their lives. After allowing time to develop the lists, have the groups write how eustress and distress affect the body (ie, what physical signs are obvi- ous?). Have each group share their findings.

6 ) Point out that, whether stress is eustress or distress, the body reacts the same physiologically. The excitement of eustress or the worries of distress both stimulate the body to move into an accelerated mode. Hormones such as adrena- line, thyroxin, and aldosterone increase heart rate, respira- tion rate, blood pressure, muscle functioning, as well as adversely affecting the gastrointestinal tract, ability to concentrate, or being sociable. The primary difference between eustress and distress is that eustress typically provides the means to a desirable end and it is usually short-lived. When we focus on a eustress, we grow as a person by learning from the experience. Distress is not desirable, and it is typically unresolved for long periods, thus creating more time for the body to experience reac- tions. Use Figure 1 to discuss common physiological reac- tions to stress.

7) Refer to the definition of stress (“non-specific response of the body to any demand made upon it”). Ask students if they can now explain what this definition means. Encourage responses. Reiterate that regardless of the type of stress (the non-specific response), effects on the body are the same. Stress puts the body in an accelerated mode.

8) Draw a straight horizontal line about three feet long on the chalkboard. Tell students that this straight line repre- sents their homeostasis line. Write the word “homeostasis” on the board then tell students that it derives from the Greek words homios;. meaning similar, and stasis, meaning position. Define homeostasis more completely by telling students it is “the internal constancy or balance that the body tries to maintain.”’ This is the level at which they are designed to function with a minimum chance of developing problems.

9) Tell students that their homeostasis line can be affected by both good and bad stress. Remind the students again that the body responds the same physiologically to eustress or distress. Next, tell students that whenever they experience stress (eustress or distress), that stress forces them away from their homeostasis line. In essence, it is accelerating their functioning speed. Have the students imagine a new car - a Mercedes. Tell them the new Mercedes is designed to run at a certain speed, probably around 60 miles per hour on the interstate, with minimum chance of breakdown.

10) Ask students what would likely happen if the Mercedes did not run at a speed of 60 mph on the interstate, but ran constantly at a speed of 110 mph? Encourage responses. State that the Mercedes will, like a person, have a greater chance of a breakdown if it runs at a higher speed than designed. In a person, the accelerated rate due to stress causes the problems because the body, like an automobile, cannot deal with an unnatural load for long periods of time. If an excessive load occurs, a malfunction may occur.

11) Finally, have students draw a homeostasis line on the bottom of a sheet of paper. Tell them to place a mark above the line (in one-half inch increments) for each stressor

78 Journal of School Health 9 February 2001, Vol. 71, No. 2

Page 3: Synthesizing the Relationship Between Homeostasis and Health

(eustress or distress) that they currently are experiencing. Each stressor experienced pushes an individual farther away from homeostasis. Use Figure 2 as an example.

12) Discuss how stress creates a cumulative effect on the body. People usually have a combination of eustress and distress to move them into the accelerated mode. If this accelerated mode lasts for an extended period of time, the result may be harmful or even life threatening. Mention the strong association between prolonged stress and major health problems, including heart disease, cancer, hyperten- sion, migraine headache, depression, and asthma and aller- gies.’

13) End the discussion by having students share their homeostasis schematic. The next lesson should address stress management strategies.

Grades 9- 12, Health Education or related courses

Chalkboard, chalk, paper, pencil/pen.

1. Rice PL. Stress and Healrh. 3rd ed. Albany, NY: BrooksKole

2. Greenberg JS. Comprehensive Stress Managemenr. 6th ed. Boston.

3. Selye H. The Srress ofLife. revised ed. New York, NY: McGraw-

4. Hales D. A n Invirarion to Health. 8th ed. Pacific Grove, Calif

References

Publishers; 1999;220-246, 5 , 1 .

Mass: WCB McGraw- Hill; 1999;69-87.65, 38-46.

Hill Book Co; 1976;l.

BrooksKole Publishing Co; 1999;42.

Statement of Purpose

The Journal of School Health, an official publication of the American School Health Association, publishes material related to health promotion in school settings. Journal readership includes administrators, educators, nurses, physicians, dentists, dental hygienists, psychologists, counselors, social workers, nutritionists, dietitians, and other health professionals. These individuals work cooperatively with parents and the community to achieve the common goal of providing children and adolescents with the programs, services, and environment necessary to promote health and improve learning.

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Contributed manuscripts are considered for publication in the following categories: Articles, Research Papers,

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This is a closed listserv only available to ASHA members. There is no cost other than your cost of ASHA membership. For information, contact ASHA at 330/678-1601 or <[email protected]>.

Journal of School Health February 2001, Vol. 71, No. 2 79