Finalprojectstress Unit9

KAPLAN UNIVERSITY
HW410 Stress: Critical Issues in

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KAPLAN UNI VERSI TY
Stress Management and Prevention
Program Resource Guide
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Ka*lan Uni$ersit(
HW410: Stress: Critical Issues in ana!e"ent an# Pre$enti%n
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Table of Contents
U N I T 1 T H N ! T U R " # S T R S S
In0%r"ati%n t% Re"e",er
Res%urces: E1ercises: E1ercises
T%%ls: 2%urnal Writin!: 2%urnal Writin!
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U N I T ( # ! S T " R # ! M I N I N
U N I T ) " N P ' ! N T U N % R S T R S S
T%%ls: 2%urnal Writin!
U N I T * U N % R S T R S S + , H ! T N " , -
Res%urces: E1ercises
U N I T . ! G ' S S , I S % " M " # M % I T ! T I " N
U N I T / S I G H T 0 S " U N % 0 ! N % $ " % & , " R 1
U N I T 2 T H , ' ' N S S M ! N % ! ' !
U N I T 3 ! P P ' & I N G S T R S S + C R I T I C ! ' M ! N ! G M N T ! N %
P R 4 N T I " N T " & " U R P R " # S S I " N ! ' ' I #
U N I T 1 5 ! P P ' & I N G S T R S S + C R I T I C ! ' M ! N ! G M N T ! N %
P R 4 N T I " N T " & " U R P R " # S S I " N ! ' ' I #
! % % I T I " N ! ' I N # " R M ! T I " N

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Unit 1+ T6e Nature of Stress
Information to Remember+
Key learning point from the unit about The Nature of Stress: Stress is defined as a perceived
threat (either real or imagined) to ones mental, physical, or spiritual well-being that negatively alters
homeostatic balance and triggers the bodys stress-response. There are three types of stress: eustress
(good stress), neustress (neutral stress), and distress (bad stress). There are two types of distress:
acute, which is stress that is very intense but only last for a short period of time, and chronic, which
is not as intense as acute but last for a prolonged period of time. hronic stress is the type most
associated with causing health problems.
Key learning point from the unit about The Nature of Stress: Stressors are referred to as any
situations, circumstances, or stimulus that is perceived to be a threat and causes the fight-or-flight
response to be triggered within the body (Sapols!y, "##$). Sources of stressors include
environmental, physiological, interpersonal, psychological, organi%ational, financial, life events, and
life styles. &hysical symptoms that are caused by the activation of the stress response include
increased blood pressure and heart rate, increased blood flow to the e'tremities, and increased serum
glucose for energy metabolism.
Key learning point from the unit about The Nature of Stress: General Adaption Syndrome
(GAS) consists of three distinct physiological phases that occur in reaction to chronic stress. The three
phases are the alarm phase, the resistance phase, and the e'haustion phase. (n the alarm phase, the
threat is perceived and the nervous system is triggered and all senses remain on alert until the danger
is over. (n the resistance phase, the body tries to return the body to homeostasis but, because the threat
is still perceived, complete homeostasis is not reached and the body remains on alert. (n the
e'haustion phase, one or more of the bodys organs show signs of dysfunction and, depending on
which organ is effected, can lead to death.
Unit
1
)
Resources+ 7ercises+
Exercise 1.6: The Wellness aradigm !e"isited: )ealth is much more than simply the absence of
disease. This e'ercise is important because it enables an individual to analy%e what their personal
perception or definition of health and wellness really is and it also helps the individual identify which
aspects of their lives they may want to address to create a better sense of balance or harmony within
their lives.
Exercise 1.#: $ollege Student%s &aily Stressors Sur"ey: *eing a college student can be e'tremely
stressful at times, especially when trying to balance the e'pected academic wor!load with other
aspects of their lives, such as employment and family obligations. This e'ercise is important because
it enables the individual a means to recogni%e or identify stressors that are common among college
students and ran! their own levels of these particular stressors. There is an additional area where the
individual can rate their own personal stressors also.
Tools+ 8ournal ,riting+
Exercise 1.1: 're (ou Stressed) +ealing with stress can cause significant wear and tear to the body,
both physically and emotionally and many lifestyle behaviors create additional stress. This is an
important tool to use with an individual to assist them in analy%ing their level of stress and lifestyle
habits so that they can identify any behaviors that may be causing them an increased amount of stress.
Exercise 1.*: ersonal Stress +n"entory: Top Ten Stressors: ,ach individual is uni-ue in their
perceptions of stressors and responses to those stressors. .ne of the most important steps in resolving
and reducing an individuals stress level is to first identify what their specific stressors are. This
e'ercise is an important tool to utili%e when assessing what stressors an individual is e'periencing or
dealing with because it also provides a means to connect the stressors with specific aspects of their
life.
!eference:
Seaward, *. ("##/). The art of peace and relaxation workbook (0th ,d.). 1ones 2 *artlett 3earning.
4etrieved from http:55online.vitalsource.com5boo!s560/7"/$#$/$08
Seaward, *. ("##/). Managing stress 8, 9italboo!s (8th ed.). 1ones 2 *artlett 3earning. 4etrieved from
http:55online.vitalsource.com5boo!s560/7$$688:7:65id5fm#;
Sapols!y, 4. ("##$). Why zebras dont get ulcers (;rd ,d.). <ew =or!, <=: St. >artins ?riffin.
*
Unit 2+ T6e $od9 as $attlefield
Key learning point from the unit about The ,ody as ,attlefield: Stress and disease have a very
intimate connection and relationship. ,motional stress can suppress the human immune system by
triggering physiological responses, such as suppressing the formation of new lymphocytes and their
release into the circulation, inhibiting the manufacturing of new antibodies in response to an
infectious agent, and disrupting the normal communication that occurs among lymphocytes
(Sapols!y, "##$). @nother e'ample of how stress negatively affects the immune system is that the
stress hormone cortisol attac!s and destroys the white blood cells. hronic stress is one of the leading
causes of many chronic diseases, such as cancer, coronary heart disease, type (( diabetes, rheumatoid
arthritis, and chronic fatigue syndrome (Sapols!y, "##$).
Key learning point from the unit about The ,ody as ,attlefield: There are three systems within
the human body that are directly involved in the physiology of stress: the nervous system, the
endocrine system, and the immune system and they can all be triggered by perceived threats. The
effects of the stress response, within the body, can lasts from very short periods of time to e'tended
periods. +uring the bodys immediate response to the perceived stressor, the sympathetic nervous
system releases epinephrine and norepinephrine in preparation for flight or fightA this process occurs
within seconds. The intermediate period can last anywhere from a few minutes to several hours and,
during this time period, the epinephrine and norepinephrine are secreted from the adrenal medulla.
The prolonged effects of the stress response can lasts for a few days to e'tended periods of time.
Key learning point from the unit about The ,ody as ,attlefield: Stress also affects memory.
3ong term chronic stress decreases memory due to the )ippocampus being damaged by the high
levels of cortisol accelerating the aging process and causing Bbrain shrin!ageC (Sapols!y, "##$). The
hippocampus and amygdala wor! together in the formation of conscious emotional memoriesA the
hippocampus is also highly sensitive to the stress hormone cortisol, which aids in this memory
formation function during periods of stress. +ue to this sensitivity, the repeated e'posure to the
cortisol causes the aging processes of the brain to be accelerated and may also shrin! brain cells.

Unit
2
.
Exercise -.-: +mmediate. +ntermediate. and rolonged Stress Effects: Dnderstanding how the
effects of continued stress can harm the body enables an individual to identify and address any
symptoms , such as muscle tension, shallow breathing, and intestinal problems, he or she is
e'periencing during stressful episodes. This e'ercise is important because it brea!s some of the most
common stress-related symptoms into groups based on the amount of time e'perienced since the
stress response began. This e'ercise enables an individual the opportunity to determine if he or she is
e'periencing any of the symptoms related to stress and how long those actual symptoms or effects
last.
Exercise -.1: Stress hysiology !e"ie/: having !nowledge of how our bodies react to stress
enables an individual to better understand how to use rela'ation techni-ues to reduce his or her stress-
related symptoms and promote a deeper sense of rela'ation and healing during and after e'periencing
stressors. This e'ercise provides the individual an opportunity to become more familiar with the
specific body organs and systems directly associated with the stress response and also the specific
hormones that are released by these organs during and after the activation of the fight-or-flight
response.
Exercise 0.1: hysical Symptoms 1uestionnaire: hronic stress causes adverse health effects
overtime and because of this, an individual might not be aware of the effects stress is having within
their own body. This Eournaling e'ercise is an important tool to utili%e because it helps to increase
awareness of the bodys symptoms and enables the individual to ma!e connections between the body
symptoms and the thoughts and feelings that he or she is e'periencing.
Exercise 0.0: 2y 3ealth rofile: This e'ercise helps an individual become more aware of how he
or she is physically affected by stress. This Eournaling e'ercise is important because the individual
gets a chance to see a snapshot of their overall health status in a -uic! and simple way so that any
stress-related disease symptoms, such as high blood pressure, can be identified and addressed
promptly.
!eference:
Seaward, *. ("##/). The art of peace and rela'ation wor!boo! (0th ,d.). 1ones 2 *artlett 3earning.
Seaward, *. ("##/). >anaging stress 8, 9italboo!s (8th ed.). 1ones 2 *artlett 3earning. 4etrieved from
Sapols!y, 4. ("##$). Fhy %ebras dont get ulcers (;rd ,d.). <ew =or!, <=: St. >artins ?riffin.
/
Unit (+ #east or #amine
Key learning point from the unit about 4east or 4amine: The mind is a very comple'
phenomenonA responsible for the interactions between thoughts, emotions, behaviors, and personality
traits. The mind has two different parts: the conscious and unconscious. The conscious mind is
responsible for linear, logical, rational, analytical, Eudgmental, verbal, and space-time consciousness
thin!ing processes, while the unconscious mind is responsible for nonlinear, nonlogical, nonrational,
symbolic, global acceptance, nonverbal, intuitive, holistic, and non-space-time consciousness
thin!ing processes (Seaward, "##/). The term psychic e-uilibrium describes the balance of thought
between the conscious and unconscious minds.
Key learning point from the unit about 4east or 4amine: The human ego, as described by
Sigmund Greud, is the part of the psyche that defends against all enemies, whether perceived or
actual, by triggering the stress response (Seaward, "##/). Greud coined the term Bdefense
mechanismC to e'plain the wor! of the ego during times of stress. @ defense mechanism is the
unconscious thin!ing patterns of the human ego to either decrease pain or to increase pleasure. There
are two characteristics that defense mechanisms share: they deny or distort reality and they operate
unconsciously (Seaward, "##/). +efense mechanisms that are common in stress-produced an'iety
include denial, repression, proEection, rationali%ation, displacement, and humor.
Key learning point from the unit about 4east or 4amine: There are five emotions and mental
processes associated with death: grief, guilt, shame, fear, and anger. There are also five stages to the
grieving process: denial, anger, bargaining, withdrawal, and acceptance (Seaward, "##/). +enial is
the refusal to accept the situation or the reEection of the truth. @nger can involve the feeling of rage
towards the situation or a higher power. *argaining is a very brief but important period in which an
agreement is made between the conscious and unconscious minds and the soul that involves an
e'change of offerings. The withdrawal stage is also referred to as depressionA in this stage the
individual feels as though he or she has little hope for a resolution. @cceptance is the final stage and
involves the approval of e'isting conditions and the ac!nowledgement of the particular situation.
Unit
(
2
Exercise *.1: 'nger !ecognition $hec5list: This e'ercise is important because it is a -uic! way
for the individual to identify the ways in which their anger tends to surface when he or she is
e'periencing the feeling of anger. @n average number of anger episodes e'perienced daily is also
calculated so the individual can correlate the specific reactions and behavior with the angerA
increasing their awareness of any potential unhealthy behaviors or responses associated with their
anger.
Exercise 6.1: The sychology of (our Stress: +efense mechanisms are used to defend our ego
during times of stress and many people are not even aware that they are using one when they
e'perience a perceived or actual threat to their ego. This e'ercise will help the individual to identify
any defense mechanisms he or she may be using during stressful episodes. (t also address the
process of grieving, in regards to unmet e'pectations, providing the individual with an opportunity
to identify or discover any lingering negative emotions associated with any past unmet e'pectations
he or she may have so they can be potentially wor!ed through. (dentifying these unmet
e'pectations is the first step in the healing process and by doing this e'ercise, the individual
becomes more aware of their personal perceptions, attitudes, and behaviors during stressful events
or episodes.
Exercise *.6: 'nger: The 4ight !esponse: @nger is a survival emotion and can be used to
communicate an individuals feelings during times of stress. This Eournal e'ercise allows the
individual an opportunity to e'plore how he or she employs anger to communicate and defend their
personal boundaries. This is important because this e'ercise also shows the individual when their
anger may be mismanaged and5or misdirected so he or she can evaluate and determine if any
problems need to be addressed.
Exercise *.7: Emotional Well8,eing: ,motional well-being involves having the ability to feel,
e'press, and control the entire range of human emotions without being controlled by them. This
Eournaling e'ercise helps the individual to e'plore a wide variety of emotions while determining
which emotions are their personal favorites and which are their least favoritesA why these emotions
are their favorite or not is also e'amined.
!eference:
3
Unit )+ "ne Planet Under Stress
Key learning point from the unit about 9ne lanet :nder Stress: )ow we deal with stress is due
in large part to our personalities. Some personalities are stress-prone and do not cope with stress well
while other personalities are stress-resistant and tend to cope with stress well. The three stress-prone
personalities are the type @ personality, the codependent personality, and the helpless-hopeless
personality (Seaward, "##/). The three stress-resistant personalities are the hardy personality, the
survivor personality, and the type 4 personality (Seaward, "##/). The type @ personality is the one
most associated with unresolved anger issues (Sapols!y, "##$).
Key learning point from the unit about 9ne lanet :nder Stress: The )ardy &ersonality has a
combination of characteristics (control, commitment, and challenge) that seem to buffer against stress
(Seaward, "##/). Traits of a Survivor &ersonality include acceptance of the situation, optimism, and
creative problem-solving (Seaward, "##/). This personality type has the ability to combine the left-
brain s!ills (Eudgment and organi%ation) with those of the right-brain (intuition, acceptance, and faith)
to enhance their problem-solving abilities. The type 4 &ersonality, also !nown as the sensation
see!er, traits include spontaneity, confidence, self-efficacy, creativity, optimism, and courage
(Seaward, "##/).
Key learning point from the unit about 9ne lanet :nder Stress: )uman spirituality is
composed of three !ey aspects: values, relationships, and purpose in life (Seaward, "##/). (n times of
stress, people often search for answers to their most difficult problems and this can often times lead
them into an even deeper search for lifes meaning. BSpiritual hungerC is a term used to define an
individuals search for that which cannot be found in his or her traditional religion (Seaward, "##/).
Dnresolved anger and fear can be a significant roadbloc! to spiritual well-beingA however, a strong
human spirit can dismantle these roadbloc!s and help promote a greater sense of inner peace.
Exercise 6.-; Stress8rone ersonality Sur"ey: (dentifying which type of stress personality an
individual has is important because each type handles stress in their own uni-ue way using very
different methods. This e'ercise provides the individual a means to compare his or her own
personality traits with those of a codependent stress-prone personality to see if theirs are similar.
Unit
)
15
Exercise 6.0: Stress8!esistant ersonality Sur"ey: (dentifying which type of stress personality an
individual has is important because each type handles stress in their own uni-ue way using very
different methods. This e'ercise provides the individual with a means to compare his or her own
personality traits with those associated with the stress-resistant personalities (hardy, survivor, and
ris!-ta!ing personalities) to see if theirs are similar.
Exercise 6.1: :nder the <un: Stress and ersonality: This Eournal e'ercise helps the individual
to e'plore a specific stressor in their life so they can identify the characteristics they employ when
dealing with it , based on the concepts associated with the hardy personality. This is an important
e'ercise because it enables the individual to become more aware of the positive ways in which they
deal with and handle stressors.
Exercise =.0: The Three illars of 3uman Spirituality: This Eournaling e'ercise helps the
individual reflect on each aspect of his or her spirituality to evaluate the current status in regards to
his or her spiritual well-being and to also determine whether any areas can use improvement. The
individual will evaluate his or her relationships, both internal and e'ternal, personal value system,
including core and supporting values, and meaningful purpose in life. This e'ercise enables the
individual to see if he or she is currently employing behaviors and actions that support his or her
personal life mission.
!eference:
11
Unit *+ Under Stress+ ,6at No:-
Key learning point from the unit about :nder Stress: What No/) Fhen an individual
e'periences stress, the coping response can elicit one of three responses: to regain emotional status
-uo, to resume normal activities that were interrupted by the stressor, or to ma!e the individual feel
psychologically overwhelmed (Seaward, "##/). ,ffective coping strategies involve four basic
components: they help to increase awareness of the situation, they augment the information
processing of stress, they help to modify any related stress-prone behaviors, and they wor! toward a
peaceful resolution of the stressor (Seaward, "##/).
Key learning point from the unit about :nder Stress: What No/) ognitive distortion is a term
used to describe when an individuals perception of a stressor becomes distorted and magnified
entirely out of proportion to its actual seriousnessA also referred to as Bma!ing a mountain out of a
mole hillC (Seaward, "##/). (ndividuals who have developed a learned helplessness view of lifes
stressors are not able to identify what they have control of regarding stressors and therefore, they tend
to perceive these stressors as an ending to their whole world and because they feel that they have no
control over anything, they do not even attempt to find or use any coping or problem-solving s!ills
(Seaward, "##/). Geeling vulnerable to life stressors on a continual basis can put an individual at a
higher ris! of developing a learned helplessness, especially if they do not feel that they have any
control over the circumstances or possible solutions (Sapols!y, "##$).
Key learning point from the unit about :nder Stress: What No/) 9alues are the aspects that give
meaning to our lives (Seaward, "##/). They are abstract, intangible concepts of importance and
meaning that are symboli%ed by our material possessions. Some e'amples of values include time,
honesty, and health. @ttitudes are our beliefs about our values, which are often e'pressed as opinions.
.ur behaviors are the physical manifestations of our attitudes and they are based on a specific value
that we have (Seaward, "##/).
Exercise 1*.1: The Time $runch 1uestionnaire: This e'ercise helps the individual identify if he
or she has any personality traits associated with the codependent personality type regarding their
time management behaviors and habits. @ scoring is included to further help the individual
Unit
*
12
determine whether he or she needs to reevaluate their time management s!ills to reduce potential
stressful episodes and events.
Exercise -.-: The 'ge of +nci"ility: .ur perceptions of a stressor can become distorted and effect
the way an individual interacts with others. Hnowing how we normally act and behave around
others can provide us with valuable clues when evaluating our relationships. This Eournaling
e'ercise is important because it addresses several behaviors and actions that ta!e place during
interactions with others. The individual will gain awareness of how he or she may be perceived by
others around them and may possibly e'plain why a particular response occurred during an
interaction.
Exercise =.1: !eframing: Seeing a ,igger. $learer erspecti"e: Stressful situations can narrow
our focus and distort our perspective regarding the bigger pictureA one !ey to altering a threatening
perspective to a nonthreatening one is a s!ill called reframing. This Eournaling e'ercise enables the
individual to identify three stressors and e'plore ways to change his or her perceptions of these
stressors through utili%ing reframing techni-ues.
Exercise 7.1: >alue 'ssessment and $larification: .ur values are very important to usA they are
our conscious minds structure, our societys structure, and they are represented in our personal
belongings, attitudes, and behaviors. This Eournaling e'ercise provides an opportunity for the
individual to determine what his or her values are and further e'plore where those values came
from.
!eference:
1(
Unit .+ !geless ,isdom of
Meditation
Key learning point from the unit about 'geless Wisdom of 2editation: >editation is essential
for stress relief because it allows an individual to reach an even deeper sense of the mind-body
connection and also enables a reali%ation of their inner strength and peace (Seaward, "##/).
>editation is a mind-cleansing process that focuses on an increased awareness of ones being through
concentration techni-uesA also commonly !nown as centering (Sapols!y, "##$). There are two
distinct forms of meditation commonly used to increase an individuals processes of concentration
and awarenessA e'clusive meditation and inclusive meditation. ,'clusive mediation is the form where
the individuals concentration is focused on one obEect to the e'clusion of all other thoughts in order
to increase his or her self-awareness and to promote rela'ation (Seaward, "##/). (nclusive meditation
is the form where the individuals thoughts are all invited into awareness without his or her emotional
evaluation, Eudgment, or analysis (Seaward, "##/).
Key learning point from the unit about 'geless Wisdom of 2editation: 3eft-brain thin!ing s!ills
are associated with Eudgment, analysis, mathematical and verbal acuity, linear thought progression,
and time consciousness. 4ight-brain thin!ing s!ills are associated with global and holistic thin!ing,
imagination, humor, emotionality, spatial orientation, receptivity, and intuition. Festern culture tends
to focus towards grooming of the left-brain thin!ing and rewards those who practice it (Seaward,
"##/).
Key learning point from the unit about 'geless Wisdom of 2editation: *reathing is an automatic
action that every human being does on a continual basisA however, most @mericans breathe in a way
that emphasi%es the upper chest and thoracic cavity movement and deemphasi%e the abdominal
movementA causing the sympathetic drive to increase (Seaward, "##/). +iaphragmatic breathing is a
rela'ation techni-ue where the individual concentrates on breathing from the lower stomach or
diaphragm instead of the thoracic areaA decreasing the sympathetic drive and restoring homeostasis
(Seaward, "##/). +iaphragmatic breathing is used effectively in the treatment of chronic conditions,
such as insomnia, and when dealing with chronic pain. (t is also incorporated into nearly every
rela'ation techni-ue because it can be done anytime and anywhere the individual e'periences stress.
Unit
.
1)
Exercise 1#.1: &olphin ,reath 2editation: This e'ercise guides the individual through a
meditative breathing e'ercise so that he or she can e'perience the rela'ing effects this techni-ue
provides the body. @fterwards, there is a space provided to encourage the individual to e'press his
or her personal thoughts and feelings regarding the e'perience.
Exercise -?.-: Three Short <uided >isuali@ations: these three short visuali%ations encourage the
individual to e'plore his or her creative imaginations as they focus on their breathing and the
scenarios described within the e'ercise. The individual is instructed on how to progress through
each scenario via descriptive statements meant to inspire a rela'ing and calm feeling. These
visuali%ation e'ercises teach the individual how to mentally detach from a stressful event or
circumstance and promote an inner peace.
Exercise 1=.1: Too 2uch +nformation: *eing able to determine what is true information and what
is not is a useful s!ill to have in reducing ones amount of stress, especially living in the current
information age. .ne important factor in obtaining so much information on a daily basis is that
being e'posed to too much information on a continual basis can lead to sensory overload. This
Eournaling e'ercise helps the individual identify ways to decrease the amount of information he or
she is bombarded with and encourages them to e'plore how much personal information they share
with othersA enabling the individual to identify whether he or she may need to establish a better
filter for themselves.
Exercise 1=.0: ,ridging the 3emispheres of Thought: left-brain and right-brain thin!ing is
e'pressed in very different manners. This Eournaling e'ercise helps to identify which thin!ing style
is his or her dominant style and to also e'plore why that may be so. The individual is encouraged to
identify what his or her dominant and nondominant thin!ing s!ills are and how they may be able to
create more of a balance between them.
!eference:
1*
Unit /+ Sig6t0 Sound and $od9 ,or;
Key learning point from the unit about Sight. Sound and ,ody Wor5: There are : important
aspects to nutrition: nutrients, digestion, absorption, metabolism, and eliminationA there are 8 basic
nutrients that humans re-uire for optimal health: carbohydrates, fats, proteins, vitamins, minerals, and
waterA water is the most important of these (Seaward, "##/). The gastrointestinal tract is very
sensitive to stressA the slowing down of digestion and absorption occur during stress due to the blood
being redirected to the muscles during the fight or flight response. Fhen the gastrointestinal tract is
e'posed to prolonged stress, it can cause symptoms such as cramping, bloating, diarrhea, ulcers, and
hemorrhoids.
Key learning point from the unit about Sight. Sound and ,ody Wor5: There is a strong
connection between our emotions, stress and eating (Seaward, "##/). Fith +omino 7, the stress
depletes essential nutrients in the body. +omino " involves the current lifestyles that do not promote
or reinforce good eating habits and leads to the nutrients remaining depleted. Fith +omino ;, several
food substances that increase the sympathetic drive, such as caffeine, high fat foods, and highly salted
foods, are regularly consumed, causing the stress response to remain activated. Ginally, +omino $
involves the consumption of food substances that are processedA adding to the cumulative effect of
harmful to'ins for the body. @s each of these dominos fall, the chances of developing health-related
problems increase for the individual.
Key learning point from the unit about Sight. Sound and ,ody Wor5: Spiritual nutrition is a
term used to suggest that the color of specific fruits and vegetables influences the energy flow to the
respective energy centers of the body (Seaward, "##/). ,astern culture believes that there are seven
energy centers, called cha!ras, of the body that are associated with color (Seaward, "##/). These
energy centers include the base of the spine, the navel, the spleen, the heart, the throat, the forehead,
and the crown. Gruits and vegetables contain bioflavonoids which are nonnutrients that provide their
color and contain antio'idants that aid in fighting cancer and other illnesses. The specific color
associated with each cha!ra is as follows: red for the base of the spine, orange for the naval, yellow
for the spleen, green for the heart, a-ua-blue for the throat, indigo blue for the forehead, and violet for
the crown (Seaward, "##/).
Unit
/
1.
Exercise -#.1: Stress8!elated Eating ,eha"iors: This e'ercise helps the individual to identify if
he or she has any eating behaviors that promote stress and that may be compromising his or her
immune system. This is an important e'ercise because it enables the individual to see what
unhealthy dietary habits need to be changed in order to reduce the unhealthy stress put upon his or
her body because of these behaviors.
Exercise -#.-: Nutritional Eating 3abits: ,ating habits associated with a stressful lifestyle can
lead to a significant depletion of vital and essential nutrients. This e'ercise enables the individual to
identify any potentially harmful eating habits he or she employ on a regular basisA ma!ing it easier
for the individual to see where changes need to be made to improve his or her dietary habits and
decrease the chances of the domino effect happening to them.
Exercise -#.0: The !ainbo/ &iet: This Eournaling e'ercise encourages the individual to e'plore
the wide variety of fruits and vegetables associated with the specific body regions or cha!ras. *eing
aware of which color is associated with which cha!ra enables the individual to choose which fruit
or vegetable is appropriate to consume when e'periencing symptoms in a specific body region or
area. The individual also gains an increased awareness of the fruits and vegetables he or she may be
unfamiliar withA increasing the chances that he or she may give them a try.
Exercise -=.1?: 4ran5en foods: The 2onster $alled <29s: This Eournaling e'ercise helps the
individual determine what his or her relationship with food involves by e'ploring the types and
forms of the foods he or she normally purchases, prepares, and consumes. The individual will also
evaluate and compare any allergic reactions he or she has e'perienced from the consumption of
modified and organic foods to help create an increased awareness of this connection between the
bodys reactions and the foods consumed.
!eference:
1/
Unit 2+ T6e ,ellness Mandala
Key learning point from the unit about The Wellness 2andala: &hysical e'ercise is stress to the
body and perpetuates the stress response while a person is actively in motion (Seaward, "##/).
&hysical e'ercise (caloric e'penditure) is essential for physiological homeostasisA there must be a
balance between the bodys physical arousal or activity and homeostasis or rest to maintain proper
functioning of the maEor physiological systems.
Key learning point from the unit about The Wellness 2andala: There are si' components of
physical fitness: cardiovascular endurance, muscular strength and endurance, fle'ibility, agility,
power, and balance. The three most important components are cardiovascular endurance, muscular
strength and endurance, and fle'ibility seaward, "##/). @gility, power and balance supplement the
first three components. (n order to gain the benefits of physical e'ercise, four important criteria must
be met: intensity, duration, fre-uency of training, and mode of e'erciseA without meeting these four
criteria together, the benefits of e'ercise cannot be fully obtained (Seaward, "##/).
Key learning point from the unit about The Wellness 2andala: Some of the positive effects of
physical e'ercise include lowering of resting heart rate, decreased resting blood pressure, decreased
muscle tension, increased energy throughout the day, improved sleep, and improved self-esteem
(Seaward, "##/). Steps to assist a person in initiating a fitness program include starting cautiously and
progressing moderately, pic!ing physical activities that are enEoyable for them, utili%ing the proper
clothing and shoes for engaging in the activities, selecting specific days and times to engage in
physical activities, and setting realistic goals for themselves.
Exercise -=.0: (our $ircadian !hythms: This e'ercise provides the individual with a useful
template for !eeping trac! of and recording his or her normal circadian rhythms, including the time
periods and days so that the individual can determine if there are any inconsistencies noticeable. )e
or she can also easily see if any of their lifestyle behaviors or habits is negatively affecting their
circadian rhythms.
Unit
2
12
Exercise -=.6: 2y ,ody%s !hythms: ,ach of our bodies has its own natural rhythms that can be
disrupted by changes, such as reducing the amount of time spent outdoors and in the sun and when
the environmental temperatures change with the different seasons. This disruption can cause negative
health-related problems and symptoms to arise. *eing aware of your bodys natural rhythms is
beneficial because it enables an individual a chance to maintain a better balance within their personal
lifestyle routines. This e'ercise enables the individual to e'plore and discover what his or her normal
bodys rhythms areA increasing his or her ability to better maintain their bodys balance and stay on
trac!.
Exercise -=.1: hysical Exercise: )uman beings were designed to desire a balance between
e'ercise and rela'ation and stress and homeostasis. This Eournaling e'ercise provides the individual
with a means to e'amine what his or her normal e'ercise habits include and what their favorite
physical activities are. )e or she will also e'plore what their personal motivations are in regards to
engaging in regular e'ercise. This e'ercise is important because it enables the individual to identify
any barriers that may be hindering him or her from engaging in regular e'ercise.
Exercise -=.-: 2y ,ody. 2y hysiAue: >any of us are critical of how we loo! regarding our
bodies. This Eournaling e'ercise encourages the individual to evaluate their perceptions of their
body and their feelings associated with them. Through this e'ercise, the individual can enhance
their awareness of their physical and determine if there are any problems, issues, or concerns that he
or she feels needs to be addressed regarding their weight or body image.
!eference:
13
Unit 3+ !<<l9ing Stress+ Critical
Management to 9our Professional
'ife
Key learning point from the unit about 'pplying Stress: $ritical 2anagement to (our
rofessional Bife: (nformation see!ing is a common coping techni-ue used to increase awareness
about a situation that is perceived as a threat due to lac! of information (Seaward, "##/). (nformation
see!ing involves collecting and processing facts about the stressful event or situation and using this
information to help solve the problem and regain emotional control and stabilityA it has been found to
be an essential and valuable s!ill for those people in the recovery process, diagnosed with a terminal
illness or disease, and with other unpredictable stressors (Seaward, "##/). &ieces of information can
be compared to the pieces of a pu%%leA once they are able to be put together, a clearer, more whole
picture will be able to be seen. This process can enable the individual to significantly reduce their fear
and an'iety associated with the event or situation (Sapols!y, "##$). The three most commonly used
references are other people, boo!s, and the internet (Seaward, "##/).
rofessional Bife: Gorgiveness is described as an internal healing process that occurs via the
individual restoring self-esteem through devictimi%ation using a process that rids his or her mind of
to'ic thoughts and emotions associated with past stressful situations or events (Seaward, "##/). (t is
li!e a cleansing of the soul. Fhen someone holds grudges, he or she may feel that is a form of control
over the situation or event when, in fact it is only an illusion of control and may lead to even more
vulnerability to stress and continues the self-victimi%ation cycle (Sapols!y, "##$). The ability to
forgive brea!s this vicious and harmful cycle.
rofessional Bife: )obbies are effective coping techni-ues that allow an individual to escape and
ta!e their mind off of their stressors (Seaward, "##/). )obbies can inspire our creativity and
imaginations while enabling us to focus our attention on specific details involved within our hobby or
Unit
3
25
proEect allowing us to divert attention for a designated period of time and return to the stressors later
when we are better able to deal with them.
Exercise -.0: The En"ironmental &isconnect: Gocusing on our environment instead of the
constant bombardment of information can provide an individual a means to disconnect and reduce
his or her stress levels. This -uic! and easy e'ercise provides the individual with a handy gauge to
determine how tuned into their environment he or she really is and a self-made list of personal ways
he or she can reconnect, maintain connection, or increase connection with the environment.
Exercise 1#.-: 3obbies and 9utside +nterests: )obbies provide an individual a means to ta!e a
therapeutic escape from his or her daily life stressors. These healthy diversions offer a temporary
escape from the sensory overload that can prolong and perpetuate the stress response. *eing able to
engage in these pleasurable activities can increase his or her self-esteemA which can then transfer to
other areas of their lives. This e'ercise helps the individual to e'plore what his or her current
interests are and identify other interests he or she would li!e to try out and engage in in the future.
Exercise 1#.*: S/eet 4orgi"eness: The act of forgiving is a learned s!ill ac-uired and mastered
only through practice. This Eournaling e'ercise provides a guideline to follow to wor! through the
process of forgiveness A allowing the individual to let go of the to'ic thoughts and emotions he or
she has harboring within themselves from unresolved anger. (t is e'tremely important to have this
ability when wor!ing toward reducing ones stress and increasing -uality of life.
Exercise =.1-: 2uscles of the Soul: @n individuals inner resources are the muscles of their soul
and they help the individual to feel less victimi%ed during stressful episodes. This Eournaling
e'ercise provides a creative and enEoyable way for the individual to identify his or her inner
strengths and the attributes that he or she wants to develop more. This activity can then be colored
and displayed where the individual can see it every day as a positive reminder to e'ercise those
muscles of the soul regularly so they remain strong. This e'ercise also wor!s well for affirmations.
!eference:
21
Unit 15+ !<<l9ing Stress+ Critical
Management to 9our Personal 'ife
Key learning point from the unit about 'pplying Stress: $ritical 2anagement to (our ersonal
Bife:
ersonal Bife:
Key learning point from the unit about 'pplying Stress: $ritical 2anagement to (our ersonal
Bife:
Exercise
Exercise
Exercise
Exercise
!eference:
Unit
15
22
!dditional Information
,oo5s:
rimary source:
The :nder"alued Self: by ,laine <. @ron, &h+.
opyright "#7# &ublisher: )achette *oo! ?roup, (nc. (3ittle, *rown and ompany) <ew =or!, <ew
=or!.
This boo! offers the reader insightful and factual information and e'planations regarding the process
of finding ones true self-worth by transforming his or her negative inner voice to a more positive oneA
enabling the individual to resolve inner conflicts and restore inner balance and peace by increasing his
or her self-esteem.
Several Eournaling e'ercises are provided to encourage he reader to e'amine the concepts included
and how they are related to his or her personal life more deeply. Strategies to assist in ma!ing changes
in behaviors and thin!ing in order to reduce or avoid negative reactions to stressors and increase and
maintain a healthy self-esteem are also includedA providing the reader a means to actively progress in
his or her -uest to improve their -uality of life.
Secondary source:
The Sho/ +t Bo"e Wor5out: $elebrate the ,ody (ou 3a"e. <et the ,ody (ou Want:
by Hacy +u!e (with Selene =eager).
opyright "##/ &ublisher: >c?raw-)ill <ew =or!, <ew =or!
>any women struggle with their perception of their body image. This boo! provides the reader with
valuable information regarding creative ways to increase self-esteem, foods that are essential for
improving physical health and emotional mood (including several tasty and healthy recipe ideas to try
out), simple and safe e'ercises that can be done at home to improve or maintain their fitness level
(instructional pictures are provided for each separate e'ercise), and techni-ues to use that will enable
the reader to successfully set realistic goals and reach them. Some common barriers are discussed and
helpful suggestions are provided on how to overcome them.
2aga@ine 'rticles:
Secondary source:
Naturally ,rilliant: by 3indsay Gunston
Fhole living >aga%ine5>arch "#7" (&ages //-60)
This article describes and e'plains what the various bioflavonoids that are present in the various
colored fruits, vegetables, and herbs commonly used. @ll of the foods are grouped together according
to their color and the nutrients they supplyA ma!ing it an easy tool to use when following the 4ainbow
2(
+iet. ,asy to ma!e recipes and coo!ing tips are also provided to encourage the reader to e'plore new
tastes.
Secondary source:
The (oung C The !estless: by Hrissy *rady
Fomens )ealth >aga%ine5.ctober "#7; (&ages 78/-70;)
This article describes e'amples, through the stories of two e'tremely busy women, of how to
implement stress reducing strategies within a hectic and stressful environment. Several helpful tips are
provided to help the reader distress while at wor!, on the go, or dealing with family life at home.
Websites:
rimary source:
!elaxation TechniAues for 3ealth: 'n +ntroduction: ("#77)
&rovided by the <ational enter for omplementary and @lternative >edicine (@>)
http:55nccam.nih.gov5health5stress5rela'ation.htm
This article5website provides important and useful information regarding rela'ation techni-ues and
practices that are commonly used in the Dnited States. The various types of rela'ation techni-ues are
described along with the medical conditions they are commonly used for treatment of. (nstructions on
how to use these techni-ues safely and effectively are also provided.
rimary source:
$hoose2ylate.go":
&rovided by the Dnited States +epartment of @griculture (DS+@)
http:55www.choosemyplate.gov
This website offers the user a wide variety of helpful resources and tools to use to help improve theirs
and their familys dietary habits. Some of these resources include educational and informative videos,
healthy and simple recipes and coo!ing tips, meal planners, and trac!ing tools (calorie counter and
nutritional reports). This website is a handy resource for anyone who is trying to ma!e changes to
their current dietary habits to improve health and reduce unhealthy stresses to the body.
2)
!eference:
@ron, ,. ("#7#). The undervalued self. <ew =or!, <=: )achette *oo! ?roup, (nc.
*rady, H. ("#7;, .ctober). The young 2 the restless. Womens Health Magazine, 78/-70;.
+u!e, H. ("##/). The show it love workout: elebrate the body you have! get the body you want. <ew
=or!, <=: >c?raw-)ill.
Gunston, 3. ("#7", >arch). <aturally brilliant. Whole living Magazine, 8$, //-60.
2*

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