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Running head: CASE STUDY PROJECT 3 1

CASE STUDY: PROJECT 3

Andrea Buenrostro-Pacheco

Pasadena City College


CASE STUDY PROJECT 3 2

Abstract

Many people throughout the United States have stress. People go through anxiety and frustration.

Certain people can get through it with self-coping strategies and others have a harder time. We

are seeing anxiety and frustration in younger adults. This paper addresses strategies and ways

college students can use self-coping strategies to help with their stress levels. It also addresses

ways they can avoid anxiety attacks prior to classes starting.

Keywords: anxiety, stress, self-coping strategies


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CASE STUDY: PROJECT 3

Experiencing anxiety, stress, and frustration is normal in your everyday life. However,

people with extreme anxiety frequently experience repeated episodes of feelings with terror and

this can reach a peak of weakness in which causes panic attacks. Anxiety attacks are common in

a lot of people but stress has been shown to come among college students when it comes to

academic success.

Overview

Anxiety, stress, and frustration is very common among college students. College

freshman can experience a bit more stress and anxiety levels because of the transition from high

school to college. According to the case study, Katya is a freshman with a 3.0 grade point

average. A 3.0 grade point average falls into an 80 percentile which is a “B” grade. Katya is also

on a scholarship and if she goes below a 3.0 her scholarship will be removed. In most cases,

some scholarships can be given back, however, there is a process to reapply and qualify. In

addition, the case study states, Katya studies with a strong focus but she has a negative mindset

that her hard work will not benefit her results. She has no idea how to overcome her panic

attacks and this will increase as the year’s progress if she doesn’t find ways to control her

anxiety.

Personal Experience1

As an undergrad, I really had to find balance in my everyday routine. I was working as an

assistant, attending class as a full-time student, I was a new mom, and I was a wife. I had many

roles to play and in the beginning, it was stressful. My frustration levels were really high because

I felt that I had to attend to everyone’s needs first then focus on myself. The first two semesters

were really a waste because I had to take some classes over. As hard as I tried to make everyone
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happy, I wasn’t prioritizing myself and what I needed to accomplish first. I couldn’t sleep at

night because I would think of what I had to do the next day, I would plan instead of rest, which

made me more frustrated the following days because I was tired. I learned to set a schedule and

got use the multiple roles I had during my undergrad years, however, when starting grad school,

it was a whole new frustration level added to it. Grad school was intense. My whole life revolved

around school and the hours I needed to put in to study. It was hard to balance my family and

school assignments. In addition, I couldn’t control my emotions. I would cry at the little things

and I felt like I wasn’t doing enough. During this time in grad school, was the worst I have ever

felt.

Recommendations. There are certain ways to reduce stress and chances of having

anxiety attacks. In some cases, stress and anxiety can be reduced by self-coping strategies.

According to a Help guide article, some self-coping strategies to help with anxiety are: managing

a schedule, practice relaxation techniques, exercise regularly, try to get enough sleep, and

reconsider avoiding caffeine and alcohol. In Katya’s case, she only experiences anxiety and

stress before big tests. So, seeking professional help would only be necessary when her anxiety

levels cause effects to your daily life and routines (Smith, Robinson, & Segal, 2019). Seeing that

Katya gets frustrated for big tests and worries about her academics, she can communicate this to

her professors prior to all the assignments starting throughout the semester. According to Salend,

teachers that provide a study guide or a list of items addresses the purpose and content of the test

(2011, p. 60). Requesting a study guide or a content list can help Katya focus on what to study,

rather overwhelming herself with information. Another method that might help ease Katya’s

anxiety and stress is working with a group. Working in groups benefits students in quizzing in

each other, assisting in memory aids, and creating a way to study the materials (Salend, 2011, p.
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60). Katya can learn from others and find new ways in how to study when on her own. In

addition, this group can be there for her to keep her thoughts at a positive level. Lastly, prior to

her tests Katya can take a moment of calmness to herself. Some students find listening to

calming music and relaxing. It helps them visualize positive environments rather than raising

their stress levels (Salend, 2011, p.62).

Conclusion. In conclusion, Katya can accommodate her anxiety and stress levels by

communicating to her professors in advanced. She can request either a content list prior to the

test. She can also form a study group to guide her in studying content, while also helping her to

think positive on the upcoming tests.


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References

Salend, S. J. (2011). Addressing test anxiety. Teaching Exceptional Children, 44(2), 58-68.

Retrieved from https://login.ezp.pasadena.edu/login?url=https://search-proquest-

com.ezp.pasadena.edu/docview/903538446?accountid=28371Links to an external site.

Smith, M., Robinson, L., & Segal, J. (2020, April 15). Anxiety Disorders and Anxiety Attacks.

Retrieved May 31, 2020, from https://www.helpguide.org/articles/anxiety/anxiety-

disorders-and-anxiety-attacks.htm

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