COPING WITH STRESS

IN MIDDLE AND LATE ADOLESCENCE

Prepared by:
Mrs. Julienne Rose Peñaranda-Saballa, MAEd.,RGC
STRESS DEFINED:

• A reaction of the mind and body to a stimulus that

disturbs the well-being, state of calm, or equilibrium
of a person.
Dr. Hans Selye (1907 – 1982) “Father of Stress
Research”

“General Adaptation Syndrome” GAS

 “GENERAL ADAPTATION
SYNDROME” GAS
1.The Alarm Phase

2.The Resistance Phase

3.The Exhaustion Phase

STRESS CAN BE VIEWED AS
STIMULUS, RESPONSE AND
RELATIONAL.
 VIEWS ABOUT STRESS

• Stress as STIMULUS…
Stress is caused by situations that may be life
threatening or life changing, such as separation,
moving into a new home, or having a new job. These
situations or events are often called stressors.
• Stress as RESPONSE…
• Is the way that body reacts to challenging
situations. This involves the interaction between the
hormones, glands, and nervous system where the
adrenal gland drives the production of cortisol or
better known as “stress hormone.”

• Norepinepherine – triggers the body’s reaction, such

as an increased heart rate, higher blood pressure,
and respiration, to prepare the body for action.

• “Stress is not what happens to you, but how

you react to it.” - Selye
• The adolescents physical response to stress is faster
than that of an adult simply because the part of the
adolescent’s brain, the prefrontal cortex, that
assesses danger and directs action during stress is
not yet fully developed.

• Prolonged or chronic situations that involve both

cortisol and norepeniphrine will eventually affect the
body to wear down fast.
• Stress as RELATIONAL…
• Is when a person experiencing stress takes a step
back to look at the situation and assess it.

• Assessment means that when the person allows

reasoning to prevail and weigh the relevance and
irrelevance of the situation.

• Positive relevance = positive light

• Negative relevance = negative emotions that will
lead to stress
 STRESS AND YOUR WAY OF
THINKING
• Richard Lazarus (1922 – 2002) “Stress as threat, harm or challenge.”
“Theory of Cognitive Appraisal”
1. Primary Appraisal
- the meaning or importance of the event, how it will affect me or
my goals? Is this situation important for me to deal with?” is it stressful?

2. Secondary Appraisal
- this involves how you cope with the stressful situation. Can you
handle it? How do you feel about the situation? What can you do about it?
 HEALTHY STRESS (EUSTRESS)
• Stress that is short and sporadic can propel a person
to necessary action.

• These type of stress can motivate, energize, and spur

an individual into fruitful action.

• Healthy stress can propel the competing individual

to perform better.
 UNHEALTHY STRESS (DISTRESS)

• Stress that remains consistent, tension

builds up with the adrenaline taking over
a period of time.

• “We are stressed out.”

 KNOW YOUR STRESSORS

EXTERNAL SOURCE INTERNAL SOURCE

• are those that come • are those coming from
within you, like thoughts
outside of you like that you have that
situations, people, caused you to feel fearful,
and experiences. uncertainties about the
future, lack of control over
situations and even your
personal beliefs, which
include your expectations.
 SEAT WORK
1 half yellow pad cross wise, fold paper into three,

Column 1. What are your stressors that you experience? List down as many as
you can.

Column 2. Opposite to the stressor, write if it is internal or external.

Column 3. What can you do about it?

 POSSIBLE STRESSORS OF HIGH
SCHOOL STUDENTS:
SCHOOL SEPARATION
SELECTING A
DEMANDS AND SCHOOL, COLLEGE ANXIETY
EXPECTATIONS PROGRAM,
OR CAREER
 ROMANTIC
RELATIONSHIPS FAMILY
OR THE LACK OF DEMANDS AND
COLLEGE LIFE EXPECTATIONS
IT
 DEMANDS OF
SOCIAL LIFE
HEALTH
CONCERNS BULLYING
 COPING
• is a very important mechanism in dealing with stress. It can
help in avoiding the damages that may be brought about by
severe or chronic stress to your health and well-being.

• problem-focused – when remedies or solutions are thought of

to change the situation and to lessen the stress

• emotion-focused – when the objective is to lessen the

emotional impact caused by the stressful situation.
 COPING MECHANISMS:
1. Conduct creative imagery of the problem.
2. Seek group or social support
3. Get into relaxation activities like breathing exercises, regular physical
exercise, meditation, yoga, self-hypnosis, reading a good book, or listening
to relaxing music.
4. Create a situation where you can feel more relaxed like a quiet
environment or a comfortable position, and project a passive attitude
toward a stressor.
5. Learn to manage your time.
6. Eat properly by selecting nutritious, healthy food. Eat regularly and avoid
skipping meals.
• Seek spiritual growth through prayer and meditation/
• Have a worthwhile hobby like cross-stitching, singing,
dancing, drawing, or collecting items
• Watch a movie with friends.
• Have a nice, quiet walk with a member of your family after
dinner.
• If the stressor is one of your expectations, assess it and see if
it is doable and realistic or not.
• BELIEVE in YOURSELF that you are STRONG and
COURAGEOUS.
 SUMMARY
• Stress may be both good and bad, depending on the acuteness and
length of time it persist.
• Coping is the human organisms way of bringing itself back to a state
of equilibrium, which is the healthy state.
• Stress as stimulus, may be the events or situations that are life
changing and very challenging.
• Stress as response, causes the body and the brain to secrete
hormones and chemicals that are manifested physically, and which
may alter one’s behavior.
• Stress as relational, is seen as a situation that a person interacts with.
• Coping is necessary to avoid psychological trauma and mental
diseases.
 REFERENCE:
• Santos, Ricardo R. “Personal Development.” First Edition. Rex Book Store,
2016.
 THANK YOU FOR LISTENING!

That In All Things God May Be Glorified!