Stress+Management+-+5th+Grade

Stress Management Component #1: Needs, Goals, Objectives Stress in education and the environment is adversely affecting the academic, personal/social, and future career development of children not only for high-risk, low-income adolescents but the entire student body as a whole. The expectations of academic achievement coupled with environmental and biological factors have initiated the "Felt' need for prevention/remediation programs within the elementary, middle, and high school curriculum. In an effort to reduce stress at school a two day psycho-educational program will be initiated in conjunction with a small group format focusing on stress management; a cognitive behavioral approach will be applied. The psycho-educational program will be in line with the mission of the NCLB reducing absence or tardiness, dropout rates, and disruption of studies which in turn will lead to academic attainment and success. According to the American Psychological Association “Stress in America survey” (2009) findings indicate that students are experiencing stress at school, home, and during extracurricular activities. Forty-five percent of teens (13-17) express an increase in stress over the past year while twenty-six percent of children ages 8-12 reveal the same. Among the findings: •44% of young people say doing well in school is a source of stress. •30% worry about their family having enough money. •10% felt pressure over their extracurricular activities. •8% say relationships with their parents are a source of stress. (Jayson, 2009) Stress has taken a physical toll as well; the survey reports 30 percent of children ages 8-12 and 42 percent of teens complain of frequent headaches, 39 percent of 8-12 year olds and 49 percent of teens cite difficulty sleeping (Frauenknecht, 1989), while 27 percent of 8-12 students, and 39 percent of teens report eating problems (eating too much or too little) (American Psychological Association). A "KidsHealth KidsPoll" conducted by Kidshealth.org explored stress among adolescents and how they cope with these feelings. The poll showed that kids are dealing with their stresses in both healthy and unhealthy ways. Kidshealth.org reported that participants in the research program stated they were stressed out the most by: grades, school, and homework (36%); family (32%); and friends, peers, gossip, and teasing (21%) (KidsHealth). Data sources indicate stress in the classroom plays a significant role in the oppression of academic, personal/social, and career development and achievement. Compelling is the evidence that school stress is at the top of pre-teen and teenage adolescent anxiety. With these statistics in mind the next course of action will be the collection of data from administration, teachers, parents and School Nurse. School Nurse visitation records are kept in log form documenting each time a student is seen in the office and for what reason. Data will be assessed to see which students have visited the nurses' station on a frequent basis eliciting signs of stress such as headaches, fatigue, and stomach ailment. The sample group will then be assessed by the school advisory board where members of the task force (teachers, stakeholders, school nurse, school psychologist, social worker, and school counselor) will discuss recommendations for inclusion based on personal relationship and observation before proposal of consent by students and parents. A letter of interest detailing goals and objectives of the program will be sent home, along with a consent form, for parental approval. Student selection will result in 6-8 participants based on recommended need assessment. A pre-test/post-test questionnaire based on the Likert Scale will measure the data and final results. Reduce stress by exercising coping skills learned in class. (Personal/Social) Maintain control over negative thought processes. (Personal/Social) Minimize physiological effects that hinder academic progress and success. (Academic)
 * Goals**

Session One The student will learn what causes stress and how it affects them emotionally and physically. The student will learn about stress in their everyday lives and what percentage of their day is taken up by the effects of stress such as interruption of academics, physical ailments, and nurse visitations. Homework: To write down What, Where, Why, and how stress occurs over the next week.
 * Objectives**

Session Two The students will learn twenty-five coping skills. The students will write down eight preferred methods of stress management that they will utilize when faced with a stressful situation or thought. Homework: The student will practice coping skills learned in class to reduce stress related thoughts. The student will reduce the number of visitations to the nurse’s office by twenty percent over the next month.
 * Objectives**

Attachments

 * [|Pre_test.docx]

Component #2: Research-Supported and Standards-Based Content **Stress: Causes and Effects** Session one will introduce stress and answer, “What is stress and why does it occur. A pre-test will be distributed to the class and they will have five minutes to complete it. Cognitive Behavioral Therapy: Psycho-education, cop­ing skills, exposure, contingency management, self-monitoring charts,relaxation training, cognitive restruc­turing and problems solving (Mor, 2009)
 * Theoretical Orientation and Group Technique:**

A two-session, closed group with a fixed membership consisting of 6-8 fifth grade students using a psycho-educational approach lasting 30 minutes per session during LA block. The sessions will be scheduled with the clerical staff and use of the conference room assigned. The theoretical method adopted will be Cognitive-Behavioral approach for prevention/intervention. Program frequency will be once during each semester. PS:B1.3 Identify alternative solutions to a problem A:B1Learn and apply critical-thinking skills(ASCA, 2004) Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them (ISBE, 2010). Session One · The student will learn to identify stress. (What causes stress, what is it?) · The student will learn about stress in their everyday lives and what percentage of their day is taken up by the effects of stress such as interruption of academics, physical ailments, and nurse visitations. (Pre-Test Stress Questionnaire)
 * Group Structure:**
 * ASCA Standards Addressed**:
 * Objectives**
 * Assessment:** Verbal fill in the blank:

Activities: Stress Questionnaire Materials: Stress Questionnaire Homework worksheet I. Welcome students II. Introduce the subject of Stress III. The Duration and Time Frame of the classes IV. Confidentiality V. Collaborate on rules of the class (Introduction 10 minutes) VI. Hand out pre-questionnaire (5 minutes to complete and set aside for later) VII. Group Participation: What causes stress? List examples on the board as students raise hand and give answers and state reason why this might be stressful to them. (10 minutes) VIII. Explain Stress questionnaire and how to tally the answers; students problem solve their scores. Discuss the findings and student reaction. (10-15 minutes) (Math Criteria) IX. What is stress? (10-15 minutes) X. Summary of what we learned and what we will learn tomorrow, “Coping with Stress”. (Assessment – Verbal Fill in the Blank) XI. A_______________________________ XII. B_______________________________ XIII. C_______________________________ XIV. D_______________________________ XV. E_______________________________ XVI. F________________________________
 * __Lesson 1__:**

XVII. Homework: To write down: What and Where stress occurred, Why it was stressful and How did you react? We will discuss the experiences the next time we meet.

Anxiety disorders are among the most com­mon childhood disorders; research suggests that over 20% of children have some type of anxiety disorder. If stress is not managed in a healthy manner, left untreated these disorders can have a significant effect on children social, emotional, and educational achievement (Mor, PhD, & Meijers, 2009, p. 282). Assessments suggest that CBT outcomes maintain their success rate of positive remediation long term. Treatment consists of psycho-education, coping skills, exposure, and contingency management; intervention includes; education, relaxation training, cognitive restruc­turing and problems solving practice. Cognitive Restructuring has been known to treat automatic negative thought successfully. Since treatment is designed to be developmentally appropriate interventions may include activities such as games, crafts, and role play. The Coping Cat program (for children aged 6-13) and its associated adolescent program, the C.A.T. Project, are cognitive-behavioral treatments that address unwanted/distressing anxiety in youth. Participant youth are taught about the cognitive, behavioral, and affective features of anxiety, develop and learn a plan to cope with their anxiety (the "FEAR plan"), and are then given opportunities to practice their new skills in several anxiety-provoking situations. Participant youth learn their own cues for when they are becoming anxious, as well as how to use these cues to initiate the implementation of coping skills. Three types of coping skills are implemented: relaxation, self-talk, and problem solving. · The students will learn twenty-five coping skills. · The students will write down eight of their preferred methods of stress management that they will utilize when faced with a stressful situation or thought. Homework: The student will practice coping skills learned in class to reduce stress related thoughts. The student will reduce the number of visitations to the nurse’s office by twenty percent over the next month. Activities: Relaxation Exercise Homework Problem-Solve Make Origami Fortune Teller Game
 * __Lesson Two:__**
 * Objectives**
 * Assessment:** Evaluation

Materials: Music and Player Deep Breathing Instructions Story: “The Meadow” Homework Worksheet Coping Skills Sheet Origami Direction Sheet Evaluation Sheet PS:B1.4 Develop effective coping skills for dealing with problems PS:C1.10 Learn techniques for managing stress and conflict PS:C1.11 Learn coping skills for managing life events(ASCA, 2004) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing (ISBE, 2010)
 * ASCA Standards:**

Summary of Theoretical Orientation and Techniques: Cognitive Behavioral Therapy: Psycho-education, cop­ing skills, exposure, contingency management, self-monitoring charts,relaxation training, cognitive restruc­turing and problems solving (Albano, 2002)

**Coping with Stress** I. Welcome students II. Summarize last sessions discussion on Stress III. The Duration and Time Frame of the classes IV. Confidentiality V. Reminder on rules of the class (Introduction 10 minutes) VI. Relaxation Exercise (floor, lie flat, music, breathing exercise, story, and stretch (The teacher should remind students that stress, part of the human experience, need not become overwhelming. When the students feel stressed or anxious, they can remember to breathe deeply, relax their tense muscles and visualize their low-stress experiences). (10 minutes) VII. Review Homework and give out Homework Worksheet ( 10-15 minutes to complete) Review Coping Skills Sheet (5 minutes) VIII. Pick eight of your favorite skills and make Origami Fortune Teller (10-15 minutes) IX. Summary of what we learned: • Get enough sleep- Lack of rest just aggravates stress. • Learn how to best relax yourself- Meditation and breathing exercises has been proven to be very effective in controlling stress. Practice clearing your mind of disturbing thoughts. • Set realistic goals for yourself- Reduce the number of events in your life and you may reduce the circuit overload. • Change the way you see things- Learn to recognize stress for what it is. • Try to be positive- give yourself messages as to how well you can cope rather than how horrible everything is going to be. X. Evaluation:Have students’ complete an essay on what they learned and what strategy they will use in the weeks following when dealing with stress. XI. Homework: The student will practice coping skills learned in class to reduce stress related thoughts. The student will reduce the number of visitations to the nurse’s office by twenty percent over the next month. · Post-Test · Assessment of Pre/Post Tests and Evaluation. · Present to the Board
 * __Lesson 2__**:

Attachments

 * [|copingskills.pdf]
 * [|relaxationstory.pdf]
 * [|HOMEWORKWORKSHEET.mht]
 * [|Pre_test.docx]
 * [|HOMEWORKThought_Record_Simple.pdf]
 * [|createspaceoragamie_3.pdf]

Component #3: Ethical, Legal, Multicultural
 1. A.6 Notify parents/guardians and staff of group participation if deemed appropriate and is consistent with school board policy. Establish clear expectations in the group setting and clearly state that confidentiality in the group setting cannot be guaranteed. Follow up with group members and document proceedings appropriately. A.8 Screening: Counselor must screen potential group participants to ensure that needs and goals are compatible with the group and whose well-being will not be jeopardized by the group experience. A8 Protecting Clients: Counselors take reasonable precautions to protect clients from physical, emotional, and psychological harm. 2. See Attached Parental Consent 3. The group will be multicultural competent by ensuring that group participant culture is taken into consideration and that members will be educated in alternative behaviors, beliefs, and skills within ones cultural community 1. A.6 Notify parents/guardians and staff of group participation if deemed appropriate and is consistent with school board policy. Establish clear expectations in the group setting and clearly state that confidentiality in the group setting cannot be guaranteed. Follow up with group members and document proceedings appropriately. A.8 Screening: Counselor must screen potential group participants to ensure that needs and goals are compatible with the group and whose well-being will not be jeopardized by the group experience. A8 Protecting Clients: Counselors take reasonable precautions to protect clients from physical, emotional, and psychological harm. 2. See Attached Parental Consent 3. The group will be multicultural competent by ensuring that group participant culture is taken into consideration and that members will be educated in alternative behaviors, beliefs, and skills within ones cultural community (Erford, 2010). Social justice will be maintained for equal opportunity, respect for diversity, and acceptance among group members. Prejudice, oppression, and discrimination will not be tolerated; mediation to educate members will address equality, justice, and fair treatment. 4. It is important to carefully consider issues related to ethics, legal, professional, and cultural significance in the group process to guard against unfair treatment, irresponsibility, and oppression.

[|Sample_Informed_Consent_for_Individual_and_Small_Group_Counseling.doc]

Component #4: Program Evaluation
1. See attached assessment 2. See attached assessment 3. Program evaluation is important so that Professional School Counselors can show Administration that the programs he/she is advocating for are successful and have resulted in reducing academic failure and personal/social conflict. Program evaluation also shows what methods are working and what ideas may need to be improved upon. Outcome driven programming has become a force in re-creating the role and responsibilities of the new Professional School Counselor. By producing positive results in the academic, personal/social and career development domains outcome research can further the attainment and achievement for at risk adolescents, closing the achievement gap and providing more opportunity for our young generation.


 * [|Lesson_Two_Assessment.docx]
 * [|truefalse.docx]

References Albano, A. M., & Kendall, P. C. (2002). Cognitive behavioral therapy for children and adolescents with anxiety disorders. //International Review of Psychiatry,//, //14//(2), 129-134. American Psychological Association. (2009, November). //APA Survey Raises Concern about Parent Perceptions of Children’s Stress//. Retrieved from http://www.apa.org ASCA. (2010). //Ethical Standards for School Counselors//. Retrieved from http://www.schoolcounselor.org Frauenknecht, M. (1989). Cognitively Oriented Programs for Adolescent Stress Management. //Public Health Reports//, //104//(1). ISBE. (2010). //Illinois Learning Standards for Literary Arts and Mathmatics//. Retrieved from [] Jayson, S. (2009, November). How Stressed are Kids? More than we think. //USA Today//. KidsHealth.org (2012) //What Kids Say about Handling Stress//. Retrieved from [] Mor, N., PhD, & Meijers, J. (2009). Cognitive Behavioral Therapy in Childhood Anxiety. //Israel Journal of Psychiatry and Related Sciences//, //46//(4). Robson, M. (1995). Helping Children Manage Stress. //British Educational Research Journal//, //21//(2), 165-175. Terzian, M., & Ph.D. (2010). //Assessing Stress in Children and Youth//. Retrieved from http://www.childtrends.org