DEPARTMENT OF EDUCATION

DIVISION OF CITY OF BOGO

Buac, Cayang, Bogo City, Cebu

STRESS MANAGEMENT
( Personal Development Grade 12)
Week 5

SELF LEARNING KIT

This Self-Learning Kit belongs to:

Name: ______________________________________
SELF-LEARNING KIT
School: ______________________________________
Address: _____________________________________
Contact Number: ______________________________

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 FOREWORD

This Self-Learning Kit is designed for Senior High School Grade 12 students.

This will make you take a deeper understanding on stress management, its sources

and effects on your system and coping mechanisms for a healthful living.

This Self-Learning Kit contains different tasks and activities that will help you

understand the topic. It is with hope and expectation that by using this SLK you will

learn something that can be used in your everyday endeavors.

PLEASE TAKE GOOD CARE OF THIS SLK.

ENJOY READING AND LEARNING.

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OBJECTIVE:
• Explain the importance of stress management
• Identify sources and effects of stress on your system through activities
• Show personal ways of coping with stress for healthful living.

LEARNING COMPETENCY:
• Identify causes and effects of stress in one’s life
• Demonstrate personal ways to cope with stress and maintain mental health

CODE
• EsP-PD11/12CS-IF-5.2
• EsP-PD11/12CS-IG-5.3

•
WHAT HAPPENED ?

Activity: WHAT CAUSES YOU TO “LOSE YOUR CONTROL?”

We all have certain things, situations, or people that cause us to lose our
composure from time to time. Determine what causes YOU to “lose your cool” by
completing this activity. When you begin to identify your stressors, you can become
skilled at preventing negative consequences.
Place an X next to each factor that causes you stress. There are blank spaces
provided so you can add your own.
______being late _______parents fighting
______too much homework _______no date for a dance
______speaking in public _______your job
______babysitting _______taking tests
______going to the dentist _______video games
______arguments with friends _______using a computer
______restrictions at home _______closed in spaces
______chores _______a friend betrays you
______lack of sleep _______interruptions while busy
______loosing something valuable _______getting an injection
______pimples _______arguments with parents
______physical education class _______fight with boyfriend/girlfriend

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______math class _______losing
______English class _______careless drivers
______other class _______slow drivers
______boredom _______loud people
______rude people _______disrespectful children
______no money _______no date for a dance
______no transportation ________
______playing on a sports team ________
______not included in a sports game ________
Source: Emotional Intelligence Activities for teens 13-18

WHAT TO LEARN

Reading: STRESS MANAGEMENT

Stress is defined as a reaction of the mind and body to a stimulus that disturbs
the well-being, state of calm, or equilibrium of a person. There is a common belief that
stress is unhealthy, but discussions among experts conclude that this is not entirely
the case. Psychologists have agreed that small sporadic amounts of stress can be
helpful and beneficial to individuals, while excessive amounts of stress sustained over
a lengthy period of time can be destructive to both physical and mental health.
Causes and Effects of Stress
Just as there is great variety in the range of emotions you might experience,
there are many possible manifestations of stress – in your private life and in your
working life. Here are some words that describe the emotions associated (as cause
and effect) with stress.
➢ Anxiety
➢ Pressure
➢ Misery
➢ Strain
➢ Desperation
➢ Tension
➢ Anger
➢ Panic
➢ Dejection

Stress as Stimulus, Response, and Relational

Aside from being a reaction (or response), stress is also a stimulus, as well as
a relational condition between persons and the situations they are in (Feist and
Rosenberg 2012).

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 As a 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 a response is the way the body reacts to challenging situations. This
involves the interactions between the hormones,
glands, and nervous system where the adrenal gland drives the production of cortisol
or better known as “stress hormone”. The production of cortisol enables a person’s
body to produce the energy it needs to gear it toward action. Another response of the
body similar to the production of cortisol is the release of a substance called
norepinephrine, which triggers the body’s reaction, such as an increased heart rate,
higher blood pressure and respiration, to prepare the body for action.
The adolescent’s 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 norepinephrine
will eventually affect the body to wear down fast. This is the reason why prolonged or
chronic stress often causes fatigue, aging, and illness caused by low immune system.
Stress as relational, is when a person experiencing stress takes a step back
to look at the situation that is causing the stress, and assesses it. Assessment here
means that when the person allows reasoning to prevail and weigh the relevance or
irrelevance of the situation. If the relevance is positive, the person will look at the
situation in a more positive light. If the relevance is negative, this will produce negative
emotions that may lead to stress. An example of this is a flight delay. A positive
relevance to this will have a person thinking this is one situation he has no control of,
and there may be a purpose or reason why it is happening. A negative relevance will
produce agitation and impatience, blaming the airline or whoever is responsible for the
delay, which may result in lost opportunities.

Healthy Stress
There are certain types of stress that can benefit a person. Stress that is short
and sporadic can propel a person to a necessary action. These types of stress can
motivate, energize, and spur an individual into fruitful action. For example, speaking
in front of an audience is a healthy type of stress as it pushes the speaker to prepare
and be an effective speaker. Stage performers are also under stress while performing
and this same stress may bring out their best performances. Other types of healthy
stress can propel the competing individual to perform better.
Bad stress can be transformed into good stress depending on how an individual
assess the situation. Adolescent students, who are in constant stressful situations
particularly related to school-work and relationships, should learn some coping
mechanisms to assist them in their development toward a healthy adult life.

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Activity 1: STRESS SIGNALS
Take a look at the warning signs of stress listed below. Mark an X all of the
warning signs that apply to you.
Physical Emotional Behavioral
_____headaches _____mood changes _____smoking
_____stomach aches _____lack of _____nail biting
_____dizziness concentration _____tapping
_____back pain _____nightmares _____pulling hair
_____neck stiffness _____panic attacks _____grinding hair
_____ulcer sores on _____anxiety ____use of alcohol
Mouth _____anger _____use of
_____jaw pains _____irritability medication
_____weight loss _____crying _____compulsive
_____weight gain _____thoughts of dieting
_____high blood pressure suicide _____hair chewing
_____weakness _____depression _____nervous
_____nausea _____confusion laughter
_____indigestion _____feelings of _____pacing
_____excessive helplessness _____lateness
Sleeping _____restlessness _____putting things
_____overeating _____racing thoughts off
_____loss of appetite _____aggressiveness _____not caring
_____inability to sleep about physical
_____skin problems appearance
_____constant fatigue _____compulsive
_____cold hands or overeating
feet
_____excessive sweating
_____chest pains
_____rapid or difficult breathing
Source: Emotional Intelligence Activities for teens 13-18

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 Activity 2 . Write about your stress signals. Answer the following questions:

1. How do you know that you are stressed?

________________________________________________
________________________________________________
________________________________________________

2. What stress signals do you have?

________________________________________________
________________________________________________
________________________________________________

3. How much stress do you think you are currently under?

________________________________________________
________________________________________________
________________________________________________

4. How are your stress signals different from different types of stressors?
________________________________________________
________________________________________________
________________________________________________

5. What are some ways that you usually remove or reduce the stress that cause
you physical, emotional or behavioral difficulties?
________________________________________________
________________________________________________
________________________________________________

Reading: STRESS REDUCTION METHODS

Coping may also be a combination of both problem-focused and emotional-
focused remedies. Below are examples:
1. Conduct creative imagery of the problem – look at the stressors as a relational
situation where you can assess and change the way you look at the stressful
situations.

2. Seek group or social support – talk to people you know and trust, surround
yourself with friends who can offer you sincere understanding and empathy.
Talk to an adult and share your thoughts and feelings.

3. Get into relaxation activities like breathing exercises, regular physical exercise,
meditation, yoga, self-hypnosis, reading a good book, or listening to relaxing
music.

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 4. Create a situation where you can feel more relaxed like a quite environment or
a comfortable position, and project a passive attitude toward the stressor.

5. Learn to manage your time – analyze how much time you are spending for
studying, for being online for texting or calling, for watching TV, and see where
you are spending more time.

6. Eat properly by selecting nutritious, healthy food. Eat regularly and avoid
skipping meals.

In addition to the coping mechanisms suggested above, you may also wish to
do the following:
1. Seek spiritual growth through prayer and meditation. Be mindful of the presence
of the Divine in your life, and interpret the events and people in it as part of a
bigger plan not even you can comprehend for now.

2. Have a worthwhile hobby like cross-stitching, singing, dancing, drawing, or

collecting items.

3. Watch a movie with friends

4. Have a nice, quiet walk with a member of your family after dinner.

5. If the stressor is one of your expectations, assess it and see if it is doable and
realistic or not. Then adjust the expectations to what you are capable of doing
one step at a time.

6. Believe in yourself that you are strong and courageous, that you are capable of
overcoming the challenges that you are facing, and that any stressful situation
will bring out the best in you and will make you stronger.
These are just some of the ways to cope with stress. Identify other ways that
can help you in coping with stress.

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 WHAT HAVE YOU LEARNED?

Explain:
1. How do stress and stressors help a person in identifying ways to cope?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

2. Explain the three views on stress as a stimulus, response, or relational.

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

3. List some ways on how a person can cope with stress.

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Elaborate:
1. Share a personal experience about a stressful situation you were in and
what kind of coping mechanism helped you to manage the situation.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

2. If you see someone who is stressed out and needs help, what do you do?
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

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 This material was contextualized by the Curriculum Implementation Division (CID)
Learning Resource Management and Development Section (LRMDS)
Department of Education
Region VII

DIVISION OF CITY OF BOGO

ROSELLER N. GELIG
Schools Division Superintendent

NILO J. SENDRIJAS
Assistant Schools Division Superintendent

JOCELYN M. CONTA
Chief, Curriculum Implementation Division

LOURDESITA P. GUARDIARIO
Education Program Supervisor, LRMDS

DR. MYRNA A. GARCIA

Education Program Supervisor in EsP

REIDA T. ROMAGOS
Writer

REGIONAL OFFICE

DR. SALUSTIANO T. JIMENEZ

Regional Director,RO7

DR. CRISTITO A. ECO

Assistant Regional Director, RO7

DR MARIA JESUSA C. DESPOJO

Chief, Curriculum and Learning Management Division

MAURITA F. PONCE
Education Program Supervisor, LRMDS, MTB

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REFERENCES:
Textbook in Personal Development Reader (First Edition 2016)
RBS Personal Development (First Edition 2016)

SYNOPSIS
This Self-Learning Kit tackles about how to manage stress, its causes and
effects and what are the coping mechanisms an individual should have to prevent itself
from having prolonged, pent-up emotions since having this feeling can be destructive
to both physical and mental health. This also help us manage our life to survive with
the emotional down times without allowing stress to engulf us.
The students are expected to learn something about the topics so that they may
use and apply it in their everyday endeavors.

ABOUT THE AUTHOR

Reida T. Romagos is a graduate of Bachelor of Science in
Psychology at the University of San Jose-Recoletos. Before joining the
education sector, she worked as an Outlet Customer Service
Representative in the passage industry. In March 2019 she joined the
Deped family in the Division of City of Bogo and is currently stationed at
City of Bogo Science and Arts Academy handling senior high school
subjects.

Department of Education
Region VII
Division of City of Bogo
Buac, Cayang, Bogo City, Cebu

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