ana!e"ent an# Pre$enti%n Stress ana!e"ent an# Pre$enti%n 1 Pr%!ra" Res%urce &ui#e 2 KAPLAN UNI VERSI TY Stress Management and Prevention Program Resource Guide '( 'erna#ette )uinn Ka*lan Uni$ersit( HW410: Stress: Critical Issues in ana!e"ent an# Pre$enti%n +ct%,er 1- .01/ 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! U N I T 2 T H $ " % & ! S $ ! T T ' # I ' % In0%r"ati%n t% Re"e",er Res%urces: E1ercises: E1ercises T%%ls: 2%urnal Writin!: 2%urnal Writin! U N I T ( # ! S T " R # ! M I N I N In0%r"ati%n t% Re"e",er Res%urces: E1ercises: E1ercises T%%ls: 2%urnal Writin!: 2%urnal Writin! U N I T ) " N P ' ! N T U N % R S T R S S In0%r"ati%n t% Re"e",er Res%urces: E1ercises: E1ercises T%%ls: 2%urnal Writin! U N I T * U N % R S T R S S + , H ! T N " , - In0%r"ati%n t% Re"e",er Res%urces: E1ercises T%%ls: 2%urnal Writin! U N I T . ! G ' S S , I S % " M " # M % I T ! T I " N In0%r"ati%n t% Re"e",er Res%urces: E1ercises T%%ls: 2%urnal Writin! U N I T / S I G H T 0 S " U N % 0 ! N % $ " % & , " R 1 In0%r"ati%n t% Re"e",er Res%urces: E1ercises T%%ls: 2%urnal Writin! U N I T 2 T H , ' ' N S S M ! N % ! ' ! In0%r"ati%n t% Re"e",er Res%urces: E1ercises T%%ls: 2%urnal Writin! 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 # In0%r"ati%n t% Re"e",er Res%urces: E1ercises T%%ls: 2%urnal Writin! 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 # In0%r"ati%n t% Re"e",er Res%urces: E1ercises T%%ls: 2%urnal Writin! ! % % I T I " N ! ' I N # " R M ! T I " N
(This page intentionally left blank) 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 Information to Remember+ 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 . Resources+ 7ercises+ 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. Tools+ 8ournal ,riting+ 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. 4etrieved from http:55online.vitalsource.com5boo!s560/7"/$#$/$08 Seaward, *. ("##/). >anaging stress 8, 9italboo!s (8th ed.). 1ones 2 *artlett 3earning. 4etrieved from http:55online.vitalsource.com5boo!s560/7$$688:7:65id5fm#; Sapols!y, 4. ("##$). Fhy %ebras dont get ulcers (;rd ,d.). <ew =or!, <=: St. >artins ?riffin. / Unit (+ #east or #amine Information to Remember+ 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 Resources+ 7ercises+ 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. Tools+ 8ournal ,riting+ 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: Seaward, *. ("##/). The art of peace and rela'ation wor!boo! (0th ,d.). 1ones 2 *artlett 3earning. 4etrieved from http:55online.vitalsource.com5boo!s560/7"/$#$/$08 Seaward, *. ("##/). >anaging stress 8, 9italboo!s (8th ed.). 1ones 2 *artlett 3earning. 4etrieved from http:55online.vitalsource.com5boo!s560/7$$688:7:65id5fm#; 3 Unit )+ "ne Planet Under Stress Information to Remember+ 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. Resources+ 7ercises+ 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. Tools+ 8ournal ,riting+ 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: Seaward, *. ("##/). The art of peace and rela'ation wor!boo! (0th ,d.). 1ones 2 *artlett 3earning. 4etrieved from http:55online.vitalsource.com5boo!s560/7"/$#$/$08 Seaward, *. ("##/). >anaging stress 8, 9italboo!s (8th ed.). 1ones 2 *artlett 3earning. 4etrieved from http:55online.vitalsource.com5boo!s560/7$$688:7:65id5fm#; Sapols!y, 4. ("##$). Fhy %ebras dont get ulcers (;rd ,d.). <ew =or!, <=: St. >artins ?riffin. 11 Unit *+ Under Stress+ ,6at No:- Information to Remember+ Key learning point from the unit about :nder Stress: What No/) Fhen an individual e'periences stress, the coping response can elicit one of three responses: to regain emotional status -uo, to resume normal activities that were interrupted by the stressor, or to ma!e the individual feel psychologically overwhelmed (Seaward, "##/). ,ffective coping strategies involve four basic components: they help to increase awareness of the situation, they augment the information processing of stress, they help to modify any related stress-prone behaviors, and they wor! toward a peaceful resolution of the stressor (Seaward, "##/). Key learning point from the unit about :nder Stress: What No/) ognitive distortion is a term used to describe when an individuals perception of a stressor becomes distorted and magnified entirely out of proportion to its actual seriousnessA also referred to as Bma!ing a mountain out of a mole hillC (Seaward, "##/). (ndividuals who have developed a learned helplessness view of lifes stressors are not able to identify what they have control of regarding stressors and therefore, they tend to perceive these stressors as an ending to their whole world and because they feel that they have no control over anything, they do not even attempt to find or use any coping or problem-solving s!ills (Seaward, "##/). Geeling vulnerable to life stressors on a continual basis can put an individual at a higher ris! of developing a learned helplessness, especially if they do not feel that they have any control over the circumstances or possible solutions (Sapols!y, "##$). 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, "##/). Resources+ 7ercises+ 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. Tools+ 8ournal ,riting+ 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 $larification: .ur values are very important to usA they are our conscious minds structure, our societys structure, and they are represented in our personal belongings, attitudes, and behaviors. This Eournaling e'ercise provides an opportunity for the individual to determine what his or her values are and further e'plore where those values came from. !eference: Seaward, *. ("##/). The art of peace and rela'ation wor!boo! (0th ,d.). 1ones 2 *artlett 3earning. 4etrieved from http:55online.vitalsource.com5boo!s560/7"/$#$/$08 Seaward, *. ("##/). >anaging stress 8, 9italboo!s (8th ed.). 1ones 2 *artlett 3earning. 4etrieved from http:55online.vitalsource.com5boo!s560/7$$688:7:65id5fm#; Sapols!y, 4. ("##$). Fhy %ebras dont get ulcers (;rd ,d.). <ew =or!, <=: St. >artins ?riffin. 1( Unit .+ !geless ,isdom of Meditation Information to Remember+ 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) Resources+ 7ercises+ 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. Tools+ 8ournal ,riting+ 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: Seaward, *. ("##/). The art of peace and rela'ation wor!boo! (0th ,d.). 1ones 2 *artlett 3earning. 4etrieved from http:55online.vitalsource.com5boo!s560/7"/$#$/$08 Seaward, *. ("##/). >anaging stress 8, 9italboo!s (8th ed.). 1ones 2 *artlett 3earning. 4etrieved from http:55online.vitalsource.com5boo!s560/7$$688:7:65id5fm#; Sapols!y, 4. ("##$). Fhy %ebras dont get ulcers (;rd ,d.). <ew =or!, <=: St. >artins ?riffin. 1* Unit /+ Sig6t0 Sound and $od9 ,or; Information to Remember+ 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. Resources+ 7ercises+ 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. Tools+ 8ournal ,riting+ 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 $alled <29s: This Eournaling e'ercise helps the individual determine what his or her relationship with food involves by e'ploring the types and forms of the foods he or she normally purchases, prepares, and consumes. The individual will also evaluate and compare any allergic reactions he or she has e'perienced from the consumption of modified and organic foods to help create an increased awareness of this connection between the bodys reactions and the foods consumed. !eference: Seaward, *. ("##/). The art of peace and rela'ation wor!boo! (0th ,d.). 1ones 2 *artlett 3earning. 4etrieved from http:55online.vitalsource.com5boo!s560/7"/$#$/$08 Seaward, *. ("##/). >anaging stress 8, 9italboo!s (8th ed.). 1ones 2 *artlett 3earning. 4etrieved from http:55online.vitalsource.com5boo!s560/7$$688:7:65id5fm#; 1/ Unit 2+ T6e ,ellness Mandala Information to Remember+ 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. Resources+ 7ercises+ 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!. Tools+ 8ournal ,riting+ 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: Seaward, *. ("##/). The art of peace and rela'ation wor!boo! (0th ,d.). 1ones 2 *artlett 3earning. 4etrieved from http:55online.vitalsource.com5boo!s560/7"/$#$/$08 Seaward, *. ("##/). >anaging stress 8, 9italboo!s (8th ed.). 1ones 2 *artlett 3earning. 4etrieved from http:55online.vitalsource.com5boo!s560/7$$688:7:65id5fm#; 13 Unit 3+ !<<l9ing Stress+ Critical Management to 9our Professional 'ife Information to Remember+ 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, "##/). Key learning point from the unit about 'pplying Stress: $ritical 2anagement to (our rofessional Bife: Gorgiveness is described as an internal healing process that occurs via the individual restoring self-esteem through devictimi%ation using a process that rids his or her mind of to'ic thoughts and emotions associated with past stressful situations or events (Seaward, "##/). (t is li!e a cleansing of the soul. Fhen someone holds grudges, he or she may feel that is a form of control over the situation or event when, in fact it is only an illusion of control and may lead to even more vulnerability to stress and continues the self-victimi%ation cycle (Sapols!y, "##$). The ability to forgive brea!s this vicious and harmful cycle. Key learning point from the unit about 'pplying Stress: $ritical 2anagement to (our 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. Resources+ 7ercises+ 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. Tools+ 8ournal ,riting+ 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: Seaward, *. ("##/). The art of peace and rela'ation wor!boo! (0th ,d.). 1ones 2 *artlett 3earning. 4etrieved from http:55online.vitalsource.com5boo!s560/7"/$#$/$08 Seaward, *. ("##/). >anaging stress 8, 9italboo!s (8th ed.). 1ones 2 *artlett 3earning. 4etrieved from http:55online.vitalsource.com5boo!s560/7$$688:7:65id5fm#; Sapols!y, 4. ("##$). Fhy %ebras dont get ulcers (;rd ,d.). <ew =or!, <=: St. >artins ?riffin. 21 Unit 15+ !<<l9ing Stress+ Critical Management to 9our Personal 'ife Information to Remember+ Key learning point from the unit about 'pplying Stress: $ritical 2anagement to (our ersonal Bife: Key learning point from the unit about 'pplying Stress: $ritical 2anagement to (our ersonal Bife: Key learning point from the unit about 'pplying Stress: $ritical 2anagement to (our ersonal Bife: Resources+ 7ercises+ Exercise Exercise Tools+ 8ournal ,riting+ Exercise Exercise !eference: Seaward, *. ("##/). The art of peace and rela'ation wor!boo! (0th ,d.). 1ones 2 *artlett 3earning. 4etrieved from http:55online.vitalsource.com5boo!s560/7"/$#$/$08 Seaward, *. ("##/). >anaging stress 8, 9italboo!s (8th ed.). 1ones 2 *artlett 3earning. 4etrieved from http:55online.vitalsource.com5boo!s560/7$$688:7:65id5fm#; Sapols!y, 4. ("##$). Fhy %ebras dont get ulcers (;rd ,d.). <ew =or!, <=: St. >artins ?riffin. 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*