Overview:

Topic: Basics of Strength Management

Audience: Community health collegiate level class
Setting: Substance Use and Abuse class
Objectives:
Cognitive

Students will be able to identify stressors in their life when asked to do so on a test
Students will be able to discuss what parts of the body are affected by stress when asked to do so
by the instructor
Affective

Students will discuss helpful ways to relieve stress when put into small groups
Psychomotor

Students will present ways to live a healthier lifestyle in a classroom setting when asked to do so
by the instructor
Introductory/ focus statement (1 minute):
Stress is the number one reported negative influence on students academic performance.
Outline of content (for instructor):

Stress: the collective psychobiological condition that occurs in reaction to a disruptive,

unexpected, or exciting stimulus
Stressor: any factor that causes stress
Most stress is perceived as bad but not all stressors are negative
o Eustress- stress resulting from positive stressors (Hans Selye)
o Distress- stress resulting from negative stressors

Stress response:

The way your body reacts to oncoming stress is called a stress response: biological
changes that help your body return to homeostasis.
Reactions likely to occur throughout the body:
o Adrenal glands produce stress hormones(cortisol and adrenaline)
o Blood pressure increases
o Pupil dilate, sharpening vision

o Circulatory starts producing blood clotting factors

o Blood diverts from digestive system to large muscles
o Liver releases glucose into bloodstream to fuel physical action
o Tiny hairs stand up all over your body
Fight or flight response- a series of physiological reactions to a stressor designed to
enable the body to stand and fight or to flee.
o Modern day stressors are not as extreme as the response was designed for
o If you experience this too often it can take a powerful toll on your body.
o Fight or flight response cause heart to work harder and faster every time it is
activated

Health effects of chronic stress:

Cardiovascular system
o The fight or flight response can cause high blood pressure
o Damage to internal organs
o Increase risk of heart disease and heart attack
Digestive system
o stress response constantly directs blood away from digestive system causing a
lack of fuel needed to do its job
o stomach ache, constipation, or diarrhea
Immune system
o Long term overproduction of stress hormones can suppress the immune system
o Long term exposure to cortisol causes immune system to decrease and promote
weight gain, lead to break down of muscles, decrease inflammatory response
Mental health
o Stress contributes to the development of depression, panic attacks, anxiety
disorders, eating disorders, and post-traumatic stress disorder

Common causes of stress for students:

Newer college students (freshman and sophomore) often face more school work stress
Juniors and seniors are faced figuring out what to do after college
Financial stressors: tuition(means of paying)(loans), credit card debt
Daily hassles: wifi down and cant get on d2l, gone over data limit and can receive the
group texts for project unless on wifi, lost your wallet/phone downtown
Academic pressure: too much anxiety about exams, grades, papers can prevent students
from being successful in college
Job related: keeping a job and succeeding in class
Social stressors: having a supportive social network can help in hard times
Major life events: bad break up, death in family, graduation
Environmental stressors: factors that are in your living and working environment(noise,
pollution, noise, bad weather, unsafe neighborhood)

Strategies for reducing and managing stress:

Time management- set goals for each day, make to- lists, use a planner, get enough sleep
Eat well- when stressed you crave sugary foods that leave you with less energy
Exercise
Strengthen your support network
Communicate- teachers, roommates, parents
Remember to take to for leisure and hobbies
Use study techniques that work best for you

Instructional activities:
1) Class stress test (cognitive objective 1)(10 minutes)
Students will be shown a stress test that they will take individually. The test will take
about 5-7 minutes to complete. Once everyone is finished or close to being finished we
will review the results as a class.
2) Group discussion on the parts of the body affected by stress(cognitive objective 2) (12
minutes)
Students will get into group of 4 or 5 with the people sitting around them and discuss
reactions that are likely to occur in the body due to stress. Students will be given 5-8
minutes to discuss and write down ideas with their peers on the subject. Once each group
has had time to discuss, the class will come back together and go over what each group
has to say.
3) Group roleplay (affective objective 1) (12 minutes)
Students will be put back in their groups of 4-5. Each group will receive a topic about a
stressful situation. The groups will be given about 5-8 minutes to discuss. They will be
asked to identify the cause of stress, come up with a one or two ways that they can relieve
the stress, as well as decide if the topic is a form of distress or eustress or a little of both.
We will regroup and present each groups ideas.
4) Class discussion(psychomotor objective 1) (8 minutes)
As a class, we will discuss healthy lifestyle changes that one can make to reduce or
manage stress. To end, everyone will get up and find someone they do not know and
shake hands with someone they do not know very well. This will last a total of 8 minutes.
Materials needed:
Paper
Pencil
Topic sheets