A comprehensive analysis of the effects of stress and stressors among adolescents

Term I Project

Anam Kaushal Ma'am

Swasti Chaudhary, XII-S1
Management
Stress
Stress &
 Table of
Contents

AIM PAGE 1 | INTRODUCTION AND PREVIOUS

KNOWLEDGE PAGES 2-13| ANALYSIS AND
SURVEY PAGES 14-28| CONCLUSION PAGE
29 | CITATIONS PAGE 30
 Aim

To compare the effects

of stress and stressors
through an anonymous
study for group and
individual data
1
Introduction
WHAT IS STRESS
According to Claude Bernard, maintaining a balanced life is largely dependent on
keeping a constant social and work environment in a world that is constantly changing.
Being able to maintain such a balance is called homeostasis. Hans Selye, the “father of
modern research on stress” used the term “stress” to describe the effects of anything that
disturbs or threatens to disturb one’s homeostasis. He defined stress as ‘a non-specific
response or reaction of the body to any demand for change.’ Stress can also be defined
as an internal state which can be caused by the physical demands on the body, such as
disease conditions, exercise, extreme temperatures etc. In short, stress is a response to
events that disrupt or threaten to disrupt our physiological or psychological functioning.

STRESSORS
Stressors are situations or events that
are perceived as a threat to an
individual’s mental or physical well-
being, particularly if dealing with the
stressor requires resources that are
beyond the ones available to the
person. Stressors cause the body to
give out the stress response and can be
of many different types. The external
reaction to stressors is called ‘strain’.
Examples of stressors include: a bad
relationship, exams, daily commuting
A diagram depicting the cycle of
to a job, etc. stress influenced by stressors

TYPES OF STRESSORS
Stressors can be classified into two major types: positive stressors and negative
stressors.

Positive stressors are various events or situations that are generally positive in nature and
leave an individual feeling happy, motivated, and excited. Examples of positive stressors
include a promotion, an upcoming wedding, a roller-coaster ride etc. While negative
stressors are various events or situations that are generally negative in nature and leave an
individual feeling anxious, worried, and distressed about the situation. Examples of
negative stressors include death of a loved one, a divorce, an injury, etc.
2
CHARACTERISTICS OF STRESSORS
In today’s fast-moving world there are a large number of stressors that can cause an
individual stress. However, many such events share several characteristics that can serve
as defining factors for stressors. These characteristics are:
.
1.Intensity- Stressors may be so intense that they produce a state of overload for us so
that we can no longer adapt to them.

2.Incompatibility- Stressors also tend to create situations which evoke incompatible

tendencies in us. For example, having multiple job offers.

3.Uncontrollability- Events or situations that are beyond our control tend to be more
stressful than when an individual can predict or control the events taking place.

4.Unpredictability- Stress perseveres in the situation is unpredictable. For example,

going into a surgery without high chances of success or when it is difficult to predict
whether the surgery will be successful.

5.Traumatic- Stressors are often traumatic events that are beyond the range of usual
human experience. This may include accidents, natural disasters etc.

Environmental stressors

Career stressors
Emotional stressors

Types of stressors
Physical stressors

Injury
3
TYPES OF STRESS
ACUTE, EPISODIC, AND CHRONIC STRESS
Stress can be categorized into various types. Three categories it is commonly put into is
1. Acute stress
2. Episodic stress
3. Chronic stress

Acute stress is a natural response that begins shortly after a traumatic event and lasts for a
time span of less than a month. Severe acute stress is a different story. This kind of stress,
such as when you’ve faced a life-threatening situation, can lead to post-traumatic stress
disorder (PTSD) or other mental health problems.

Episodic stress occurs when someone experiences frequent bouts of acute stress that
occurs in episodes. This might happen if you’re often anxious and worried about things
you suspect may happen. You might feel that your life is chaotic and you seemingly go
from one crisis to the next.

Chronic stress is a prolonged and un-ending kind of stress that if left untreated can
adversely affect your health. It can be caused by both, everyday pressures as well as
traumatic events. Chronic stress can also lead to frequent ailments such as headaches, an
upset stomach, and sleep difficulties.

EUSTRESS AND DISTRESS

Contrary to popular belief, all stress is not actually bad for you. Stress can turn out to be
a good thing as long as it is not negatively impacting your health and wellbeing. Hans
Selye categorised stress into two parts: distress and eustress.

Distress is the stress that is considered to have a negative affect on you while eustress is
stress that can have a positive affect on you. Earlier, we spoke about positive and
negative stressors, eustress and distress can be understood similarly. Eustress is typically
caused by positive stressors and can manifest itself in the following ways: increased
energy and motivation, hyperactivity, increased productivity, and positive outlook.
While distress, typically caused by negative stressors can manifest itself in the following
ways: lack of sleep, fatigue, headaches, and feeling overwhelmed.

Eustress can be caused by events such as socialising, rollercoasters, weddings, packing

for a vacation etc. While distress is typically caused by unwanted events or situations
such as the death of a loved on, an upcoming exam, an accident or an injury.

Right amounts of stress from the right triggers can boost productivity and performance.
4
Effects of
Stress
Large amounts of prolonged stress can influence our
body and health. The human body is designed to
experience and react to stress. However, this can
take a toll on us when an individual continues to
face stressful challenges without relief or relaxation.
Distress can lead to common symptoms such as
headaches, stomach aches, high blood pressure,
insomnia etc. Stress can also worsen symptoms of
diseases an individual may already have. Some
specific effects of stress include:

MUSCULOSKELETAL SYSTEM

Muscles tense up almost as soon as the body

experiences a stressful situation. Stress can have a
severe effect on the musculoskeletal system. When
muscles are tense for a long period of time, it can
trigger other reactions in the body as well as stress
related disorders. Tension-type headaches as well as
migraines are associated with muscle tension in the
shoulders, neck and head. Further, pain in the lower
and upper back has also been linked to job stress.

CARDIOVASCULAR SYSTEM
The activity of the heart and blood vessels are
affected by stress. Acute stress causes the heart rate
to increase and the heart to beat faster. Stress
hormones such as adrenaline, noradrenaline, and
cortisol are also released. Further, blood vessels
dilate under stress, increasing the amount of blood
pumped to various parts of the body. This is also
known as the fight or flight response. Chronic stress
can contribute to more serious problems such as
hypertension, heart attack, or stroke. Stress can also
cause inflammation in the circulatory system,
particularly in the coronary arteries.
ENDOCRINE SYSTEM
A trigger causes the brain to initiate a series of
events involving the HPA or hypothalamic-
pituitary-adrenal axis. This results in an increase
in the production of glucocorticoids such as
cortisol or the ‘stress hormone’. During times of
stress, the hypothalamus in the brain signals to
produce cortisol. Cortisol mobilizes glucose and
fatty acids in the liver and increases energy levels.
Chronic stress can affect communication between
the immune system and HPA axis and cause
physical and mental health conditions such as
diabetes, obesity, depression, immune disorders.
5
Effects of Stress
By draining our resources and keeping us off
balance physiologically, stress upsets our
complex internal chemistry. In particular it may
interfere with efficient operation of our immune
system-the elaborate internal mechanism through
which our bodies recognize and destroy
potentially harmful substances and intruders,
such as bacteria, viruses and cancerous cells.
Foreign substances that enter our bodies are
known as antigens. When they appear, certain
types of white blood cells (lymphocytes) begin to
multiply. These attack the antigens, often destroy
them by engulfing them. Other white blood cells
produce antibodies, chemical substances that
combine with antigens and so neutralize them.

Other effects of stress on the body

include:
1. Ulcers: Infection of the bacterial H. Pylori
due to lowered immunity can lead to ulcers.
Prolonged stress, can have an effect on
stomach acid production and cause ulcers

2. Asthma attacks: Stress or anxiety can be a

trigger for an asthma attack.

3. Diabetes; Stress induces the fight-or-flight

response, in which blood sugar levels go up.
If the body doesn't have enough insulin in
order to get that blood sugar into the cells,
sugar levels remain high in the blood,
causing diabetes.
6
 Stress
Management
HOW TO MANAGE STRESS EFFECTIVELY

STRESS MANAGEMENT INVOLVES USING A RANGE OF DIFFERENT

STRATEGIES TO DEAL WITH STRESS AND STRESSFUL EVENTS.
THESE ACTIVITIES CAN HELP AN INDIVIDUAL LEAD A BALANCED
AND HEALTHIER LIFE.

PHYSIOLOGICAL TECHNIQUES COGNITIVE TECHNIQUES

Physiological techniques such as maintaining a Cognitive techniques such as seeking support

balanced diet, exercising regularly, yoga,
pranayam or breathing exercises etc. can be
effective ways to manage day-to-day stress.
A good diet can help boost an individual's
mood and keep an individual active and
energetic rather than lethargic and tired, which
is often a side effect of stress.
Yoga and breathing exercises such as
pranayam help regulate one's blood way and
heart beat. It is also said that it can help one
sort their thoughts out and clear their head as
stress often makes it difficult for an individual
to prioritize effectively and make the right and
required choices.
Further, progressive muscle relaxation (PMR)
is also a deep relaxation technique that has
been effectively used to control stress and
anxiety.
7
from family and friends, or through therapy,
practicing rational thinking, trying to have an
optimistic state of mind, and being aware of
one's emotions can help an individual deal with
stress.
Stressful situations can often cause an individual
to spiral and have irrational thoughts. Therefore,
having a strong support system as well as
thinking rationally is an effective technique for
stress management,
BEHAVIOURAL TECHNIQUES
Behavioral techniques include overcoming
unhelpful habits such as procrastination, and
poor time management. It also includes the
practice of systemic desensitization which
involves gradual exposure to the stressor to help
overcome the stress.
Further, practicing assertiveness and
biofeedback (a technique used to control the
body's responses such as rapid heart beat) can
help manage stress.
 Stress
Management

A STRESS RESISTANT PERSONALITY

People with high levels of stress but low levels
of disease are labelled as having a stress-
resistant personality. Work, family, hobbies,
and social life are all important to stress-
resistant people.

Resiliency is a personality trait made up of

three traits: control, commitment, and
challenge, all of which are thought to help
people cope with stress. Individuals with a
high level of hardiness believe and act as if life
events are under their control (control), engage
meaningfully in living activities and appraise
these activities as purposeful and worthy of
investment.

According to existential personality theory, the combination of these traits gives people the
bravery and drive to cope adaptively with life stress, reducing the negative impacts on their health.

INEFFECTIVE WAYS OF DEALING

WITH STRESS AND THE DISTRESS
CYCLE

Just as we have listed effective ways of

dealing with stress management, there are
methods that are ineffective but people are
drawn to them. These may seem to be
ways of managing stress at first but end up
becoming stressors in the long-run.

Some ineffective ways of managing stress

include alcohol, drugs, caffeine, smoking,
giving up good habits etc. This can cause
an individual to enter the distress cycle
from which it becomes difficult to escape
later on.
8
Theories of Stress
GAS (GENERAL ADAPTATION SYNDROME)
The General Adaptation Syndrome (GAS) was a theory of stress proposed by Hans Selye.
This model describes in the detail the physiological processes the body goes through when
exposed to any stressors. It has three stages: the first stage which is the alarm stage, the
second stage or the resistance stage, and the third stage or the exhaustion stage.

The alarm stage is the stage in which the body prepares itself for immediate action by
arousal of the sympathetic nervous system. It is during this stage that adrenaline is released
which helps prepare the body to deal with stressors that hamper with our equilibrium. In
this stage, the pupils dilate, heart-rate increases, the mouth becomes dry to keep the trachea
clear, there is a burst of energy and immunity is heightened.

If the alarm stage continues, the body moves on into the resistance stage. Here, the body
tries to resist the effect of the continuous or persistent stressor, while resistance to a new
stressor is impaired. The body secretes hormones in order to resist the effects of stress.
Adrenocorticotrophic hormone or ACTH is one such hormone that is secreted by cells in
the pituitary gland. The rate of its secretion is controlled by Corticotrophin Releasing
Factor or CRF, which is produced by cells in the hypothalamus. Stressors trigger a reaction
that activates the cells of the hypothalamus and to secrete more CRF which is then sent to
the pituitary gland, subsequently increasing the secretion of ACTH I the blood.

Therefore, the brain gets triggered by

stressors during the resistance stage and
secretes hormones. Cortisol (the stress
hormone) and other similar hormones secrete
various substances that allow the body to
deal with stress during the resistance stage,
for long periods of time. However, if the
level of these hormones remains high it can
become harmful for the individual. . During
this second stage, the Glucocorticoid
hormones like Cortisol are released. Due to
these, arousal is lower than during the alarm
stage, but our bodies continue to draw on
resources at an above normal rate in order to
cope effectively with the stressor.
9
Continued exposure to the stressor or additional stressors drains the body of its resources
and leads to the third stage, which is exhaustion. During this stage our capacity to resist is
depleted, and our susceptibility to illness increases. In severe cases of prolonged physical
stress, the result can be death. The final stage of the general adaptation syndrome is the
stage of exhaustion. In this stage, the body’s capacity to respond to both continuous and
new stressors have been seriously compromised. For instance, due to the actions of
cortisol, a person may no longer be able to ward off infection and may become sick and
perhaps die. Or, because of other stressor-induced hormonal effects, stomach ulcers,
diabetes, skin disorders, asthma, high blood pressure, increased susceptibility to cancer
(Bammer & Newberry, 1983) or a host of other diseases may occur at this stage or late in
the stage of resistance.

GRAPH DEPICTING THE PROCESSES OF THE GENERAL

ADAPTATION SYNDROME
10
Theories of Stress
LAZARUS’ COGNITIVE APPRAISAL THEORY
While Hans Selye’s General Adaptation Syndrome provides us with a solid framework for
understanding the way our body responds to stressful events and explains the relation
between stress and illness, it puts too much emphasis on the physical and physiological
aspect of stress and not enough on the cognitive aspect of determining whether an event is
stressful or not. Therefore, Richard Lazarus presented the Cognitive Appraisal Theory,
which tells us that stress occurs only to the extent that the people involved perceive the
stimuli. There are two levels to this theory:

1. Primary appraisal:
This refers to the perception of a changing or new environment that may be a potential
cause of stress as positive, neutral or negative, depending on its consequences. Negative
events are assessed based on their possible harm, threat or challenge. Harm refers to the
assessment of the damage that has already occurred due to the event or situation. Threat
refers to the assessment of the damage that could occur in the future because of the event at
hand. Finally, challenge refers to the assessment of the potential to overcome and profit
from the event. It includes the assessment of one’s resources for coping.

2. Secondary appraisal

Secondary appraisal takes place after the

primary appraisal. Once we perceive an
event as stressful, we assess our own coping
abilities and resources as well as whether
these means will be sufficient in overcoming
the harm, threat, and challenge that we had
assessed in the primary appraisal. The
resources mentioned here may include a
variety of elements that can help us cope
with unknown and changing environments.
These can be mental physical, personal, or
social. If we have a strong support system or
the right means to deal with stress, the
adverse effects of stress are lessened.
11
This series of evets reflects the process of cognition as described by Richard
Lazarus in the cognitive appraisal theory. The stressor causes us to assess the event
as a challenge or threat in primary appraisal. If the stressor is perceived as a threat,
secondary appraisal helps us assess our means of dealing with the threat at hand and
comprehending the level of threat it poses.

THE PROCESSES OF THE COGNITIVE APPRAISAL THEORY

12
Adolescent Stress
Teenagers, like adults, may face stress on a daily basis and can benefit from stress
management training. When a kid perceives a situation as hazardous, challenging, or
unpleasant and lacks the resources to manage, they are more stressed. The following are
some stressors for teenagers:

--School work and academic pressure

-Social groups and friendships
-Difficult relationships with parents and family
-Struggle for self expression
-Family problems
-Hormonal imbalances and mood swings\
-Issues with body image and confidenc

Studies conducted on stress in adolescents show that stress was commonly reported by
adolescents in their daily lives. The main causes of increased stress were family problems
and academic pressures. Peer relationships and social standing were also significant
contributors. Adolescents said they had effective coping mechanisms. Stress was relieved
through rationalizing and accepting the situation, as well as distraction activities,
spirituality, and self-comforting techniques. They did, however, feel the need for further
support from their family and society in general. They expressed a need for a safe place to
express their problems and seek guidance from adults through constructive talks.

With the advent of social

media, and with the world
becoming more and more
competitive, the amount of
stress faced by teenagers is
increasing rapidly. Therefore,
it is important to provide
teenagers with healthy ways
of stress management and
outlets for talking and
releasing stress. Coping
mechanisms include seeking
professional help, art or
music, finding different STRESSORS FOR ADOLESCENTS
creative outlets, exercise etc.
Analysis
 Methodology
SUB-SCALES OF MOONEY'S CHECKLIST

We conducted an anonymous study in the psychology class of 12th grade. Here,

students from similar socio-economic backgrounds were provided with Mooney's
checklist for stressors and effects of stress. These were then compared on a class
and individual basis. The sub-scales in the checklist are as follows:

ASW
This results in stress due to inability to cope with
examination pressure, anxiety during exams, or inability to
focus (leading to procrastination). Fear of failure, inability
ADJUSTING TO to live upto expectations of peers, family or oneself, fear of
SCHOOL WORK speaking in class to voice opinions, leads to covert
behaviour and further stress.

FVE
This is vacillation in the mind of the individual in the field of
education or future vocations. It is doubting the education
system, wanting a dictation of each step or simply being
FUTURE unsure of career options. This stress results in feeling of
VOCATIONAL inadequacy and indicates need for change in school, or
EDUCATION exposure to different work.

CTP This results due to discontentment/incompatibility with

school course or method of teaching or inability to cope with
academic pressure. Fear of teachers refrains the adolescent
CURRICULUM from expressing views in class, resulting in the child’s
TEACHER
PROCEDURE
inability to understand or focus. Continuously being
ridiculed by peers, also leads to stress.
15
 Methodology

HDP
During teenage years, the priority of looking attractive to the
opposite sex or generally conforming to society’s demands
of physical development becomes a source of stress. This can
HEALTH AND
lead to severe dieting and, and disorders like anorexia and
PHYSICAL
DEVELOPMENT bulimia, resulting in fatigue, overtiredness, and even more
stress

FLE
Adolescents may find affording basic amenities a problem.
When they interact with different sections of society, they
may develop an inferiority complex, along with feelings of
FINANCE,
LIVING
jealousy. Also, in the later stages, when they gain financial
CONDITIONS, independence, sustaining themselves and getting employed
EMPLOYMENT may be stressful.

SRA
SOCIAL AND
This refers to a suitable chance for self-expression (need for
a forum to express overt behavioru) in the form of
recreational activities. These can be the need to explore, or to
PSYCHOLOGIC improve one’s self physically, emotionally and cognitively to
AL RELATIONS have a social stand. The inability to indulge in recreational
habits causes stress.

SPR
These are one on one relations between the adolescent and
his peers, family or teachers. Psychologically, he may feel
that he is not understood and cared for and may dislike
SOCIAL AND himself. He may succumb to stress like not finding himself
PSYCHOLOGIC
AL RELATIONS
adequate to have idealized social relations (as are in his
mind).
16
 Methodology

PPR
PERSONAL
When the adolescent is constantly pre-occupied in trivial
matters or finds it hard to forge certain events of the past, it
usually causes a lot of stress. Such stress results in
PSYCHOLOGIC emotional catharsis, which can be in the form of reduction
AL RELATIONS to tears, disliking oneself or simply as repression.

CSF
This is caused due to stress in relationships among friends in
general and someone from the opposite sex in particular. It is
the fear of losing a loved one, insecurities, or on the other
FICOURTSHIP,
SEX AND
hand, losing faith in relationships. It also results due to lack
FRIENSHIP of knowledge about sex or inability to discuss such feelings
with anyone.

HF
HOME AND
This usually ranks as the most common source of stress for
adolescents. Inability to converse with parents or have an
open channel, results in stress. The need for emancipation
FAMILY from (or to be wary of one’s parents) or conversely , the need
to be loved can be a major stressor at this age.

Moral values and religious sentiments play a major role in

MR
one’s actions, cognitions and behavior. The need for higher
power (as a sense of direction) an quest for faith, yearnings,
and on the other hand, being agnostic about this faith act as
MORALS AND
RELIGION stressors. Erring in one’s own eyes results in conflicts with
morals.
17
Data Collected
This is the data from a survey study where the stressors and effects of stress are found for the individual and group
using Mooney’s checklist. The group consists of the Psychology Class group between the ages of 16- 18 years from
similar educational and socioeconomic background. The individuals were provided with a copy of Mooney's
checklist and asked to rank how that particular subscale affects them on a scale of 1-5. The results were then
tabulated as follows.

Effects of Stress

Stressors
Graph I
Effects of Stress

Here, we have made a graph to compare how the individual case study ranked in comparison to
others in the group in terms of the effect stress has on them. The green bar are the scores of the
subject while the blue bar represents the class average. We will further discuss the sub-scales CSF,
HDP, SRA, ASW, FVE, and CTP as they show the most difference in the individual and the
group.
Discussion
1. CSF
CSF is the sub-scale in Mooney’s checklist that may be caused due to the stress adolescents
experience in relationships with friends, as well as members of their preferred sex. As
mentioned above, it includes the fear of losing a loved one, insecurities based around
relationships, as well as the need for a knowledge about sex or the inability to discuss such
topics with others.

The group average for CSF is 25.77 while the individual score is 13.

This shows that the individual does not experience severe effects of stress in this category as
compared to others of the same age group. Perhaps the individual has solidified their
friendships and relationships and has trust in the same. The individual may also have
satisfactory resources to discuss topics such as sex and friendship. The individual feels less
stressed about their relationships with others, and insecurities in a relationship as compared to
the group.

2. HDP
HDP is the sub-scale that talks about health and physical development and stress caused by
the same. Adolescents have a constantly changing body with different needs therefore their
health and physical development can often become a source of stress. This category includes
things such as poor posture, a poor sleep cycle, poor mental or physical health etc.

The individual ranks higher in comparison to the group. The individual has a score of 34
while the group average is 25.09, making the individual score 8.91 points higher than that of
the group average.

This could be due to the fact that the individual shows the effects of stress on a physical level.
They may have poor posture, fatigue, irregular sleep schedules, or other common physical
manifestations of stress. The group may be managing certain aspects of stress better than the
individual, particularly physically. We would advise the individual to take a few minutes a
day to give time to themselves and going on a walk, to release any pent up anxiety, as well as
to improve eating habits and sleep schedules.
3. SRA

SRA refers to social and recreational activities. Adolescence may be the time where self-
expression is of paramount importance. This sub-scale refers to an individual being able
to express themselves freely as well as indulge in recreational activities that help the
person to lead a balanced life. If an individual is deprived of the opportunity to express of
themselves or indulge in recreational activities, it can cause the person to be stressed.

The individual score in this category is much higher that the group average. With the
individual score being 41 while the group average is 31.32. However, the group
average being relatively higher as compared to other scales also tells us that feeling
stressed out due to the inability to relax properly or express themselves is common
among adolescents.

Perhaps the subject feels more stressed out in this section because they feel that they
cannot freely express themselves in their current social circle or at home. Further, they
may not have enough time or opportunities to engage in recreational activities which
could help them relieve stress.

4. ASW

ASW is the stress caused by schoolwork or academic pressure on an individual.

Adolescence is the stage in an individual’s life where academic and school-related
pressures are at their pinnacle. With each year, the student must learn to adjust to the
increased workload and demand of the curriculum. This can often become a source of
stress for teenagers.

The subject scores higher than the group average with a score of 38 while the group
average is 29.41.

This could imply that the subject has a greater fear of failure than those in the group and
therefore feels a greater pressure to do well academically. Perhaps, other events outside of
school have made it difficult for the individual to cope with the increasing demands of
school as well as the heightened expectations. I would advise the individual to try and
prioritise their work in order to manage their time better, as well as talk to those they trust
such as teachers and their parents about the struggle they face with the curriculum.
5. FVW
FVE or future vocational education refers to the stress caused by the doubting of the
education system or the career an individual may plan on pursuing. As teenagers have the
pressure upon them to decide what career to pursue, unsatisfaction with this choice or
feelings of indecision in this sector may add to a high school in this sub-scale on
Mooney’s checklist.

The individual shows a greater score in this sector than the group average. The
subject has a score of 37 while the group average is 28.55.

This could indicate that the subject is hesitant in the career they are planning to pursue or
with the way the subjects are taught in school. Further, it may also be a result of doubting
the current education system and contemplating whether receiving an education is even
worth it. This level of uncertainty about both, the future and the present can be a major
source of stress, particularly for adolescents as they are constantly pressurised to decide a
particular career and are expected to stick with it for the long run. This individual could
benefit from conversations with career counsellors or by taking a step back and
rethinking their academic choices up to this date.

6. CTP
CTP or curriculum, teaching, procedure, refers to the stress an individual may face upon
receiving education that may be insufficient or due to gaps in understanding certain
concepts and other thing that are taught in class. It is a result of discontentment or
incompatibility with a certain teacher’s or the school’s way of teaching.

The individual shows a higher score in this sector as compared to the group average. The
individual score is 30 while the group average is 20.86.

This could show that the individual is struggling in one or more subjects and feels
discontent towards certain subjects. Perhaps a teacher’s teaching style is not suited to the
subject’s learning style making it difficult for the student to understand and retain the
information told to them in class. I would advise this individual to speak to the teachers or
seek a change in subjects. Seeking extra help from outside of school would also not be a
bad idea.
Graph 2
Stressors

Here, we have made a graph to compare how the individual case study ranked in comparison to
others in the group in terms of the stressors in their life. The green bar are the scores of the subject
while the blue bar represents the class average. We will further discuss the sub-scales SPR, HDP,
SRA, ASW, MR, and CTP as they show the most difference in the individual and the group.
1. SPR
SPR refers to social and psychological relations. This refers to stress that may be caused
by the individual relations a person has with their parents, friends, teachers, classmates,
etc. Often, feelings of insecurity can lead teenagers to believe they are not worthy of
forming close relations with others etc. These feelings can also be a factor causing stress
under this sector of Mooney's checklist.

The individual scored much higher in the stressors under SPR as compared to the
group average. With the individual score being 39 and the group average as 26.59.

This indicates that the individual likely faces a greater number of stressors relevant to
social and psychological relations in comparison to the rest of the group. This could
include feeling inadequate or insecure about their relations with those around them,
struggling with feelings of loneliness at home or in school, having no solid support group
or no one to talk to, or struggle to manage complicated relationships well by trying to
avoid the people. They may also have a pessimistic outlook for other people in general
and dislike a large number of people.

2. HDP
HDP is a sub-scale that discusses health and physical development, as well as the stress
that comes with it. Adolescents' bodies are continually developing and have diverse
needs, thus their health and physical growth can be stressful. Poor posture, a poor sleep
cycle, poor mental or physical health, and so forth fall under this category.

The individual shows a higher score in this sector as compared to the group average.
The individual score is 33 while the group average is 23.41.

From this, one could infer that the individual is experiencing certain health or lifestyle
problems such as menstrual disorders etc. Perhaps, the individual has suffered an illness
or disease previously in their life that has had a long-lasting effect on their health and
continues to be a stressor to this day. Other health related concerns such as being over
or underweight is something that a lot of adolescents have to deal with in their lifetime,
that could also be a reason for having a high score in this criteria.
3. SRA
Social and recreational activities are referred to as SRA. Adolescence may be the period
of life when self-expression is most important. This sub-scale refers to a person's ability
to freely express oneself as well as participate in recreational activities that help them
live a balanced existence. When a person is robbed of the ability to express oneself or
participate in recreational activities, they may get stressed.

In this category, the individual score is significantly greater than the group average.
Individually, the score is 37, while the group average is 22.82.

This could be possible if the subject of the study has difficulty planning and executing
recreational activities due to stressors such as too little time, an overwhelming schedule
etc. They may have also scored highly in this section as they have boring weekends and
no proper outlet to express themselves freely which can also act as a stressor and make it
difficult to overcome the stress by relaxation or recreation. I would advise the individual
to go out of their way to eliminate these stressors by making time for fun. In a fast
moving world, it can be difficult to take time out for oneself, and we tend to forget how
important it can be. Doing so may help ease the effect of the stressors.

4. ASW
ASW is the stress that an individual experiences as a result of schoolwork or academic
pressure. Adolescence is a period in a person's life when academic and school-related
pressures are at their highest. The student must learn to adjust to the increased workload
and demands of the curriculum with each passing year. For teenagers, this can be a source
of anxiety.

The subject has a higher score than the group average, with a 37 out of a 25.77.

This could indicate that the subject has subjects that are more difficult or demanding than
the rest of the group. Or that the subject of the study takes on more work than the rest of
the group therefore adding to the number of stressors in this category. Further, it could also
imply that the individual is taking harder classes or believes in doing work differently
when compared to the group. As the group consists of students of different streams having
different subjects, perhaps this individual is not as well suited to their set of subjects as the
rest of the group.
5. MR
MR or Morals and Religion is the sub-scale that refers to the stress one experiences due
to spiritual or religious conflicts they may face internally or externally. This can include
feeling the need to be more spiritual or feel closer to God, the need for a higher power,
religious conflict around them, or just the need for a sense of direction. Adolescents can
often feel lost and may seek to find solace in a higher power while struggling to
understand what to believe in and what to not.

The individual shows a greater score in this sector than the group average. The
subject has a score of 28 while the group average is 22.41.

This could indicate that the subject is having doubts regarding the religion they were
raised with and is trying to seek their own relationship with religion and spirituality. It
may also mean that the individual is attempting to decipher and navigate the line of
morality. When teenagers are indulging in bad habits such as lying or worse, they may
want to seek spirituality for help, or they may feel ashamed regarding their choices and
actions. This can all build up and become major stressors in a teenagers life.

6. CTP

Curriculum, teaching, and procedure (CTP) refers to the stress that an individual may
experience as a result of insufficient education or gaps in understanding of certain concepts
and other things taught in class. It is the result of dissatisfaction or incompatibility with a
particular teacher's or school's teaching style.

When compared to the group average, the individual has a higher score in this area. The
average group score is 26.36, while the individual score is 40.

This could show that the individual is facing many stressors in this category as the
individual score is significantly higher than the average score. This could also imply that
the individual may struggle with time management or organized study, as well as find
certain concepts difficult. Stressors such as academic pressure and exams will only add to
this score and may affect the individual more adversely than it would others.
Graph 3
Individual Effects of Stress vs stressors

Finally, we have made a graph to compare how the individual's responses in Mooney's checklist for
the effects of stress and the stressors. The green bar are the scores for the effects of stress marked
by the subject while the blue bar represents the scores for stressors. We will further discuss the
sub-scales CSF, HDP, SPR, FLE, PPR, and SRA as they show the most difference in the
individual and the group.
1. CSF
Here, the individual's score for the effects of stress is relatively less as compared to the
score for the stressor.

Stressor score: 18
Effects of stress score: 13

This means that the individual is capable of managing stress well in this sector and can
deal with the stressors to a certain degree. In CSF, the stressors for the individual are
relatively low as well, therefore not many resources are required by the individual to deal
with the stressors. In adolescent life, at least for the subject of the study, this sub-scale
does not prove to be a major cause of stress.

2. HDP
For HDP, the effects of stress and stressors at nearly the same level, having scores that
differ only by one point.

Stressor score: 33
Effects of stress score: 34

As seen earlier, the individual's response for both the effects of stress as well as
stressors in this criteria were relatively high. Thus, the individual is responding as
expected to the amount of stressors or stressful events and situations they encounter
regarding their health and development. This is not to say that they are managing the
stress well, but the stressors are in proportion with the effects of stress.

3. SPR
Here, the individual's score for the effects of stress is relatively more as compared to the
score for the stressor.

Stressor score: 37
Effects of stress score: 41

This means that the individual does struggle to manage stress in this factor and shows the
effects of stress. The effects of stress may cause an individual to feel lonely, or get into
arguments easily, and be socially irritable.
4. PPR
Stressor Score: 36
Effect of Stress Score: 38

The stressor score for PPR is 36, whereas the effect of stress score is 38 which puts it
2 points above the stressor score, thereby making the effect of stress score higher than
the score of the stressor. In this case, there could be certain events of the past that
have negatively impacted the individual but the stress the individual carries ends up
being far worse than the events themselves.

The individual might result to repressing their feelings, and using unhealthy coping
mechanisms to deal with such events which could lead to poorer social connections
and an overall increased feeling of hopelessness.

5. FLE
FLE shows a greater score in stressors than it does in effects of stress.

Stressor: 21
Effects of stress: 18

This shows that although the individual faces stressors in this sub-scale they are capable
of managing the stress to an extent as the stress does not show its effects to an alarming
degree. This would mean that although the subject may not have enough opportunities or
resources for recreation, they are capable of managing the effects of stress that come
along with it.

6. SRA
SRA shows that the effects of stress are greater than the points denoted to the stressor by
six points.

Stressor score: 37
Effects of stress score: 41

This means that the individual does struggle to manage stress in this factor and shows the
effects of stress. The effects of stress may cause an individual to feel lonely, or get into
arguments easily, and be socially irritable.
 Conclusion
To conclude, through the anonymous survey we can see that the subject of our study scored
generally higher in scores of both, effects of stress and stressors based on Mooney's Checklist.
This would imply that the individual experiences greater amounts of stress as compared to others
in the group.

This could imply that the individual has poor stress management tactics and struggles to deal with
stress the same way as others in the group. It could also imply that the individual experiences
more stressors on a day-to-day basis as others present in the group.

We see that particularly in the HDP, SRA, ASW, SPR, we can see that individual results differ
from the group average. In the checklist for effects of stress, most of the points are higher than the
group average which goes to show that the subject of the study is worse at managing stress than
others in the group and that stress tends to have a more severe impact on them than normal. The
study is not a stress resistant personality.

Similarly, the stressors in the same sector are relatively higher as well. This may imply that the
individual experiences more stressors or perceives more stressors as threats rather than challenges
as compared to others in the group.
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