COPING WITH STRESS

IN MIDDLE AND LATE

ADOLESCENCE
GROUP 3
Contents
01 02 03
Prayer The team Objectives

04 05 06
Discussions Recitation Summary
 Objectives
• discuss that understanding stress and its sources during
adolescence may help in identifying ways to cope and
have a healthy life;

• identify sources of one’s stress and illustrate the effects

of stress on one’s system; and

• demonstrate personal ways of coping with stress for

healthful living.
 The team

Jade T. Ross Joseph C. Verano Imeerose Antibagos Charry Jade Dellosa

Leader Member Member Member
What is STRESS?
• Stress is defined as a reaction of the mind and body to a
stimulus that disturbs the well being state of calm, or
equilibrium of a person.
• Stress is believed to be unhealthy, yet some experts
conclude that this is not entirely the case.
• Psychologists agreed that small sporadic amounts of stress
can be beneficial to individuals while excessive amount of
it can be destructive to both the physical and mental health.
What is a STRESSOR?
• is a situation or event that causes us to feel
stressed.
 • STRESS AS STIMULUS

SEVERAL
POINTS OF 2. STRESS AS RESPONSE
VIEW ABOUT
STRESS

3. STRESS AS RELATIONAL
 • Aside from being a reaction (response) stress is also a
• STRESS AS stimulus, as well as a relational condition between
STIMULUS persons and situation they are in ( Feist and Rosenberg
2012).

• As a stimulus, stress is caused by situations that may

be life threatening or life changing, such as separation,
PRESENTED BY: moving into a new home or having a new job. These
situations or events are often called stressor.

JADE T. ROSS
 2. STRESS AS • Stress as a response is the way the body reacts to
challenging situations. This involves the
RESPONSE
interactions between hormones, glands, and
nervous system where the adrenal gland drives
the production of cortisol or better known as
"stress hormone".
PRESENTED BY:

JADE T. ROSS
 2. STRESS AS • Another response of the body similar to the
production of cortisol is the release of a
RESPONSE
substance called norepinephrine, which triggers
the body's reaction, such as an increases of heart
rate, higher blood pressure, and respiration, to
prepare the body for action.
PRESENTED BY:

JADE T. ROSS
 2. STRESS AS • The adolescent's physical response to stress is
RESPONSE faster than that of an adult simply because the
part of the adolescent's brain the prefrontal
cortex, that assesses danger and directs action
during stress is not yet fully developed.
PRESENTED BY:

JADE T. ROSS
 3. STRESS AS
• Stress as relational is when a person
RELATIONAL
experiencing stress takes a step back to look at
the situation that is causing the stress, and
assesses it.

PRESENTED BY:

JADE T. ROSS
 • Assessment here means that when the person
3. STRESS AS allows the reasoning to prevail and weigh the
RELATIONAL relevance or irrelevance of the situation. If the
relevance is positive the person will look at
the situation in a more positive light. If the
relevance is negative this will produce
negative emotions that may lead to stress.
PRESENTED BY:

JADE T. ROSS
 TYPES OF PRESENTED BY:

STRESS
CHARRY JADE DELLOSA

HEALTHY STRESS BAD STRESS OR

OR EUSTRESS DISTRESS
 • HEALTHY STRESS OR EUSTRESS

Good stress refers to stress that leads to a positive

response. It is the opposite of distress and can
refer to any type of beneficial stress, whether
physical or psychological.1 It tends to be short-
term and often feels exciting. People perceive
this type of stress as manageable and even
motivating.
 2. BAD STRESS OR DISTRESS

• Bad stress, however, is the kind that wears

you out, leaves you jittery and is harmful to
your health. Bad stress, or distress, can lead
to anxiety, confusion, poor concentration
and decreased performance.
• Bad stress can be transformed into good
stress depending on how an individual
assesses the situation.
 Take note:

Adolescents students, who are in constant stressful

situations particularly related to school work and
relationships, should learn some coping
mechanisms to assist them in their development
toward a healthy adult life.
 PRESENTED BY:

CHARRY JADE DELLOSA

WHAT ARE THE USAL

STRESSORS OF MIDDLE AND
LATE ADOLESCENTS?
According to The Mayo Clinic in the United States
identified two sources of stressors as external and internal
source. EXTERNAL STRESSORS are those that come
outside of you like situations, people, and experiences.
While INTERNAL STRESSORS are those coming from
within you, like thought that you have that caused you to
feel fearful, uncertainties about the future, lack of control
over situations, and even your personal beliefs.
• SCHOOL DEMAND AND EXPECTATIONS

• Quizzes and tests, home works and projects,

oral recitation, quarterly exams, and grades
most especially, epitomize the kind of
stressors adolescents have when it comes to
studying.
2. SELECTING A SCHOOL, COLLEGE COURSE, OR CAREER

• Related to the first stressor mentioned is the situation

of what will happen after graduation. A high school
student who just graduated faces more demanding
challenges, and the first of these are the entrance
exams to whatever school or university, and the
course that they will choose.
3. SEPARATION ANXIETY

• High school graduation to some, means a temporary

ending or separation from some of their friends.
4. COLLEGE LIFE

• The prospect of being by themselves in a new school

in college and meeting and adjusting to new people
is another cause of stress for graduating senior
students.
 5. ROMANTIC RELATIONSHIP

• Adolescents have a tendency to feel awkward when

they are not in a special relationship with someone.
Somehow, having an intimate relationship is a status
symbol that says one is good looking, interesting,
PRESENTED BY:
and attractive.

IMEEROSE ANTIBAGOS
5. ROMANTIC RELATIONSHIP

• Sometimes being in a romantic relationship can also

be a stressor, if the relationship is bad or toxic, as
some adolescents are not matured enough to handle
serious relationships.
6. FAMILY DEMANDS AND EXPECTATIONS
• To some adolescents, family ties can be a stressor.
The adolescent is still learning and yearning for
independence and autonomy, but parents may not be
ready to relinquish control over their ''baby''. This is
why conflicts sets in.
6. FAMILY DEMANDS AND EXPECTATIONS
• There are still parents who think they know better
than their children and so they decide for them on
critical issues. An example is what course to take in
college.
7. HEALTH CONCERNS
• To some adolescents, health may be a problem.
Health problems may come in different varieties,
such as unwanted pregnancies, HIV and other
sexually transmitted diseases, unhealthy lifestyles
such as poor eating and sleeping habits that often
lead to lifetime diseases, and so on.
8. DEMANDS OF SOCIAL LIFE
• There is a common thinking among adolescents that
it is embarrassing to be alone. That is why the need
to belong is significantly important for adolescents.
But how does one become a part of a social group?
8. DEMANDS OF SOCIAL LIFE
• In order to become part of a group, the individual has
to have common interests with the other members of
the group.
• In some cases, stressful group pressure sets in when
an individual is faced with the challenge to belong
and be part of the group by going through some form
of ritual, like experimenting with drugs, alcohol, etc.
9. BULLYING

• Being someone who is bullied can be very stressful and

may cause emotional and psychological trauma to the
individual experiencing it. Many schools are aware of
the presence of bullying and have policies dealing with
it.
9. BULLYING

• Bullies are around because it is often believed that they

have problems either at home or with themselves, and
also need empathy and understanding. That is why
victims should learn to to deal with bullying by fighting
back with the right attitude and the right words.
 NOTE:
• It is with utmost importance to acknowledge any
physical, mental, spiritual, emotional, and social reaction
we have and any feelings or emotions that rise within us.
AVOID going into DENIAL by saying we are OKAY
PRESENTED BY:
when we really are NOT.

JOSEPH VERANO
TIME TO FIND OUT THE
VITALITY OF COPING UP
• Coping is a very important mechanism in dealing with stress.
It can help in avoiding the damages that may be brought
about by severe chronic stress to your health and well-being.
• Coping can be problem-focused, when remedies or solutions
are thought of to change the situation to lessen the stress, or
emotion-focused, when the objective is to lessen the
emotional impact caused by the stressful situation. (Feist and
Rosenberg 2012).
• Coping may also be a combination of both problem-focused
and emotional-focused remedies. Here are some examples as
illustrated above:
• Conduct creative imagery of the problem
• Seek group or social support
• Get into relaxation activities
• Create a situation where u feel more relaxed
• Learn to manage your time
• Eat properly by selecting nutritious and healthy food
In addition to the coping mechanisms suggested above, you
may also wish to do the following:
• Seek spiritual growth through prayer and meditation.
• Have a worthwhile hobby Watch a movie with friends.
• Have a nice quiet walk with your family after dinner
• Assess and adjust the expectations
• Believe in yourself that you are strong and courageous, that
you are capable of overcoming the challenges that you are
facing, and that any stressful situation will bring out the best in
you and will make you stronger.
THANK YOU!