Stress Management (Children) Essay

1213 Words Apr 14th, 2006 5 Pages
Stress affects each of the five dimensions of health: physical, mental, emotional, social, and spiritual. Examples of "distressors" (negative stressors) that children and adolescents may confront within these dimensions include: illness, injury, inadequate nutrition, and low levels of physical fitness (physical dimension); pressures to excel in academic and extracurricular activities, depression, and anxiety (mental/emotional dimension); relational issues, peer pressure, and dysfunctional family lives (social dimension); and inability to find purpose in life or to understand how individual lives contribute to a much larger and grander universe (spiritual dimension).

Rather than how much stress individuals experience, the critical issue
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School safety is directly associated with the stress experienced by students, teachers, and parents. Important areas that should be considered regarding safety and injury prevention include playground safety, violence prevention, conflict resolution, procedures for emergencies and disasters, and promotion of smoke- and drug-free schools.
It is critical that teachers and other school staff possess emotional wellness in order to manage their own lives as well as the lives of the children within their circle of influence. According to Pransky (1991), teachers who have participated in school health promotion programs report decreased absenteeism, enhanced morale, improvement in the quality of their teaching, enriched attitudes about their personal health, and a sense of well-being. Moreover, healthy teachers and staff serve as positive role models for children and their families. A staff wellness program might include instruction in relaxation techniques, diet planning, communication skills, smoking cessation, and incentives for lifestyle improvements, such as lower health insurance rates, bonus checks, and free or reduced-cost health club memberships.
EDUCATION
Various curricular areas offer practical opportunities to promote stress management (Gilbert & Orlick, 1996; DeWolfe & Saunders, 1995; Anderson & Haslam, 1994; Romano, 1992; Miller & McCormick, 1991). School-based life skills programs that focus on such strategies as relaxation,

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