Goal: To improve conflict management skills
Objective(s):
1. The student will be able to define stress.
2. The student will be able to name situations that cause stress.
3. The student will be able to name physical cues of stress.Process Steps:
1. Tune in to your body's stress signals.
2. Ask yourself, "Am I feeling stressed?"
3. Ask, "What is making me feel this way?"
4. Choose stress reducer or relaxation technique (external vs. internal).
Discuss
Definition: Identifying stressful situations means knowing that someone or something is making you feel uncomfortable. It is a feeling that something feels uncomfortable and it is causing you to feel worried, anxious, or tense.
Rationale: It is important to identify stressful situations because too much stress can cause physical harm. When people feel too stressed, they may overreact to other events. Feeling stress can make it difficult to focus attention on other things. It can make it difficult to make good decisions.
Where/When/Comments:
• Skill can be used anytime the person notices physical cues
of stress (muscular tightness, rapid pulse, etc.).
• Students generate lists of potentially stressful
situations.
• Define stress and discuss events that might cause stress.
Each student may identify personal "triggers".
(Goldstein, 1988 p. 266)
• Discuss physical cues to feeling stress.
• Ask why it is important to be able to identify stress.
Set the Stage:
• Show movie, TV show (soap) without sound to help identify
stress.
• Provide students with a timed activity that is beyond
their abilities.
Model/Role-play with Feedback
• Group story writing using a picture depicting a stressful
situation (DLM situation cards) (magazine pictures, picture of
lunchroom, playground)
• Journal writing - explore/chronicle stressful situations.
• Collage of stressful situations
• Newspaper - look for articles of stressful situations.
Role play situations:
• The principal asks to see you.
• You overhear parents arguing.
• You try out for the school play/choir.
• Your friend cheated on a test and the teacher asks you
about it.
• You didn't do your homework.
• You have to take a timed fitness test in P.E.
• You are seldom picked to be on a team. Recess is starting
with selection.
• Your IEP is in 10 minutes
Application with Feedback
• Provide students with an activity that is timed and beyond
their abilities.
• Reward students for verbalizing stressful situations
(taking a test, talking to principal, trying out for athletic
team).
• Have students develop specific strategies for
"triggers" they identified earlier.
Social Skills Curriculum Guide, 1992
Special School District of St. Louis County