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A.

STRESS MANAGEMENT,
EMOTIONAL BALANCE AND EMPATHY

STRESS MANAGEMENT

Contents
Introduction
Objectives
Process
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5

Starter Activity - Picture Analysis

Role play & Discussion
PPT on Stress, Types, Symptoms and Source (Slides 1 to 13)
Find out your stress level
Group work - Coping with stress.
Demo - stand on one leg

Activity 6

Coping - Strategies
PPT on Coping with stress (Slides 14 to 18)

Activity 7

Demo - laugh Graph Exercise

Wrapper activity RERS method (Slide 19)
Total Time : 90 mts

Logistics
Appendix - 1 Worksheet (40 copies)
Appendix - 2 Role play /Themes (10 copies)
Appendix - 3 Findout your stress level (English)
Appendix - 4 Findout your stress level- (Malayalam ) (40 copies)
Appendix - 5 Scoring key (40 copies)
Appendix - 6 RP- reference Note - Find out your stress level
Appendix -7 Role play/ skit (sample)
Appendix - 8 RP note for slides
Appendix - 9 PPT Slides copies
Chart paper - Card size - 10 Nos., Marker pens

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Teacher Transformation Programme
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Stress Management,
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Emotional balance and Empathy

Activity Flow chart

1
Starter Activity
5 mts

6
Coping with stress PPT
Presentation
Stand on one leg - Demo
Laugh graph Exercise.
Demo (10 mts)

7
Coping with stress PPT
Presentation
Stand on one leg - Demo
Laugh graph Exercise.
Demo (10 mts)

2
Stress
Role play & Discussion
(25 mts)

3
PPT on Stress, types,
symptoms and sources
(15mts)

5
Coping with stress
Group work
(5 mts)

4
Findout your stress
level
(10 mts)

8
Wrapper Activity and
PPT presentation
Listening music (10
mts)

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Teacher Transformation Programme
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Stress Management,
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Emotional balance and Empathy

STRESS MANAGEMENT
Introduction
Stress is a state in day to day life. It may vary from person to person. The only
time that we may be free from stress is when we are inactive. Many circumstances
create stress in peoples lives. There has been wide spread changes in the thinking
pattern and life styles of the people, subsequently, their needs and demands of
life have also changed. Incompatibility to these demands also is developed and
this may lead to dissatisfaction. The educational field also is not an exception.
The teachers and students also undergo stressful situations due to emotional
instability. This module is an attempt to foresee such stressful situations in daily
life and to enable the participants to develop the techniques and strategies to
control or manage such stressful situations.

Objectives

To understand the nature of stress

To recognize the types and sources of stress
To identify the different stress symptoms and their effects
To equip the participants with "De-stress techniques"
To recognise the stress of students and use appropriate stress busters
Time: 5 mts

Activity 1: Starter Activity - Picture Analysis

RP distributes a picture that depicts a student undergoing stress in the school

(Annexure 1)
Task
Participants are asked to make a brief write up after observing the picture carefully
(5mt).
RP invites some participants to present their observations. Then RP asks the
participants to write a stress experienced higher secondary student on a given
card sized paper (individual work) RP instructs them to keep it for further
discussion .Then RP consolidates that the students face different kinds of stress
and tensions in schools.
Time: 25 mts

Activity 2 : Role Play and Discussion

RP distributes different strips with the following themes on them (one statement
on each strip and one strip to each individual)
Theme
1.

The stressful situations students face at school

2.

Tension faced by a patient and his family in the hospital

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Teacher Transformation Programme
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Stress Management,
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Emotional balance and Empathy

3.

Anxiety faced by the public in the government offices

4.

Stress faced by teachers in the school

5.

Stressful situations parents and children face at home

(Annexure -2)

Task
Participants are directed to develop a script for role play, based on the themes
given. (3mts)
After the given time, the participants who received the similar themes sit together
to discuss and finalise the script into one single product. The group plans a role
play based on the script. (5 mts)
Each group presents its skit (15 mts)
RP initiates a group discussion after the presentations.
What are your observations on these role-plays?
What kinds of physical and mental stress are faced by different characters in these
role plays.
[Note : Each role play and its characters should be analysed
RP should note down the points on a chart (Do not to give titles)]

Activity - 3 : PPT on stress, Types, Symptoms and Sources

Time: 15mts
Based on the above discussion RP elicits what is stress from the participants.
Then RP explains 'stress, types of stress, effects of stress and source of stress
with the help of slide 1 to 13.
While discussing, RP elicits similar experience/situations from the participants.

Consolidation
RP should refer to the RP-Note-(Annexure-8) for the explanation of slide
2to 13 .

Activity - 4 : Find out your stress level

RP distributes checklist for assessing stress level of participants individually (Annexure- 4)

After completing this task (individual rating) , RP distributes the scoring key.
Based on the given scoring key, all participants evaluate themselves
(Annexure- 5)

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Teacher Transformation Programme
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Stress Management,
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Emotional balance and Empathy

Consolidation
RP consolidate the above process with the help of scoring range (refer
Annexure -6)

-4-0
0-5
5 - 10
10 - 15
15 - 20

Low distress, high eustress

Low stress
Moderate stress
High stress
Extreme stress

Activity 5 : Group Work- Coping with stress

Demo - stand on one leg (Ice breaker)

Time : 5 mts

Stand on One : Leg RP demonstrates the activity

Step 1 : Stand on one leg
Step 2 : Stand on one leg by keeping both hands close to the body.
Step 3 : Stand on one leg by closing both eyes and keeping both hands close to
the body.
RP says:
Now we have identified stress levels. What do you do if you experience extreme
stress? We have also understood how to control/reduce distress.
Let us examine - How can we reduce/control stress faced by different characters
in our previous role plays? Could you suggest a few possible ways?
Participants to note their ideas (3mts)
RP elicits some points and writes them on chart.
RP elicits the following techniques - relaxation methods:
Expected Answers :
-

Walking, jogging, games

Yoga, meditation, Exercise
Therapies, Prayer

Activity -6 :
Time : 10 mts

Coping - Strategies
RP - Then presents slides 14 to 18 related to coping with stress.

While presenting the slides item Be humorous RP demonstrate the following

activity.

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Teacher Transformation Programme
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Stress Management,
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Emotional balance and Empathy

Laugh graph exercise

Participants are laughing based on the Graph drawn by the RP. Loudness of the
laugh varies according to the graph line. When graph line progresses the laughing
sound also decreases.
For the explanation to slides - 14 to 18 RP should refer to corresponding reference
note (Annexure 8) and generate ideas, examples, relaxation methods, experiences
from the participants related to slides presented.

Activity 7 : Wrapper Activity

RP asks the participants to take the stress experience card written during the first
activity and related to this case
RP explains the stress management with the help of RERS method.
Based on the participants written experience RP instructs them to analyse the
task with the help of the points given below. Participants are asked to write the
following on the backside of the Paper on which they have written about the
stress experienced by higher secondary student.

I think, the reasons are : ....................................

I think, the effects are : ..............................................
(Visible symptoms of the student)

I think, the responsible person/things are.....................

I think, the solutions to control/reduce are

....................................

....................................

....................................

....................................

RP - concludes the session by showing Slide No.19 (while presenting these slides
RP incorporates the following ideas/messages)

Stress is inevitable in life but we have to overcome it, by handling wisely.

We must accept them as a part of a daily life

It takes both sun and rains to make the rainbow. It can be explained in this
way that stress is part of our life. Accept them as a part of reality in life.
Minimum level of stress helps to make life happy and beautiful.
Session ends with participants closing their eyes and enjoying some music.

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Teacher Transformation Programme
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Stress Management,
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Annexure 1

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Teacher Transformation Programme
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Stress Management,
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Emotional balance and Empathy

Annexure 2

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Teacher Transformation Programme
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Stress Management,
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Emotional balance and Empathy

Annexure 3
Find out your Stress Level - Checklist
Stress Test
1.

I enjoy a laugh and a joke with my students and/or

colleagues most days

Yes / No

I dont have the time or the inclination to try and enjoy

myself at work

Yes / No

I believe my students will succeed in their qualifications

and go on to do well

Yes / No

I think many of my students do not have the ability or

motivation to complete their qualifications to a high standard

Yes / No

5.

I usually feel that I am in control of my interactions with students

Yes / No

6.

Many students do not respect the staff or the rules of the school

Yes / No

7.

At least one of my colleagues makes my life difficult

by undermining me

Yes / No

2.
3.
4.

8.

I have experienced some form of bullying or harassment from

students or colleagues, such as making sexually inappropriate
comments undermining my competence, or by criticizing my personality.
Yes / No

9.

I have more work to do than I can comfortably cope with

10. My job has become tedious and repetitive

11

Yes / No
Yes / No

There are not enough hours in the day to do everything,

so I sometimes have to take work home with me and work
on it during evenings, weekends and holidays

Yes / No

12. I usually feel on top of my work

Yes / No

13. It bothers me or would bother me, if my principal

supervises me often

Yes / No

14. I feel I can manage my own stress by taking care of my work

Yes / No

15. I drink caffeine/alcohol to help me cope up with stress

Yes / No

16. I take sleeping pills or anti depressants and/or other

medication to help me cope with stress

Yes / No

17. I take painkillers quite often to deal with head

aches and /or backaches.

Yes / No

18. I take an enjoyable form of exercise at least once a week

Yes / No

19. I am often too tired to eat properly and may skip meals,
eat a lot of snacks or eat junk food

Yes / No

20. I feel I spend enough enjoyable time with my family,

friends or social groups

Yes / No

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Teacher Transformation Programme
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Stress Management,
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Emotional balance and Empathy

Annexure 4

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Find out your Stress Level
1.

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Yes No

2.

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Yes No

3.

hnZymn-I ]T-\-n hnP-bn-p-sav Rm hniz-kn-pp

Yes No

4.

an hnZymn-Ipw DX hnZym-`ymkw sNmX

A`n-t{]-c-W-bnsv Rm hniz-kn-p-p.

Yes No

hnZymn-I-fp-am-bn CS-s]-Sp-tm Rm \nb-{Ww

]men-m-dp-v.

Yes No

an hnZymn-Ifpw Aym-]-Isc _lp-am-\n-p-nsv

Rm a\-n-em-p-p.

Yes No

Hcp kl-{]-h-I-\n \ns-nepw F\nv

A]-Ion-I-c-amb A\p-`hw Dm-bn-p-v.

Yes No

Fs hynXzs l\np sXmb ]cmai

IpnIfn \nv DmImdpv.

Yes No

5.

6.

7.

8.

9.

sNm-\mhp--Xns\m tPmen-I F\nv sNtn hcm-dp-v. Yes No

10.

tPmen-bn hnc-kX A\p-`-h-s-Sm-dp-v.

Yes No

11.

HutZymKnI tPmenI {]hrnkabv ]qoIcnm

IgnbmXn\m hon sImpt]mbn sNbvXp Xomdpv.

Yes No

12.

tPmenbn tIa\msW tXm DmImdpv.

Yes No

13.

taep-tZym-K-s ]cn-tim-[-\-sb-p-dnv Rm t_m[-hm-\m-Wv

Yes No

14.

IcpXtemsS {]hnv tPmen kw_amb ]ncnapdpw

Ipdbvm Bhpsav a\nempp.

Yes No

15.

tPmenkZw Ipdbvm elcn ]ZmYsf B{ibnmdpv.

Yes No

16.

]ncnapdpw Ipdbvm Huj[ D]tbmKnmdpv.

Yes No

17.

imcocnI thZ\IfIm thZ\kwlmcn D]tbmKnmdpv.

Yes No

18.

BgvNbn Hcnsenepw Rm BkzZnv hymbmaw sNmdpv. Yes No

19.

{][m\ `Ww Hgnhmn \nehmcanm eLp`Ww

IgnpI ]XnhmWv.

Yes No

20. IpSpw_tmsSmw BkzmZyIcambn sNehgnm kabw Ismdpv.

Yes No

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123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890
Teacher Transformation Programme
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Stress Management,
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Emotional balance and Empathy

Annexure 5

Scoring Key
Add up your score using the following key. Watch out for negative points for
some items. When you have worked out your score, look up which scoring
range you currently fall into.

- 1, No = 1

Yes =

Yes = 1, No = 0

3.

Yes =

4.

Yes = 1, No = 0

5.

Yes = 1, No = 1

6.

Yes = 1, No = 0

7.

Yes = 1, No = 0

8.

Yes = 1, No = 0

9.

Yes = 1, No = 0

10.

Yes = 1, No = 0

11.

Yes = 1, No = 0

12.

Yes = 0, No = 1

13.

Yes = 1, No = 0

14.

Yes = 0, No = 1

15.

Yes = 1, No = 0

16.

Yes = 1, No = 0

17.

Yes = 1, No = 0

18.

Yes = 1, No = 1

19.

Yes = 1, No = 0

20.

Yes = 0, No = 1

-1, No = 1

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123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890
Teacher Transformation Programme
123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890
Stress Management,
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SCERT

131

Emotional balance and Empathy

Annexure 6
RP Note : Find out your stress level (Scoring range)
-4 0 : Low distress, high eustress
Not only are you doing all the right things to manage your stress, you are also
experiencing aspects of positive stress such as hope and humour. You may be
contented, or you may want to consider seeking more stimulation or challenge in
your work.

0 5 : Low stress
Generally you find that your job causes you relatively little stress and you may find
that aspects of positive stress, such as hope and humour, make your work more
enjoyable. Think about whether you are contented or whether you would like
more challenge or whether you are feeling fulfilled in other areas of your life.

5 10 : Moderate stress
Your work life has a balance between times of stimulation and times of stress. If you
are comfortable with the kinds of challenges you are experiencing, you may be
functioning optimally.

10 15 : High stress
Your work life is becoming stressful to the extent that it is likely to be impacting on
other areas of your life, and your functioning may not be at the level you are capable
of. Try some of the stress management techniques described in this module. If you
are already practising some stress management strategies, it may be that your job is
creating more stress than you can comfortably cope with and it may be time to
consider a change in role.

15 20 : Extreme stress
Your stress level is extremely high. If this is an ongoing situation, you should seek
help and support in managing your stress as soon as possible. Begin to incorporate
the techniques described in this module into your routine. You may also benefit
from the support of a counselor and discuss your current life situation with your
doctor, who may be able to help or may be able to refer you to someone who can. If
you do not take action soon, you may find the levels of stress you are experiencing
will take a toll on your long-term health.
What to do if you are under too much stress?
Remember, the harmful effects of stress are caused not only by how much stress
you are under, but also by how you interpret and appraise that stress. A moderate
amount of stress, particularly positive stress, is healthy and stimulating.

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123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890
Teacher Transformation Programme
123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890
Stress Management,
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Emotional balance and Empathy

Annexure 7

hvjov
tdm t /kvInv (Cu amXrI {]tbm-P-\-s-Sp-m-hp--Xm-Wv)
k`w
amXm-]nXm--fpsS kZ-n\v hgn kbkv ]Tn-tn h Ipn. ]Tn-m
]msX h-tm IW-n\pw ^nkn-Ivkn\pw Syq-j GmSv sNbvXp. Fnpw
]cobn {]Xo-n amv Inn-bn-. hon \nv cn-Xm-hns\ hnfn-p-sImph-cp-hm ]d-bp-p. Imcy-a-dn cn-Xmhv Ipnsb hgp ]d-bp-p. ]ntv Aht\bpw Iqn kvIqfn hcp cn-Xmhv m^v dqan A[-ym-]-I-cpsS ]cmXn
tIpp. Ipn Hpw ]Tn-p-nspw Cs\ t]mbm +2 ]mkm-hm _pnap-m-sWpw A`n-{]m-b-s-Sp-p.
Task
$
$
$
$

{Kqv AwK- tdm t k`w a\-nemp-I.

tdm tbnse IYm-]m-{X-, Hmtcm-cp--cp-sSbpw tdm Fnh Xncn--dn-bpI
5 an\n-n-\Iw tdm t, Bkq-{XWw sNbvXv Ah-X-cn-n-pI
Fm-hcpsSbpw ]m-fnw Ddp hcp-p-I.

Case
\n-fpsS IpSpw-_-n Hcp hnhml kmcw \S-p-p. Bbn-c-n-e-[nIw t]
]sSpp km-c-amWv. 3 aWn apX-emWv dnk-]vj. \n`m-K-y-him10 aWnbvv
Sn. hn. bn ^vfmjv \yqkv hp. Cv lm-em-Wv. Pn-bnse Hcp {]tZipmb
kwLjw 2 t]cpsS acWn\nS-bm-n. hon Fm-hpw `Ww Xm-dmngnn-p-v. Gsd-t]cpw AIse \nv hml-\-n Ft--h-cm-Wv. lm-em-b-Xn\m Bpw hcm Ign-bn Fp-d-m-Wv.

Discussion Points
$
$
$

Cu hop-Im A`nap-Jo-I-cn-tn hcp {]iv\- Fm-bn-cn-pw?

hc\pw h[p-hn\pw Dm-Im-\n-S-bp am\-knI, sshIm-cnI ]ncn-ap-dp
Fsms?
hnhml km-c-n-tev Wn--s--hcpsS {]Xn-I-cWw Fmbncnpw?

tdm t /kvInv
k`w
Hcp lbsk--dn hnZ-ym-ebw , Imev 8.30 \v kvs]j-y mv Bcw-`n-p. cmPpamjv +2 kbkv "_n ' Unhn-j-\n sIan-kv{Snv ms-Sppp. cv ]ncn-bUv mkn\p-tijw m^v dqan-se-n-b-tm {]nkn--ens tNmZyw.
_n.]n.F kvtImfjnv At]- - I - s fms A]vtemUv sNbvtXm?
tkmdn km, A]vtemUnwKv ]q-am-bn-n. Atm kl-{]-h-Is Ia:v
""amtj, kv ] mn _ns- S p- m- Xv sImv CXp- h sc ifw Inn- b n- n- .
]pdv cn-Xm-hns Ims-cp-am-w, "\n-fpsS mknse Ipn Fs aIs\ Cse
_n Ib-dp-tm Xn-bn-Sm {ian-p. Atm-gmWv kbkv mknse Hcp Ipn
sIankv{Sn ]pkvX-I-hp-ambn kwibw tNmZn-m h-Xv. amjv Ahs\ Xd-np t\mn
]pkvXIw tai-p-d-tv hen-s-dnv Itk-c-bn Xfn-cp-p.

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123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890
Teacher Transformation Programme
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Stress Management,
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133

Emotional balance and Empathy

Annexure 8
Rps Note - Stress
Stress and strain is a state in our day to day life. Stress is not always negative,
however it is normally perceived in a negative sense, which is called distress.
Negative stress is the kind of stress you experience, when you feel, out of
control. Unpleasant emotions such as anger, fear and frustration tend to result
from negative stress. The positive stress, is stress, you experience when you
adapt positively to a challenge. Any satisfaction you get from putting effort
into a task involve some positive stress-imagine a bow and arrow. The more
one stretches the string of a bow, the faster will be the journey of arrow.
Stress comprises three factors (a) stressor, (b) stress, and (c) coping strategies.

Sources of Stress
Stress may be induced from different sources
(a)

Environmental

Change in climate, excess noise, crowd, etc may cause stress and affect work
efficiency
(b)

Change

Any life changes requiring adjustment. The disruptions of daily routines are
stressful. Changes in personal relationship, changes at work, changes in finance
etc can be stressful even when the changes are welcome.
A child who is not equipped with adequate coping skills, experiences anxiety
during the first days of school. The main reason for this is the fear of the
unknown. The best coping strategies is to move from unknown to known. An
engineering graduate receiving her first employment letter may feel happy
and excited while also experiencing stress. One way to reduce the intensities
of stress is to take preliminary visit to the place.
(c)

Personality related Stress

Low self esteem is responsible for appraising a situation as stressful or

otherwise. Person with low self esteem often finds personal failure like disease,
personal clashes, divorce, separation, death, etc stressful.
(d) Inter Personal Issues
There may be several inter personal situations causing stress. In education
sector also, both students and teachers experience severe stress, related to
their inter - personal relationships.
(e)

Stress caused by System Issues

Sometimes the system, comprised of any organisation, family, school, club and
other social enterprises induces stress. The academic overload in schools and
the unrealistic parental demands and social expectations are composing severe
stress on students. The stress level of high achieving students are relatively
higher because of their fear of losing their rank, facing disapproval from parents
and society at large.

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Teacher Transformation Programme
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Stress Management,
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134

Emotional balance and Empathy

Coping with Stress

Individual variation exists in coping with stress. Some cope with stressful
situation directly and the others cope with stress in a defensive manner.

Direct Coping:
Direct coping includes confrontation, compromise and withdrawal. In
confrontation, the individual finds out a solution to the stressful event by either
changing the environment or through discussion or dialogue. In compromise,
individual finds out a practical solution to the problem. For instance, if a
person fails to become a doctor he compromises with his/her aspiration by
joining the nursing profession. When confronted with stress, people sometimes
simply give up and withdraw from the field.

Myths about Stress

1.x All stress is bad
9

Stress can be helpful as well as harmful. In moderate amounts, stress is

useful.

2.x The goal of stress management should be to eliminate stress:

9

The stress cannot and should not be eliminated. Only dead are free of
stress (Hansselye) The goal of stress management should be to control/
reduce stresses.

3.x The good life should be free of stressors

9

Stressors are part of existence.

4.9 The Lesser the stress, the better - distress is harmful

5 x A person can always adapt to difficult circumstances if he/she tries hard
enough.
This belief is false. Each person has limits of adaptability. If physical,
social or psychological pressures exceed your upper stress limit for an
extended period, wear and tear will lead to eventual break down. Trying
harder is not always true. In some cases rest and recovery is needed.
6.x Some people are destined by their heritage to be highly stressed
9

Whatever the background, most people can take personal responsibility

and construct steps which can dramatically increase the ability to handle/
reduce stress.

7.9 Distress has only harmful effects

8.x Stress affects only adults.
9

It is not true, stress is part of everyones life.

Slide No. -13 - Explanation

It takes both sun and rain to make the rainbow. It can be explained like them.
Stress is part of our life. Accept them as a part of daily life. Minimum level of
stress helps to make life happy and beautiful.

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123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890
Teacher Transformation Programme
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Stress Management,
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135

Emotional balance and Empathy