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StressManagementClassroomLesson

MeaganMcEachron

GradeLevel:9thGradeStudents
Length:1Week
LengthofSessions:45Minutes
NumberofMembers:Classroom/LargeGroupLesson
GenderofMembers:Mixed
Group Rationale: The number of youth experiencing stressrelated disorders,
includingdepression,eatingdisorders,anxiety,socialdysfunction,andsubstance
abuse, has increased. An estimated 35% of young people in the United States
experiencestressrelatedhealthproblems(Erford,2010,p.914).
Goals:Studentswilldevelopanincreasedunderstandingofwaystomanagestress.
ASCAModelMindsetsandBehaviorstobeAddressed:
Category2:BehaviorStandards
SelfManagementSkills(6):Demonstrateabilitytoovercomebarrierstolearning
SelfManagementSkills(8):Demonstratetheabilitytobalanceschool,homeand
communityactivities.
TargetPopulation:9thgradestudents
PreScreening:Studentsarechosenbybeinginhealthclass.Studentswillthenbe
askedwhattheyknowaboutmanagingandcopingwithstress.
LeadershipStyleThecounselorwillleadinaModifiedDemocraticstyle
throughoutthelargegroup,andsmallgroupdiscussions.Thecounselorwillkeep
thegroupontask,andwillbefirmbutfairwhenitcomestodiscipline.Itis
importanttoprotectthegroupmembersandencourageparticipationfrommembers
asthegroupislead.

EvaluationThegroupwillbeevaluatedwithapreandposttestregardingtheir
knowledgeofwaystomanagestress.Theeffectivenessofthegrouplessonscanbe
seenbasedontheanswersontheposttest;haveanswerschangedbasedonwhat
wastaughtinthelesson?
WeekOneStressManagement
Objective/Outcome
Eachstudentwillbeableto
identifyatleastonewayofcoping
withstress.

Evaluation/Assessment
Assessment=monitoreddiscussion
Evaluation=100%ofstudentswillbe
abletolistatleastonewayofcoping
withstress.

Materials:Writingutensil
Procedure:
1. Greettheclassandexplainroleasaschoolcounselor.
2. Introduceandfacilitateamindfulminutetotheclass.
3. Discusstheoverallgoalofthegroupandexplainthegrouprules,suchas
respectingothersintheclass,onlyonepersonspeaksatatime,allow
everyonetheopportunitytospeak,anddonotsharewithotherswhatissaidin
thegroupleadingtoadiscussionaboutconfidentiality.Asktheclassifthere
areanyotherrulestheywouldliketoaddbeforemovingon.
4. Passoutthepretest/posttestandexplainthatitisonlyseenbyyou,theschool
counselor,andallowforafewminutestofillitout.Collectthemwhenthey
arefinished.
5. Icebreaker:HeliumStick.Ingroupsof4or5,eachgrouphasayardstick.
Eachmemberofthegroupmusthaveafingertouchingtheyardstickatall
times.Thegoalistobringtheyardsticktothegroundwithoutanyonetaking
theirfingeroffofthestick.
6. Discusstheideaofbeingresilientandworkingtogethertogetthroughthe
difficulttask.
7. Provideabrieflectureaboutstress,including:
a. Definitionofstress
b. Identifyingsourcesofstress
c. Recognizingthephysicalandemotionalconsequencesofstress

d. Howtoimplementeffectivecopingstrategies.
d.i. Relaxationtechniquesdeepbreathing,progressiverelaxation,and
visualization
d.ii. Physicalactivity
d.iii. Sleepquality
d.iv. Timemanagementandstudyskills
8. Encouragestudentstoparticipateandaskquestionsduringlecture.
9. Attheendofthelecture,provideanexampleofamusclerelaxationtechnique
andaskstudentstoparticipateastheyfeelcomfortable.
Closing:
1. Askstudentstoshareonethingthelearnedfromthelessonandaskifthey
haveanyquestions.
2. Passoutthepretest/posttestagainandallowafewminutesforthestudentsto
fillitoutasecondtime.Collectthemwhentheyarefinished.
3. Remind the students about the rule of confidentiality and thank them for
participatinginthelesson.
Reference:
Erford, B.T., (Ed.). (2010). Professional School Counseling: A Handbook of Theories,
Programs, and Practices (2nd Ed.). Austin, TX: PRO-ED, Inc.

Pre/Posttest
StressManagementPrePosttest
Name:_____________________________Date:________________________

1. Whatisstress?

2. Namesomeofyourcommonsourcesofstress?

3. Howdoesstressaffectyouphysicallyand/oremotionally?

4. Inwhatwaysareyouabletomanageyourstress?

5. Wouldyourecommendthislessontofuture9thgradestudents?Ortostudentsinothergradelevels?Ifso,
whichones?Explain.