Practical Implications: Stress Management 1

Stress Management

Sierra Willis

Arizona State University

PPE 310

Dr. Currier

November 11, 2017

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Introduction

Just think about the stressors every individual faces throughout their normal day. School,

work, relationships and everyday tasks consumer our minds, creating stress beyond compare.

Finding a form of management is the most crucial thing to do for long-term assistance. The

purpose of Zen out of Ten is to teach students these tactics from a young age.

This program will offer classes, sessions, and a call center that promote the management

skills that every individual should have in life. Classes are offered to teenagers from the ages of

12 to 18. Zen out of Ten works with students of this age group so they are capable of

understanding the concepts, but young enough to create the habits easily. This program focuses

on the young minds that can be molded to in the fight against mental illnesses.

Classes are offered year round in sessions that allows students to get help at any time.

Zen out of Ten does not organize classes on age, but simply the levels of management an

individual has. Some individuals come to the center with no knowledge of management at the

age of 16, where a 14 year old could be working with the center from the age of 12. The

organization of the classes is simply to give students the hands-on and slow paced material they

need.

Stress Management is not a simple or gentle subject, by any means. The classes offered

benefit students in their education and personal life. They are taken serious from the moment

they walk into a class. Hands-on training with students assists them in finding outlets, coping

mechanisms, and give them long-term results.

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Funding

How might a financially strained school district afford such services? Major cuts have

been made in the music and clubs. Funding the management seminars or curriculum does not

have to be expensive, but is crucial for students. The effects of stress have ben catastrophic and

should not have to affect students everywhere. Simple fixes can be inexpensive and important.

More than 30 percent of students who seek services for mental health issues report that they

have seriously considered attempting suicide at some point in their lives, up from about 24

percent in 2010. (Novotney, 2014).

There are two quite simple answers. First option is for teachers to work the management

skills into their curriculum. Although this may seem difficult or unnecessary, it pays off in the

long-run. Second, grants can be applied for to fund an instructor to come and work with students

once a week. An instructor would not be incredibly expensive, and would work with the student

body of 7th to 12th graders all at once. This option would not be as beneficial as working it into

the curriculum, but would assist in bringing stress levels down.

Engagement

Students will work directly with classmates and educators for an hour or two a week to

learn their outlets for their stress and simple coping mechanisms when they face stress. Students

will be taught to filter out the good and bad stress, while learning the proper way to utilize both

types. When you are stressed out, your body releases chemicals to your brain in an attempt to

help it focus, and pushes adrenaline into the bloodstream so as to heighten your senses. In turn,

your heightened senses help you hone in and focus on the task at hand. So a little stress can be

helpful for students, but for a very short time. (How Stress Affects Students, 2017).
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While good stress can be beneficial, bad stress should be dealt with in a happy manner.

Students will work directly with an educator in the classroom or in another class setting to learn

such instructions. By working through levels of stress management, students will be excited and

engaged to learn through a healthy competitive nature.

Scheduling

Scheduling stress management assistance is not considerably difficult. If it is preferred to

have it implemented into the curriculum, then teachers can go through a short course so they can

teach students directly. If the school so pleases to have an instructor to come to the school then it

is more limited on the hours of 8-11 AM. The courses do not impede on the daily tasks a student

may learn, as it can be easily integrated into STEM curriculum. In the end, implementing the

strategies either way can assist students and children directly.

Committee

How can a school fulfill this system? Getting on staff on board with the lessons will

ensure the full benefits of the lessons. Zen out of Ten is created for students between the ages of

12-18, but can also benefit educators and professionals if they desire to use it. The school must

first have an administrator or authority contact the company before the practices can be

implemented. From there, a game plan is made between a board the school supplies and the

company itself. Once a game plan is in place, two things can happen. First off, teachers may go

through the training before implementing it into the classroom. Or, an hour or two will be picked

for an instructor from the company to come work directly with the entire school body.

When the implementation is in motion, educators must be fully supportive. The system

that Zen out of Ten supplies is only beneficial when it has a strong support system. Practices
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must be made continuously to work with the school in creating the ideal environment for it to

take place in.

Scheduling

Scheduling of classes can be made directly with the company by calling 1-800-123-4567,

or emailing info@zenoutof10.com. It is quite simple to begin the implementation of stress

management. Understanding how the classes will be given is the most crucial piece to scheduling

the needed instruction. It can be easily scheduled and taken care of once an idea is formed. This

should be done soon. Once a schedule has been made, every step to follow is quick and easily

executed.

Marketing

Marketing this product to students is not difficult by any means. The programs that are

provided are exciting and keep children of all ages involved. The idea of creating a healthy

future for students is our number one priority. We supply children with the practices they need to

accomplish a healthy lifestyle. Through lesson plans given to them at school, they begin to make

stress management tactics nearly as important as their English homework.

Educators should also be excited as the practices are not only for students, but also for

them. Even through the lessons are geared for 12-28 year old individuals, all educators can

benefit from learning similar tactics to working through stressful situations. Curriculum may

seen to be meant for once specific group, but through the leveling up process, students are able to

create individualistic approaches that suit their needs.

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Conclusion

Students need individualistic plans that suit their needs of stress management. Through

using the ideas that Zen out of Ten provides, all students are given this chance! The program can

be brought the school directly with a single phone call or email to begin, and leave lasting

effects. Through engaging lessons, students begin to move up the ranks or levels of stress

management and become masters of managing their stress. Creating stress management from a

young age can benefit individuals of all kinds. Simply implementing the stress management that

Zen out of Ten provides can give children the needed tools to succeed.

Appendix A

Appendix B
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Appendix C
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References

How Stress Affects Students (And What to do About it). (2017, October 16). Retrieved

November 13, 2017, from http://truestressmanagement.com/how-stress-affects-students/

Novotney, A. (2014, September). Students Under Pressure. Retrieved November 13, 2017, from

http://www.apa.org/monitor/2014/09/cover-pressure.aspx