stress and threat jensen, chapter 16. introduction eustress –desire to solve a particular problem...
TRANSCRIPT
Stress and Threat
Jensen, Chapter 16
Introduction
• Eustress– Desire to solve a
particular problem– Ability to solve the
problem– Some sense of control
over circumstances– Sufficient rest between
challenges– A perceived potential
solution to the problem– Flow
• Distress– Are confronted with a
problem we don’t want to solve
– Don’t perceive the solution to the problem
– Feel the risk levels involved are unacceptable
– Have little or no control over circumstances
– Experience repeated situations of intense/prolonged stressThe Distressed Learner
“The differences between positive or moderate stress and distress or threat are very distinct”, for example:
• Moderate stress (eustress) is good for learning• Distress and threat are not!• Because:
– Cortisol is released from the adrenal glands and this depresses the immune system, tenses muscles, high blood pressure , blood clotting, and impairs learning
feelings of despair, overwhelming sensations and learned helplessness
– The issue can be very complicated because of “separate realities”
• This is why learners should have a choice in the learning processthe more controlthe more they will exercise itbetter they will become coping with stress
• Many underperformers may be under stress achievement may be seen as impossible
• Keep in mind:–Solution must be possible–Resources–Sense of control–Time to learn–Ability/awareness to manage stress
• My own mantra– “Everything is temporary”
The Brain in Distress
cortisol
• Problems with chronic stress– Atrophy levels in the hyppocampus (“gateway to
memory”) both in the fetus and in adults– Makes students more susceptible to illnesses– Therefore more test stress = more illnesses and
miss classes = less learning– Lower serotonin (feeling good) levels = more
aggressive and violent behavior patterns– Physical environment (crowding, fluorescent
lighting) can impact on learner’s stress– Stresslow achievementpoor self concept
• Lower levels of stress seem to facilitate storage and retrieval of memories
Impact of Social ForcesWhen Students Loose Touch
• Unforeseen stressors cause tension and threat to adults…same with students– As a teacher, provide more predictability and
classroom rituals
• Our body adapts to stressincreases in the morning, levels at midday and is reduced in the afternoon
• At times it is important to take a “mental health” day and relax, specially educators (see statistics of the Employees Assistance Programs)too much stress = breaking point– As a teacher incorporate stretching and breathing
exercises, quiet walks and support groups
Reactions to Threat
• Hi stress or threat has no place in the schools
• For the most part the brain responds to threat exposure in predictable ways
• Threatening environment reduce serotonin modulate emotionsviolence rises
• Threats also elevates levels of vasopressinlinked to aggression
• Students who come from abused backgrounds, usually have attention difficulties, they show survival behaviors:– Consistent shifting of the eyes, voice and
attention– Often swing or swat at other students (establish
territory) misreading danger keys
• The list of potential threats to learners is endless and they can exist anywhere (separate realities)
• By not being able to cope, student develop learned helplessnessusing less reflective skills (frontal lobe) and using more of the amygdala reflective skills survival
• The area that process emotions is getting more stimulation than others
Impact of Stress on Cerebral Blood Flow
• The brain then:– Looses the ability to correctly interpret information– Revert to familiar try and true– Looses some of the ability to index, store and access
data– Becomes more automatic in their responses– Looses ability to perceive relationships and patterns– Less higher order thinking skills– Looses some long term memory capacity– Tends to overreact to stimuli (phobia)
Impact of Stress on Cerebral Blood Flow
• Threatening Phrases:– Lateness = cost– You know what is going to
happen to you don’t you?– If you do that one more
time….– You are not going to
recess until…– If I have to tell you again,
you’ll be sorry– Wait until I tell your XXX…
they will not be happy– The more time you waste
talking the less computer time you will have
Opportunity for expression
Connection Activation
Learner safety
Steps to reduce teacher stress
• Become familiar with the causes of your stress
• Practice recognizing the stress level when one of these events happen
• Develop strategies about the different ways you can adjust to the event
• Practice relaxation techniques listening to music, meditation and reflection
• Maintain a regular and reasonable exercise program
• Develop network of support from your families and friends
• Look for good in every situation• If stress continues, seek professional help