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