Download Manage Stress - SPED*NET Wilton

1
Helping Your ChildAnd YourselfConquer Anxiety
Marcia Eckerd, Ph.D
marciaeckerd.com
2
3
Three Legged Stool
Overall Health
Procedures
Medication
Self-care
4
What is Stress?
5
Stress
1. The perception of a threat (either
physical or psychological) and…
2. The perception that coping
responses are inadequate to cope
with it.
6
7
8
How Stress Affects the Whole Body
Central Nervous System
Perception - Narrowed
Memory - Coarse, Imprecise
Learning - Blocked
Conditioning - Defense
Tendency - Regress or Perseverate
Expectancies - Negative
Tone - Flee or Destroy
Somatic Motor System
Tension
Ready for Action
Jaws Clench
Body Braces for Action
Autonomic Nervous System
Heart rate increases
Blood pressure increases
Oxygen need increases
Breathing rate increases
Palms, face sweat
Blood sugar increases
Adrenalin flows
Digestive tract shuts down blood to
muscles
Blood vessels constrict in hands, face
STRESSORS
▼"
+ anxiety, depression,
loneliness, social isolation
▼
+ catecholamines and/or cortisol
▼"
immune suppression
▼"
- T cells, B cells
macrophage cells and interferon
▼
accelerated disease progression
9
10
What Creates Stress?
•
•
•
•
•
•
•
•
•
•
•
Anticipation
Personal Interactions
Social Demands
Demands for Performance/Expectations
Too much to do
Pace - too little time to do it
Physical Limitations
Cognitive Limitations
Problems with Adaptability
Problems with Executive Control
……………..
11
Physical Stress Warning Signs
Headaches
Insomnia
Sleep disturbances
Low back pain
Fatigue
Sexual problems
Cold hands and feet
Neck and shoulder pain
Indigestion
Cardiovascular Disease
Irritable bowel syndrome"
Menstrual distress"
Nausea"
Loss of appetite or overeating"
Heart palpitations"
Hypertension"
Asthma attacks"
Frequent colds and flu"
Lowered immune system
Emotional Stress Warning Signs
12
Irritability and anger over small things."
Restlessness and inability to relax."
● Worrying about things that worrying won’t help."
● Bursting out in tears over small things."
● Difficulty concentrating."
● Depression and isolation."
● Avoidant behavior"
● Frustration and meltdowns
●
●
13
“We cannot change the cards
we are dealt, just how we play
the
hand.”
"
-Randy Pausch
Carnegie Mellon Professor
Author of “The Last Lecture”
14
Performance: The Yerkes-Dodson Law
15
Performance: The Yerkes-Dodson Law
16
17
Comparing Normal and Maladaptive
Responses to Stress
In the normal person, arousal reactions return to normal after the stressor
is dealt with. In maladaptive responses to stress, the arousal reaction
continues even after the stressor has been dealt with. In other words, the
set point or baseline of arousal reactions is steadily moved upward.
Arousal Reaction
Maladaptive
Adaptive
stressor
stressor
stressor
18
Relaxation Response
A state of relaxed, passive attention to a
repetitive or absorbing stimulus that
turns off the “inner dialogue” thereby
decreasing arousal of the sympathetic
nervous system.
The Relaxation Response is the
Opposite of the Stress Response
Stress
•
CHANGES
Metabolism
\
19
Relaxation
Response
Heart Rate
Blood Pressure
Breathing Rate
Muscle Tension
20
Techniques Used to Elicit the Relaxation
Response
● Meditation"
● Sound"
● Diaphragmatic
breathing"
● Imagery/Visualization"
● Yoga
Stretching"
muscle relaxation"
● Progressive
● Mindfulness"
● Prayer
How to meditate/!
elicit the relaxation response
21
Sit in a comfortable position, arms and legs
•
uncrossed.
•
•\
Begin with slow “belly breaths”
•
Resume normal breathing
•
Focus: Muscle relaxation, chosen word or
phrase, counting, visualization, mindfulness
•
Awareness and letting go of thoughts.
•
CONSISTENT PRACTICE
Benefits of the Relaxation Response
Structural Change in the Brain
•
Reverses physical effects of chronic stress
•
••
22
\ Reduces muscle tension.
•
Quiets the mind.
•
Increases the ability to focus.
•
Reduces conditioned emotional responses
•
Promotes positive problems solving
•
Improves resiliency
23
MEDITATION PRACTICED CONSISTENTLY
FOR 20 MINUTES DAILY HAS BEEN PROVEN
TO CREATE STRUCTURAL CHANGE AND
HEALING IN THE BRAIN.
24
Cognitive Restructuring
THINK
FEEL
DO
Cognitive Distortions
•
"
•
"
•
"
•
"
•
Overgeneralizing: I “always” mess up. I “never” get
a break.
Should/Must Thinking: I “have to” get these right. I
“should” be able to do this.
All or Nothing Thinking: Right/Wrong, Good/Bad,
Failure/Success
Catastrophic Thinking: “This is a disaster,”
“Everyone will think I’m stupid.”
Minimalizing: “If I do well, it’s just luck.” “Oh, that’s
not important.”
"
•
Labeling: “Stupid,” “Lazy,” “Thoughtless”
25
Coping Key: Negative, Irrational Thoughts = Cognitive Restructuring
Negative, Rational Thoughts from what you can control = Problem Solving
Negative, Rational Thoughts from what you can't control over = Acceptance (Milk for Meaning)
26
Stressful Event:__________________________________________________________________________________________________________
Emotions/Feelings
Physical
Signs
Automatic Thoughts (Don't Wants)
Cognitive Distortions
Positive
Emotions
Positive Thoughts (Wants)
Physical Signs, Negative Emotions/Feelings, and Cognitive Distortions
reflect our habit of thinking and how our body expresses stress overload, therefore these are
generally the same no matter what your stress.
Positive Psychology
27
“Attitude of Gratitude”: Gratitude Journal
"
People who kept Gratitude Journals:
"
Exercised more regularly
Had fewer physical symptoms
Felt better about their lives as a whole
Were more optimistic
Had more energy, alertness and enthusiasm
Felt a greater sense of connection to others
Reported better sleep duration and quality
•
•
•
•
•
•
•
"
Self Care
28
Sleep: The majority of Americans are sleep-deprived.
Looks like ADHD, depression, mood instability
•
"
Nutrition: Timing, balance, “real” food
•
"
Exercise: Promotes
Physical Endurance,
Cardiovascular Health
Positive Mood
•
29
And A Surprise:
Green Plants!
"
•
Have 3 - 4 green plants at home
"
•
Take a walk among trees/in
nature
30
Most children do not respond well to parents
trying to “fix” them.
How to Teach: Use and Model
If you use these techniques yourself, your
children will see them as life tools for
everyone.
"
If you use these techniques yourself, you can
use cognitions out loud and take “mini’s” as an
example. Cueing your child to do the same will
make sense.
"
If you use these techniques yourself, you are
likely to be calmer, less stressed, and a more
effective parent.
31