Stress Lab Self-Assessment: We Do Not Focus Much On It

Stress Lab Self Assessmentnormally We Do Not So Much Look At Things

Stress lab: SELF-ASSESSMENT “Normally we do not so much look at things as overlook them.†- Alan Watts Real People, Real Stories The Stress Management 101 class was about to begin. Today's topic was Assessing Your Stress. Angie sat quietly in the back of the classroom. “Ok class, let's start by checking our resting heart rateâ€, the teacher announced. Angie's pulse was 105 beats per minute. “Next, check the number of breaths you take per minute.†Angie counted 30 breaths. “How long does it usually take you to fall asleep once you lie down at night?†Angie said it usually takes about two hours. “How much of the time do you feel high levels of stress?†Angie said she feels that way almost all the time. “Doesn't that feel unpleasant to always feel so stressed?†the teacher questioned. Angie's reply was both sad and common among college students, “I didn't know there was another way to feel. I assumed this was the way college life was supposed to be, and that everyone feels this way.â€

Paper For Above instruction

The self-assessment exercise outlined in this stress management module prompts individuals to analyze their physiological and emotional responses to stress, emphasizing the importance of understanding one's current stress levels to implement effective coping strategies. The combination of physiological measurements such as resting heart rate and respiration rate, coupled with subjective evaluations like the Stress-o-meter and the Inventory of College Students' Recent Life Experiences (ICSRLE), offers a comprehensive overview of personal stress exposure and perception.

Physiological indicators like elevated resting heart rate, as seen in Angie's case with a pulse of 105 beats per minute, can signify heightened stress. Normal resting heart rates typically range from 70 to 80 beats per minute in healthy adults (American Heart Association, 2020). An accelerated heart rate suggests sympathetic nervous system activation, which is a hallmark of the body's stress response. Similarly, breathing patterns provide insight into stress levels; shallow chest breathing often accompanies anxiety, whereas diaphragmatic abdominal breathing is associated with relaxation (Kabat-Zinn, 1990). In Angie's case, her awareness of her breathing pattern and respiration rate can reveal her stress-induced tendency toward chest breathing, which diminishes oxygen intake and exacerbates feelings of tension.

Subjective measures such as the Stress-o-meter enable individuals to appraise their perceived stress over different timeframes. An average score closer to 10 signifies persistent high stress, whereas lower scores indicate relative calmness. For college students like Angie, who reported feeling high stress levels nearly constantly, this scale is instrumental in recognizing the need for intervention and balance. The ICSRE further complements physiological and perceptual assessments by identifying specific stressors faced in academic, social, and personal domains. For instance, persistent academic dissatisfaction, relationship conflicts, financial burdens, and health concerns often emerge as significant stress sources among students (Misra & McKean, 2000).

Together, these assessments provide a multidimensional picture of stress. Angie's high heart rate, rapid breathing, and perception of constant stress likely correlate with frequent hassles identified in her life, such as academic pressures and social challenges. Recognizing these patterns is vital for developing targeted stress management techniques. For example, deep diaphragmatic breathing exercises can help modulate physiological stress responses, promoting relaxation and reducing heart rate and respiration (Brown & Gerbarg, 2005). Additionally, time management, social support, and cognitive reframing are proven strategies to cope with stressors effectively.

The assessment results also underscore the importance of perception in stress reactions. Two individuals experiencing similar events may respond differently based on their appraisal of the situation. Cognitive-behavioral interventions can help alter negative perceptions and enhance resilience (Lazarus & Folkman, 1984). For Angie's case, understanding her stress triggers and developing personalized coping strategies could improve her overall well-being.

In conclusion, self-assessment tools such as physiological measures, perception scales, and hassles inventories are invaluable for gaining insights into one's stress levels. For students like Angie, who may perceive high stress as the norm, applying appropriate stress management techniques is essential. Incorporating relaxation practices, improving time management, and fostering supportive relationships can mitigate the adverse effects of stress. Recognizing and addressing stress proactively leads to better health, improved academic performance, and enhanced quality of life.

References

• American Heart Association. (2020). Heart rate basics. https://www.heart.org/en/healthy-living/fitness/fitness-basics/target-heart-rates
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• Kabat-Zinn, J. (1990). Full Catastrophe Living: Using the Wisdom of Your Body and Mind to Face Stress, Pain, and Illness. Delta.
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