Teenage stress test printable
Stress Worksheets for Adolescents | Therapist Aid
Gratitude means appreciating the good things in your life, no matter how big or small. Making the practice of gratitude a regular part of your day can build happiness, self-esteem, and provide other health benefits. The Gratitude Exercises worksheet summarizes five activities to help clients start practicing gratitude...
Leaves on a stream is a technique used in acceptance and commitment therapy (ACT) to cope with uncomfortable thoughts and feelings. This technique uses a concept called cognitive defusion, which works by creating distance from thoughts and feelings as a way to reduce the power they have over us. Cognitive defusion teaches us to take a step back and observe our thoughts and feelings from afar...
Stress is a feeling of being tense, overwhelmed, worn out, or exhausted. A small amount of stress can be motivating, but too much stress makes even small tasks seem daunting. Sometimes stress is the accumulation of many small hassles, while other times it is the result of major life changes or long-term problems. ..
Self-care means taking time to do things you enjoy, and taking care of yourself. When used consistently, self-care can reduce stress, relieve uncomfortable emotions, and improve physical health. The Self-Care Tips worksheet provides information on self-care, including a definition and practical tips for using self-care to reduce stress...
Long to-do lists and difficult responsibilities often lead to stress and anxiety. If the stress and anxiety get to be too much, avoidance and procrastination may be used as unhealthy coping strategies. Avoidance and procrastination let a person avoid these uncomfortable emotions, at a cost. Using the Goal Breakdown worksheet, your clients will learn how to break their goals into smaller and more manageable tasks...
Self-care activities are the things you do to maintain good health and improve well-being. Some self-care activities might already be part of your routine, such as eating regular meals, enjoying a hobby, or spending time with friends.
However, during periods of stress, self-care sometimes takes a back seat to other responsibilities...
Coping strategies are the actions we take to deal with stress, problems, or uncomfortable emotions. Unhealthy coping strategies often provide instant gratification or relief, but have long-term negative consequences. In contrast, healthy coping strategies don’t always feel good in the moment, but they contribute to long-lasting positive outcomes....
Social support is the help provided by other people, such as family, friends, groups, and communities. The forms of assistance that are given through social support come in many forms, and have a significant impact on a person’s well-being. Benefits of social support include improved physical health, greater resilience to stress, a feeling of security, and more....
Jon Kabat-Zinn—a leader in the field of mindfulness—has described mindfulness as "paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally".
Research has linked mindfulness with numerous benefits to mental well-being.
The Mindfulness Meditation worksheet provides all the information your clients will need to begin practicing mindfulness on their own. Po...
Progressive muscle relaxation (PMR) is a powerful technique with long-term benefits for stress and anxiety. When practiced regularly, the positive effects of PMR can become generalized. This means that the reduced levels of stress and anxiety will last well beyond the practice period. Our Progressive Muscle Relaxation Script can be used to guide clients through the exercise...
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Am I Too Stressed? 3 Minute Test & Screening
Self Tests
Am I too stressed? How much stress is too much? Use this short quiz to measure whether your stress level is too high.
Farah Fazel, PsyS
Medical ReviewerMarisa M. Tomasic, Ph.D.
Who Is This Stress Quiz For?
Answer the quiz questions below to see if you or a loved one may be suffering from too much stress.
The questions below relate to life experiences common among people who are enduring significant amounts of stress: emotional or physical tension. It can come from any event that feels frustrating, or out-of-control, or nerve-wracking, and it can be good in short bursts. However, chronic, or long-term, stress can have damaging effects on the body.
Please read each question carefully, and indicate how often you have experienced the same or similar challenges in the past few months.
How Accurate Is It?
This quiz is NOT a diagnostic tool. Mental health disorders can only be diagnosed by qualified mental health professionals.
What Is Stress?
According to the National Institute of Mental Health, stress is a normal, human reaction.
It's how the brain and body respond to any demand.
It's normal to have a high level of stress at one point or the other in our lives due to many life-changing scenarios and stressors. To prevent any health problems, it’s best to see a medical professional for treatment. The constant flow of stress hormones (including the so-called stress hormone cortisol) can take a toll on your body, causing it to age more quickly and making it prone to illnesses.
Some of the most common causes of acute or chronic stress are due to one or more of the following life stressors:
The death of a loved one
Divorce
Job loss
An increase in financial obligations or a decrease in earnings
Having to uproot your life and moving due to extenuating circumstances and out of your control
Chronic illness or injury
Taking care of an elderly or sick family member
A traumatic event, such as a natural disaster, theft, rape, or violence against you or a loved one
Psycom believes assessments can be a valuable first step toward getting treatment.
All too often people stop short of seeking help out of fear their concerns aren't legitimate or severe enough to warrant professional intervention.
Your privacy is important to us. All results are completely anonymous.
Alchemer is a flexible survey software tool built to handle all your unique needs. Please take my survey now
If you think you or someone you care about may be suffering from stress, anxiety, or any other medical health condition, PsyCom.net strongly recommends that you seek help from a mental health professional in order to receive a proper diagnosis and support. For those in crisis, we have compiled a list of resources (some even offer free or low-cost support) where you may be able to find additional help at: https://www.psycom.net/get-help-mental-health.
Stress FAQs
How can your doctor test your stress level?
There is no standardized test, outside of laboratory research settings, to formally diagnose stress because stress is subjective—what feels very stressful for one person may not cause high levels of stress for another.
Only the person experiencing stress can determine how severe it feels. A health care provider may use questionnaires to understand your stress and how it affects your life.
What diagnosis does stress go under?
Stress is not a psychiatric diagnosis, but it is closely linked to your mental health. Stress can cause physical and mental health problems and exacerbate existing problems. For example, if you often struggle to manage feelings of stress, you might develop anxiety or depression.
What causes high stress levels?
Anything that puts high demands or pressure on you can result in high stress levels, especially if you struggle to manage feelings of stress. Some common stressors that can lead to high levels of stress include high-pressure jobs, financial difficulties, taking on too much at once, conflicts at work or home, and failure to take time to relax.
What are the physical symptoms of stress?
Physical symptoms associated with stress can include headaches, high-blood pressure, aches and pains, racing heart, chest pain, muscle tension, jaw clenching, digestive issues, and more.
The physical symptoms of stress are plentiful and may vary from person to person.
How can we avoid stress?
Experiencing stress from time to time is normal, but it is important to prevent stress build up that leads to high levels of stress and possibly burnout. Some simple ways to avoid stress include finding effective ways to balance all your responsibilities, getting enough sleep, not taking on too much, eating a healthy diet, and taking part in physical activity.
What is acute stress disorder?
Acute stress disorder (ASD) is a type of anxiety disorder that may occur within one month after experiencing a traumatic event. ASD can last anywhere between 3 days and 1 month. It differs from posttraumatic-stress disorder (PTSD, but causes symptoms also seen in people with PTSD, such as dissociative symptoms, reexperiencing the traumatic events, and avoidance.
Does acute stress disorder go away?
Acute stress disorder (ASD) is a short-term condition and symptoms usually go away over time.
Consult with your doctor about the most effective form of treatment for ASD. Treatment may include a psychiatric evaluation, therapy, and medications. Many people with ASD are later diagnosed with posttraumatic stress disorder (PTSD).
When should I talk to a doctor about stress?
Talk to your doctor about stress if you are feeling overwhelmed, are reliant on drugs or alcohol to cope with the feelings of stress, have thoughts of hurting yourself, or are experiencing other related conditions, like anxiety or depression. Your doctor can provide advice for better managing your stress, prescribe medication, or refer you to a mental health professional for further diagnosis and treatment.
- The National Institute of Mental Health (NIMH). 5 Things You Should Know About Stress. Available at: https://www.nimh.nih.gov/health/publications/stress/. Accessed July 15, 2021.
- Mayo Clinic. Stress Symptoms: Effects on Your Body and Behavior. Accessed 4/11/2021.
- Child Mind Disorder.
Acute Stress Disorder Basics. Accessed 4/11/2021. - U.S. Department of Veteran Affairs, National Center for PTSD. Acute Stress Disorder. Accessed 4/11/2021.
Notes: This article was originally published July 14, 2021 and most recently updated September 12, 2022.
90,000 “Physiological effect of stress on the body of a teenager and its consequences”All -Russian research competition of students
“Youth, science, culture”
Direction: Medicine
Topic: “Physiological effect of stress on the body of the teenager
and its consequences”
Work done by:
Zavadskaya Kristina Novokuybyshevsk
Grade 10
Scientific adviser:
Popova O.I.,
Biology teacher of the highest category
Content.
I. Introduction. 3-4
II. Theoretical part
2.1. The concept of stress.
2.1.1. Research theories. Research by Hans Selye. 5-7
2.2. Types of stress.
2.2.1. Distress and its types.
8-9
2.2.2. Eustress. 9-10
2.3. Causes of stress 10-11
2.4. Adaptation syndrome in adolescents. 12-13
2.5. Stress resistance and its importance in the life of a teenager 14-15
2.6. Physiological effects of stress. 16
III. Practical part.
3.1. School 10-11 grades testing (test “Are you prone to stress?”
3.2. Diagnostics of students on pathology in health.
6. Conclusion. 17 9
7. List of literature 18
I. Introduction.
Adolescence is one of the most difficult periods in a person's life. During this period, a teenager's feelings and emotions are especially aggravated. Therefore, now, no one is particularly surprised by the fact that a child can have an attack of aggression during stress. nine0009 Until now, the topic of stress in the body of a teenager remains relevant. Adolescents, unfortunately, are very often exposed to stress, which can affect the child's performance, academic performance and attitude to society.
Many phenomena that a child experiences every day can be attributed to stress: exams and tests, conflicts and disputes, making important decisions. School stress, according to scientists, is the most striking and frequent stress in adolescents. The psychological aspects of stress have been studied in detail, but so little information is given about the direct physiological effects of stress on the human body. nine0009 Purpose: to study the effect of stress on the body of a teenager and identify its causes.
Tasks:
1. Analyze the literature on this issue.
2. Get acquainted with the classification of stress.
3. Select a test and establish the degree of stress resistance among students in grades 10-11.
4. Identify stress-resistant and non-stress-resistant students and examine medical records for pathology comparisons.
5. Draw conclusions about the effect of stress on the physiological state of a teenager. nine0003
Object - students in grades 10-11 of the school.
Subject - the impact of stress on the body of a teenager and its consequences.
Methods: analysis and synthesis of natural science and population science literature, observation, mathematical method of processing and graphical presentation of results, testing, experiment.
Hypothesis: Stress can lead a teenager's body to visible pathologies, which can greatly affect the health of a teenager from a physiological point of view. nine0009
1. The concept of stress.
1.1. Research theories. Research by Hans Selye.
There is a man in history who considered stress from a medical point of view in great detail and who first introduced the concept of stress. In 1926, Hans Selye publishes his own observations of patients suffering from completely different diseases.
According to the hypothesis of this doctor, it followed that regardless of the disease, people were subject to an emotional surge. And the results of the observations confirmed this: indeed, the patients had weakness and apathy, loss of appetite, and disturbed blood pressure.
People had different diseases, but their internal and emotional state was very similar. This is what Selye called stress: the same reaction of the body to any external influence. nine0003
A particularly detailed study of the concept of stress, the structure of stress and its types began relatively recently. Initially, stress began to be considered at the level of emotions, because these concepts are closely related to each other. William James and Carl Lange put forward their first theory, the so-called theory of emotions. This theory assumes that after the perception that caused the emotion, the subject experiences this emotion as a sensation of physiological changes in his own body. In other words, physical sensations are emotion itself. As James said, “we are sad because we cry, we are angry because we strike, we are afraid because we tremble” [1] .
This theory is confirmed experimentally. In one experiment, subjects were asked to rate jokes and cartoons while holding a pencil in their mouth.
The subjects were divided into two groups: someone had to smile, holding the pencil with his lips, and someone had to do the opposite: make a tense look and do everything the same as the first group. As a result, the subjects of the first group found the jokes and cartoons more funny than those who sat with a tense expression.
But Walter Cannon refuted this theory, pointing out that the same physiological manifestations can cause completely different emotions. For example, a person may cry not only from pain, but also from laughter and joy. Soon, Philip Bard modified Cannon's new theory that nerve impulses, when perceiving some events that cause emotions, go first through the thalamus. The resulting excitation begins to split: one part begins to enter the hypothalamus, which controls physiological changes in the human body, and the other goes to the cerebral cortex. The Cannon-Bard theory states that physiological responses and psychological experiences occur simultaneously. This theory in its modern form is one of the most plausible.
An important difference between these theories is that James and Lang considered the peripheral
organs, and Cannon and Bard are the brain.
Canadian scientist Hans Selye is the founder of the doctrine of stress.
It was he who first introduced the concept of stress when observing laboratory rats. During the autopsy of laboratory rats, Hans discovered pathological changes in their internal organs. When the cells were opened, the rats often ran away from the scientist, looking for a place to escape. It was the process of flight, according to Selye, that was the cause of pathological changes in the body of rodents. At autopsy, the same pathology was found in rats - a stomach ulcer, which became the main sign of stress. Selye concluded that the cause of stress is precisely the reaction of the body to external influences, and not the external influence itself. nine0003
Stress (from English stress - pressure, pressure, pressure; oppression; load; tension) is a general reaction of the body to a psychological or physical effect that disrupts the homeostasis of the body and the characteristic state of the body and its nervous system [2] .
The activity of a number of endocrine glands increases due to the so-called stressors - factors that cause stress. Stressors, in turn, are divided into physical (noise, vibration), physiological (lack of diet, sleep), structurally organized (“organizational stress”), socio-psychological (lack of time, interpersonal conflicts). nine0009
As soon as the endocrine glands are activated, the struggle of defense forces against disease-causing agents begins, causing tension in the body, which is why the body itself begins to look for ways to adapt to the threat. This is the biological significance of stress.
The signal for mobilization is the beginning of stress. The very first stage is shock, in which there is a decrease in muscle tone and body temperature. The second stage is protective, since in it all the protective forces are directed to resistance to external influences. The third stage occurs in the condition that the effect of the stressor is still ongoing. nine0009 This stage is characterized by a breakdown and exhaustion of the body.
Also, according to Selye, hormones play an important role in the manifestation of stress.
That is why teenagers take stress more acutely than adults, because puberty gives rise to a whole storm of hormones that shakes the child's psyche.
But, as Selye himself argued, stress can be controlled. More precisely, you can control your own reaction to a particular stressor, because in order to fix something, you should start with yourself. The ability to see something positive in negative events and moments is one of the principles that underlie stress management techniques. Accordingly, we can conclude that one of the methods of stress management is the management of a person by himself during stress. nine0009 It has now been proven that stress is not inherently a disease. Without stress, a person's life would come into complete balance, since it is stress that keeps the body active in a normal state.
2. Types of stress.
Usually the concept of stress is immediately associated with something negative, depressing and dangerous for the body.
In fact, stress is not always negative.
Therefore, in the modern formulation, stress is interpreted as a non-specific reaction of the body to any external influence. Stress itself is conditionally divided into two types, depending on the nature of the influence: there is distress and eustress [3] .
2.1. Distress and its types.
Distress is an effect on the body mainly from the negative side, resulting from the impact on the body of a critical overvoltage. Distress is a type of human psychological disorder and the main state of stress. It is distress that contributes to the harmful effects on the body. In turn, distress is divided into several subspecies:
1. Nervous.
This species occurs under the influence of severe stress. This stress can develop only depending on the individual parameters of the human nervous system. nine0003
2. Physiological.
This kind of distress arises from such factors as heat, cold, love, and so on. A particularly striking example is the body's reaction to a diet, starvation.
The diet itself implies a restriction by the person himself in one or another food. For the body, this is stress, because now it needs to adapt to new conditions for existence. And it is also difficult for a person to endure the transition from a diet to a previous diet, since the body, adapted to the state of the diet, is forced to adapt again, but now to the previous regimen. nine0003
3. Short term.
This type of distress is common and natural and is associated with instincts, such as a reaction to a loud sound or sudden movement.
This stress is characterized by the unexpectedness of the event and its short duration.
4. Psychological
This distress is directly related to emotions and experiences, usually it is closely related to society. Any situation that does not have external threats to the human body, but causes a strong flow of emotions, is the cause of psychological stress. This category includes stress with imaginary causes that may not exist, but the person himself is convinced of them.
Moreover, the stress that arose due to illusory reasons is the most real and common among all types of stress and also poses a threat to the human body, like the stress that arose for real reasons. nine0003
5. Chronic.
Is the most dangerous of all species. A person feels this stress constantly and even gradually gets used to it, considering it as a normal phenomenon in his life. This stress is dangerous because it can often lead to nervous breakdowns, depression and other serious diseases that directly and adversely affect the human body.
6. Informational.
This type of stress occurs when there is a shortage of the necessary information for a person to make a decision. nine0003
7. Managerial.
This distress is similar to information distress, but in this distress everything depends on the person's responsibility for the decision made.
2.2. Eustress.
Eustress is a positive effect on the human body, the opposite of distress. Also, eustress can be called an impulse response, since the positive emotions that arise during eustress are an impetus for a person to perform positive actions.
The most important hormone that occurs during eustress is adrenaline, which occurs in the human body with joy or positive excitement. Eustress does not pose a danger to the body and mostly has positive characteristics. A striking example of eustress is the moment of obtaining a positive exam result, which is exactly what is relevant for adolescents. Eustress is really capable of training a person's endurance and is only useful when a difficult situation has been overcome. nine0003
There are other classifications of stress put forward by a professor at Moscow State University: somatic stress, radiation stress and emotional stress [4] .
1. Somatic stress.
This is a type of stress in which the formation of a stress reaction depends on the primary perception of the stimulus to the corresponding receptors, which then cause taste and pain signals in the body.
2. Radiation stress.
Until now, there are disputes about the existence of this type of stress, since the body is not able to feel the direct effects of radiation directed at it.
Radiation has the ability to directly penetrate into any tissues and structures of the biosystem and affect the vital activity of the organism. nine0003
3. Emotional stress
Emotional stress is characterized by receiving emotional loads by the body, due to the work of the nervous system.
2.3. Causes of stress.
All causes of stress arising due to stressors are grouped into three large groups: uncontrollable stressors, subservient stressors and self-willed stressors. Each group has an individual characteristic.
Unauthorized stressors - this group is caused by the fact that a person begins to worry about petty problems, but they are still deposited in the human brain and at some point begin to negatively affect the body. nine0003
Controllable - a person can somehow correct these reasons, but does not do it because of his own self-doubt.
Uncontrollable - these include those causes that do not depend on
a person, for example, a change in the weather.
In a teenager, the causes of stress can be completely different. This is the school life with which the child is in contact every day. All sorts of control, test work, exams and performances - all this, of course, is stressful for a teenager. nine0009 Children closely perceive even the slightest conflict. At home and in relationships with family and friends, the child also experiences stress, because very often there can be typical domestic quarrels that many teenagers endure quite hard, tension in relationships, and so on.
The death of a loved one can provoke an emotional breakdown in a teenager, since the loss of a loved one for anyone will be a sharp shock. Such a shock is referred to as a macro-event, since it is very significant for a person. Surprisingly, in terms of stress, the impact of a micro-event can be tantamount to a macro-event. This explains why many people perceive minor stress very acutely. nine0009 A very important factor is the adolescent's living in "unfavorable" conditions, which is also the cause of adolescent stress.
It can be seen that the causes of stress for any person, and especially for adolescents, are quite different and varied, and many are completely primitive and mundane, so we can safely say that stress is a very important element in our daily life.
3. Adaptation syndrome.
In 1956, the concept of the general adaptation syndrome appeared [5] . It was derived as part of the study of the efforts of the organism, adapting to changing external conditions.
Selye's theory of the general adaptation syndrome considers the process of work of the body's protective tools, which adapts to external conditions developed during human evolution. The adaptation syndrome occurs in several stages. The study identified three stages of development of the general adaptation syndrome:
1. Anxiety stage. At this stage, the body's defense mechanisms are being mobilized. The endocrine system during this phase reacts with increasing activation of the three axes. The main role in this case belongs to the adrenocortical structure.
Selye noted that no organism can be constantly in a state of alarm. If the stress is really strong, then the body dies even at the stage of anxiety. nine0009 2. Stage of resistance, or resistance. It is distinguished by the highest degree of body resistance to the effects of negative factors. At this stage, the general adaptation syndrome is expressed in efforts to maintain an equilibrium state of the internal environment under changing conditions.
3. Exhaustion. If the influence of the factor continues, then the protective mechanisms will eventually exhaust themselves. The organism in this case will enter the stage of exhaustion, which, under certain conditions, can threaten its existence and ability to survive. nine0009 General adaptation syndrome G. Selye formed the basis of research by other scientists. In 1974, a book by R. Rosenman and M. Friedman was published. It examines the relationship between cardiovascular disease and stress. The book distinguishes two types of behavior and, accordingly, categories of people (A and B).
The first includes people who are focused on life achievements and success.
It is this type that significantly increases the likelihood of cardiovascular pathologies.
The response of both groups to the information load was studied in detail in the laboratory. The results corresponded to the predominant activity of a particular part of the autonomic/nervous system: parasympathetic (group B) and somatic (group A). In type A people, the general adaptation syndrome is expressed by an increased heart rate, increased pressure, and other autonomic characteristics. And in people of type B, a decrease in heart rate and other parasympathetic manifestations are recorded. nine0003
4. Stress resistance and its importance in the life of a teenager.
Stress resistance [6] in modern psychology is understood as emotional stability, which provides resistance to any external stress factors. A teenager repeatedly faces a stressful situation during communication, at home, at school.
Stress resistance in all people is different and its high or low indicator indicates a person's perception of some kind of stress. There are three stages in the development of resilience:
1. Evaluation of the situation that occurred, where the following are evaluated:
a) the degree of the influencing threat, the magnitude of the load.
b) the possibilities of the individual and the organism.
c) the ratio of the body's capabilities and the requirements of the situation that has occurred.
2. Analysis/assessment of stress changes in the body.
3. Adaptation process in three directions:
a) adaptation;
b) opposition;
c) avoiding the threat.
The problem of adolescent stress resistance is still quite poorly understood, even in aspects of psychology. The relevance of the problem of stress resistance in adolescents is, of course, obvious: a child subject to stress often feels unwell, unlike their stress-resistant peers. nine0009 This state of health is expressed in poor attentiveness during a period of stress, headaches and exacerbations of any chronic diseases.
Of course, there are many ways to relieve stress in a teenager. These are psychological exercises, conversations with a psychologist. But in extreme cases, you still have to resort to sedatives that help get rid of a nervous state and return a person to good health.
5. Physiological influence and significance of stress. nine0003
The effect of stress on the body is usually considered in terms of emotional overload that affects the body. But now stress is only beginning to be considered as the pathogenetic basis of diseases. At present, it has been proven that not only the hormones of the pituitary and adrenal glands, but also neuropeptides and many other active substances in the body are involved in stress reactions. The most well-known hormone involved in stress is adrenaline. In humans, the main glucocorticoid hormone is cortisol [7] . Thanks to the latter, metabolism occurs, which contributes to the adaptation of the body. The main negative meaning that stress carries and the symptoms that a person is under stress seem to be quite common.
During stress, a teenager may experience insomnia and fatigue, there is a violation of appetite (refusal of food or its abuse), memory and attention deteriorate, it becomes difficult for the child to concentrate on something, immunity decreases and the body becomes more vulnerable to external pathogenic influences. nine0003
III. Practical part.
1. We tested 10th and 11th grade students for stress propensity, 180 people were involved. The test was taken as a basis "Are you prone to stress?" from the textbook “Organizational Behavior. Workshop. Reznik S.D., Igoshina I.A. "(Appendix No. 1). Conducted a test with these students 3 times: grade 11, before tests in physics, mathematics and before writing an essay for admission to exams; Grade 10, before tests in mathematics, physics, chemistry at the end of the first half of the year. The students were given the opportunity to answer the test questions. nine0002 10 «Б»
25
16
9
10 «В»
26
20
6
10 «Г»
29
20
9
11 «А»
14
10
4
11 «Б»
24
17
7
11 «В»
24
19
5
11 “G”
27
18,0003
SILL students have high and normal stress resistance.
Approximately the same picture is visible among 11 classes: approximately 61% of students have normal stress resistance. nine0003
We plan to use these results in the second practical part to prove or disprove our hypothesis.
2. We began to compare the medical records of stress-resistant and non-stress-resistant students and the results confirmed that, in addition to the psychological impact, stress can also affect the body of a teenager in physiological terms. In stress-resistant students, no pronounced abnormalities were observed, except for congenital PPNS (Perinatal damage to the central nervous system) in several students. However, almost all non-stress-resistant students had an enlarged thyroid gland, heart problems (arrhythmia and tachycardia) were identified, and many had vegetative vascular dystonia (VSD). nine0009 Diagnosis of stress-resistant students.
| The main pathologies | ||||||
| 9000 9000 | PPCSNS | UB. | Arrhythmia and / or tachycardia | No pathologies observed / or there are individual (myopia, etc.) | ||
| 10 «А» | - | 3 | - | - | 6 | |
| 10 «Б» | 1 | 7 | 9000 1 | - | 7 | |
| 10 "B" | 4 9000. 000 4000 9000 20003 | 3 | 13 | |||
| 10 «Г» | 1 | 6 | 1 | 1 | 11 | |
| 11 “A” | - | 3 | - | - | 7 | |
| 11 “b” 223 | - | 4 | - | - | 13 | |
| 11 «В» | 2 | 1 | - | 1 | 15 | |
| 11 “G” | - | 9000 - | - 223 | 16 | ||
shield. gland.
| Main pathology | |||||
| Grade | VSD | PPCNS | shield. | Arrhythmia and/or tachycardia | No pathology observed/or individual (myopia, etc.) |
| 10 «А» | 1 | - | 3 | 1 | - |
| 10 «Б» | 3 | 1 | 2 | - | 3 |
| 10 «В» | - | - | 4 | 1 | 1 |
| 10 «Г» | 2 | 1 | 3 | 2 | 1 |
| 11 “A” | 9000 1 | - | 2 | 1 | |
| 9000 “B” 11 “B” 11 “0003 | 2 | 2 | - | 1 | 2 |
| 11 «В» | 2 | 1 | 1 | - | 1 |
| 11 «Г» | 1 | 3 | 4 | 1 | - |
iron
Conclusion: Based on the results obtained, we can conclude that the hypothesis posed at the very beginning of the work is confirmed, and that stress is really capable of exerting, in addition to psychological impact, physiological, and therefore the phenomenon of stress should be taken quite seriously, since stress can really cause the development of pathological diseases in a teenager, which will be a consequence of a stress reaction.
nine0003
Conclusion.
Adolescence is one of the most difficult periods for a person. A large number of problems that a teenager faces for the first time, entering adulthood, cause him stress. Stress is a general reaction of the body to a psychological or physical impact that disrupts the homeostasis of the body and the characteristic state of the body and its nervous system.
Testing conducted among high school students showed the individuality of teenagers' reactions to stress. After analyzing the results obtained and comparing them with the pathologies of each student described in the medical cards, we confirmed our hypothesis: stress is really many-sided and very important not only in the psychological aspect, but also in the physiological one, because the health and life of a teenager depends on it. nine0003
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Social and psychological characteristics of stress in adolescents
Bibliographic description:
Korshunova, A. N. Socio-psychological characteristics of stress in adolescents / A. N. Korshunova, T. K. Mukhina. - Text: direct // Young scientist. - 2014. - No. 18 (77). - S. 749-752. — URL: https://moluch.ru/archive/77/13185/ (date of access: 12/18/2022).
In everyday life, we often use the term "stress", but each person understands it differently.
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The first term stress was introduced by the Canadian scientist Hans Selye. He said that "stress is a non-specific response of the body to any demand presented to it." In his opinion, stress is everything that disrupts the normal relationship of the human body with the environment. [1]
Stress can be called a complex system of interaction between a person and his environment. It affects a person. If this impact is defined by a person as something new, then this causes an overstrain. nine0003
A teenager faces many problems, the negative impact of which leads to the emergence of a stressful state. Problems at home (family conflicts, parental cruelty, etc.) also contribute to stress. All this affects the student's progress, his relationship with his peers and teachers, therefore, more and more stressful situations arise.
Adolescence is one of the most difficult periods in a person's life. A teenager is very impressionable and any conflict can turn into a mental trauma.
Therefore, teenage stress is very common. nine0003
Stress in adolescents can arise as a result of both serious troubles and minor resentment. The most severe stresses arise as a result of an extremely dangerous situation (violence). Undoubtedly, such severe stressful situations occur in any person, but most of all they hurt the psyche of a teenager. During this age period, the child's psyche changes completely and the child becomes on the way to adulthood. If during this difficult, transitional period the child's psyche is subject to stress, then he can hardly become a harmonious and benevolent person. Due to constant stress, an inferiority complex, various phobias or isolation can develop. nine0003
Other serious causes of stress for teenagers can be the death of a loved one or the divorce of their parents. A child in this age period takes all family conflicts to heart.
Another cause of stress in a teenager may be failure in school. Too high demands of teachers also put pressure on the psyche.
In addition to all this, the reason is overload in sports, creative activities. Changing schools can also have dire consequences. [2]
Stress during adolescence can lead to poor physical and mental health. Teenagers who are faced with stress have very low immunity and get sick more often. Stress can turn into depression. In adolescence, depression can lead to suicide.
One of the signs of stress in adolescents may be distance from peers. The child becomes withdrawn. He is not confident in his own abilities, low self-esteem.
Psychologically, stress can be the cause of a bad mood or feeling insecure. Its prolonged exposure can result in a nervous breakdown. Teenagers' emotional problems can result in mental illness, alcoholism, drug abuse, suicide, murder, vandalism, and many other forms of deviant behavior. Stress is responsible for all of this. nine0003
In adolescence, stressful situations can often arise due to the mother's incorrect behavior: authoritarianism, stubbornness, excessive demands on the child, self-doubt.
There may also be negative influences from the father: lack of attention, aggression. Conflict in the family can also be attributed to stressful situations in childhood.
These and many other stressful situations described can take place in childhood and affect a person at an older age (for example, in adolescence). It also reduces resistance to stress. nine0003
Growing up, such teenagers may be in conflict with those who do not take into account their interests or do not indulge them in their whims. On the other hand, there may be a feeling of insecurity.
If the family cannot control the behavior of a teenager, then there is a risk that he will fall into an asocial group.
For a teenager in modern society, the most important stressful situations are emotional ones. Various types of stress are constantly accumulating, and a teenager, doing mental work for a long time, can disorganize his activity. nine0003
The ongoing study on the identification of stress in adolescents was conducted in MBOU secondary school No.
40 in the city of Vladimir. Subjects - 6 "A" class. The experiment involved 27 students of the class aged 11–12 years (younger adolescence).
In this study, we used the technique of "stress symptom inventory" by T. Ivanchenko, which allows for self-assessment of the frequency of manifestations of stressful situations and the degree of susceptibility to the negative consequences of stress.
There are twenty questions in this questionnaire, to which you need to give one corresponding answer each: "sometimes" - 1 point, "rarely" - 2 points, "often" - 3 points and "always" - 4 points.
According to the results of T. Ivanchenko's questionnaire "inventory of stress symptoms", we can conclude that in this team 43% cope with emerging problems, do not suffer from excessive modesty, and are little prone to stress. 40% are characterized by vigorous activity and overexertion. They are quite susceptible to stressful situations. 17% are quite dependent on other people's opinions and assessments, and this constantly keeps them in a state of stress.
(diagram 1)
Fig. 1.
The method developed by Yu. V. Shcherbatykh, the "learning stress test", was also carried out. This test allows you to determine the main causes of educational stress; identify what stress manifests itself in; to identify the main techniques for relieving stress by students. This methodology consists of 7 questions. For questions 1, 3, 5 and 6, the answer is supposed to be assessed on a ten-point scale (from minimum to maximum, respectively). Questions 2 and 7 require the choice of one of the proposed answers. Question 7 must be answered by yourself. nine0003
With the help of Yu. V. Shcherbatykh's "study stress test" technique, it can be concluded that the cause of stress is a large study load, boring textbooks. Least of all, adolescents from this class have problems with conflict in the group, shyness, and problems in their personal lives. For most students, the level of stress has increased slightly over the past three months.
Their study stress manifests itself in a constant lack of time (mainly due to walks with friends) and a bad mood. To the question “what stress relief techniques do you use?” students answered: alcohol - 2%, cigarettes - 3%, TV and the Internet - 41%, delicious food - 4%, sleep - 20%, communication with friends - 15%, physical education - 7%, hobbies - 8%. (Diagram 2)
Fig. 2.
In addition, we carried out the method of "Diagnosis of the state of stress" by K. Schreiner. It allows you to determine the level of stress. It can also be used to determine the formation of self-control means in a state of stress. This technique consists of nine questions, which can be answered either positively or negatively.
Using K. Schreiner's technique "Diagnosis of the state of stress", we can conclude that in this class 23% of children are able to restrain their emotions and behave with restraint in a stressful situation. 66% are able to maintain their composure under stress, but there are situations when they get annoyed because of the little things and then regret it.
11% are overworked, often lose self-control in a stressful situation and sometimes do not control themselves. (diagram 3)
Fig. 3.
The fourth method we use is that of professor of psychology F. T. Gottwald “how is your resistance to stress?”. On the one hand, it assesses the resistance of the human body to stress, and on the other hand, it shows how stress manifests itself at the physical level.
According to the results of F. T. Gottwald’s method “What is your tolerance for stress?” it can be judged that in the 6 "A" class out of 27 students who took part in this study, 9% have minimal results. This means they have a negatively healthy stress tolerance. If they resort to measures to overcome stress, then it will be solely for prevention. In 53%, who received an average number of points, reactions of mental and psychiatric disorders may occur. They need to use stress coping exercises. The 38% who received the highest results find it very difficult to get comfortable in the circle of excessive overvoltages and loads.
(diagram 4)
Fig. 4.
In our empirical study, the goal was to investigate the stressful state of adolescents during school hours. We managed to find out that more than half of the students in the class under study are prone to stress, experience constant overload, get irritated over trifles, are irritable when stressed, and often cannot cope with this state. According to the results of the methods carried out, it can be said that the cause of stress in most adolescents is a large study load. For most students, the level of stress has increased slightly over the past three months. Their study stress manifests itself in a constant lack of time. nine0003
Literature:
1. Shcherbatykh, Yu. V. Psychology of stress / Yu. V. Shcherbatykh. - M.: Eksmo, 2006. - 304 p. - ISBN 5-699-11176-X
2. Shukshin, N.A. Home doctor psychology of happiness / N.A. Shukshin. - Chelyabinsk: Arkaim, 2004. - 304 p.
