Stress and Threat Jensen, Chapter 16

Introduction Distress Eustress The Distressed Learner 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 stress 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 The 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 processthe more controlthe more they will exercise itbetter they will become coping with stress

Solution must be possible Resources Sense of control Time to learn 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 Stresslow achievementpoor self concept Lower levels of stress seem to facilitate storage and retrieval of memories

Impact of Social ForcesWhen 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 stressincreases 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

Threats also elevates levels of vasopressinlinked to aggression Threatening environment reduce serotonin modulate emotionsviolence rises Threats also elevates levels of vasopressinlinked 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 helplessnessusing 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

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)

Conditions for Learning Learner safety Opportunity for expression 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 Conditions for Learning Connection Activation

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