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Bob Daemmrich/Stock Boston
Expressing Emotionsand Managing Stress
• I will express emotions in healthful ways.• I will use
stress-management skills.
Suppose someone asked you to write a “top ten list of ways for
teensto maintain optimal health.” Your list might include
expressing emo-tions in healthful ways and having a plan to manage
stress. This les-son explains the link between anger, stress, and
health.
What You’ll Learn1. Explain the mind-body
connection. (p. 95)2. Outline guidelines for
expressing emotions inhealthful ways. (p. 96)
3. Discuss hidden anger, angercues, and anger-managementskills.
(pp. 97, 98)
4. Explain the bodily changescaused by stress during each ofthe
three stages of the generaladaptation syndrome. (p. 100)
5. Explain ways that prolongedstress can affect health. (p.
101)
6. Identify life changes that aremost stressful for teens. (p.
102)
7. List and discuss stress-management skills. (pp. 104, 105)
Why It’s ImportantStress is linked to many of the tenleading
causes of death, includingheart disease, cancer, stroke,
andinjuries.
Key Terms• emotion• mind-body connection• psychosomatic disease•
hidden anger• hostility• serotonin• anger-management skills•
stress• general adaptation syndrome
(GAS)• stress-management skills
Writing About Managing Stress Suppose you are juggling a lot
andyou are starting to feel really stressed out. One of your
classmates tells youthat a good way to relieve stress is to get
some exercise. She urges you totry running track after school to
blow off some steam. What would you do?After you read the
information on stress-management skills on page 104,write a
response to this situation in your health journal.
94 UNIT 2 • Mental and Emotional Health
10
-
Aspecific feeling is called an You likely have experienced many
emotions,
such as anger, sadness, happiness, anxiety, or others. Did you
know that there is a
powerful connection between your thoughts, emotions, and bodily
responses? What
you think and feel can affect what happens to your body, and
what happens in your body can
affect how you think and feel.
What to Know About the Mind-Body Connection
emotion.
LESSON 10 • Expressing Emotions and Managing Stress 95
The is therelationship between a person’sthoughts, emotions, and
bodilyresponses. Consider the followingexample. Suppose you are
worriedabout a test tomorrow. The emotion ofworry might trigger
certain bodilyresponses, such as an increase inheart rate and blood
pressure. If thiscontinues, you might have difficultygetting a good
night’s sleep. Youmight be tired the next day becauseyour emotional
state triggeredchanges in your body.
Sometimes your emotional statecan trigger illnesses and
disorders. A
(si koh suh MA tihk)is a physical illness or disor-
der that is caused or aggravated byemotional responses. Suppose
youhave an argument with a friend. Youare upset about what was
said. Yourupset feelings might cause a head-ache or stomachache.
Some teenshave chronic physical conditions that are aggravated by
emotions.
Asthma is a chronic condition inwhich breathing becomes
difficult. Ateen with asthma might be fearful ofspeaking in front
of the class. Whenthe teacher asks him to give a report,he might
have difficulty breathing.His emotional state aggravated
hisasthma.
diseasepsychosomatic
mind-body connection Make theConnectionInfluences on HealthFor
more informationon influences onhealth, see page 35 in Lesson
4.
Schoolwork andstudying can be asource of stress,which can
causechanges in the body.
Image Source/SuperStock
-
1. Identify the emotion.
• What emotion am I experiencing?
2. Identify the source of the emotion.
• Why do I feel this way?
3. Decide whether or not you need torespond right away.
• Should I talk to a parent,guardian, or other responsibleadult
about the emotions I amexperiencing?
• Should I try to sort out my emo-tions by myself?
• How might my parent, guardian,or mentor respond?
• Do I need more informa-tion before I respond? Howdo I get the
information Ineed?
• If I respond based on theway I am feeling right now,will I
regret it later on?
• Do I need to rehearse whatI will say before I respond?
4. Choose a responsible and healthful response.
• What I-message might I use? For more infor-mation on
I-messages, see p. 98.
• Would it be helpful if I discussed my feelingswith someone I
trust, such as a parent,guardian or mentor?
• Would it be helpful to express my emotionsby writing in a
journal?
• Could I write a poem, sculpt clay, or draw apicture to express
my emotions?
5. Protect your health.
• Do I need extra sleep? Am I sleeping toomuch?
• Do I need to work off my strong emotionswith exercise?
• Do I need to dissipate my strong emotionsby spending healthful
time with relatives orfriends?
• Am I aware of any physical disorders thatmight be connected to
the emotionalresponse I am experiencing? If so, I mayneed to see a
physician.
• Am I able to function in daily activities? Ifnot, I may need
to ask my parent orguardian about counseling.
• What healthful outlets can I use to help medeal with my
emotions?
• How might I deal with this emotion in thefuture?
David Young-Wolff/PhotoEdit
96 UNIT 2 • Mental and Emotional Health
How well do you express your emotions? When you express your
emotions, are your
actions responsible? Do you think about protecting your health
when you experience
an intense emotional response? Review the five guidelines that
appear below for
expressing emotions in healthful ways.
Writing Activity Identify five characters in yourfavorite
television shows that were involved in some sort of
emotionalsituation. When faced with a problem, how did they react?
Did theyexpress the emotions in healthful ways, or did they lash
out at others?Write an entry in your health journal about how you
would havereacted in the situations they faced. Discuss your
answers with yourclassmates.
STRESS
-
The feeling of being irritated or annoyed is called
Anger usually is a response to being hurt, frustrated,
insulted,
or rejected. An anger trigger is a thought or event that
causes a person to become angry. An anger cue is a body
change
that occurs when a person is angry. Anger cues are an
example of the powerful mind-body connection.
What to Know About Hidden Anger and Hostility
anger.
Anger that is not recognized and isexpressed in inappropriate
ways iscalled The followingtypes of behavior may be signs of
hid-den anger: being negative, makingcruel remarks to others, being
sar-castic, procrastinating, or blowing upeasily.
If you have hidden anger, you mayexperience anything from tense
facialmuscles, stiff or sore neck and shoul-der muscles, ulcers, or
headaches tohigh blood pressure. Stress also mayhave a role in
development of sometypes of cancer.
Some teens are always angry.This chronic state of anger is
called
Hostility is a physical statethat places the body at greater
risk ofdeveloping severe illness. The per-son’s body is in
overdrive and getsvery little rest. The person’s immunesystem, the
body system that fightsdisease, is suppressed.
Teens who exhibit hostility havelowered brain serotonin
levels.
is a chemical that isinvolved in controlling states of
con-sciousness and mood. Teens with lowered brain serotonin levels
canbecome very aggressive.
Teens with hiddenanger may expresstheir anger in harmfulways. is
blamingothers for actions or events forwhich they are not
responsible.Displacement is the releasing ofanger on someone or
something otherthan the cause of the anger. For exam-ple, a teen
might be angry at a parentbecause the parent would not let
themattend a concert. The teen might dis-place their anger and get
into an argu-ment with a friend. The teen mightnot be angry with
the friend, but takestheir anger out on the friend.
Some teens don’t know they havehidden anger. This lesson can
helpyou recognize hidden anger and learnhow to express your anger
in health-ful ways.
Projection
Serotonin
hostility.
hidden anger.
LESSON 10 • Expressing Emotions and Managing Stress 97
Symptoms of Anger • rapid breathing• increased heart rate• rise
in blood pressure• increased sweating from
sweat glands in the face• sweaty palms• dryness of the mouth•
increased alertness
• decreased sensitivity to pain• increased muscle strength
as
a result of increased avail-ability of blood sugar to
themuscles
• tensed eyebrows• pursed lips• reddening of the face
-
(tt)Photodisc/Getty Images, (b)ThinkStock/Getty Images
It is not harmful to feel angry. Feeling angry is a normal and
healthful response
to some situations. However, to protect your health and your
relationships it
is important to control anger and to express anger in
appropriate ways.
are healthful ways to control and express anger.
How to Use Anger-Management Skills
Anger-management skills
Keep an anger self-inventory. Ananger self-inventory helps
youprocess your anger. Answer the fol-lowing questions when you
experi-ence anger cues: What symptoms areyou experiencing? What are
the pos-sible causes of your anger? Has youranger been growing over
time? Isyour anger justified, or are you over-reacting to a
situation or person? Ifyour anger is justified, examineappropriate
ways to express it.
Use self-statements to control anger.Self-statements are words a
personcan say to himself or herself whenexperiencing anger triggers
and cues.
Some examples of self-statementsare “I can manage this
situation. Iwill take a few deep breaths before Isay anything, or
I’ll just count to ten.”
Use I-messages instead of you-mes-sages. An I-message can be
used toexpress your anger about the behav-ior of another person.
Using I-mes-sages keeps communication linesopen. The other person
can respondwithout feeling threatened. Usingyou-messages puts the
other personon the defensive. The person maybecome angry. This
escalates a prob-lem rather than beginning to resolveit. For
example, you could say “Youdon’t listen to me,” or “I feel that
wearen’t communicating effectively.”The second option is less
likely toupset the other person.
Write a letter. Writing a letter to theperson or persons with
whom you areangry can be helpful. It gives you a“time-out” and
helps you to thinkclearly. You can express your reasonsfor being
angry without being inter-rupted. You can hold the letter untilyou
cool down. You can share yourletter with a parent, guardian,
ormentor. You can make changes toyour letter before sending it. You
mayeven decide not to send the letterafter you have written it.
Writing a letter canhelp you manageanger.
98 UNIT 2 • Mental and Emotional Health
-
Write in a journal. Writing in a journalabout anger can help you
to keeptrack of when you feel angry and whatyou do about it. Write
answers to thequestions in the anger self-inventory.Review your
answers to learn moreabout your anger. Share your journalwith a
parent, guardian, or mentor.
Reduce the effects of anger with phys-ical activity. Vigorous
physical activ-ity keeps the body in good condition. Ithelps you
maintain a healthful heartrate and blood pressure. When
youexperience anger cues, this will behelpful. Vigorous physical
activity alsouses up blood sugar. When you areangry, extra blood
sugar is releasedinto your bloodstream. This extrablood sugar goes
to your muscles. Byusing your muscles, you use up thisblood
sugar.
Use other safe physical actions toblow off steam. Blow off steam
in aphysical way that will not haveharmful consequences for you or
oth-ers. Try to stomp on the floor, screaminto a pillow, hit a
pillow, or squeeze atennis ball.
Breathe deeply. When you are angry,take a few seconds to breathe
deeply.When you are angry or stressed, yourbreathing is typically
faster and moreshallow. Take a few deep breaths,counting to four as
you inhale andagain as you exhale. This can help yourelax before
you decide how to dealwith your anger.
Keep a sense of humor. Telling a jokeor poking fun at a
situation (in agood-spirited way that does notattack others) can
lighten up a situa-tion. Laughing helps reduce the
effects of anger cues. However, don’tjoke about, poke fun at, or
laugh atsomeone else. This might provokesomeone else’s anger.
Rehearse what to do in situations thatyou know are anger
triggers. Think ofsituations that make you angry.Imagine what you
would say and do inthese situations to control your anger.Rehearse
in front of a mirror or with afriend, parent, guardian, mentor,
orcounselor. You might want to writedown what you would say and
do.Read what you have written so youare prepared to act
appropriately ifthe situation occurs.
Talk with a parent, guardian, or mentor.Sometimes talking
through youranger helps to relieve it. Responsibleadults can help
you process anger.They can help you recognize angertriggers and
cues. They can help youdecide if your anger is justified or ifyou
are overreacting. They can helpyou identify healthful ways to
expressyour anger. They can give you feed-back as to whether you
are makingimprovements in controlling andexpressing anger.
LESSON 10 • Expressing Emotions and Managing Stress 99Kaz
Mori/Getty Images
Sometimes laughterreally is the bestmedicine.
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100 UNIT 2 • Mental and Emotional HealthPhotodisc/Getty
Images
The response of the body to the demands of daily living is .
A source or cause of stress is a stressor. Stressors may be
physical, mental, social, or environmental. Exercising until you
are
exhausted is a physical stressor. Preparing for a difficult test
is a mental
stressor. Being introduced to someone new is a social stressor.
Being in a
room filled with cigarette smoke is an environmental stressor.
When you
experience stressors, changes occur in your body. A response to
a
stressor might be healthful or harmful. Eustress is a healthful
response
to a stressor. Distress is a harmful response to a stressor.
The General Adaptation Syndrome
stress
The is a series of body changes
that result from stress. The GASoccurs in three stages: the
alarmstage, the resistance stage, and theexhaustion stage.
The alarm stage The first stage of theGAS, in which the body
gets ready forquick action, is the alarm stage.During this stage,
adrenaline issecreted into the bloodstream.Adrenaline is a hormone
that pre-pares the body to react during timesof stress or in an
emergency.Sometimes the alarm stage is calledthe fight-or-flight
response because itgets you ready to either take actionor to run
away to protect yourself.The following body changes occur inthe
alarm stage: pupils dilate toimprove vision, hearing
sharpens,saliva decreases, heart rate and bloodpressure increase to
stimulate bloodflow to muscles, bronchioles dilate toincrease
oxygen supply to muscles,digestion slows to increase blood flowto
muscles, and muscles tighten.
The resistance stage The second stageof the GAS, in which the
bodyattempts to regain internal balance, isthe resistance stage.
The body nolonger is in the emergency state.Adrenaline no longer is
secreted. Thefollowing body changes occur in theresistance stage:
pupils constrict, hear-ing is normal, saliva increases, heartrate
and blood pressure decrease,bronchioles constrict, intestinal
secre-tions increase to normal, blood flow tomuscles decreases, and
muscles relax.
The exhaustion stage The first twostages of the GAS are normal
andhealthful. When you experience astressor, the alarm stage helps
yourespond. After your initial response,the resistance stage
occurs, and yourbody regains internal balance.However, some people
are not able tomanage stress. As a result, their bod-ies are in the
alarm stage for longperiods of time. The exhaustionstage is the
third stage of the GAS,in which wear and tear on the bodyincrease
the risk of injury, illness,and premature death.
(GAS)general adaptation syndrome
Categories of StressStress can be acute orchronic. A source
ofacute stress is takingan exam. A source ofchronic stress
isproviding long-termcare for an ill familymember.
-
This textbook is divided into tenareas of health. There are
healthgoals for you to achieve and maintainfor each of the ten
areas. Having toomuch stress can interfere with thesehealth goals.
Consider the followingeffects of stress.
Stress and mental and emotionalhealth Prolonged stress makes it
dif-ficult for you to think clearly and con-centrate. It can keep
you from havinga healthy mind. If you do not manageyour stress in
healthy ways, your levelof stress can build. If this happens,you
might become edgy and expressemotions in inappropriate
ways.Prolonged stress increases the risk ofdepression and
psychosomatic dis-eases. Physical illness and disorders,such as
ulcers, headaches, and stom-achaches are more likely. Other
phys-ical disorders, such as acne, asthma,and chronic fatigue
syndrome areaggravated by stress. Prolonged stressmakes it
difficult to be resilient.
Stress and family and social healthSome teens live in a
stressful homeenvironment. Other teens are instressful
relationships. These situa-tions and other social stressors
canincrease the likelihood that you willbecome ill, and they also
can hinderyour immune system’s ability to fightoff infection and
disease.
Stress and growth and developmentDuring puberty, hormones cause
bodychanges. For example, growth hor-mones may cause you to
experience agrowth spurt. It is not uncommon for
teens to grow four inches taller in oneyear. Other hormones
cause secondarysex characteristics to develop. Teenswho cannot
adjust to these changesmay choose harmful ways of coping.For
example, eating disorders aremore common in teens who are
uncom-fortable with their body changes.
Stress and nutrition It is important toeat moderately and
regularly whenyou are stressed because you may beless able to cope
with stress if you arehungry. When you are stressed, yourbody
secretes adrenaline. This causesthe body to use up its supply of
vita-mins B and C. Eating healthful foodscan replenish your
supplies of vita-mins B and C.
Many people consume caffeine.Caffeine is a stimulant found
inchocolate, coffee, tea, some soda pops,and some prescription and
over-the-counter drugs. It is best to be moder-ate in your
consumption of caffeinebecause it stimulates the nervoussystem and
may promote even morenervousness and stress.
Some people eat salty foods whenthey feel stressed. When you
increasesalt consumption, your body mightretain fluids. This could
increase yourblood pressure. High blood pressure isa contributing
factor to heart disease.
LESSON 10 • Expressing Emotions and Managing Stress 101BrandX
Pictures/Getty Images
How Stress AffectsHealth Status
Stress can depleteyour body of certainvitamins. Eatinghealthful
foods canhelp replenish yourbody’s supply.
1. Describe the mind-body connection.
2. What are twosymptoms ofanger?
3. Describe thegeneral adaptationsyndrome.
-
Other people respond to stress byeating large quantities of
sweets.High concentrations of refined sugarmay cause your body to
increase itsproduction of insulin, a hormone thathelps your body
use sugar in theblood. Too much insulin results in lowblood sugar
and will cause you to loseenergy.
Stress and personal health and physi-cal activity Recall that
your bodyuses up vitamin C during stressfulperiods. Vitamin C helps
yourimmune system to function well.Though exercise can be a
positiveoutlet for stress, it also can harm thebody if it is done
in excess. Supposeyou exercise to exhaustion when youare stressed.
Too much exercise can
affect your immune system, the bodysystem that helps fight
disease. Youmay become fatigued and run down.
Stress and alcohol, tobacco, and otherdrugs The use of drugs
such astobacco, marijuana, cocaine, alcohol,and tranquilizers may
decrease yourability to cope with stress. Usingtobacco, marijuana,
or cocaine actu-ally may cause a person to experiencethe alarm
stage of the GAS. Alcoholand tranquilizers depress the part ofthe
brain responsible for reasoningand judgment. Your
decision-makingskills may be affected. Some peopleuse these
substances as a way toescape their stress. Though they mayfeel that
they escape while using thesesubstances, the effects of the
sub-stances eventually wear off, and theproblem or stressor is
still there. Theyhave not dealt with the stressor in ahealthful
way, and they have not doneanything to resolve the issue. In
real-ity, they likely have compounded theproblem, and are putting
themselvesat risk for developing an addiction.
Stress and communicable and chronicdiseases Periods of being
over-whelmed and frustrated may causethe body’s immune system to be
sup-pressed. This results in lowered resist-ance to disease. You
could becomemore susceptible to communicablediseases, such as flu
and the commoncold. Prolonged stress might affect aperson’s risk of
cancer. Cancer cellsare more likely to develop, multiply,and
spread. Being stressed keeps thebody in the alarm stage of the
GAS.Heart rate and blood pressure remainhigh. This affects the
heart and bloodvessels. Cardiovascular diseases aremore likely to
occur.
Stressful Life EventsThe following are life events that have
been assigned numerical values.Complete the Using Life Skills
activity on the next page using these values.
• Death of parent, sibling, boyfriend, or girlfriend 100•
Divorce of parents 65• Pregnancy (or causing pregnancy) 65• Breakup
with boyfriend or girlfriend 60• Jail term 60• Death of other
family member 60• Beginning next level of school (entering high
school) 45• Drug or alcohol use 45• Expelled from school or fired
from work 45• Trouble at school 40• Serious health problem of a
family member 40• Working 35• Gaining a family member 35• Change in
financial state 30• Death of a close friend 30• Change in number of
arguments with others 30• Sleep less than eight hours per night 25•
Outstanding personal achievement 25• Change to new school 10
102 UNIT 2 • Mental and Emotional Health
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Stress and consumer and communityhealth Boredom is a stressor.
Boredomresults from a lack of challenge. Peoplewho are bored with
their lives may turnto harmful behaviors. Shopping addic-tion,
television addiction, computeraddiction, and gambling addiction
aremore common in people who arestressed from boredom.
Stress and environmental health Theenvironment includes
everythingaround you. Pollutants are harmfulsubstances in the
environment.Pollutants may be in the air youbreathe, the water you
drink, or thefood you eat. Pollutants activate theGAS. Loud noise,
such as from rock
music and concerts, heavy traffic, andairports, also initiates
the alarm stageof GAS. If you are exposed to loudnoises, you may be
more likely to makemistakes and have accidents. Teenswho smoke or
who listen to loud musicwhile driving have more accidents.
Stress and injury prevention and per-sonal safety Stress is a
major con-tributing factor in almost all kinds ofaccidents. Motor
vehicle accidents arethe leading cause of death in the 15–24age
group. People who are frustrated,aggressive, and angry because
ofstress in their lives may not be able toconcentrate on safe
driving. These peo-ple have higher accident rates.
LESSON 10 • Expressing Emotions and Managing Stress 103Tim
Fuller
Using Goal-Setting and Decision-Making Skills:Managing
StressLife changes can be a source of stress. While you can’t
always control these changes, you cancontrol your response to them.
These steps can help you become more aware of stressors in your
lifeand to manage the effects of stress.
1 Write your healthgoal and make anaction plan to meetyour
health goal. Decide uponthe steps you will take to achieveyour
goal.
3If your tota
l is less than
150, then you have
experienced little chang
e.
If your total is over 250
, then
you have experienced m
any
changes in your life.
2Identify ob
stacles to your
plan. Read through the li
st of
stressful life events on pag
e
102. On a separate sheet, w
rite down
each change that applies t
o your life
over the past 12 months, p
lus its
point value. Add up your p
oints.
4 Set up a time line to accomplishyour health goal and keep
achart or diary in which yourecord progress toward your healthgoal.
If your score is over 150, develop aplan to manage your stress.
List actions youcan take to cope with the stress and protectyour
health during stressful times.6
Revise your action plan
or
time line, and reward y
ourself
when you reach your h
ealth
goal. Set a new health go
al.
5 Build a support systemSurround yourself with familyand friends
to help you reachyour goals.Use the list ofstressful life eventson
the previouspage to computeyour score.
-
104 UNIT 2 • Mental and Emotional Health(tt)Photodisc/Getty
Images
Make theConnection
Time ManagementFor more informationon creating a time-management
plan,refer to page 551 inLesson 51.
Throughout your life you will experience many stressors. You may
not be
able to control all of these stressors, but you can control your
responses
to them. are techniques to prevent and deal
with stressors and to protect one’s health from the harmful
effects produced by the
stress response. People can use these skills to help them manage
their stress every
day, so stress does not continue to build to dangerous
levels.
How to Prevent and Deal withStressful Situations
Stress-management skills
Use responsible decision-makingskills. When a situation is
difficult
and requires a decision, you will beless stressed if you
approach the situ-ation in a logical way. The
ResponsibleDecision-Making Model gives steps tofollow when you are
stressed out butneed to think clearly. Always use thesix questions
to evaluate the possibleconsequences of each decision. Referto page
61 in Lesson 6 for a refresheron the six questions.
Keep a time-management plan. Atime-management plan is a plan
thatshows how a person will spend time.Having a time-management
planhelps keep you from being over-whelmed. Poor time management is
amajor stressor. However, people candevelop time-management skills
tohelp them prevent stress.
Keep a budget. A plan for spendingand saving money is called a
budget.
Spending more money than you haveis a major stressor. Knowing
yourincome and expenses keeps you fromspending money and regretting
itlater.
Talk with parents, a guardian, a men-tor, or other responsible
adults. Youcan benefit from the wisdom ofadults. They can help you
exploreways to deal with stressors. They canhelp you evaluate
decisions you mustmake. They can provide support,encouragement, and
suggestions.
Make sure you have a support net-work of friends. Friends can
listenand offer suggestions. They can sharehealthful ways they
dealt with simi-lar experiences. When you have asupport network of
friends, you donot feel alone. You know others careabout you and
will be there for youduring difficult times.
-
How to ProtectHealth DuringStressful PeriodsParticipate in
physical activity.Regular physical activity helps thebody regain
internal balance duringtimes of stress. Physical activity usesup
the extra adrenaline and sugarreleased during times of stress.
Takea walk or choose other activitieswhen you feel stressed.
Physicalactivity up to 24 hours after the onsetof stress is
beneficial.
Consider the other benefits ofphysical activity. If you are
regularlyphysically active, your body mayrelease beta-endorphins
during andafter your workout. Beta-endorphinsare substances
produced in the brainthat create a feeling of well-being.
Regular physical activity will helpyou become physically fit.
When youare physically fit, the stress responseis not as great,
your body regainsinternal balance more easily, and youhave improved
resistance to disease.
Write in a journal. Writing in a jour-nal can help you organize
yourthoughts and feelings. You canreview how a stressor is
affecting youand learn more about how you cope.
Use breathing techniques. When youexperience a stressor, your
body beginsthe alarm stage of the GAS. Breathingtechniques help to
relax you andrestore internal balance. Breathe indeeply through
your nose, keepingyour mouth shut.Then slowly blow theair out
through your mouth. Thisbreathing technique will calm you andhelp
stop the alarm stage of the GAS.
Eat a healthful diet. Vitamin B isneeded for a healthy nervous
system.Vitamin C helps the immune systemfunction. When you are
stressed out,your body uses up an extra supply ofthese two
vitamins. It is very impor-tant for you to replenish them
bychoosing foods that are good sourcesof these vitamins. You can
make otherchanges in your diet. Reduce yourintake of caffeine.
Caffeine is found incoffee, tea, some soda pops, and choco-late.
Decrease your intake of sugar.
Get plenty of rest and sleep. Whenyou are stressed, your body is
work-ing extra hard. Your heart rate,breathing rate, and blood
pressureare increased. Your muscles aretense. Getting rest and
sleep keepsyou from becoming too tired. Whenyou are resting or
sleeping, yourblood pressure lowers, your breath-ing rate
decreases, your heart rateslows, and your muscles relax.
LESSON 10 • Expressing Emotions and Managing Stress 105
Pho
todi
sc/G
etty
Im
ages
When you feelstressed, taking a walkor engaging in
anotherphysical activity willuse up the extraadrenaline that
stresscauses to be releasedin your body.
-
Olivia WalterManaging Stress
Think about a time when you had to deal wit
h a stressful situation.Write
in your journal about how you managed it. W
ere there things you’d do
differently now? Why? Give yourself an overa
ll grade for that situation.
Teens Talk About Health
To Olivia Walter, dealing with stress is a lot like solving
aproblem. “First,” she explained, “you have to figure outwhy you’re
stressed about something. Then, take the stepsnecessary to solve
the problem.”
Easier said than done If managing stress were easy, itwouldn’t
be a problem for so many young people. Oliviaadmits that. “When I’m
stressed, I feel angry. If somethingis really bad,” she added, “it
can even seem hopeless for a while. But that makes me really want
to solve the problem. And in that way, I guess stress has a
positiveside—it can lead to improvements.”
The usual suspects What kinds of things cause Oliviato feel
stress? It’s the usual things: trouble with a home-work assignment,
tensions with family and friends. “It’spersonal stuff,” Olivia
said, “and school stuff, too.”
Putting words into action Olivia described a typicalstressful
situation. “A friend and I got into an argument.I was feeling
stressed because I thought our friendshipwas going to end. I felt
angry, confused, and hurtbecause I didn’t want to lose this
friend.”
At this point, Olivia decided to problem-solve and wentto work.
“First, I looked at the situation and tried to seewhat I could do
to calm myself down,” she explained.“When I was feeling calmer, I
talked to my friend and wereconciled the problem. The way I had
handled thingslike this in the past gave me confidence that I could
han-dle this problem, too.”
Building one’sconfidence Beingconfident that shecan deal with
stressful situations is a key for Olivia.Dealing with small things
is good training for dealingwith the more important problems. “With
everydaythings,” she said “that confidence comes with experi-ence.
If you get good at the small things, when the bigthings come along,
it’s not as hard to solve thembecause you’ve had practice.”
How does Olivia do it? “It’s really important not to letthings
get blown out of proportion,” she said.“Sometimes it’s hard not to
look at something in theworst light, but things usuallyaren’t as
bad as they seem.”Her advice is to try to look ata situation
realistically andobjectively.
The bright side? Stresscan even have an upside.“I’m good at
working undera certain amount of pressure,”Olivia explained. “So I
guess youcould say that’s a goodstress. I feel like I do mybest
work when I’m a lit-tle pressed for time.”
106 UNIT 2 • Mental and Emotional HealthAaron Haupt
“First you have to figureout why you’re stressedabout something.
Then,
take the steps necessary tosolve the problem.”
-
10STUD
Y
GUIDE
Key Terms ReviewComplete the fill-in-the-blank statements with
the lesson Key Terms on the left. Do not write in this book.
Recalling the Facts
1. A chronic state of anger is _____.
2. The _____ is the relationship between aperson’s thoughts and
emotions and bodilyresponses.
3. _____ are techniques to prevent and dealwith stress and
protect one’s health duringstressful periods.
4. A(n) _____ is an illness or disorder causedor aggravated by
emotional responses.
5. A(n) _____ is a specific feeling.
6. _____ are healthful ways to control andexpress anger.
7. _____ is a chemical involved in controllingstates of
consciousness and mood.
8. _____ is anger that is not recognized andis expressed in
inappropriate ways.
9. _____ is the response of the body to thedemands of daily
living.
10. The _____ is a series of body changes thatresult from
stress.
angeranger-management
skillsemotiongeneral adaptation
syndrome (GAS)hidden angerhostilitymind-body
connection projectionpsychosomatic
diseaseserotoninstress stress-management
skills
11. How does exercise help relieve stress andreduce the effects
of anger?
12. What are the effects of stress during each of the three
stages of the generaladaptation syndrome?
13. What are ten stress-management skills?
14. What are the five guidelines for expressingemotions in
healthful ways?
15. Name and discuss three symptoms of hidden anger.
16. What are the steps in keeping an angerself-inventory?
17. How might using you-messages escalate a problem?
18. How does stress affect mental and emotional health?
Critical Thinking19. Why is it harmful if a person is
constantly
in the alarm stage of GAS?
20. Would you be more likely to catch a cold orthe flu after
failing an exam or after pro-viding long-term care for an ill
familymember? Explain.
21. Describe a positive response to a stressor.
22. Why is it a problem if adrenaline is constantly
secreted?
Real-Life Applications 23. How can you express emotions in
healthful
ways?
24. How might you manage anger?
25. Why do you think teens with hidden angeruse projection or
displacement instead ofdealing with their anger?
26. What stress-management skills would youuse if you felt
stressed?
ActivitiesResponsible Decision Making27. Write Some classmates
toilet-papered
the trees at your friend’s house. Your friendis angry and wants
revenge. Write aresponse to this situation. Refer to theResponsible
Decision-Making Model onpage 61 for help.
Sharpen Your Life Skills28. Advocate for Health Prepare a
pamphlet on stress-management skills that could be given to
students in yourschool. Exchange your pamphlet with other students
in your class and have them critique it.
LESSON 10 • Study Guide 107Bob Daemmrich/Stock Boston
Visit www.glencoe.com for more Health & Wellness
quizzes.
http://www.glencoe.com
Health & WellnessTable of ContentsUNIT 1 Health SkillsLesson
1 Taking Responsibility for HealthLesson 2 Accessing Valid Health
Information, Products, and ServicesLesson 3 Practicing Healthful
BehaviorsLesson 4 Analyzing Influences on HealthLesson 5 Using
Communication SkillsLesson 6 Setting Health Goals and Making
Responsible DecisionsLesson 7 Being a Health Advocate
UNIT 2 Mental and Emotional HealthLesson 8 Developing Good
CharacterLesson 9 Developing a Healthy MindLesson 10 Expressing
Emotions and Managing StressLesson 11 Dealing with DepressionLesson
12 Dealing with Loss and Grief
UNIT 3 Family and Social HealthLesson 13 Developing Healthful
Family RelationshipsLesson 14 Adjusting to Family ChangesLesson 15
Examining Dating and FriendshipsLesson 16 Practicing Abstinence
From SexLesson 17 Recognizing Harmful RelationshipsLesson 18
Preparing for Marriage and Parenthood
UNIT 4 Growth and DevelopmentLesson 19 Keeping Your Body
HealthyLesson 20 Learning About the Reproductive SystemsLesson 21
Learning About Pregnancy and ChildbirthLesson 22 Caring for Infants
and ChildrenLesson 23 Developing Learning and Planning StylesLesson
24 Aging Healthfully
UNIT 5 NutritionLesson 25 Choosing Healthful FoodsLesson 26
Following Dietary GuidelinesLesson 27 Using Diet to Guard Against
DiseaseLesson 28 Developing Healthful Eating HabitsLesson 29
Maintaining a Healthful Weight
UNIT 6 Personal Health and Physical ActivityLesson 30 Having
Regular Physical ExamsLesson 31 Being Well-GroomedLesson 32 Getting
Adequate Rest and SleepLesson 33 Participating in Physical
ActivityLesson 34 Practicing FitnessLesson 35 Exercising Safely
UNIT 7 Alcohol, Tobacco, and Other DrugsLesson 36 Using
Prescription and OTC Drugs SafelyLesson 37 Choosing an Alcohol-Free
LifestyleLesson 38 Choosing a Tobacco-Free LifestyleLesson 39
Avoiding Illegal Drug UseLesson 40 Avoiding Drug DependenceLesson
41 Resisting Pressure to Abuse DrugsLesson 42 Reducing Risk by
Being Drug FreeLesson 43 Assessing Treatment Options
UNIT 8 Communicable and Chronic DiseasesLesson 44 Avoiding
Communicable Diseases.Lesson 45 Dealing with Respiratory Diseases,
Asthma, and AllergiesLesson 46 Reducing the Risk of STDs and
HIVLesson 47 Reducing the Risk of Cardiovascular DiseasesLesson 48
Managing Chronic Health ConditionsLesson 49 Reducing the Risk of
Cancer
UNIT 9 Consumer and Community HealthLesson 50 Acquiring
Knowledge of Health LawsLesson 51 Managing Time and MoneyLesson 52
Analyzing Media MessagesLesson 53 Accessing Reliable Health
CareLesson 54 Investigating Health CareersLesson 55 Learning About
Public Health
UNIT 10 Environmental HealthLesson 56 Learning About
Environmental IssuesLesson 57 Preventing Air and Water
PollutionLesson 58 Preventing Noise and Visual PollutionLesson 59
Practicing Recycling and ConservationLesson 60 Protecting the
Environment
UNIT 11 Injury Prevention and Personal SafetyLesson 61 Reducing
Unintentional InjuriesLesson 62 Staying Safe During Severe Weather
and Natural DisastersLesson 63 Reducing the Risk of ViolenceLesson
64 Respecting Authority and Obeying LawsLesson 65 Protecting
Yourself From Physical ViolenceLesson 66 Protecting Yourself From
Sexual ViolenceLesson 67 Staying Away From GangsLesson 68 Reducing
Weapon InjuriesLesson 69 Performing Common First Aid
ProceduresLesson 70 Performing Emergency First Aid Procedures
Health ResourcesEnglish/Spanish GlossaryIndexCredits
Feature ContentsActivity: Using Life SkillsSpeaking OutHealth
NewsFacts AboutJust the Facts
Student WorkbooksReading EssentialsTo the StudentUnit 1: Health
SkillsLesson 1: Taking Responsibility for HealthLesson 2: Accessing
Valid Health Information, Products, and ServicesLesson 3:
Practicing Healthful BehaviorsLesson 4: Analyzing Influences on
HealthLesson 5: Using Communication SkillsLesson 6: Setting Health
Goals and Making Responsible DecisionsLesson 7: Being a Health
Advocate
Unit 2: Mental and Emotional HealthLesson 8: Developing Good
CharacterLesson 9: Developing a Healthy MindLesson 10: Expressing
Emotions and Managing StressLesson 11: Dealing with
DepressionLesson 12: Dealing with Loss and Grief
Unit 3: Family and Social HealthLesson 13: Developing Healthful
Family RelationshipsLesson 14: Adjusting to Family ChangesLesson
15: Examining Dating and FriendshipsLesson 16: Practicing
Abstinence From SexLesson 17: Recognizing Harmful
RelationshipsLesson 18: Preparing for Marriage and Parenthood
Unit 4: Growth and DevelopmentLesson 19: Keeping Your Body
HealthyLesson 20: Learning About the Reproductive SystemsLesson 21:
Learning About Pregnancy and ChildbirthLesson 22: Caring for
Infants and ChildrenLesson 23: Developing Learning and Planning
StylesLesson 24: Aging Healthfully
Unit 5: NutritionLesson 25: Choosing Healthful FoodsLesson 26:
Following Dietary GuidelinesLesson 27: Using Diet to Guard Against
DiseaseLesson 28: Developing Healthful Eating HabitsLesson 29:
Maintaining a Healthful Weight
Unit 6: Personal Health and Physical ActivityLesson 30: Having
Regular Physical ExamsLesson 31: Being Well-GroomedLesson 32:
Getting Adequate Rest and SleepLesson 33: Participating in Physical
ActivityLesson 34: Practicing FitnessLesson 35: Exercising
Safely
Unit 7: Alcohol, Tobacco, and Other DrugsLesson 36: Using
Prescription and OTC Drugs SafelyLesson 37: Choosing an
Alcohol-Free LifestyleLesson 38: Choosing a Tobacco-Free
LifestyleLesson 39: Avoiding Illegal Drug UseLesson 40: Avoiding
Drug DependenceLesson 41: Resisting Pressure to Abuse DrugsLesson
42: Reducing Risk by Being Drug FreeLesson 43: Assessing Treatment
Options
Unit 8: Communicable and Chronic DiseasesLesson 44: Avoiding
Communicable DiseasesLesson 45: Dealing with Respiratory Diseases,
Asthma, and AllergiesLesson 46: Reducing the Risk of STDs and
HIVLesson 47: Reducing the Risk of Cardiovascular DiseasesLesson
48: Managing Chronic Health ConditionsLesson 49: Reducing the Risk
of Cancer
Unit 9: Consumer and Community HealthLesson 50: Acquiring
Knowledge of Health LawsLesson 51: Managing Time and MoneyLesson
52: Analyzing Media MessagesLesson 53: Accessing Reliable Health
CareLesson 54: Investigating Health CareersLesson 55: Learning
About Public Health
Unit 10: Environmental HealthLesson 56: Learning About
Environmental IssuesLesson 57: Preventing Air and Water
PollutionLesson 58: Preventing Noise and Visual PollutionLesson 59:
Practicing Recycling and ConservationLesson 60: Protecting the
Environment
Unit 11: Injury Prevention and Personal SafetyLesson 61:
Reducing Unintentional InjuriesLesson 62: Staying Safe During
Severe Weather and Natural DisastersLesson 63: Reducing the Risk of
ViolenceLesson 64: Respecting Authority and Obeying LawsLesson 65:
Protecting Yourself From Physical ViolenceLesson 66: Protecting
Yourself From Sexual ViolenceLesson 67: Staying Away From
GangsLesson 68: Reducing Weapon InjuriesLesson 69: Performing
Common First Aid ProceduresLesson 70: Performing Emergency First
Aid Procedures
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