Self-Management Resource LibraryTraining/EC...The Positive Self-Talk exercise discusses the importance of positive thinking and provides strategies to replace irrational, negative

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Self-Management Resource Library

Advisor Version

The SuccessNavigator Self-Management Resource Library includes activities that can support students who are

experiencing stress or anxiety related to college. These students may not know how to handle the stress that

accompanies college life or may feel unsure of how to prepare for tests and deal with the anxiety felt during test time.

They may need some guidance in making decisions or appreciate some advice on how to cope with the demands of

college. The following activities in the Self-Management Resource Library can be provided to students whose scores

were low to moderate in the General Skill of Self-Management in the SuccessNavigator Student Report, and to students

whose scores were high but are interested in practicing and furthering their skills.

Test-Taking Strategies: A Quick Reference Guide provides both general and specific tips related to taking a test. A section dedicated to general test–taking strategies reminds students of the importance of preparing in advance for tests, reading directions and test questions carefully, and using time effectively. Additional strategies regarding multiple-choice, problem-solving, and essay items are presented. This reference guide can be supplemented with resources offered by your college, and by the other activities within the SuccessNavigator Resource Library.

Relaxation Techniques provides information about two simple, but often overlooked, ways to reduce stress and increase relaxation. Step-by-step instruction is provided for deep breathing and progressive muscle relaxation exercises. Students are encouraged to practice these techniques frequently to reduce anxiety and nerves.

The Mindfulness Exercise teaches students a quick, easy-to-use way to deal with feelings of anxiety or stress in the moment. Students are instructed to find a comfortable position and practice breathing, while focusing on their breaths. Over time, students can implement this technique as soon as they realize their focus on a particular activity is lessening.

The Positive Self-Talk exercise discusses the importance of positive thinking and provides strategies to replace irrational, negative thoughts with more realistic, positive ones. Students are encouraged to use active statements, such as “I can” and “I will” instead of negative “I can’t” thoughts. Space is provided for students to practice changing their own negative thoughts into more positive statements.

The Coping Statements activity is a brief exercise to help students learn to handle stress in their daily lives. Students learn how to alleviate their stress and fears by thinking more practically. Students learn a simple way to change their original thoughts to more realistic ones. An exercise, with examples, is provided for students to practice.

The Self-Monitoring Productivity exercise provides an avenue for students to practice becoming more independent and to begin to take more control over tasks by evaluating their progress daily, weekly, or monthly. After rating their progress on tasks, students are encouraged to reflect on their progress and determine what they could have done differently for further improvements.


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The Activity and Mood Chart encourages students to list the major activities of each day and whether they led to a positive or negative mood. Students are also instructed to list the number of hours slept and anything unusual that may have happened that day. After one week, students should reflect on the week and find any patterns between their activities and moods. They are advised to make changes – when possible – to increase their positive moods.

Tips and Tricks to Relieve Stress provides simple ways for students to alleviate stress. The tips provided are quick, free, and easy ways for students to improve their moods and focus.

The Decision-Making Exercise is a step-wise guide to help students choose between two options. Students are encouraged to consider the pros and cons of each option, make a decision, and evaluate the decision after some time.


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Test-Taking Strategies: A Quick Reference Guide

Review the following strategies with students who are looking for additional guidance on the ways to better prepare for

tests.

General Test-Taking Strategies

•Remind students to:

•Be aware of what information will be included on the test and what the format of the questions will be (multiple-choice, essay, etc.). If they are not sure,they should check their syllabi and ask their professors.

•Review previous tests from the course to get a better idea of the kinds of information and ideas the professor tends to focus on as well as the types of questions he or she asks.

•Take practice tests to apply techniques that will help improve test-taking skills.

•Read the directions before answering any questions.

•Work strategically. For some types of tests (e.g., math), it may be helpful to first work on the questions they can answer quickly and easily and then attempt the more difficult questions. Encourage them to give the highest priority to questions that are worth the most points.

•Be observant—sometimes information in test questions will help answer other questions.

•Keep going. Once a question is answered, they should move on to the next one. There is no need to reflect on the different ways the question could have been answered.

•Keep an eye on the time. Pay attention to how much time is left to complete the test. Periodically review how many questions remain and speed up or slow down as needed.

•Double-check answers after the test is complete.

Strategies for Multiple-Choice Questions


•Read the directions, question, and all answer choices carefully before answering the question.

•Focus on the important information in the question.

•Look for words in the question that give clues to the answer.

•Check to see if the answer is reasonable. Encourage them to ask, “Does this answer make sense?”

•Cross out any answers that are incorrect when they are unsure of an answer. Then, remind them to focus on the remaining choices, picking the one that is the best answer.

•Treat each answer choice as a true or false statement when one of the answer choices is "all of the above." If a choice is false, the choice with “all of the above” will be incorrect. Eliminating those two choices allows the student to concentrate on the remaining answer choices to make a selection.

•Put a true-or-false question into yes-or-no terms. For example, if a question states, “The sky is blue,” ask, “Is the sky blue?” Yes = true. No = false. Sometimes thinking of the answer in everyday yes-or-no terms makes it clearer.

• Pay attention to the words. Often, one word will determine whether a statement is true or false. For example, words like “always,” “never,” and “all” frequently make a statement false.

• Re-read difficult questions. If an item still is unclear after re-reading, mark the question and come back to it later if there is time.


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If students are interested in learning more about test-taking strategies, point them in the direction of

additional resources available on your campus.

Strategies for Problem-Solving Questions


•Read the problem carefully and determine what it is asking.

•Look for information in the problem that helps to figure out the answer.

•Figure out what steps are needed to solve the problem.

•Review answers. Does it make sense? Does it solve the whole problem?

Strategies for Essay Questions


•Start with the question that they feel most prepared to answer. This strategy helps to build confidence for answering the remaining questions.

•Carefully read the directions and the question to understand exactly what needs to be done. Look for key words such as “define,” “compare,” “list,” “describe,” “evaluate,” “summarize,” and “explain.”

•Use the margins of the paper to compose a quick outline of key points, in the order in which they will be presented, along with evidence and ideas that can be used to support the key points.

•Use an outline. For essay questions, it is important to answer the question as directly as possible. Always try to refer to the topics mentioned in the question and use the related vocabulary in the answer.

•Keep handwriting as neat as possible.

•Proofread work. Check grammar, punctuation, and spelling, and make any necessary corrections.


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Relaxation Techniques

Take some time to learn how students react when they feel stress. Encourage them to learn and practice some of

the simple relaxation techniques listed below to help manage the mental and physical symptoms of stress.

Deep Breathing

When people are affected by stress, they sometimes take short, quick breaths instead of breathing deeply and

slowly. Teach students to breathe properly by encouraging them to practice this deep-breathing technique two or

three times a day for a few minutes. With daily practice, the students can use this technique any time they feel the

symptoms of stress. Just a few deep breaths will help increase calmness.

1. Sit comfortably in a chair with both feet on the ground. 2. Breathe in deeply and slowly through the nose. Make the student aware that he or she should feel his or

her abdomen (not chest) expand as he or she breathes in. 3. Slowly breathe out through the nose. The student should feel his or her abdomen sink in toward his or her

back. 4. Wait a moment, then repeat. Do this about ten times.

Progressive Muscle Relaxation

When people are affected by stress, they often tense their muscles. Work with students to become aware of the

tension in their bodies and learn to relax their muscles. Recommend that students combine this technique with the

deep breathing exercise for a good way to help keep calm any time they feel symptoms of stress.

1. Begin by breathing deeply and slowly as described above. 2. After a few deep breaths, tell the students to tense his or her shoulders for about five seconds, and then

relax them. As the student relaxes his or her shoulders, tell them to say the word “relax.” Instruct the student to notice the way it feels to relax his or her shoulders. The student should concentrate on feeling as loose and relaxed as possible.

3. Now the student should tense his or her forehead for five seconds, and then relax this muscle. Remind the student to continue to notice the difference between what it feels like to be tense and what it feels like to be relaxed.

4. Tell the student to repeat this feeling by tensing and relaxing his or her arms, abdomen, thighs, calves, and feet, one after the other.

5. Now have the student return to breathing deeply and slowly. Tell him or her to become aware of any muscles in the body that feel tense, and relax these muscles as much as possible. Tell him or her to continue breathing and releasing any tensions in the body.

If students are interested in learning more about relaxation techniques, advise them to ask their college

counselor about additional resources available on campus.


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Mindfulness Exercise

This simple breathing exercise is a great way to help students deal with stress and distracting thoughts.

Becoming “mindful” can help students become – and stay – more focused on what they need to do. Take

students through the exercise below, step-by-step. To gain their interest, inform students that this technique

is used by professional athletes, business executives, and other high achievers who recognize the value of

being focused and relaxed.

Recommend that students try practicing this technique for five minutes once or twice a day. Instruct them to

use this technique whenever they feel stressed or distracted and need to relax and focus.

Instruct the student to sit in a position that is comfortable for him or her.

Tell the student to breathe deeply and slowly through his or her nose.

Encourage the student to close his or her eyes and notice his or her breath going in and out, in and out.

Inform the student that if his or her mind wanders to something other than his or her breathing, he or she

should notice what it was that took him or her away and gently bring his or her attention back to his or her breath.


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Positive Self-Talk Exercise

It is not uncommon for students to have thoughts and beliefs about themselves run through their minds.

When the thoughts are positive, it can lead to feeling a sense of achievement. However, if the thoughts tend

to be negative, they can begin to get in the way of the students’ successes.

Thus, it’s important for students to replace their negative (and, in most cases, untrue) thoughts and beliefs

with positive ones. For example, a student may think, “I’ll never understand algebra.” Instead, we should

instruct them to turn that negative thought around and say, “I can learn algebra.”

Inform the skeptical student that highly successful people—athletes, executives, and other professionals—use

positive self-talk. This practice helps to maintain confidence and leads to continued success.

Review the brief list of tips related to positive self-talk below. Positive self-talk includes:

Use the exercise on the next page as a guide to help students use positive self-talk.

- Using active “I” statements, like “I am…,” “I will…,” and “I can….”

- Avoiding negative words like “no,” “not,” “never,” “can’t,” “don’t,”and “won’t.”

- Making statements short and clear.

- Believing in what one says – it’s true!


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Instruct students to write down any negative thoughts and beliefs they may have had in the left column. In the

right column, students should dispute each negative thought and belief with a positive statement.

Negative Thoughts and Beliefs Positive Self-Talk Statements

Now have the student read the positive statements aloud. Encourage the student to use his or her best

posture, to breathe deeply, and to speak with a strong voice. Next, tell the student to imagine what it feels like

to be the person he or she is describing. Remind the student to focus on those positive feelings and a positive

image of him or her. Emphasize that the student works to recognize that this is the person he or she can be.

Tell the student to notice his or her own thoughts throughout the day. If the student’s thoughts are becoming

negative, remind the student to breathe deeply, and replace negative thoughts with positive ones. For

example, before a test, a student may think, “I didn’t study enough, and I’m going to fail.” Recommend the

student replace this thought with a positive statement: “I am prepared to take this exam and will get a good

grade.” Ensure that the student knows that over time, with practice, all self-talk will naturally become more

positive.

If a student is interested in learning more about positive self-talk, provide information about additional

resources available on your campus.


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Coping Statements

The purpose of this exercise is to help students learn how to stop negative thoughts and to begin to think more realistically about a particular event or situation. When students feel stressed or anxious about something, it is easy to feel overwhelmed. Encourage students to use and practice this coping exercise to help them learn how to deal with their thoughts and fears in a more level-headed way. The goal of this exercise is for students to realize that they are equipped to deal with the stresses of life. Directions: In the exercise below, students are challenged to develop coping statements for a series of situations. These statements should be realistic, short, and simple. The statements should be in the student’s own words and directly related to his or her original thought. After the student completes the exercise, encourage him or her to try to replace some of his or her own unrealistic thoughts with coping statements. The first two examples statements have been completed as a guide for both advisor and student.

Original Thought

Coping Statement

“If I stutter during my presentation, everyone will think I’m unprepared and awkward.”

“Most people will understand me if I stutter while giving my presentation. It’s not that bad.”

“If I don’t make the team, I’ll feel embarrassed.” “Most people will accept me even if I don’t make the team. It’s not that bad.”

“I might say something foolish during my interview.”

“I’m worried I won’t know anyone in my class.”

“I’m nervous that I won’t make the dean’s list this term.”

“When I feel embarrassed, I blush.”


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Below is a blank worksheet. Encourage students to use this worksheet when they need to reframe their thinking and cope with their fears. They should use this worksheet whenever they sense anxiety, are preparing for a stressful situation, or feel overwhelmed or unprepared.

Original Thought

Coping Statement


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Self-Monitoring Productivity

Directions: The purpose of this exercise is to help students become more independent and feel more in control of their

tasks by continually evaluating their progress. This exercise can be completed daily, weekly, or monthly.

Below you will see a chart with two columns. In the Example Objective column, students should list something they need

to complete or do in the near future—finish a homework assignment, exercise, do laundry, attend study groups, etc.

Then, in the column that follows, they rate their progress on each activity by using the scale below.

0 – Did not attempt 1 – Put forth some, but minimal, effort 2 – Made good effort toward task 3 - Put forth maximum effort toward task

EXAMPLE OBJECTIVE

RATING

Find resources for history term paper

1

Meet with sociology group to discuss presentation

2

Go grocery shopping

3

Go to the gym

1

Get Mom’s birthday present

2

Pick courses for next semester

0

Complete math take-home test

3

At the end of each day (or week or month), review the ratings with your students. Reflect on whether they had the

opportunity and time to put more effort into completing their objectives. Encourage students to answer the questions

that follow the exercise to help them think about this further.


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Directions: People sometimes find that they are not always as productive as they set out to be. The purpose of this

exercise is to help you become more independent and feel more in control of your tasks by continually evaluating your

progress. You can complete the sheet daily, weekly, or monthly.

Below you will see a chart with two columns. In the Objective column, you should list something you need to complete

in the near future – a homework assignment, exercise, laundry, attending study groups, etc. Then, in the column that

follows, rate how you did at each activity, using the following scale:

0 – Did not attempt 1 – Some, but minimal effort 2 – Good effort toward task 3 - Maximum effort toward task

OBJECTIVE

RATING

At the end of each day (or week or month), review your ratings. Reflect on whether you had the opportunity and time to

put more effort into completing your objectives. Answer the questions that follow the table to help you think about this.


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Ask students:

1. How would you describe your overall progress toward meeting your objectives?

2. If you did not meet all of your objectives, what was the reason?

3. What could you do in the future to ensure that your objectives are met, especially the most important ones?

Remind students to explore the content in the Social Support Resource Library for more tips and tools on juggling the demands of life.


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Activity and Mood Chart

Directions: In the table below, students will record several pieces of information in an effort to better understand their moods over the period of one week. In

the row for Major Activities, they will list the activity (or activities) where they spent most of their time for that day (e.g., at class, at work, shopping) and then

indicate how they felt overall that day, by checking the most appropriate box (positive, normal, or negative). In the Hours of Sleep column, they will record the

number of hours of sleep they had that previous night. They are encouraged to record anything unusual (e.g., traffic jam, snow day) that happened in the Notes

category for that day.

At the end of the week, review this chart with the student to see if there are any patterns between the activities he or she participated in and his or her mood. If

you notice certain activities consistently leave the student in a negative mood, recommend that he or she tries to counterbalance them by also doing an activity

that leads to a positive mood. For example, if art class always leaves the student in a good mood, he or she should try to do an activity (e.g., laundry) that usually

leads to a negative mood beforehand. Be mindful of patterns of sleep that may influence mood.

DAY

1 2 3 4 5 6 7

MAJOR ACTIVITIES

POSITIVE MOOD

NORMAL MOOD

NEGATIVE MOOD

SLEEP

NOTES


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Tips and Tricks to Relieve Stress When life gets busy, it’s normal to feel stressed or anxious. Balancing course work, family obligations, work, financial pressures, and personal commitments can be difficult and lead students to feel overwhelmed. Discuss the tips below with students who are looking to relieve feelings of stress both quickly and easily.

Recommend that students explore the content in the Social Support Resource Library for more tips and tools on dealing with stress, balancing demands, and working with others.

Take a walk. Whether the walk lasts a few minutes or an hour, getting out and being active will help students clear their heads and re-energize.

Breathe. When students begin to feel stressed, breathing can become shallow and off track. Tell students to slow down for a few minutes. They should close their eyes and take some long, deep breaths. When done correctly, the student will feel better quickly. Encourage them to try the relaxation techniques in the Self-Management section of the Resource Library for more information on this.

Create a schedule. Taking a few minutes to plan out the day can help relieve some stress because making a realistic plan for the day helps students stay on track and avoid becoming overwhelmed.

Write! Tell students to express their feelings -they could write their feelings in an online blog, a journal, or in an e-mail. No matter what avenue is chosen to express feelings of stress and anxiety, it is important to be honest. Be sure to let students know that expressing their thoughts will help them address and push through their stress.

Talk about it. Encourage students to call, e-mail, or text a family member or a friend and let them know how they're feeling. Talking it out with someone important to them can really help reduce some stress.

Think good thoughts. When students are having trouble managing stress and need a break, instruct them to do something that reminds them of a less stressful time. For instance, they may find that listening to music that reminds them of a good time in life calms them. Reading a favorite quotation might leave them feeling inspired again. Simple exercises, liking closing their eyes and recalling a relaxing moment from a vacation, can relieve stress. These quick and easy actions can lift moods and decrease stress.


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Decision-Making Exercise From time to time, students may find they are having difficulty making a decision. The types of decisions they must make will vary—from choosing which school assignments to begin first, deciding whether to be a full-time or a part-time student, or selecting which extracurricular activity to join. This exercise is designed to walk students through the decision-making process, no matter what type of decision they must make. Direct students to this tool in the Self-Management Resource Library if they ask for advice when making a decision, or walk through the following exercise with them.

STEP 1: Ask the student "What options are you

deciding between?"

Instruct students to write down each option.

Option 1:

Option 2:

STEP 2: Instruct the student to determine, "What are the

pros and cons of each option? "

(research when necessary)

Instruct the student to write down the pros & cons of

option 1.

Option 1 Pros:

Option 1 Cons:

Instruct the student to write down the pros & cons of

option 2.

Option 2 Pros:

Option 2 Cons:

STEP 3 : After some reflection, inform the

student that they must make a decision.

STEP 4: Evaluate the decision

Ask the student, "How satisfied are you with your

descision? "

Self-Management Resource LibraryTraining/EC...The Positive Self-Talk exercise discusses the importance of positive thinking and provides strategies to replace irrational, negative

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