Page Thirteen

STRESS MANAGEMENT:

STUDENT STRESS: STUDY STRESS: EXAM STRESS

Depression

HOW TO STAY CALM & REMEMBER MORE

[see page twenty seven for e-book on stress]

The best Stress Management technique is to be confident and prepared, and to stay calm. If you have mastered learning and study,  then you should never feel anxious, tense, or nervous in an examination.

Stress can be both a help or a hindrance to study and the development of Memory. The Study Guide (page 3). It explains what stress is, why and how stress is developed, and how it is controlled at the optimum levels for study  and for examinations.

Every year, as examinations time approaches, the question of student examination stress is raised in the press, on TV programs, and by students themselves. An article in a weekend newspaper during October was no exception: ‘Teenagers approaching Tertiary Entrance Examinations next month are looking to doctors to help them cope with stress…Increasingly, educational stress is affecting younger and younger children as there is more pressure for academic achievement.’

This problem applies particularly to year 12 students (in Australia, anyway). In many cases this is a once-only opportunity to gain entrance to a University and a chosen career. Once this hurdle is jumped – successfully – the same pressure does not apply to examinations at University. The stress arises mainly because the number of University places is limited, and students are chosen on the level of their marks, so the examination becomes a competition. Worry about how they will be able to pay for their studies, or repay the government afterwards, also adds to the stress.

Students, who have developed a proper attitude to learning, memory and study, and learned good  techniques and habits, should not have to worry about stress. Stress is essential for effective study and memory, but it is the excess stress  – anxiety, worry, fear of failure etc. – which creates a level of stress high enough to cause loss of memory and memory blocks in examinations.  This is what students fear, that they will not remember what they have learned. Of course, if they haven’t learned the work in first place, stress or no stress will make no difference.

Naturally, all of us have moments of self-doubt, but it is when self-doubt becomes more than momentary that it becomes a problem.

Howard Bloom in his book on evolution, ‘Global Brain’, says, ‘Humans who can solve a problem remain vigorous. But, those who cannot get a grip on their dilemma become victims of self-destruct mechanisms.’  This applies to students – those who are on top of their work and see no problem they cannot deal with are successful, those who feel they have lost their grip, and let self-doubt take control of their thinking, generally fail.

Self-doubt can lead to depression. This will have serious consequences for health, mental stability, and for the ability to study successfully. No one can see into your mind and read your thoughts, so don’t expect anyone to offer help. You have to seek help, and it is important that you do so early. Go to someone you can trust, and who is mature enough to understand your problem, and talk it through with them, and ask for advice.

Drugs to relieve stress, such as anti-depressants, can be dangerous and may make the condition worse instead of better, and the side effects can be quite nasty.

Parents and teachers should also be sensitive to this problem, and be aware that it is likely to affect some students more than others. Keeping a watchful eye on any change of mood or activities may help to head off a potential problem, even a disaster, or tragedy.

Keeping to a healthy life-style is another key to controlling stress. Adequate sleep (page 7), regular outdoor exercise, and a well balanced diet, are all essential ingredients for beating stress.

The Study Guide emphasises that learning to control stress, and adjusting it to the optimum level for successful learning, is something students should practice throughout the year, not just a few weeks before the examinations.

Mental Health Ireland has issued some guidelines for managing exam stress (18 May 2006) It is perfectly normal to feel some stress, it can keep you focused, but too much will reduce you effectiveness. First, plan your time and keep to a reasonable timetable, create a routine, don't panic. Work now to avoid last minute cramming. Think positively and recall past successes and how you achieved them Concentrate on strengths rather than weaknesses. Do your best: Don't try to be perfect, that will lead to stress. Be realistic, seek help of necessary, avoid bottling things up. Eat, sleep and exercise normally and well. Use  relaxation techniques. The Exam: Use your relaxation method. Slow deep breaths and repeating 'I am calm and relaxed'.  (see study manual for more ways to control stress and prepare)

Stress & Depression: It was recently announced by a Clinical Psychologist at Curtin University (Western Australia), that she had discovered depression in children as young as 8, and in years 4 & 5. This is a serious problem unless treated, and is often exacerbated because pressure of work and time means parents tend to spend less and less time with their children. There are many factors which cause children to feel anxious, and worried. They can be addressed without drugs by using the method described in the Study Guide - it works well. Recent studies show hypnosis may be the answer - Educational psychologist David Byron, at a the British Psychological Society's annual conference in Glasgow, said 'Hypnotherapy empowers students to change their lives'. A self-hypnosis method is included with the Study Guide.

Attention Problems? A University of Wisconsin study suggests that attention is not a fixed capacity, but can be improved by mental training, such as meditation. As I mention in the notes accompanying the Study Manual, most mental functions operate at the subconscious level, so anyone can use mental programming - for instance, using self-hypnosis - to fine tune mental processes like memory and recall, and attention.

Updated May 2008

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Children need stress outlets

Overwork, uncertainties, global terrorism, financial instability, lack of adequate resources all contribute to adult stress. Children, too, are stressed.  And since children do not  exhibit stress in the same way as adults do, this is often overlooked.

For the very young stress may result from constant change or lack of predictability. For older children, the pressure to achieve in school, sports, or socially is a common source of stress.

Parents play an important role in helping children manage the inevitable stressors in their daily life.

'Securing an "A" in exams'  

Humair Hashmi, a consulting Psychologist, gives his suggestions for "A" exam results. His recommendations are identical with those described in the Study Guide, but I'll mention a couple that he considers important.

To improve one's concentration on the task in hand one should not study lying down, or in too relaxed a position - sit upright in front of a table. Relaxing or reclining hinders concentration.

Select a study area free of distracting stimuli - a secluded corner of a quiet room will help concentration and facilitate memory and recall: photographs, paintings, charts, too much furniture, gaudy electrical fixtures can all prove distracting, jeopardizing concentration.

Adopt better memorization techniques (provided in the Study Guide).

It goes without saying that these (recommendations) are no substitutes for knowing the subject matter in the first place.

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