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.

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

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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