The Stress-O-Meter
TOPIC: Stress & Stress Management
CONCEPT: Students in high school often report that they use alcohol and marijuana to "relax"
and "deal with stress." Awareness of the causes of distress and ways to effectively manage stress
are protective factors.
OBJECTIVE: Students review facts about stress and the effects of distress on the brain and body
and discuss ways in which to better manage stress before it becomes "eustress or distress."
GRADE LEVEL: High School
Method: Small group activity
Time Frame: 25 minutes plus "Post Test" and "Discussion"
Material: "Stress-O-Meter!" - one for each pair of students (see link below)
ACTIVITY: Print out "The Stress-O-Meter". Form cooperative teams. Direct each team to
brainstorm and write a definition of "stress", as they understand it. Ask each team to report out.
Review the definition and information on stress ( see information below). Ask each team to
brainstorm and write a definition of "stress management" and invite each team to report out.
Review the information on stress management and mismanagement (see below.) Follow
immediately with the "Post Test" questions to determine the extent to which students understand
the two terms.
POST-TEST: After the information portion of the activity, ask the class:
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What is "stress?"
What are the three categories or stages of "stress?"
What is "distress" and why is it harmful if it is sustained over time?
What is stress management? Mismanagement?
Ask the teams to create a list of the routine situations, conditions and/or events in their lives and
rank them on the "Stress-O-Meter." Follow with the "Discussion."
DISCUSSION: After the small groups have completed their "Sress-O-Meters", facilitate a class
discussion using the following questions and write the students' ideas on the board.
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Did everyone on the team agree on the ranking? If not, why?
Does the same situation, condition or events affect everyone the same? Why?"
What situations, conditions and events did you list as being "eustress" - boring?
What attitudes, actions and behaviors could prevent eustress or create interest?
What situations, conditions and events did you list as being normal "stress?"
What situations, conditions and events did you list as being "distressful?"
What attitudes, actions and behaviors could prevent or reduce distress?
EFFECTS OF DISTRESS ON THE DEVELOPING BRAIN
STRESS is normal. Stress happens when we hear, see, smell, taste, touch or are touched.
Sensations and movement are ways we display our stress - normal reactions are a sign of normal
stress levels. A perfect balance of stress is health. Stress is the brain and body's normal reaction
to being stimulated. Think of the brain as a computer. It comes into the world with the basic
operating systems, central nervous system, circulatory system, respiratory system, reflexes, etc.
However, it does not have all its software - the programs for vision, speech, emotions, memory,
abstract thinking, problem solving and attention and concentration. The brain needs input or
stimulation from the five senses to build these capacities the brain needs to be stressed. The
brain's food is stimulation and learning without them, it dies.
"EUSTRESS" is the absence of stress. It is the absence of stimulation or the uncontrolled
response to the absence of stimulation. At its ultimate the sign of eustress is death. At the level
most of us experience from time to time, a sign of eustress is being bored to death! However,
because an infant cannot self-stimulate or control the level of stimulation in his/her world, when
an infant is not visually stimulated, or talked to or touched, he/she dies not of boredom he/she
physically wastes away. Infants who are not stimulated adequately, even if they are well-fed and
otherwise tended, suffer from eustress and what is known as "failure to thrive."
"DISTRESS" is the opposite of eustress. It is the uncontrolled response to a highly stimulating
situation, condition or event. At its ultimate, the sign of distress is also death people who are
dying are said to go into respiratory distress. At the level most of us experience from time to
time, it is sweaty palms, fast-beating hearts, short, rapid breathingfear, anger and other strong
emotions can produce distress in the body like being chased by a thousand pound gorilla. Over
time, sustained distress begins to act as a psychoactive drug acts in the brain. If we think of the
brain as a computer, alcohol and other psychoactive drugs act like computer viruses; they
change, delete or scramble the code that our computer - our brain - uses to operate. Sustained
distress does the same thing; the neurotransmitters and hormones such as adrenaline are working
overtime. Soon the brain and body accept this state as normal, so that when the event,
circumstance or situation that stimulated the distress response is over, the body and brain remain
in a state of distress. This is sometimes known as post-traumatic stress syndrome.
STRESS MANAGEMENT is the ability to control one's practiced response to stimulia person's
practiced response to any given situation, condition and event. Stress management requires that
we know what causes us eustress, stress and distressand what our response ishow controlled it
ishow well we maintain balance. Effective stress management techniques include deep breathing,
bio-feedback, yoga, aerobics, sports, spiritual stimulation, recreation, working out, running,
biking, friends, writing, journaling, music, dance, art, reading, volunteering and talking to a
trusted friend or counselor and tons of laughter and safe hugs.
STRESS MISMANAGEMENT is the use of substances to control one's response to stimuli.
Some people use psychoactive substances to help manage their response to situations, conditions
and events that they find over-stimulatinglike work, family relationships, and money problems.
Adults who use alcohol and other psychoactive drugs to manage their response to stimuli run the
risk of becoming addicted to the substance they have turned to for help. The brain develops a
tolerance to the substances the way it develops a tolerance to distress, and it takes more and more
of the substance to provide relief. For children and adolescents, the use of alcohol and other
psychoactive substances can be devastating. The latest studies on the brain reveal that it does not
finish developing until a person is around twenty years old. Psychoactive drugs act like computer
viruses; they change, delete or scramble the code the computer - the brain - uses to operate. Not
only do children and adolescents develop addiction four times faster than adults, they run the risk
of damaging their cognitive, emotional, social and physical development. Adult brains, which
can still be harmed by use of psychoactive drugs, do not sustain the same level of damage
because their brains have completed development. Stress mismanagement among children and
adolescents is life mismanagement.
The Drug-Free Workplace
TOPIC: Alcohol and other drugs
CONCEPT: Over the last decade, almost all businesses, large and small have adopted Drug-Free
Workplace Policies. The majority of students in high school work; however, only a small number
are involved in work preparation classes. High school students need to know about the content of
drug-free workplace policies and the consequences of alcohol and other drug use on the job.
OBJECTIVE: Students study the purpose of drug-free workplace policies and draft their own
versions of a drug-free workplace policy.
GRADE LEVEL: High School
Method: Small group activity
Time Frame: 25 minutes plus "Post Test"and "Discussion"
Material: "Drug-Free Workplace!" - one for each pair of students (see link below)
ACTIVITY: Print out "The Drug-Free Workplace". Ask how many students are planning to
work while in high school, are currently looking for a job, or are employed. Ask how many of
the students' employers have drug-free workplace policies. Ask how many students have read
their employer's policy. Review information about the purpose and content of drug-free
workplace policies (see information below). Follow immediately with the "Post-Test" questions
to determine the extent to which students understand the information provided. Confirm answers
by re-reading the corresponding text on the next page.
POST-TEST: After the information portion of the activity, ask the class:
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What is the purpose of a drug-free workplace policy?
What does a typical drug-free workplace policy include?
What substances might be prohibited in the workplace?
What is the purpose of random drug testing?
What are some consequences of policy violations?
Discuss the types of organizations, institutions and businesses that would or should have a policy
(list on board.) Form small groups and instruct teams to choose one of the organization,
institution or business from the list on the board and create a drug-free workplace policy for it.
Ask each team to share its policy.
DISCUSSION: After the presentation of the students' policies, facilitate a class discussion using
the following questions and note the differences in policies.
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Why did you choose the organization, institution or business?
Why do you think it is important for this entity to have a drug-free workplace policy?
Did the policies include the testing requirements?
Did the policies include consequences for violation of the policies?
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Did the policies allow employees a second chance? Why?
Did the policies address what would happen if an employee violates the policy and
his/her actions result in an accident, injury, death and/or legal suits?
Did the policies include Employee Assistance Programs (EAPs)?
DRUG-FREE WORKPLACE POLICIES.
P0LICY CONTENTS: The majority of drug-free workplace policies usually cover the unlawful
manufacture, distribution, dispensing, possession, sale, purchase or use of controlled substances,
alcoholic beverages and inhalants on the premises of the business or while an employee is
representing the organization off-premises (sales reps, truck drivers, etc.). Most include a
definition of intoxication and may set a blood alcohol level or concentration at or below that used
by the state to determine intoxication. Some organizations extend the policy to include
volunteers and consultants and others working for the organization on a donated service or
contract basis.
OVER-THE-COUNTER: Many organizations have policies that also restrict the use of over-thecounter medications while on the job, specifically those medications which warn about the
dangers of using the medication while operating a vehicle or handling equipment. Such over-thecounter medications include cold, flu and sinus discomfort medications, cough medications, and
some headache and pain medications.
NOTIFICATION: Some policies require employees to notify their supervisors when they are
taking pain medications and/or any medication with drowsiness, mental confusion or sleepiness
as side effects.
TESTING: If the organization elects to use testing, the policy may include information on preemployment and/or on-the-job testing. Most organizations hire a certified, independent
laboratory to conduct all their employment-related testing. Organizations that require drug
testing must notify all applicants that such testing is a requirement of employment. Preemployment testing is just that: persons who are hired must pass a drug screen as a condition of
employment. Some organizations limit testing to pre-employment tests; some retest employees
after they have completed their probationary employment period. Some organizations test
universally, which means all employees are tested periodically, with test times being selected
randomly, so no one will have the advantage of knowing when the test will be conducted.;
however, most cannot afford the cost of universal testing. Instead, many organizations test only a
few employees at a time, using a random selection process, and some test only when a violation
of the policy has occurred.
VIOLATIONS and CONSEQUENCES: The policy includes information on the consequences of
violations of the drug-free workplace policy, which may range from reprimand to suspension,
with or without pay, and/or probation, demotion and/or termination.
PREVENTION: The policy usually includes information on drug-free workplace education and
information, which may be limited to printed information about the contents of the policy or may
require comprehensive training for supervisors and/or all employees.
ASSISTANCE: Some organizations provide an Employee Assistance Program (EAP), and if so,
the policy will describe the availability, benefits and use of the EAP in support of the drug-free
workplace policy.
Take A Stand
TOPIC: Alcohol, Tobacco and Other Drugs
CONCEPT: Often students make choices about the use of Alcohol Tobacco and Other Drug
without thinking about the consequences. When alcohol and other drugs are in your system you
can not think as clearly, your judgment is impaired and you might do something you wouldn't do
if you hadn't been under the influence. Even if you aren't under the influence, teenagers are often
in situations that require a quick decision, therefore, it is important to know where you stand
prior to being placed in a difficult situation. Many youth are drawn into destructive activities
based on a group decision.
GRADE LEVEL: High School
Method: Class room activity
Time Frame: 15 minutes plus "Discussion"
Material: Chalk board or long piece of butcher paper
ACTIVITY: Before the activity draw three long lines on the board or butcher paper. At one end
of the line write the words "everything is okay" and at the other end of the line write the words "a
healthy lifestyle is best". There should be many points between the ends. Each student should
assess where they stand on the continuum regarding the following questions. Go around the
room and ask each student where they stand on a issue. Have students write their names on the
line without explaining.
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How far would you go to be popular?
How much peer pressure do you feel?
How do you feel about drinking?
DISCUSSION: Facilitate a discussion utilizing the following questions. Help the students realize
the impact of their choices on their lives. Lead a discussion of each question getting class
volunteers to tell why they decided to put their names in a particular place.
Discussion ideas:
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Would you want to be friends with someone who feels that everything is okay? Why or
why not?
How easy was it to make a decision about where you stood?
What would have made it easier to make a decision?
Do you think making an early decision about peer pressure makes it easier to resist? Why
or why not?
What are some of the strategies you have used to avoid negative peer pressure?
What have you done to use peer pressure in a positive way?
How can the use of alcohol cause stress in a person's life?
Would you want to get in the car with someone who had been drinking alcohol? Explain.
What are some of the consequences of under age drinking?
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What impact could drinking have on your future goals? Explain.
Reading Between the Lines
TOPIC: Advertising
CONCEPT: Pressures to use alcohol, tobacco and other drugs come from many sources. One of
the most powerful pressures to use alcohol and tobacco comes from the media. The ads portray
things that young people want. Popularity, sex appeal and fun are esteemed by many young
adults but, they can be deceiving. The ads do not tell the truth about the effects of using alcohol
and tobacco. Young people need to learn how to analyze advertisements to tell the difference
between fact and fiction.
GRADE LEVEL: High School
Method: Class room activity
Time Frame: 20 minutes plus "Discussion"
Material: Butcher paper, colored markers, masking tape, alcohol and cigarette ads.
ACTIVITY: Have each student bring in an alcohol or cigarette ad from a magazine. Ask several
students to volunteer to show their ads and tell the class what they see in each ad, what the ad
appears to be promising and what makes it so appealing that people want to buy the product. Ask
for additional comments from the class. Divide the class into groups of four or five, have each
group chose one alcohol ad and one cigarette ad to re-write so the ad tells the truth. They may rewrite the slogan only or re-draw the entire ad. Ask each group to show the re-write, tell about the
re-write and put it up on the wall.
DISCUSSION: After the demonstration facilitate a discussion utilizing the following questions.
Be sure to emphasize that we are all influenced by advertisement and need to be aware of how
deceptive ads may be.
Discussion ideas:
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How is advertising a form of pressure?
What is happening in the ad that makes students want to try the product?
How do ads mislead us?
If you buy the product will you look like or be like the people in the ads?
What should we look for when we read an advertisement?
Should there be a law that requires ads to be completely true? Why or why not?
What strategies do alcohol and cigarette companies use in their ads to get teens to try
their products?
Pandora’s Box
TOPIC: Drugs
CONCEPT: When we talk about the effects that a certain drug will have on the body, many
times we zero in on one or two effects that will be most pronounced. For examples, with tobacco
it might be lung cancer or with LSD it might be hallucinations. Kids are beginning to point to
certain effects from certain drugs without realizing that there are many effects from each drug.
Some effects may be more noticeable than others. But when you start putting them together they
have a tremendous overall effect on the body. Also since each person reacts differently to certain
drugs, we don't know for sure which affect will be most prominent in an individual.
GRADE LEVEL: High School
Method: Class room activity
Time Frame: 20 minutes plus "Discussion"
Material: 1 quarter for each team of five, 1 spoon for each team, 2 tennis balls for each team, 1
book for each team, and masking tape
ACTIVITY: Put masking tape on the floor to designate the starting line and the turn around line.
The distance between the two lines should be about fifteen feet. Divide your group into teams of
five. Have them line up in single file lines behind the starting line. This activity will be run as a
relay race. The round is not over until every team has completely finished. There are five rounds
to the race. Have the teams stop after each round and you will give them further instructions. If
someone drops an object during the race, they must return to the masking tape line they just left
and start again.
Round one: Have them race with a book balanced on top of their head.
Round two: Have them race with a tennis ball between their knees.
Round three: Have them race while holding a tennis ball balanced on a spoon.
Round four: Have them race while squeezing a quarter in one of their eyes.
Round five: Have them race while doing all four actions at the same time. In this round each
person will have a book on their head, a tennis ball between their knees, will be holding a tennis
ball in a spoon and have a quarter in one eye.
DISCUSSION: After the demonstration facilitate a discussion utilizing the following questions.
Make sure that the students realize that not everyone reacts the same to all drugs and that it is
impossible to predict how one will react because of different genetic body types and not knowing
the exact make-up of the substance.
Discussion ideas:
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How hard was it to race with the book on your head?
How hard was it to race with the tennis ball between your knees?
How hard was it to race with the tennis ball on the spoon?
How hard was it to race with the quarter in your eye?
How hard was it to race with all four things at once?
Which one was the hardest one for you to do?
Was this the same for each person?
Do drugs have just one effect on our body? Explain.
Are all effects equal on our bodies? Explain.
Does everyone have the same effect from a drug? Why or why not?
Can we predict what effect a drug will have on each person? Why or why not?
What can this activity tell us about drugs and our bodies?
What message can this activity give us about why we should avoid drug use?
If the use of a single drug is harmful, what would using two or more drugs at once do to
us?
Spin & Perform
TOPIC: Alcohol
CONCEPT: When under the influence of alcohol, you body reacts in various ways. One reaction
is that you can't control your movements with as much dexterity as you can when you are sober.
This activity will show the loss of muscular control that you experience when under the
influence of alcohol.
GRADE LEVEL: High School
Method: Classroom demonstration
Time Frame: 5 minutes plus "Discussion"
Material: A pencil and paper or a piece of chalk and the blackboard, a pitcher of water, and a
glass and a towel
ACTIVITY: Bring one student up in front of the class. Have him write his name on the
blackboard or on a piece of paper. This is to establish his ability when he is sober. Now to
simulate having him under the influence. Spin him around until he is dizzy. When you stop him,
immediately have him repeat writing his name. The attempt will not be anywhere near what it
was before in either speed or clarity. Repeat with another student.
VARIATION: A second method is to once again have one student up in front of the class. Have
him pour water from a pitcher into a glass. Both the pitcher and the glass are to be held in his
hands. Now put the pitcher and glass down and spin him to get him dizzy. Immediately upon
stopping, hand him the glass and pitcher and have him pour the water in the glass. He will
probably spill some, so be sure a towel or something is under the glass.
DISCUSSION: After the demonstration facilitate a discussion utilizing the following questions.
Be sure to emphasize that the use of alcohol impacts a persons ability to perform a variety of
tasks safely.
Discussion ideas:
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How did you feel when you wrote your name the first time?
How did you feel when you tried to write your name after becoming dizzy?
How did you feel when you poured the water the first time?
How did you feel when you tried to pour the water after becoming dizzy?
What were the signs that we saw showing that the student was impaired?
What can these two activities show us about being under the influence of alcohol?
Would you want to ride in the car with either of these two people if they were driving?
Why not?
What kinds of activities that you participate in would be hampered if you participated in
them while under the influence? Why?
What kinds of jobs would be impossible to perform while under the influence?
How drunk would a person have to be before you wouldn't let him drive the car you were
riding in? Fly the plane you were flying in?