Adapting to change and

maintaining quality of life

Stress!!!
What is stress? How does
it work?
 Stress is the feeling of being overwhelmed and under
pressure.
 A degree to which you feel overwhelmed or unable to
cope because of pressures that are unmanageable.

Our bodies respond to stress:

• The pituitary gland in the brain, sends chemical messages
to nervous system and adrenal glands, saying something is
wrong.
• Adrenal glands produce stress hormones to prepare your
body for emergency action– fight or flight
• Heart rate increases, muscles tighten, blood pressure
increases, breath quickens, palms sweaty, mouth dries.
 Identifying stressors
 A stressor is any situation or person that can
cause stress.
There are FOUR different types of stressors:

• Physical factors (Body)

• Emotional or psychological factors (Feelings/ mind)
• Social factors (relationships)
• Environmental factors (surroundings)
 Physical factors
These cause stress to your body.

➢ They include heat

➢ Sitting in the same position for hours
➢ Straining the eyes (staring at computer screen)
➢ Excess physical work/exercise
➢ Hunger or overeating.
➢ Also includes conditions such as obesity, sickness,
disability and physical impairment.
 Emotional or psychological factors
These cause emotional strain
➢ They could include being criticised and belittled
➢ Discriminated
➢ Feelings of inferiority/low self-esteem
➢ Worrying about sick parents
➢ Loss of a job/ financial constraints
➢ Being disabled
➢ Death of a loved one

Emotional stress can rise as the stressor

becomes more serious.
 Social factors
When a person experiences pressure due to trying to
conform to a set of societal standards and norms.

➢ Not being able to wear fashionable clothes

➢ Not being popular
➢ Not having a certain body type
➢ Bullying is also a source of social stress eg cyber-
bullying
➢ Discrimination – some minority groups are rejected and
discriminated against because of race, culture or sexual
orientation
 Environmental factors
Stresses caused by elements in the environment.

➢ Living in polluted areas or in unhygienic or unsafe

surroundings (close to dumping areas, or rivers
that tend to flood).
➢ Can also include over-crowded homes
➢ No access to water/electricity
➢ Working in an area with very loud
noises or lots of movement.
 Type A” vs “Type B” personalities
Not all people are affected the same way by social pressures.

Type A personalities
➢ are ambitious, rushed, time conscious and driven
➢ They are more likely to feel stressed

Type B personalities
➢ are less ambitious, less time conscious and more relaxed and
more able to change
➢ They are less likely to feel stressed

However, all people can try to learn to improve their coping

strategies regardless of their personality type.
 Think about your stress
Activity:
 List all the stressors in your life
 Classify those according to the different types.
 Put these into a table or chart, so that you can see what
causes you stress.
 Why is it important to be able to identify stressors?
 Positive and negative stress
 Stress can be positive, this motivates you to act.
 This is known as EUSTRESS.
➢ It may cause you to study for a test as the date draws
near.
 Negative stress is when you feel unable to cope with
the pressure of the stressor. Distress
 It can pose a threat to your health, productivity,
relationships and quality of life.
 Levels of stress
 Level 1: Mild anxiety. Can be viewed as ‘healthy stress’. Highly
motivated and able to cope. EG. Passing a stressful subject
(they’ll have energy and motivation to learn and do better).

 Level 2: Stress affects daily life. Feeling of being overwhelmed

and distressed. EG. Consistently failing the same subject.

 Level 3: Chronic stress. Feeling of irritability and physical

symptoms (tension and headaches).

 Level 4: Feeling physically and emotionally exhausted.

Medical attention and moral support are required. They’ll
need to consult a doctor.
 Symptoms of stress
 Positive stress can include signs, such as a slight
change of appetite and sleeping habits, a slight feeling of
anxiety, faster heart rate and more alertness and energy.

When stress becomes negative, the following

symptoms may appear:

Psychological symptoms:
❑Memory problems
❑Inability to concentrate
❑Poor judgement
❑Constant worrying
Physical symptoms:
❑ Headaches
❑ Sore back
❑ Stiff muscles (esp. neck and shoulders)
❑ Diarrhoea or constipation
❑ Nausea, dizziness
❑ Chest pains
❑ Rapid heart rate
❑ Depression
Behavioural symptoms:
❑Eating more or less
❑Sleeping too much or too little
❑Isolating oneself
❑Low productivity/neglecting responsibilities
❑Using alcohol, cigarettes or drugs to relax
❑Nervous habits (nail biting, pacing)
 Coping mechanisms
 Coping strategies can be negative, and include smoking,
overeating, TV for hours etc.

 Positive strategies include:

❑ Avoiding stress
❑ Being mindful of your stressors
❑ Time management
❑ Breathing exercises
❑ Change your ways
❑ Being assertive
❑ Adjusting attitude
❑ Exercise!
❑ Accepting things that you cannot change
❑ Make time for fun, relaxation and exercise
❑ Pray or meditate (imagery)
❑ Adopt a healthy lifestyle
 Developing and implementing a
personal strategy
List your stressors
Arrange them (from very high to low)
Read through the coping strategies from above
For each stressor, specify a coping strategy
Implement the strategies for a week
Keep a journal during that week
Evaluate the strategies for effectiveness: Which
worked? Which need adjustment?
January 2025
Activity 1- Stress

1. Define the term ‘stress’. (1x2)(2)

• Stress is the feeling of being overwhelmed and under pressure.
or
• A degree to which you feel overwhelmed or unable to cope because of
pressures that are unmanageable.

2. Define the term ‘coping mechanism’ and provide THREE unhealthy

coping mechanisms that Grade 12s should avoid. (1+3)(4)
Coping mechanism is an individual or group’s attempt to deal with stress.
Grade 12s should avoid …
• excessive alcohol use.
• taking illegal substances.
• drowning their problems in risky sexual experiences.
• sleeping too much to avoid the problem.
• indulging in everyday behaviours in excess (e.g. eating/exercising).
• chasing positive experiences (e.g. partying/spending time with friends)
to the exclusion of responsibilities.
• ignore the problem/delude oneself into the belief that the problem will
sort itself out.
3. Analyse why it is important for Grade 12 learners to avoid stress-
eating? (2×4)(8)
When answering a (2x4)(8) question do the following:
▪ Provide two separate reasons/ paragraphs.
For each reason do the following:
▪ Provide a statement: What is stress eating? Eg: Stress eating is
when………
▪ What does your statement mean: Why is it important to avoid stress
eating?
▪ Qualify that statement: What will happen to a person that stress eats?
▪ Provide an outcome: How will that impact a person and then the benefit
of not stress eating.
• Stress eating is when you eat purely in an attempt to comfort yourself or
avoid the stress√. You feel extreme levels of guilt√ over how much they have
eaten once the negative emotions that triggered the stress eating have
passed, which could cause them to beat themselves up mentally and
emotionally√ and this could result in a low self-esteem/self-worth√.

• As comfort eating usually involves unhealthy/junk food √ pick up weight

√,meaning that they then feel uncomfortable about the way that they look √
and may feel the need to isolate because they don’t want others to judge
their looks and loose support systems√.
4. Describe TWO physical symptoms of stress which could make it
difficult for Grade 12 learners to effectively study for their National
Senior Certificate examination. In your responses include the impact
of each physical symptom. (2x2)(4)
• severe headaches regularly causing them to have difficulty holding their
thoughts -which could make it difficult for them to effectively focus on their
schoolwork resulting in poor performance.

• difficulty falling asleep due to racing thoughts - which could leave them
feeling too tired to study the next day. When you cannot retain information
you could fail.
5. Discuss THREE ways in which teenagers can decrease the stress of
exam days. (2×3)(6)
When answering a (2x3)(6) question do the following:
▪ Provide two separate reasons/ paragraphs.
For each reason do the following:
▪ Provide a statement: What can they do?
▪ Qualify that statement: Why they must do it?
▪ Provide an outcome: How will it benefit them?

• They can wake up a bit earlier √ so that they have more than enough time
to sort everything out without worrying about being late√ this allows the
teen to be calm √

• They can set out everything they need the night before √ so that they are
not running around trying to find things when they should be staying calm
for the exam√ improving their concentration √

• They could do a short and mild workout before they get ready √ to get rid
of excess stress hormones√ and increase their levels of dopomine for
improve attention span√
Activity 2- COMPLETE INDEPENDANTLY- Various options are provided as possible answers to the following questions.
Choose the answer and write only the letter (A–D) next to the question number (1.1.1–1.1.9), for example 1.1.11 D.
1.1.1 Choose the BEST description of chronic stress from the following options:
A. It is a reaction to an immediate threat, commonly known as the fight or flight response.
B. It is stress that is caused by physical harm, such as sexual abuse or violence.
C. It is stress caused by relationships, the inability to socialize and the social environment.
D. It is a state of prolonged tension from internal or external stressors which may cause various physical symptoms.

1.1.2 In stress management you need to identify the causes of your stress an…
A. be aware of your thinking patterns.
B. drink lots of energy drinks.
C. work longer hours and eat enough food.
D. speak to everyone about your problems.

1.1.3 Which definition best applies to eustress?

A. A negative response you have to a stressor, which can depend on your current feelings of control, desirability, location
and timing of the stressor.
B. A stress that is objectively measured through, among other indicators, Blood pressure rate, muscle tension and
absenteeism rates.
C. The stress that has a beneficial effect, being either psychological, physical or biochemical.
D. Persistent stress that is not resolved through coping or adaptation.

1.1.4 Which of the following is an example of eustress:

A. the death of a family member
B. sleep problems
C. conflict in personal relationships
D. receiving a promotion or raise at work.
1.1.5 Acute stress is:
A. an intense type of stress which causes 80% of illnesses.
B. the stress that prevents us from locating what we need quickly.
C. an intense type of stress brought on by daily challenges but passes quickly.
D. relates to long-term problems and affects a person emotionally
1.2 Give ONE word/term for each of the following descriptions. Write only the
word/term next to the question number (1.2.1–1.2.4).
1.A type of stressor that originates from destructive relationships with others. (1)
2.A hormone that is released into the blood stream in reaction to stress. (1)
3.A reaction caused by ongoing, increasing or new pressures or demands. (1)
4.A method and one of the best ways to relieve stress. (1)

1.3 Answer the following questions by writing the answer next to the question number
(1.3.1– 1.3.5). Write your answer in full sentences.
1.3.1 The symptoms of long-term stress show themselves in three ways, namely in physical
ailments, negative emotions and behavioural problems.
1.3.1.1 Give an example of a physical symptom. (1)
1.3.2.2 Give an example of a behavioural problem. (1)
1.3.2 Explain TWO ways how negative stress can affect a person’s quality of life. (2x2)(4)
1.3.3 Explain the difference between positive stress and negative stress and show how a
personal life crisis can lead to positive stress. (2+1)(3)
1.3.4 Give ONE example how to manage stress. (1)
1.3.5 Explain why it may be beneficial to include more low-impact exercises in your fitness
routine. (1x2)(2)
END OF STRESS…
 Learners can use this activity when revising in June.
Answer the following questions. [30 marks]

1. What is stress? (1x2)(2)

2. Explain how our body responds to stress. (1x6)(6)
3. Identify three types of stressors with a relevant example to
illustrate each type. (3x2)(6)
4. Explain the differences between an A type personality vs a B
type personality. (2x2)(4)
5. Explain the difference between the following terms: Eustress
and Distress. (2x2)(4)
6. What advice you can give to someone experiencing level 4
stress. (1x2)(2)
7. List the 3 categories symptoms of stress fall under. (3x1)(3)
8. Suggest 3 appropriate stress coping mechanisms. (3x1)(3)
What is stress? (1x2)(2)

Stress is the feeling of being overwhelmed and under pressure.

Explain how our body responds to stress. (1x6)(6)

The pituitary gland in the brain√ , sends chemical messages to nervous system and
adrenal glands√, saying something is wrong√.

Adrenal glands produce stress hormones√ to prepare your body for emergency action–
fight or flight√

Heart rate increases, muscles tighten, blood pressure increases, breath quickens, palms
sweaty, mouth dries√.

Identify FOUR types of stressors with a relevant example to illustrate each type.
(4x2)(8)
Physical factors
Emotional or psychological factors
Social factors
Environmental factors
Explain the differences between an A type personality vs a B type personality.
(2x2)(4)
Type A personalities are ambitious, rushed, time conscious and driven. They are more
likely to feel stressed.

Type B personalities are less ambitious, less time conscious and more relaxed and more
able to change. They are less likely to feel stressed

Explain the difference between the following terms: Eustress and Distress.
(2x2)(4)
Stress can be positive, this motivates you to act. This is known as EUSTRESS. It may
cause you to study for a test as the date draws near.

Negative stress is when you feel unable to cope with the pressure of the stressor known
as Distress. It can pose a threat to your health, productivity, relationships and quality of
life.

What advice you can give to someone experiencing level 4 stress. (1x2)(2)
Feeling physically and emotionally exhausted. Medical attention and moral support are
required. They’ll need to consult a doctor.
List the 3 categories symptoms of stress fall under. (3x1)(3)

Psychological symptoms
Physical symptoms
Behavioural symptoms

Suggest 3 appropriate stress coping mechanisms. (3x1)(3)

Coping strategies can be negative, and include smoking, overeating, TV for hours etc.

Positive strategies include:

Avoiding stress
Time management
Breathing exercises
Change your ways
Being assertive
Adjusting attitude
Exercise!
Accepting things that you cannot change
Make time for fun, relaxation and exercise
Pray or meditate (imagery)
Adopt a healthy lifestyle
3. Critically discuss strategies that learners could implement to decrease their
likelihood of indulging in stress-eating. (2×4)(8)
Learners could …
create a food diary where they can write down all the meals that they have had each
day √ and document what happened before they started to eat √ which could allow
them identify possible triggers for their stress eating √ and this could allow them to
take steps to avoid/ overcome these triggers. √

ask a loved one to become an accountability buddy ( ) who could remind them of the
consequences of eating too much/have regular check-ins asking them about their
progress ( ) which could enable them to reconsider their negative behaviour ( ) and
be able to proceed in a healthier and more motivated frame of mind. ( )

avoid drastic measures such as crash diets or food depravation/maintain a healthy

eating schedule ( ) so that they will always feel comfortably full and satisfied ( ) which
means that their cravings for comfort food won’t be made worse by extreme hunger
( ), and this could make it easier for them to resist the urge to comfort eat. ( )

ensure that there are no unhealthy snacks in the house ( ) which they could easily grab
when they are feeling stressed ( ) as they could possibly want to avoid the extra effort
of buying food when they are stressed ( ), and so they choose to snack on the healthier
options that they have available/wait for their regular mealtimes to eat. (