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ERIC Number: ED307514
Record Type: RIE
Publication Date: 1987
Pages: 98
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8106-1696-3
ISSN: N/A
Student Stress: A Classroom Management System. Analysis and Action Series.
Swick, Kevin J.
This book is concerned with the problem of student stress and the possibility that children and adolescents will internalize ineffective coping strategies used by adult models available to them. The introductory chapter explains a need for an educational plan to promote ways of controlling stress; recommends a systematic approach to managing stress; and describes roles of classroom teachers in helping students cope with stress. It reports that classroom management schemes that encourage student involvement, focus on positive interpersonal relationships, encourage the formation of positive self-concepts, and provide time-space arrangements in which individual and group needs can be met have been shown to promote mental health and eliminate negative stress. Chapter 2 looks at sources of stress and differentiates between adult-perceived stress and child-perceived stress. Readiness for dealing with stress is discussed and identity anxiety is presented as a major source of stress. Chapter 3 examines stress in schools and classrooms. Time, space, and human relations dimensions of school stress and classroom stress are described and the impact of classroom stress is considered. Chapter 4 presents techniques for preventing and resolving teacher, environmental, and student stress. Extension strategies involving parents and communities are discussed. Chapter 5 presents a systems approach for dealing with classroom stress which consists of assessing the classroom ecology, formulating a plan of action, and creating a productive classroom ecology. A bibliography and list of additional readings are included. (NB)
NEA Professional Library, P.O. Box 509, West Haven, CT 06516 (Stock No. 1696-3, $8.95).
Publication Type: Reports - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Education Association, Washington, DC.