School-related stress is the most prevalent, untreated cause of academic failure in our schools. It is believed to afflict an alarming 6 to 10 million children a year (barker 1987).Cognitive learning theory in education in a classroom of 25 students, between one and three students are at high risk for developing stress-related problems which would probably interfere with learning (hill and sarason 1966).Cognitive learning theory in education

Even though it has been demonstrated that reducing stress significantly improves the performance of learning disabled children in reading, arithmetic, spelling (frey, 1980), and handwriting (hughes, jackson, dubois, and erwin, 1979), stress management programs in the schools are almost nonexistent (rubenzer, 1984, 1987).Cognitive learning theory in education stress management has also been effective in improving attentional skills (omizo and michael, 1982) of children with attention problems.

Since the stressed children of today will be the type A adults of the 21st century, treating stress in the schools now may well relax our dangerously stressed society in the future.Cognitive learning theory in education currently, stress-related mental disorders are 200 to 400% more prevalent than any other emotional problem requiring clinical treatment (american psychiatric association, 1980).Cognitive learning theory in education valium, a medication used to relieve stress, is currently the most widely prescribed medication in the united states, thus indicating the epidemic proportions of stress in our society today (cawood, 1981).Cognitive learning theory in education what is stress?

Stress is the physiological and emotional reaction to psychological events. Any event triggering the formerly life-saving, ancient "fight or flight" response is a stressor.Cognitive learning theory in education the constraints of modern society clearly prohibit fleeing from or physically resisting most stressful events (e.G., running out of a classroom when a surprise test is given, arguing with the teacher not to give a test).Cognitive learning theory in education unrelieved, the cumulative, physical strain generated by psychological stress can harm the body. Stress is often experienced as a consistent, exaggerated, and overwhelming sense of urgency, often coupled with frustration.Cognitive learning theory in education

Achievement stress, triggered by school tasks, is a learned, inappropriate distress habit which impairs school performance. The many faces of achievement stress include test anxiety (sarason and others, 1960), math anxiety (tobias, 1980), stage fright (e.G., public speaking, fear of board work in front of the class), writer's block, etc.Cognitive learning theory in education what are the possible causes of achievement stress for the learning disabled (LD)? Cool factors:

Achievement stress may be the result as well as the cause of poor academic performance.Cognitive learning theory in education the precise role of stress in academic performance is blurred because of the complexity of anxiety's origin, measurement, and manipulation. However, the negative relationship between stress and impaired performance is well established.Cognitive learning theory in education special education factors:

The emotional discomfort of worry, feelings of being overwhelmed, and the unpleasant physical sensations of anxiety (cold, sweaty hands, butterflies in the stomach, fidgeting and squirming, etc.) distract attention from subtle cognitive tasks.Cognitive learning theory in education stress can serve as a signal for a panic reaction, or an anxiety attack (e.G., blanking out during a test).

Stress can also trigger a "flight" response leading to careless "rushing errors" (missing important details, inadvertently marking wrong responses on tests, poor handwriting, etc.) resulting from the strong urge to escape from the unpleasant test situation.Cognitive learning theory in education A child may learn to avoid stress-producing tasks, a behavior which results in poorer performance, and thus amplifies the child's fear of failure at the task in the future.Cognitive learning theory in education the aim of stress management is to break the link between irrelevant stress reactions (diffused attention, fear, etc.) and academic tasks. What are some achievement stress warning signals?Cognitive learning theory in education

Foster a relaxed classroom environment. Provide humor as an outlet. Encourage one-thing-at-a-time thinking. Emphasize the importance of affirmative, positive thinking on performance.Cognitive learning theory in education have the child repeat such phrases as "I can do it," "I am calm and I can remember the right answers," "I have studied hard so I will do well." encourage the child to discuss his or her problems with counseling personnel and others.Cognitive learning theory in education stress-reducing behaviors

After about 10 relaxation training sessions (usually three 10- to 15-minute sessions per week) using such programs as QR, centering books, biofeedback monitor, stress dots or calmpute (see references), have the student practice relaxation while seated at a desk (with eyes open).Cognitive learning theory in education make certain the student "unlocks" arms and legs, breathes deeply and slowly, and relaxes muscles. If the child starts frowning or fidgeting during the task, remind him or her to relax.Cognitive learning theory in education sitting at a desk will become a cue for relaxation if the child is rewarded (saying thank you, etc.) for relaxing when seated. It may be helpful for a child to engage in some noncompetitive aerobic exercise for a few minutes prior to being seated to help burn off energy.Cognitive learning theory in education stress-reducing circumstances

To assure that stress management will not be shelved and simply discussed once a year, a relaxation center can be set up, to which students can be assigned regularly (two to three times per week).Cognitive learning theory in education A chart indicating the time each student spends at the center may be useful. Designate a small area, relatively free from sound and noise distractions.Cognitive learning theory in education A study carrel with a comfortable chair should be provided. Decorate the immediate area with calm colors and soothing pictures or wallpaper designs.Cognitive learning theory in education A cassette player with earphones will be needed. A collection of relaxation audio cassettes should be housed, as should biofeedback equipment if possible.Cognitive learning theory in education