The edge to be - PDF document

ISSN (Print): 2319 – 5479, Volume - 2, Issue – 2 , 2013 25 “Stress - The edge to be T rivialised” With Special Context t o Management o f Stressed Students Of t he Higher Educational Institution Ekta Chakravarty Gauhati Commerce College, Gauhati University, E - mail : addictedlife24@gmail.com Abstract – College life can be very stressful. Sometimes parents, faculty and others tend to idealize their college experience and remember it as that idyllic time when they had few worries or responsibilities. To students currently attending college, however, the process is often stressful and frustrating. These critical years of adjustment can also be un dermined by depression, anxiety, substance abuse and eating disorders. This study is an attempt to identify the stressors among the students in the higher educational institution and its management. It is based on data collected through personal and teleph onic interview and observation method conducted across different areas of Guwahati city. The researcher further seeks to identify issues of stressors and put forward suggestion to manage stress. Keywords : stress, student, college, management and trivialis ed. I . INTRODUCTION When stress was first studied in the 1950s, the term was used to denote both the causes and the experienced effects of pressures. More recently, however, the word stressor has been used for the stimulus that provokes a stress response. The origin of the concept of stress predates antiquity. Stress featured in occupation in India in the 80’s when the Indian market turned competitive. A condition or circumstance (not always adverse), which can disturb the normal physiological and psychological functioning of an individual. In medical parlance `stress` is defined as a perturbation of the body`s homeostasis. This demand on mind - body occurs when it tries to cope with incessant changes in life. A `stress` condition seems `relative` in nature. Stress can manifest itself in a variety of emotional, behavioural, and even physical symptoms that vary enormously among different individuals. Stress management can be complicated and confusing because there are different types of stress like acu te stress, eustress, distress, and chronic stress. Stress management encompasses techniques intended to equip a person with effective coping mechanisms for dealing with psychological stress, with stress defined as a person's physiological response to an in ternal or external stimulus that triggers the fight - or - flight response. Stress management is effective when a person utilizes strategies to cope with or alter stressful situations. The minimisation of the stress level is thus necessary to embark from the h armful effects of stress. Thus this study is been attempted to identify and study various stressors and its management ways to over pour the harmful effects of stress among students. II. LITERATURE REVIEW Kyriacou (1978), on the other hand, defines stres s as a response syndrome of negative effect that develops when there are prolonged and increased pressures that cannot be controlled by the coping strategies that the individual has. According to Van Wyk (in Olivier & Venter, 2003), stress is derived from the Latin word "strictus” that translates into taut, meaning stiffly strung. Oliver and Venter (2003) rely on the definition of Dr. Hans Seyle, who defined stress in physiological terms, as a non - specific or generalized bodily response. In terms of adaptin g to stressors, Sigelman and Shaffer (1995) postulate that there are two schools of thought regarding the hypothesis that younger adults have more effective coping strategies than older adults. Pheiffer (1977) argues that coping capacity peaks in early age and deteriorates with age, referred to as the regression hypothesis. Contrary to this view, Vaillant International Journal of Research and Development - A Management Review (IJRDMR) ISSN (Print): 2319 – 5479, Volume - 2, Issue – 2 , 2013 26 (1977) proposes a growth hypothesis, arguing that coping capacities improve with age. McGrath (in Tung & Koch, 1980) revealed that there are six possible classes of stressors in an organisational setting, i.e. Task - based stress; role based stress, stress intrinsic to behaviour, stress arising from the physical environment, stress arising from the social environment, and stress within the person system. Wars haw (1982, cited in Steenkamp, 2003), Eakes, 1988, (Brown & Ralph, 1998; Kyriacou, 1998), Saptoe (2000, cited in Olivier & Venter, 2003), (Bender, Vail & Scott, 1995; Forlin et al., 1996; Giangreco, 1997; Mitchell, Buist, Easter, Allen, Timutimu, MacFarla ne, Moltzen & Quinn, 1999) have cited their work related to stressors and work. According to Kyriacou (2001), symptoms of stress in teachers are manifested in anxiety and frustration, impaired performance, and ruptured interpersonal relationships at work and at home. Statistics reveal that teachers hand in more medical insurance claims than persons in other professions, have a four year shorter life expectancy than the national average and often blame stress as a reason for sick leave from school (Van Wyk, 1998). Folkman and Lazarus (1980, cited in Rice, 1992, p. 269), define coping “as all cognitive and behavioural efforts to master, reduce, or tolerate demands.” Adding to this definition, Matheny (1986, p. 509), defined coping as “any effort, healthy or u nhealthy, conscious or unconscious, to prevent, eliminate, or weaken stressors, or to tolerate their effects in the least hurtful manner.” Role Analysis, Team Building /Cooperative strategies, Emotion Focused coping strategies and Organisational Stress Pr evention works have been cited by (French & Bell, 1978, cited in Quick & Quick, 1984), Meichenbaum, 1993, House, 1981 cited in Quick & Quick, 1984, Cooper & Bramwell, 1992, Sutherland & Cooper, 2002 in Work Focused Coping Strategies And Organisational Stre ss Prevention articles and journals of stress management. III. OBJECTIVES A study is been conducted and the objectives are: 1. To identify the cause of stressors in college students. 2. To study the effect on the students life. 3. To study the ways of management of stress. 4. IV. METHODOLOGY The data collection done is based on primary as well as secondary data. The instruments used for primary data collection included a self - administered questionnaire, namely Your Stress, Its Impact. A questionnaire was employed as it allows the researcher to gather structured information from a large number of individuals and it allows for anonymity and it is economical to use. Personal interviews added to the help in gathering information. The instruments used for secondary data c ollection included various European journals, behavioural magazines, newspaper column about stress management, stress management and other relevant books of the topic related to stress had put up the help in gathering relevant data’s for the purpose of the study. a total of two hundred and fifty (250) your stresses, its impact questionnaires to students at the selected colleges in Balaji, Borjhar, Chandmari, RBI - Guwahati, Panbazar, Zoo Road and Bara Service area that participated in the research study. The researcher personally delivered the questionnaires to the respondents, at which instance an agreed upon collection date was determined; in most cases it was a week after the distribution of the questionnaire. V. FINDINGS As per the first objective the fi ndings that cause stress are identified as: 1. Academic demands as regarded by 37% of the respondent, the cause of stress among students. 2. 26% of the respondents are in the view that temptations are the cause of stress to the students. 3. Family relations is a stressor which is been regarded by 18% of the total respondents. 4. Exposure to new people as regarded by 10% of the respondent as a stressor to students. 5. Preparing life after graduation as 5% of the respondents are in the view that it is a stressor to the st udents. 6. 4% of the respondents are in the view that awareness of one’s sexual identity is the cause of stress among students. 7. As per the second objective the effects of the stressors in the life of the students are: International Journal of Research and Development - A Management Review (IJRDMR) ISSN (Print): 2319 – 5479, Volume - 2, Issue – 2 , 2013 27 1. Physical a. Headache 44% response b. Weight change 32% response c. Restlessness 14% response d. Alcohol and Smoking 10% response 2. Mental a. Forgetfulness 28% response b. Dullness 23% response c. Confusion 19% response d. Negative attitude 16% response e. Boredom 11% response f. Lethargy 3% response 3. Emotional a. Anxiety 47% response b. Rigid 21% response c. Depression 19% response d. Mood swings 10% response e. Bad temper 3% response 5. Social a. Isolation 61% response b. Loneliness 28% response c. Manipulating people 6% response d. Clamming up 5% response As per the third objective the findings to manage stressors are: 1. College a. Keep space with those who bother b. Attend class regularly c. Campus activity d. Study course work e. Sharing problem with family, friends or counsellors 2. Self administration a. Exercise b. Yoga and meditation c. Avoiding caffeine d. Reduce alcohol and smoking e. Indulging self into some productive work. VI. ANALYSIS College life can be very stressful. Sometimes parents, faculty and others tend to idealize their college experience and remember it as that idyllic time wh en they had few worries or responsibilities. To students currently attending college, however, the process is often stressful and frustrating. The competition for grades, the need to perform, relationships, career choice, and many other aspects of the coll ege environment causes stress. Stress is often caused by general unhappiness and a sense of aimlessness or lack of purpose. People sometimes wind up making choices and living life styles that really don't fit them. A student may be studying accounting whe n he or she really wants to be an artist, or he or she may have a wide circle of friends, but not really have the kind of intimate relationships that feel fulfilling. College students are feeling more overwhelmed and stressed than fifteen years ago. More than 46% of all college freshman report feeling overwhelmed - a great deal of the time. Depression affects million adults annually. At colleges nationwide, large percentages of college students are feeling overwhelmed, sad, hopeless and so depressed that t hey are unable to function. Women, who tend to be more forthcoming in seeking treatment for depression, recorded a rate of 19%. Anxiety disorders affect millions of adults every year, and anxiety levels among college students have been rising since the 1 950s. 47% of college students reported experiencing anxiety disorders within the previous year. Women are five times as likely to have anxiety disorders. Individuals who are stressed are more likely to have accidents – including those involving motor vehic les, and, to be more careless with seatbelt use. If a faculty or staff member has knowledge of or observes the following behaviour by a student: bizarre behaviour; sleeping in excess; evidence of an eating disorder or depression; or drug use, including s erious alcohol use. Such behaviour should be reported to the dean of student life. The dean of student life will meet with the student and may require the student to meet with the counselling and psychiatric services staff or the centre for alcohol and dru g abuse prevention as appropriate. If the student refuses to make such an appointment and the situation is serious enough to warrant it, the dean may initiate disciplinary action and removal from the university. International Journal of Research and Development - A Management Review (IJRDMR) ISSN (Print): 2319 – 5479, Volume - 2, Issue – 2 , 2013 28 VII. RECOMMENDATION Stress reactions to various situations are also affected by overall level of health. Feeling overwhelmed, eats poorly, and doesn't get enough sleep and thus has a limited ability to cope with stressful events. The right balance of sleep, food, exercise, wo rk, school, and recreation is crucial. Effective time management can help. Gain perspective by discussing problems or a narrow view of something one is doing, and to lose perspective and feel that a failure or roadblock is a catastrophe. Discussing problems with a trusted, empathic friend can allow gaining new perspective and can allow moving out of what might seem li ke an isolated and negative internal world. The act of verbalizing one’s concerns and putting them together will often help gives a sense of control. Specific Relaxation Techniques are extremely valuable tools in stress management. Most of the techniques like meditation, self - hypnosis, and deep muscle relaxation work in a similar fashion. They make it possible for you to spend a short period of time in a state of profound relaxation. In this state both the body and the mind are at rest and the outside worl d is screened out for a period of time. The practice of one of these techniques on a regular basis can provide a wonderfully calming and relaxing feeling that seems to have a lasting effect for many people. Clarifying ones values and deciding what you rea lly want out of life, can help feel better about self and have that sense of satisfaction and centeredness that helps deal with the stresses of life. This process is, of course, not easy. Most of us are constantly growing and developing our sense of self a nd our ideas about what we want and how we want to live. A sense of spirituality can help with this. It may involve a sense of oneness with nature, or it may be related to the deep satisfaction gained from volunteer work that really helps someone. Although each of us must develop our own sense of well being and spirituality, it does help to talk about these issues with others, as a way of clarifying and challenging our own ideas and beliefs. VIII. CONCLUSION Stress is a phenomenon that manifests in the ind ividual person as a result of various stressors that arise from the self and the environment and affect the individual person in accordance with the way in which he or she attributes meaning to the events, stimuli or demands affecting him or her, and in ac cordance with the way in which he or she experiences and enters into or handles such events, stimuli or demands. Stress is difficult for scientists to define because it is a highly subjective. Things that are distressful for some individuals can be pleasur able for others. At an individual level self help concepts really work. Few of the ways are scheduling days work, being organised, exercise, meditation, making correct choices, talking to others, etc. Listening with care, attention and acceptance from the student’s perspective, rather than imposing parents own thought is very important. Developing an "adult - adult" approach rather than a "superior - subordinate" approach reflects student’s action when they are stressed. Helping the student define what is caus ing the stress, the effects of the stress, what he or she is doing to cope and how effective the coping skills. Before offering suggestions or advice, encourage the student to think of coping methods he or she has found effective in the past or which might be effective in dealing with the current stressors. Doing so empowers the student to rely on his or her own judgment and to assume responsibility. After the previous items have been discussed, a suggestion of alternative ways of viewing the situation an d other ways of coping with or minimizing the stress is encouraging. IX. REFERENCES [1] C. Donia “Stress builds up for Millennial Generation, college students” Thursday, February 7, 2013 7:00 pm | Updated: 7:03 pm, Thu Feb 7, 2013. [2] T. Kate “ An Everyday Reali ty for College Students” July 2012 [3] Cheng Kai - Wen “ A study of stress sources among college students in Taiwan” Kaohsiung Hospitality College [4] M. Ranjita and Linda G. Castillo “Academic Stress Among College Students: Comparison of American and International S tudents” Texas A&M University [5] M. V. Landow “ Stress And Mental Health of College Students” [6] Miriam Gossman, “Unprotected” [7] M. Richard and F.G.Therea “College of the overwhelmed” [8] C.D.Deborah and M.H. Karen “College counselling” [9] Jreige ,T. Phd In Health Psychology , “ STRESS AND COPING STRATEGIES OF FACULTY MEMEBRS ”, Modern University For Business & Scinence (MUBS) – Lebanon, Viewed August International Journal of Research and Development - A Management Review (IJRDMR) ISSN (Print): 2319 – 5479, Volume - 2, Issue – 2 , 2013 29 12, 2012. [10] Strictly Stress Management, "Four Quadrant Stress Grid." Viewed August 14, 2012. [11] The American Institute Of Stress, “Effects Of Stress” Viewed August 15, 2012. [12] “What Are The Causes Of Stress?” Viewed on August 14, 2012. [13] Wikipedia, “Stress (Biology)”, Dated 17 - 3 - 2012, Viewed August 13, 2012. 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