# Handout 3.7: Private Stress Map

Name: ______________________________ Date: ______________ Period: ______

**Directions:** Parts 1 through 3 stay with you. They go in your FACS folder and nobody reads them unless you choose. I will look only to see that the grids are shaded and the stressors are tagged, not at what you wrote. The exit strip at the bottom is the only part you tear off and turn in, and it asks for categories and roles, never for what the stress is. If anything on this page makes you want to talk to someone, the list of people is in Part 4 and on the back.

### Word bank in other languages

[Check with a native speaker before printing.]

| English | Turkish | Portuguese | Spanish |
|---|---|---|---|
| stress | stres | estresse | estrés |
| body | vücut | corpo | cuerpo |
| signal (a sign) | işaret | sinal | señal |
| help | yardım | ajuda | ayuda |
| adult | yetişkin | adulto | adulto |

## Part 1: What stress is

**Stress** means: _______________________________________________________________________________

| | Good stress | Bad stress |
|---|---|---|
| How long | short | too long |
| Pointed at | something you can do | something too big or out of your control |
| What it does | sharpens you, then leaves | wears you down, does not leave on its own |
| One example from the slide | | |

The alarm rule: the same alarm goes off for toast and for fire. Both times it is doing its job.

## Part 2: Body signals

Mark on the outline where stress shows up for you first. Circle the earliest one.

```
                 ( head )          headache, cannot focus, cannot sleep
                   |  |
              ____|  |____
             /  shoulders  \       tight shoulders, neck
            |    ( chest )  |      fast heart, short breath
            |   ( stomach ) |      stomach ache, not hungry, very hungry
            |      |  |     |
             \____ |  | ___/       sweaty hands (arms)
                  |    |
                  |    |           legs restless, tired all the time
                 _|    |_
```

Signals from the board (copy six): _________________________________________________________________

____________________________________________________________________________________________

Signals that show in how you act (circle any): snapping at people / going quiet / cannot sit still / putting things off

My earliest signal: ______________________________________________________________________________

## Part 3: The stress map (private)

**When.** Shade the boxes where stress shows up most. Light for a little, dark for a lot. Leave it blank if none.

| | Mon | Tue | Wed | Thu | Fri | Sat | Sun |
|---|---|---|---|---|---|---|---|
| Before school | | | | | | | |
| During school | | | | | | | |
| After school | | | | | | | |
| Evening | | | | | | | |
| Late night | | | | | | | |

**Where.** Shade the same way.

| Home | School | Bus or travel | Phone | Practice or activity | Other: ______ |
|---|---|---|---|---|---|
| | | | | | |

Grade 6: fill the "when" grid only.

**My stressors.** List them here (a few words each). Tag each with a category letter:
**S** school (a book), **F** friends (two people), **H** home and family (a house), **P** phones and online (a phone), **M** money (a coin).

| Stressor (a few words) | Category letter |
|---|---|
| | |
| | |
| | |
| | |
| | |
| | |

Star the biggest one.

Grade 8 stretch (Part 5): look at the map for a pattern (same time every week, same place). Two sentences: what could change the pattern, not the feeling?

____________________________________________________________________________________________

____________________________________________________________________________________________

## Part 4: Handle it or bring it

**The kind you handle yourself with a tool (tomorrow's lesson):** a test, a game, a busy week, an argument that will blow over, a Sunday night.

**The kind you bring to an adult:** anything that lasts for weeks; anything about safety; anything that makes you not want to be here; a friend who says any of those; anything you are not sure about.

My starred stressor is (circle): handle it / bring it

**Who to ask (copy from the slide onto the back of this page too):**

| Person (a role) | Where or how |
|---|---|
| The school counselor | [Sal: name and room] |
| The nurse | [Sal: room] |
| Any teacher, including me | |
| The main office | |
| An adult at home | |
| A help line the school approves | [Sal: the number your school uses] |

* * *

## Exit strip (tear off; turn in)

Name: ______________________________ Period: ______

3 body signals of stress: __________________________________________________________________________

2 categories of stress most common for people my age (S, F, H, P, M): ______ ______

1 adult (a role, not a name) I would bring the big kind to, and why: _________________________________________

My starred stressor is in category ______ and is (circle): handle it / bring it

Grade 6: circle the categories: S  F  H  P  M

* * *

## Teacher key

**Part 1:** stress, the body's response to a demand or a threat; good stress, short and pointed at something you can do (a game you practiced for); bad stress, too big or too long or out of your control (a problem at home that has gone on for months).

**Part 2, board list:** headache, stomach ache, tight shoulders, fast heart, sweaty hands, trouble sleeping, snapping at people, not hungry or very hungry, cannot focus, tired all the time.

**Part 3 and Part 4:** not read. Check only that the grid is shaded, stressors are tagged, and one is starred.

**Exit strip:** checked for three signals, two categories, a role with a reason, and a category with a sort. The two categories named most across the class become the two example stressors on the Lesson 3.9 Stress Plan slide. Any strip that says "bring it" with no adult, or that worries you for any reason, goes to the counselor the same day under the school's process.