CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
STAGES II:
A Program for Adolescents
"Skills to Manage Stressful Changes"
A Video Presentation
A graduate project submitted in partial
satisfaction of the requirements for the
degree of Master of Arts in Education
Educational Psychology
Counseling and Guidance
by
R. Jeanne Geidel
December 1986
The Graduate Project of R. Jeanne Geidel
is approved:
Marvin Chernoff:
Chair
California State University, Northridge
ii
To
OUR NATION'S KIDS
especially to the students of
Bellarrnine-Jefferson High School
whose contribution helped
to make it a reality
iii
ACKNOWLEDGMENTS
I
especially want to thank my students for their
enthusiasm and their commitment to the Stages I I program,
for their encouragement and inspiration, and for touching
my life and challenging me to grow.
Thank you Marv, for continuously motivating me to
search my heart, and for allowing me to be "me."
Judy,
I have a great deal of respect for you.
The challenges, words of encouragement, and understanding
have meant more to me than you know.
I
Art,
without you.
couldn't have completed this project
Thank you for the insight,
the motivation,
and for always being there.
I
also want to thank the Irvine Unified School
District for recognizing the needs of today's teenagers
~nd
doing something about it; Stages I I is a beautiful
gift to them.
Thank you Paul, for your help proofreading,
for
sharing your music talent that enhanced the quality of
the production, and for being my friend.
I
also want to thank Cheryl, a very special
person who has had a tremendous effect on my life.
You
will always be in my heart.
Last,
but definitely not least, to Becky, thank
you for being so patient and understanding,
for always
knowing what to do or what to say to ease the burden, and
'
t?
most especially for being such a good friend.
iv
TABLE OF CONTENTS
APPROVAL .
ii
DEDICATION
iii
ACKNOWLEDGMENTS.
iv
TABLE OF CONTENTS • • •
v
ABSTRACT
vi
CHAPTER
1.
INTRODUCTION AND STATEMENT OF PURPOSE • .
1
2.
REVIEW OF THE LITERATURE.
7
Stress defined
Stressors
Reactions to stress
Adolescent stress
The changing family and
the adolescent
Adolescent reactions to
stressful change
Coping defined
Stress management--a model
Intervention and the school
Stages II: A curriculum
intervention
3.
SCRIPT.
33
REFERENCES •
86
APPENDIX • .
100
THE VIDEOTAPE
v
ABSTRACT
Stages
l.l:
A Program for Adolescents
"Skills to Manage Stressful Changes"
A Video Presentation
by
R.
Jeanne Geidel
Master of Arts in Education
Educational Psychology
Counseling and Guidance
The primary purpose of this project is to
introduce administrators, educators, counselors, school
psychologists,
and parents to Stages II:
A curriculum
wTitten by Christine Honeyman for the Irvine Unified School
District, which provides the adolescent with skills to
manage stressful changes.
The video was filmed during
classroom sessions in which the program was being
implemented and then edited.
The typed script for the
production follows the suggested guidelines for script
writing formulated by Viking Video Productions.
The video
is thirty-three minutes in length and focuses on the
teacher and student roles as the program unfolds in the
classroom.
The purpose of the curriculum is presented, as
well as how it has affected the lives of the teacher and
vi
the students i.e., its contribution to the growth and
development of stress management, communication, and
problem-solving skills.
vii
Chapter 1
Introduction
One may look at a group of teenagers out on the
beach, at an amusement park,
school field,
or playing ball on a high
and decide that they haven't a care in the
world, that their lives are carefree, easy,
stress.
and without
The adult may walk away from such a scene
regretting the burden of responsibility they must carry, as
well as the accompanying stress of those responsibilities,
as a result of being an adult.
enough at these kids,
adult,
Yet,
looking carefully
it wouldn't take long for the average
remembering this bitter-sweet period of time in his
or her own life, to contemplate the needs concerns and
desires that fill the hearts and minds of these kids as
they interact with one another.
in persons'
This developmental stage
lives is fraught with change,
transition,
and
upheaval, most often the direct result of the many tasks
they must confront and solve from moment to moment.
How
well they cope with and learn to resolve these developmental tasks and circumstances will affect them for the rest
of their lives.
The period of adolescence is a time during which
individuals are developing more sophisticated cognitive
and moral reasoning processes.
personal values and beliefs,
Adolescents begin shaping
clarifying roles within the
context of selected peer groups, family,
and society,
developing interpersonal skills and perceptions, as well as
1
2
learning how to deal with a host of changes that influence
their view of self in relation to the world in which they
live.
It is a developmental stage in which adolescents are
laden with anxiety.
They begin to question their "normalcy"
from a perspective which has been influenced by family,
relatives, peers, friends,
and teachers.
They attempt to
cope with the radical physical changes taking place within
their bodies as they pass through puberty.
It is a time
when sexual urges and attitudes with respect to life-style
and practices need to be reckoned with as they begin to
establish peer and opposite sex relationships.
It is
during the period of adolescence that individuals are
expected to resolve the conflict of dependence vs. independence as they begin to separate from the family,
as well as
solve those conflicts which arise as they interact with
school administrators,
employers.
teachers, student leaders, and
Throughout the entire stage of adolescence the
individual develops and grows by trial and error in a course
of experimentation.
The ultimate goal is to traverse
through these critical stages and life issues "successfully"
and emerge with a healthy concept and perception of self.
In order to understand adolescents one must first
put aside the false images of adolescents as rebellious,
hostile, problematic, defiant, and reckless.
Such a
pessimistic view of teenagers may often encourage the very
alienation and rebellion that adults perceive as negative
confrontation in their encounters with adolescents--promot-
3
ing a kind of self-fulfilling prophesy.
Children need to
trust and feel good about themselves; without a solid and
positive image of themselves as they interact with adults
and other significant persons in their life, it seems quite
unlikely that they will deal effectively with the confusionand doubts that accompany adolescent development.
On numerous occasions I
have experienced a parent,
colleague, or friend gasping in amazement when I
occupation:
"You teach high school?"
agers all day?"
"God bless you!",
"Where do you find the patience?
reveal my
"You're with teen-
"How do you do it?",
I
could never do it",
"What grade do you teach?", and the most common response
when I answer lOth,
"Oh!
(followed by a sigh) They have got
to be the most difficult.
I
don't envy you at all."
Perhaps they should envy me; they don't really know what
they're missing.
When I
reflect on the truly meaningful
experiences in my own life, I
find that most of these
experiences have resulted in my interactions with teens.
It is not my intention to promote the idea that teenagers
are always amiable, docile, pleasant,
and mature (many adults are not),
sweet,
responsible
but only to encourage one
to look beyond the commonly encountered attitudes and
behaviors that
~ften
accompany the instinctual and psycho-
social upheaval of puberty.
Understanding adolescents
requires a willingness to venture into their world and
attempt to grasp hold of the persons they really are:
imaginative and curious, bright and questioning, vulnerable
4
and strong, fearful and courageous, confused and enlightened, stifled and growing, unselfish and protected, mature
and immature.
The conviction of Konopka (1973) is that
each life period has its sorrows and exhilarations for the
individual who experiences them as well as for those
surrounding him, and that each period has its significance
for the continuous development of the human race.
is neither golden nor rotten.
Youth
It has the potential of all
human experience.
In the five to seven hours spent each day with
these young people,
teachers have a perfect opportunity
within the context of the classroom to present effective
problem-solving and coping skills, enhance communication
skills,
improve decision making processes, and build
self-concept, confidence, and competence in students that
would help them negotiate difficult times of crisis.
Annually, over one million youngsters are involved in
marital dissolution, and it is estimated that some eleven
million children from single-parent families attend school.
This being the case, one out of every five students in a
classroom in the United States lives in a single parent
home (Glick and Norton,
1978).
It already has been
suggested that the transition from childhood to adulthood
can be a difficult road to travel for many adolescents.
Add significant factors such as divorce, separation,
re-marriage, re-location, new school, and new friends,
and
one is safe in assuming that a lot of kids in the classroom
5
have a great deal more on their mind to be anxious and
stressed about than social studies, math, and english.
Fulton (1979) and Wallerstein and Kelly (1980)
noted that complications for children of divorcing parents
may stem from their perceptions of having little control
over such life changes as new home, new economic situations,
new school, and altered attitudes, behaviors, and availability of both parents.
With no sense of control in
matters involving the family,
the student may not feel a
sense of personal control and responsibility for achievement in school.
Bandura (1977) and Weiner (1979) conclude
that because of this lack of control the student will
experience negative affect and self-perceptions which can
increase the likelihood of school failure.
means experiencing stress.
Being a student
Ideally students will experience
this stress as a challenge and come away from the learning
environment with a greater sense of competency, self-worth,
and accomplishment.
However, an increase of school failures
can lead to dropping out of school, truancy,
serious
behavioral problems, and interpersonal difficulties
(Figueria-McDonough, 1983).
Mounting evidence indicates that the school may
well be the single most comprehensive continuing resource
for children during divorce (Goldman and King,
Rohwer,
1986; Wallerstein and Kelly,
1985;
1980; Kalter et al.,
1984; Stolberg and Cullen, 1983; Drake and Shellenberger,
'
tl
1981; Beal, 1979).
Many believe that it is the school
6
that can provide students with the necessary problemsolving and coping strategies to survive the debilitating
effects of stressful experiences (Ingraham,
1985; Waters,
1983; Covington, 1980; Zarb, 1984; Sandoval, 1985; Chandler,
1981; Peterson, et al.,
1984).
Others have concluded that
the student's capacity to cope with familial disruption and
the resulting stress is partially dependent on the quality
of support and guidance available from extra-familial
organizations in which that person functions (Cantor, 1977;
Hetherington,
1984).
1979; Peterson et al.,
1984; Goldman and King,
Chickering (1969) concluded that the schools will
be educationally effective "only if they reach students
'where they live,' only if they connect significantly with
those concerns of central importance to the student" (p.3).
The curriculum presented in this project applies
to the real world of the student's everyday living.
It is
an answer to questions previously considered mysterious.
Not at all meant to be a panacea for coping with stress,
Stages II:
!
Program for Adolescents--"Skills !Q Manage
Stressful Changes" attempts to provide an avenue for the
adolescent to travel in arriving at an understanding of the
implications of stress and its effect in the life of
today's teenager, as well as to provide the necessary
coping, problem-solving, decision-making, and communication
skills to handle stressful changes.
Chapter 2
Literature Review
The concept of stress is not an unfamiliar term
to most people.
We hear talk of stress on the job, stress
at school, work related stress, and stress in interpersonal
relationships.
The omnipresence of the concept of stress
in the media, and in our everyday conversations would seem
to indicate that a majority of people are aware of the
problematic nature of stressful experiences.
It is appar-
ent that we are dedicated to the elimination of stress in
our society with the ever-increasing number of conferences
on the biological, psychological and emotional nature and
impact of stress on the body, stress centers and tension
control societies, stress management courses in schools,
hospitals, and universities, as well as the increasing
number of books devoted to the topic.
Yet, strangely
enough, few people define the concept in the same way.
Hippocrates, the Father of Medicine, explained to
his students almost twenty-four centuries ago that disease
is not only suffering
(pathos) but also toil (ponos) that
is, the fight response of the body to restore itself to
normal.
The term "stress" was used first by physicists to
refer to the pressure, strain, or force exerted on a
structure, surface, or a mechanical system.
The concept
of stress is used in its precise physical sense by
physiologists who study isolated muscles in which responses
7
8
can be measured as physical stresses or strains.
The
initial definition of stress emphasized the systemic or
physiological aspects of stress.
It was Selye (1956,
1973,
1976) in his pioneering work into the nature of stress who
defined systemic stress as the nonspecific response of the
body to any demand made on it.
Selye found the theory of
Hippocrates to be a very relevant and important concept.
Like Hippocrates, Selye believed that disease is
not only a surrender to attack but also a fight for health.
He therefore began to explore and question the possibility
that there was some non-specific defense system built into
our bodies that could fight any kind of disease.
The medical-biological model of stress outlined
by Selye identifies three distinct stages in the body's
systemic response to stressful conditions.
This model
is one of three that are discussed in the literature, and
includes both psychological and biological stressors in
which he terms the general adaptation syndrome, or G.A.S.
(Selye, 1982).
reaction),
In the initial stage (called the alarm
the body is in a generalized state of defense.
It is an alarm reaction of the autonomic nervous system,
involving increased adrenalin secretion, heart rate,
blood pressure, and skin conductance.
During the alarm
reaction the body becomes overwhelmed and dies within
the first hours or days, or enters a second stage called
resistance or adaptation, which includes a variety of
physiological coping responses which are in many instances
9
the exact opposite of those characterized by the alarm
reaction.
If the body is unable to adjust because of the
intensity, severity, and duration of the stressors, the
result is the third stage, which is exhaustion.
As Selye
describes it, the body is not unlike any machine that
gradually wears out with prolonged "wear and tear."
The G.A.S. is the body's effort to continue to
function in a steady state while under stress.
The body's
ability to maintain steady functioning despite changing
external conditions is referred to as homeostasis.
If the
body is to remain healthy, none of its internal processes
can be allowed to deviate far from a normal level of
functioning.
Central to Selye's definition of stress is the
notion that stress involves a non-specific response of
the body.
Whether the stressor be drugs,
cold, pleasant or unpleasant,
hormones,
heat,
the body responds in an
identical biochemical manner in an attempt to cope with
the increased demands generated on the body.
Lazarus and his associates have focused on the
psychological aspects of stress.
Their work emphasizes a
psychological component of stress by which the individual
appraises the personal meaning and significance of the
stressor.
The notion of cognitive appraisal becomes a
mediating variable between the individuals adaptive
reactions and the stressor.
In other words, it is the
perception of the event as threatening, harmful, or
10
challenging that makes it stressful for the individual
(Lazarus,
1966).
The person's perception of the event will
dictate how he or she reacts to it.
For example, if the
event is perceived by some individuals as challenging,
they
may demonstrate more confidence in their ability to adapt to
it than will those individuals who perceive the event as
threatening (Baum, Singer,
& Baum, 1981).
The basic campo-
nents of this person-environment model of stress include
"the external and internal forces of stimulus conditions of
stress reactions and the intervening structures and
processes that determine when and in what form the stress
reactions will occur" (Lazarus,
1966, p.
Not all stress is unpleasant.
distinguished two types:
13).
Bernard (1968)
"eustress", and "dystress".
Dystress, according to Bernard is the undesirable stress
that can eventually lead to physical exhaustion or even
death.
On the other hand, many stress-producing events
can actually produce energy associated with excitement and
"Eustress",
adventure.
is what stimulates our creativity
and motivates us to succeed.
Other researchers have attempted to define stress
as a result of the interaction between an individual and
the environment.
Donald Meichenbaum (1985) views stress
as neither a stimulus nor a response,
but rather the result
of a transaction influenced by both the individual and the
environment.
Stokols (1979) describes stress as a state
of imbalance within an organism that (1) is elicited by an
11
actual or perceived disparity between environmental demands
and the organisms capacity to cope with these demands and
(2) is manifested through a variety of physiological,
emotional, and behavioral responses (p.
27).
KcKay et al
(1981) speak of stress as a syndrome which involves the
interaction of three elements:
environment, negative
response, and physical reactions.
Events in the environment
are only the first step in the syndrome; thoughts are needed
to label and interpret the events, and the physical
responses are interpreted as a particular emotion.
David
Elkind conceptualizes stress as being "any unusual demand or
adaptation that forces us to call upon our energy reserves
over and above that which we ordinarily expend and replenish
in the course of a twenty-four hour period
p.
144).
(Elkind,
1981,
Whatever formal definition one chooses to describe
stress, it has been proven in a number of investigations
that this experience tremendously impacts our day to day
living.
Stressors come in various forms (Lazarus and
Cohen,
1977).
disasters,
Cataclysmic events such as war or natural
personal losses and illness, and daily hassles
are three basic sources of stress which represent the
environmental side of the person-environment model of
stress.
Whatever category of stress-related changes we're
talking about,
(i.e.,
each of them demands that the whole person
body, mind,
and spirit) adjust to it.
Stein (1983)
postulated that normal stress is
12
necessary and vital in the functioning of our biological
systems, and that stress reactions mobilize us to adapt to
changing stimuli.
Some stress is beneficial, even to the
point that it impels individuals to succeed in school and
work, and in attaining harmonious relationships.
On the
other hand, too much stress can be fatal if it is
continuous and permitted to build up to a point where an
excess level is reached.
Estimates of percentages of
persons suffering from diseases that are stress-compounded
range as high as 85% (Albrecht,
1979).
Reactions to stress have been described as
arousal, depression, anxiety,
discomfort.
boredom, anger, and physical
Through his research on systemic stress,
Selye (1956) found evidence of adrenal stimulation,
gastrointestinal ulcers,
shrinkage of lymphatic organs, and
loss of body weight to be the most noticeable changes that
occur in a body under stress.
Other researchers have
looked at the relationship between life events within a
defined period of time and the occurrence of serious
illness (Rahe and Arthur,
1978; Wyler, Masuda,
& Holmes,
1971), and found a significant positive correlation between
the score on the Social Readjustment Rating Scale and the
number of episodes of severe illnesses such as flare-ups
of autoimmune diseases, tuberculosis,
pneumonia, and cancer.
Vaillant (1979) found that chronic anxiety, depression,
and emotional maladjustment, measured in a variety of ways,
predicted early aging, defined by irreversible deterioration
.
~
13
of health.
Stein (1983) has stated that other changes
include an increase in heart rate, blood pressure, and
respiratory rate, a higher blood sugar level, enlarged
pupils, and changes in the psychothalamic skin response
(an indicator of the body's electrical activity).
Other reactions that occur to varying degrees
depending on the individual's perception of the stressor
and ability to cope include general irritability, depression, increased heartrate, dryness in the throat and mouth,
the urge to cry, inability to concentrate, feeling of
weakness or dizziness, emotional tension and alertness,
nervous ticks, nervous laughter, sleep disturbances and
arousal, frequent need to urinate, headaches, diarrhea,
indigestion, occasional vomiting, loss of appetite, back
pain, increased use of prescribed drugs, alcohol and drug
addiction, and nightmares (Selye,
1956 and 1976, pp. 174-
176).
Schinke and Gilchrist cite a number of medical
conditions attributable to psychosomatic origins and stress
which continues to grow:
peptic ulcer, mucous colitis,
ulcerative colitis; bronchial asthma, atopic dermatitis,
angioneurotic edema, hay fever,
arthritis, atherosclerosis,
and its sequelae, angina and myocardial infarction,
Raynaud's disease, hypertension, hyperthyroidism,
amenorrhea, enuresis, paroxysmal tachycardia, migraine
headache, impotence, general sexual dysfunctions, sleeponset insomnia, alcoholism, and wide range of neurotic and
14
psychotic disorders (Elliott and Eisdorfer,
Pelletier,
1982;
1977).
Although there has been very little research
compiled on adolescent stress,
the results from a few
studies indicate that depression,
suicide,
drug abuse, and
schizophrenia are mental disorders associated with stress
(Bieliauskas, 1982); life stress and the frequency of
accidents in children have been correlated (Padilla,
Rohsenow,
&
Bergman,
1976), life stress and depression
among adolescents have been associated with one another
(Hudgens, 1974), and a correlation between stress and
social disorders such as crime and delinquency and impaired
academic performance has been found
1979).
(Levinson
& Ramsey,
The Surgeon General's Report on Health Promotion
and Disease Prevention (1979) revealed that as many as
forty percent of our young people aged 11-14, are now
estimated to have, already present, one or more of the risk
factors associated with heart disease:
blood pressure,
overweight, high
high blood cholesterol, cigarette smoking,
lack of exercise, or diabetes, all of which have been
associated with moderate to high levels of stress.
Although chronic diseases are among the major causes of
death during adolescence,
the lifestyles and behavior
patterns which are shaped during these years may determine
later susceptibility to chronic disease (Healthy People,
1979).
One thing is certain.
Stress-related problems
15
are escalating in the American culture for those in every
age group.
However, for adolescents in a state of limbo,
often without adequate problem-solving, coping, and
communication skills, having reached physical adulthood
before they are ready to be one, and being aware of the
expectations of family,
school officials, and society to
attain mature adult functioning in the intellectual and
social realms, an overwhelming degree of stress is
inevitable.
"No wonder adolescence in America is stereo-
typed as a time of clumsiness,
bizarre clothing, fluctuat-
ing appetites, extreme tastes in music and literature,
45 minute showers and telephone calls twice as long,
narcissism,
lassitude,
(McCandless and Coop,
rudeness, and episodic depression
1979).
For most adolescents this period of transition
from adolescence to young adulthood with its anxiety and
turmoil generally is a smooth one.
Schinke and Gilchrist
(1984) quote a number of researchers who have concluded
that dramatic,
rapid changes in adolescence are good causes
for young people to suffer personal and social difficulties.
Surprisingly, most American youths finish school, steer
clear of drug dependence, unwanted pregnancy, and scrapes
with the law, artd eventually become responsible, gainfully
employed, tax-paying citizens (p. 11).
Unfortunately
though, there is a large number of young people whose
reactions to the changes taking place in their lives
clearly indicate that they are not understanding and coping
16
very well.
To compound the problems encountered during the
adolescent period of development,
the American family has
undergone extensive changes in formation and organization.
According to Coleman and Husen (1985) one of these changes
is the decline in the proportion of households that have
been regarded as "standard":
their children.
two parents, together with
They have also noted that the proportion
of single-parent households resulting from divorce or from
childbirth outside of marriage has grown greatly.
According to the United States Census Bureau, single-parent
homes escalated from nearly four million in 1970 to over
six million in 1978 (Norton,
1979).
Glick (1981) reported
that approximately twenty percent--some 12.6 million
students--live in single-parent families in the United
States today.
It is estimated that 60% of all children
born in the 80's will live a considerable amount of time
with only one parent, an increase of 52% since 1960
(Uhlenbert
& Eggebeen,
1986).
Tietze (1978) estimated that
there are approximately 1.3 million pregnancies among U. S.
adolescents annually, and that many of these children are
raised in single-parent families.
"Whether or not the
nuclear family can survive as the primary childbearing unit
of mankind depends on the strength of relationships within
it as against the stress or support the family receives
from society at large (Miller, 1970).
relates to adolescent development,
Particularly as it
this question is of prime
17
importance.
Adequate emotional development in adolescence
requires meaningful emotional relationships for the child
with parents, peers, and extraparental adults and social
systems (Miller,
1969).
three is defective,
If one or another of these first
then undue stress is placed on the
relationships with the others.
The effects of divorce on children has become an
important research topic over the past two decades.
A
careful examination of the existing literature on the
effects of divorce on children indicates a great deal of
attention has been focused on the "maladjusted" behavior
of children.
However, it is also suggested that it is not
necessarily the divorce itself that produces psychological
stress for children but rather specific hardships and
demands that can result from divorce (McCubbin and Figley,
1983).
Hetherington (1979) Kurdek (1981) and Longfellow,
(1979) also see the disruption of a family by divorce as
not a single event,
but rather a collection of less
stressful events which together exceed a child's tolerance
of stress.
The degree of ambiguity and absence of
preparation for the events, the availability of support in
the child's social network, and the duration of tension or
unresolved conflict before the child's life settles into a
relatively stable pattern are just a few of the factors
which may increase the stressful impact of the events
involved in the divorce (Lazarus, 1966).
Divorce,
separation, and remarriage are processes that introduce
18
rapid and multiple changes which require adaptation of all
family members (Goldman and King, 1985).
For example,
conflict between parents produces severe psychological
stress, as do changes in the family structure, rules, and
roles, dating of parents, moving, new schools, new peer
groups, children taking on responsibilities that they are
often unprepared for,
and perhaps eventual remarriage.
In
the latter, the child of divorced parents who remarry may
now be expected to interact and relate not only to two
biological parents and biological siblings,
but also two
step-parents, step and half siblings, up to eight grandparents, and any number of extended relatives.
The anxiety
and confusion in this dynamic family experience is by no
means uncomplicated or without its stresses for children.
Coddington (1972) has concluded that divorce and marital
separation are second only to the death of a parent as
stressful events for children.
Goldman and King (1985)
have maintained that the negative long-term effects of
familial disruption on children which result from divorce
and marital separation undermines the growth and development
of healthy self-concept,. the ability to problem-solve, and
the capacity for intimacy.
my contention, I
Although I
have no data to prove
presume that parents under the stress of
their own personal emotional and psychological turmoil as a
result of the divorce or separation would for the most part
have a rather difficult time tending to the emotional,
physical, and psychological needs of their children •
• tJ
19
Increasing numbers of adolescents do not
successfully negotiate these stressful changes in their
life.
Holinger (1979) states that the self-destruction of
youths is shown by a teenage suicide rate that has increased
threefold in the past two decades.
Suicide would seem to
express despair and defeat, and it is not an unfamiliar term
in our society.
Suicide is now the third leading cause of
death for those between 15 and 24, with 5,000 such deaths
verified in 1984, and an estimated 120 attempts for each
death (Cherry, 1986).
Over half of the fatalities of 12 to
17 year olds are from suicide, drowning, motor vehicle
accidents, and murder (Kovar,
1979).
One third of high
school students take illicit drugs other than cannabis, and
40% use marijuana (Bachman et al.,
Los Angeles Sentinel (1985),
1981).
According to the
two out of three American
young people have tried an illicit drug before they finish
high school; youngsters as young as eight years old have
been found suffering from ulcers and liver disease caused
by alcohol abuse; the single leading cause of death among
15 to 24 year olds is drunk driving; and the average age of
teenagers trying marijuana for the first time is 14.
The
National Institute on Alcohol Abuse and Alcoholism (NIAAA)
in Washington estimates that there are 3.3 million young
people between 14 to 17 (nearly 1 in 5 of the 17 million)
who are problem drinkers.
Approximately 80 million
prescriptions are filled for tranquilizers each year
(Radelet, 1981), and stress problems account for over half
20
the visits to primary care physicians in the United States
(Mechanic and Cleary, 1980).
Today some 14 million
Americans suffer from prolonged depression.
Some experts
now estimate that depression affects ten percent of those
children under twelve years of age.
Between 1980 and 1984
adolescent admissions to private psychiatric hospitals
increased more than 350 percent with depression cited as
one of the main reasons for the rise (Cherry, 1986).
In light of these staggering statistics,
I
suspect that a majority of people today would agree that
the divorce, separation, and remarriage event combined with
the change, transition, and upheaval attributed to the
developmental stage of adolescence, as well as any combination of physical, emotional, and psychological crises, is
likely to create a level of anxiety and stress for an
adolescent that may have crippling effects on their
development.
"Coping" is a term used widely in the literature.
Like "stress" it is difficult to pinpoint one definition.
Cohen and Lazarus (1979, -P·. 218) define coping as "efforts,
both action-oriented and intrapsychic, to manage (i.e.,
master, tolerate, reduce, minimize) environmental and
internal demands, and conflicts among them, which tax or
exceed a person's resources."
They go on to say that
"coping is not a single act but rather a constellation of
many acts and thoughts,
triggered by a complex set of
demands that change with time (p. 225).
Researchers
21
continue to demonstrate that adaptive stress management
involves the acquisition of learnable skills.
Without these
skills the coping strategies that our adolescents turn to
are often maladaptive in nature; as we have seen from
previously mentioned statistics of chemical abuse and
suicide among teenagers.
Ingraham (1985) views the student with ineffective
coping skills as a prime candidate for crisis in the face of
school failure.
In that same vein Covington (1980) and
Licht (1983) have found that students who continue to try
hard to be successful using ineffective problem-solving
strategies increase feelings of frustration and may
eventually stop trying.
Meichenbaum and Novaco (1978) outline that good
stress-management involves cognitive preparation, skills
acquisition, specific stress management skills, and the
opportun~ties
to apply and practice these skills.
What
follows is an outline of what must be acquired in each of
these four stages (Schinke
1.
& Gilchrist,
1984).
Cognitive prevention involves:
(a) recog-
nizing and labeling physiological manifestations of stress,
realizing that all human beings experience these bodily
changes can reduce embarrassment and self-blame;
(b) learn-
ing how to change thoughts about perceived stressful situations can help students control stress responses;
(c) learn-
ing to recognize specific elements in the environment that
trigger stress responses; and (d) acquiring a plausible
22
conceptual framework that will lead naturally to the
practice of cognitive and behavioral coping techniques.
2.
Skills acquisition involves:
(a) recognizing
the availability of coping responses; and (b) increased
motivation to employ stress-moderating techniques.
3.
Specific stress-management skills include:
(a) relaxation techniques that produce a calming effect.
There are a number of prevention efforts targeted at
ameliorating the stress syndrome:
feedback,
autogenic training,
meditation, EMG bio-
progressive muscle relaxation
training (PMR), and a new technique,
training (BRT).
behavioral relaxation
Brandon and Poppen (1985) concluded in a
recent study that BRT, meditation, and attention focusing
are all effective relaxation training techniques to reduce
stress and tension.
Other encouraging results of biofeed-
back and relaxation have been reported by Patel (1983).
(b) cognitive coping techniques in which the adolescent
"talk themselves through" stressful episodes, manage
tension, and deal with environmental demands (e.g.,
"I can
handle it; relax; I'm staying calm; I ' l l just take it one
step at a time"); and (c) behavioral coping techniques
which include such skills as making effective requests,
negotiating and bargaining, and expressing
accurately.
fee~ings
more
Assertion training and role-playing can help
students overcome doubts and increase self-confidence.
4.
Application and practice of learned skills
can take place in the classroom, with teachers and/or peers,
23
at home with family members, as well as having the student
teach others their newly acquired skills.
Students who have an array of personal resources
and coping strategies and know how to seek help when they
need it are more resilient from and more resistant to
crisis (Ingraham,
1985).
Considering that the risk factors
for suicidal adolescents include family breakdown, symptoms
of depression or aggression, such non-specific crisis as
conflict with parents,
peers, or school officials (Strother,
1986), teaching adolescents good stress management techniques could likely reduce the high rate of teen suicide in
our nation.
The most striking characteristic seen in young
suicides and suicide attempters is that they tend to be both
impulsive and poor problem-solvers (Cherry,
1986).
Even the most healthy child will encounter
stressful situations on a daily basis,
that are positive or negative.
be they experiences
Today's adolescents need
optimal opportunity from their environment for suitable,
emotional, intellectual and physical development; within
that environment is the school they attend.
Second only to
the family unit, the school is the most significant institution in which adolescents begin to develop a sense of
personal identity and meaning as they develop social skills
and interpersonal relationships.
It is often agreed upon
that the school should provide experiences that encourage
not only the acquisition of cognitive learning skills, but
emotional and psychological as well.
Berkovitz (1980)
24
concluded that our schools are not geared to meeting the
needs of our adolescent population in the United States,
nor are they helping them to solve their problems.
It is
certain that a great number of teenagers today are
floundering in the school system, but it is also certain
that concerned individuals have been and continue to be
dedicated to helping students on a day to day basis in the
classroom.
Schools throughout the United States are offering
programs to help childern adjust to divorce.
Schools in
Virginia, Pennsylvania, and New Jersey conduct regular
programs for students working through the changes that have
taken place in their families (NAESP,
1980).
"Who gets me
for Christmas", a course on separation, death, and
re-marriage is offered to children at Mildred E. Strang
Middle School in Yorktown Heights, New York.
Film therapy
for children of divorce is made available on a regular basis
for children in Long Island.
Seminars to help teachers help
children from "reconstituted homes" are available through
the Los Angeles County Board of Education.
In Lexington,
Massachusettes a program called "Divorced Kids" exists in
both elementary and secondary education programs.
Neil
Kaltar, a psychologist from the University of Michigan,
oversees "The Divorce Club" a group discussion program
implemented in a number of schools throughout Michigan.
Kaltar believes that with the right school program
communication is eased not only in the group but in the
. '
25
home as well.
His program utilizes discussions, skits, and
a student-run newspaper that covers such related topics as
custody and relations with step-fathers (Leerhsen, et al.,
1985).
Goldman and King (1985) have formulated a school-
based model which addresses the multiple and frequently ·
chronic stressors of divorce affecting the lives of children
and adolescents.
time~limited
site.
The backbone of their model has been
activity/discussion groups led on the school
The goals have been to provide a protected environ-
ment in which children could develop effective coping skills
in response to family change,
to lessen feelings of isola-
tion and shame, and to help emphasize the supportive aspects
of the school environment.
Stolberg and Cullen (1983) used
relaxation, impulse and anger control techniques, and taught
communication skills through methods of modeling and roleplaying in twelve one hour sessions with children.
The
outcome indicated that the participants attained better
self-concepts, and at a five month follow-up the children
were found to have improved social skills.
A viable
procedure in the prevention of excessive drinking among
teenagers is the "alcohol and drunkenness" curriculum
developed at the Israel Institute of Technology.
The
science-oriented curriculum equips teenagers with the
necessary intellectual "ammunition" and attitudinal "load"
to cope successfully with excessive drinking.
Choice
awareness systems have been designed to help students make
more effective major and minor decisions.
It is a program
26
based on the idea that all of our behaviors are choices,
and that improving our lives or taking new directions in our
lives depend on our self-confidence in making choices
(Nelson,
1985).
Dynamics
£f
A fairly new and innovative program is The
Relationships written by Pat Kramer for schools
in the District of Columbia.
Kramer's program centers on
strengthening self-esteem, communication, realistic expectations, and an understanding of gender issues.
With Ned
Gaylin of the University of Maryland, Kramer recently completed a program assessment instrument that will begin this
year to check for entering, exit, and one-year-postprogram
results.
Uhlenberg and Eddebeen (1986) write,
"If the
creation of programs to assist the ioung is a measure of
public concern, then the last several decades demonstrate
an unparalleled commitment.
According to a 1976 survey,
there are now more than 260 programs administered by twenty
different agencies of the federal government whose primary
mission is to benefit children.
almost every imaginable problem:
These programs respond to
recreation,
alcohol prevention and rehabilitation,
drug and
job training and
counseling, child abuse and neglect services, delinquency
prevention and control,
juvenile justice services, nutrition
and public health services, pregnancy prevention and
counseling, runaway assistance,
workshops."
group homes and sheltered
The Stages II program outlined in this project
has been implemented in over twenty-four states, and is
helping thousands of high school students cope with stress.
27
Stages II is a curriculum designed to meet the
critical needs of adolescents involved in major family
changes.
Persons experiencing stressful situations often
encounter some or all of the same stages outlined by
Elizabeth Kubler-Ross (1969) in her work with terminally
ill patients and their families.
The stages of denial,
anger, bargaining, depression, acceptance, and hope can be
uniquely identified as we attempt to cope with, understand,
and reslove all types of change related problems and the
stress that accompanies these changes.
considered a viable educational tool,
Stages II may be
both remedial and
preventive, in reducing adolescent stress, and in turn
promote healthier emotional,
physical, intellectual, and
psychological growth and development.
According to
Honeyman (1985) stages is a preventative tool which gives
students an idea of what people usually go through with a
major change, and it normalizes reactions which may be
frightening if they don't understand the process.
The Stages II curriculum consists of appropriately
selected subject matter to achieve general aims as well as
specific behavioral objectives in each curricular lesson.
The entire program is divided into eight sections:
1.
An INTRODUCTION develops an awareness of
change and its effect on individuals and families.
The
students learn to identify the degree to which major changes
affect them, their personal reactions to change, as well as
to compile a list of possible resources to turn to when
28
they are under stress.
The final lesson in this section
provides the student with an opportunity to identify
relaxing environments and/or activities that could be
helpful when experiencing stress.
2.
DENIAL is often the first stage/reaction that
persons experience when they are confronted with a change
in their life.
It is a stage in which individuals attempt
to protect themselves from the reality of the change in
order to come to terms with the implications at their own
pace.
As defined by Elizabeth Kubler-Ross (1969,
p. 35)
"denial functions as a buffer after unexpected shocking
news, and allows the individual to get collected and, with
time, mobilize other less radical defenses."
This section
of the curriculum includes three lessons which develop an
understanding of the stage of denial,
instructs the students
in a skill-technique in which they learn how to listen more
effectively in order to better understand someone in this
stage, and introduces them to a stress management technique.
3.
ANGER is often what follows when denial no
longer works in alleviating the stressful situation.
"Often after students flee from or deny a situation,
turn around,
1985).
stand their ground,
they
and react" (Honeyman,
"Anger is a difficult stage to cope with partly
because it is displaced in all directions and projected onto
the environment at times almost random (Kubler-Ross,
p. 44).
1969,
This section consists of five lessons which promote
an understanding of common physical reactions to anger,
the
29
possible results of remaining in the stage of anger for too
long a period of time,
discriminating between passive,
aggressive, and assertive expressions of anger and the
consequences of each.
Also presented is a technique called
negative assertion which provides the students with an
option to handling criticism.
The final lesson provides
yet another technique for managing stress.
4.
BARGAINING is a stage in which the individual
uses their cognitive abilities to make the change go away.
Four lessons introduce the students to an understanding of
bargaining situations and the positive and negative consequences that may follow.
Assertive refusal is a technique
which encourages the students to consider saying "no" when
they are in a peer pressure situation that could possibly
lead to painful negative consequences.
5.
DEPRESSION often sets in when the students
realize that the anger and/or bargaining has not worked in
getting things back to the way they were before the change.
The lessons in this section of the curriculum help the
students to realize that sadness, withdrawal, and feelings
of hopelessness are normal in adjusting to change.
The
students articulate things that they can do to help themselves as well as others when they feel depressed and sad.
They also learn to identify clues, indications of depression, as well as when to help or when to notify an adult.
The technique of positive self-talk is presented as a
possible tool to help manage the stage of depression and
.. :
'
~ •'
..
30
perhaps pull out of it.
Listening to what they say to
themselves when they are depressed will make the students
aware of how they cope with sad feelings or make the
situation worse.
The final lesson in this section intra-
duces the students with another opportunity to experience
a relaxation technique.
The students discover new and
more effective ways to reduce stress and become more aware
and sensitive to what's going on in their life, which in
turn may help them to understand and solve the problems
that they face.
6.
ACCEPTANCE is a stage when students realize
that there has been a change in their life and they accept
that it will not go away.
The lessons in this section
develop an understanding of acceptance, helping students
to identify the problems brought about by the change,
options they have in resolving the situation, and the
responsibilities involved in bringing about the resolution.
7.
HOPE is a stage in which the students experi-
ence renewed energy,
the ability to reach out to new friends
and possibilities, a desire to re-establish old friendships,
and make plans for the future.
The lessons challenge the
students to pay attention to the things that they look
forward to and the excitement that they experience when
planning something special for themselves or for someone
else.
A
~
setting technique is presented to help
students experience and stay in the stage of hope by
identifying possibilities for the present and the future.
31
The students construct collages, write stories or limericks,
and use various art forms that represent their hopes and
dreams, all in an attempt to create a positive, realistic
attitude and sense of excitement for living.
8.
The REFERENCE section of the curriculum
provides an extensive list of reading materials for
parents, students, and teachers interested in learning more
about the divorce and separation experience, step-families,
death and dying.
The program is designed for implementation once
a week in twenty and thirty minute lessons or every day,
in a variety of circumstances and situations.
no particular textbook for students, rather,
There is
the necessary
materials for student use are provided for duplication when
needed.
Utilizing scripts,
group work,
short stories and plays,
class discussions,
small
role-playing, and brainstorm-
ing ensures involvement on the part of all students and
fosters decision-making and value clarification.
lessons also nurture awareness, knowledge,
The
understanding,
self-acceptance, and positive attitudes.
The program has been implemented and field
tested, and deliberately integrates both the cognitive and
affective domains of development for high school students.
The program lessons have been written and designed with
the help of adolescents within the school system, and may
be incorporated into the framework of psychology, child
development, health, religion, and social science courses.
32
The lessons in this curriculum have produced a
number of results for students:
positive self-concepts,
peer-counseling networks, a language for students to express
feelings and communicate emotional stress more effectively,
increased problem-solving and coping skills, the acquisition
of techniques to reduce stress levels, and helped students
to recognize that they have choices when it comes to
decision making--all of which add to the adolescents sense
of control over the stresses in their life.
STAGES II:
A Program for Adolescents
"Skills to Manage Stressful Changes"
A Video Presentation
Copyright 1986
AUDIO
Music begins:
VISUAL
Camera zooms in on the
"The Rain
Won't Last Forever"
Stages manual which is lying on a desk
Music continues
Jeanne picks up the manual,
her briefcase, and walks out
of the door
Music continues and intra-
Jeanne walks down the hall
ductory credits begin
[A program for adolescents]
[developed by the Guidance]
[Projects of the Irvine]
[Unified School District]
[Irvine, California]
Jeanne at her mailbox in the
Music and credits continue
office
[Written by]
[Christine E. Honeyman, M.S.]
[Educational Consultant]
33
34
AUDIO
Music and credits continue
VISUAL
Jeanne leaving the building
and walking toward her
classroom
[Video Presentation]
[Created, Produced, Directed]
[by]
[R. Jeanne Geidel]
[Master of Arts in Education]
[Counseling and Guidance]
[California State University]
[Northridge, California 91330]
Instrumental music begins
(voice-over)
Students walking onto campus
The family
unit has experienced many
changes in the past 15
years,
consequently,
approximately 60% of all
children born in the SO's
will live a considerable
amount of time with one
parent; an increase of
52% since 1960.
(voice-over)
Changes re-
lated to the single-par-
Students in the hall at
their lockers, and on their
35
AUDIO
home are:
dating of par-
VISUAL
way to class
ents; moving; new schools;
new peer groups; and young
children taking on responsibilities that they are
often unprepared for.
(voice-over)
Everyone
experiences change, and we
Two students sitting outside,
one is comforting the other.
all cope with it differently.
(voice-over)
Our ability
to accept and understand
Two boys pushing each other
around
change, will influence how
well we cope with it.
(instrumental music fades)
Kids today are experiencing
many different major changes
and their reactions to these
changes clearly indicate
that they are not understanding and coping very
well.
Jeanne (on camera)
36
AUDIO
VISUAL
(music from a car radio and
A car load of kids drinking
laughter can be heard com-
beer and smoking marijuana
ing from a student's car)
(voice-over)
Educators are
aware that 1 out of 5 adolescents is chemically dependent;
a cause for great concern for
those who see how it damages
these kids.
(voice-over)
Statisticians
look at youth and find that
A computer print-out of the
current suicide statistics
over 5,000 young people
kill themselves every year;
100,000 youths between 10
and 19 years old attempt
suicide every year, and
suicide is the third leading cause of death for
young adults.
(music fades)
Stages II is both a remedial and preventative program designed to meet the
critical needs of our
Jeanne (on camera)
37
AUDIO
VISUAL
adolescents involved in
major family changes.
Per-
sons experiencing stressful
situations, often experience
some or all of the same
stages outlined by Elizabeth
Kubler-Ross in her work with
terminally ill patients and
their families.
(voice-over)
These stages
can be uniquely identified
Computer print-out of the
six stages
as we attempt to cope with,
understand, and resolve all
types of change related
problems and the stress
that accompanies these
changes.
(instrumental music begins)
Educators in the school environment, have a perfect
opportunity to help students
gain an understanding of the
process of change,
Jeanne (on camera)
38
AUDIO
VISUAL
and to teach those skills
A student filling out the
that would help them cope
"response to stress" survey
with change.
I believe that if kids are
A shot of the stress survey
provided with opportunities
to recognize and to verbalize the experiences that
produce stress for them,
they could better under-
A group of students gathered
stand themselves,
together on campus
families,
their
their friends,
and others in their life.
I incorporated Stages once
Jeanne (on camera)
a week and in just that
brief block of time a number of things began to
happen.
(voice-over)
First of all,
it provided a wonderful
opportunity for me to get
to know my students outside
Jeanne sitting in the hall
with a number of students
39
AUDIO
VISUAL
of the academic framework of
the classroom experiences.
(voice-over)
We all know
what teacher "burn-out"
Jeanne in the school yard
with a few students
is ... after 11 years I
thought that I was on my
way "out."
I
needed some-
thing to keep me excited
about what I was doing
for kids day after day;
the Stages program got me
excited.
It's new!
realistic!
tional!
It's
It's educa-
It's simple!
and, it works!
(voice-over)
As a coun-
selor, stages provided
Jeanne with a student in the
counseling office
a language that helped
students express themselves, as well as helped
me to better understand
them.
(voice-over)
•
t)
A few of the
A group of boys outside of
40
AUDIO
kids have expressed that
VISUAL
the gymnasium
their experiences in the
program have helped them
to gain a sense of control
in their lives and of
their emotions.
"I learned that it's okay
Teresa Serna (on camera)
to be angry and depressed
because other people are
going through the same
stages just like I am."
"Because of the Stages
program, I
learned a lot
that I
didn't expect to
learn.
I learned that
whenever I was going
through a certain change
in my life, I
recognized
symptoms, such as denial,
anger,
or hope and ac-
ceptance; and because of
that,
I was able to cope
with my life--it made a
big difference."
. v
Bonnie Fong (on camera)
41
AUDIO
VISUAL
"It was neat because I
Paul Corral (on camera)
could come to class and
share my problems with my
teachers and fellow students, and they would
help me out through the
months that I was with
them."
"The Stages program helped
me a lot because now I
Tom Stanley (on camera)
can
feel angry without getting
guilty.
Now I understand
that getting angry is just
a part of life."
"Right!
And,
you notice
Teresa Serna (on camera)
the stages; like, when
people go through changes
you notice the stages that
they go through."
"Most of all,
I think you
just learn about all of
your feelings."
Jenny Hayden (on camera)
42
AUDIO
VISUAL
"I'm learning that stress
Jennifer Nolan (on camera)
is just a part of life; it
doesn't always feel too
good, but I'm paying attention to my feelings more
than I did before."
(voice-over)
Combined with
Jeanne with student
other experiences, Stages
has further increased my
awareness of the kinds of
stressful experiences that
affect a student's performance in the classroom.
Many of them,
so many of
them are trying to cope with
things today that they just
don't understand; leaving
them vulnerable to greater
anxiety and depression.
You and I can make a difference in the lives of the
kids we teach.
Incorpora-
ting a program into the
curriculum that will help
Jeanne (on camera)
43
AUDIO
VISUAL
them to understand change,
and how to manage stress,
would provide them with a
personal resource for life.
(instrumental music begins)
(voice-over)
If you're
Camera zooms in on the
manual
interested in a program
that works in doing just
that, everything that you
need to have it unfold, and
come alive for you and
your students is here in
Stages II.
(voice-over)
The intro-
duction provides an overview of the stages, or
reactions,
to change,
im-
portant do's and don'ts
get you relating to students in one particular
stage, there are guidelines about confidentiality, explicit,
yet versa-
tile directions for im-
Jeanne leafs through the
pages of the introduction
44
AUDIO
VISUAL
plementing the curriculum,
and a resource sheet to
note hotline numbers and
counselors, should you need
to make a referral.
(voice-over)
Each lesson
in the curriculum is com-
Computer outline of a
lesson
pletely outlined and developed for you.
You know
what the lesson introduces
and develops, what's to be
learned, materials needed,
what to teach, questions
and answers, what's important to remember, and
additional assignments
that help the students make
the application outside of
the classroom.
Everything necessary to
present the lessons is
there for us; all we really
need is to go into each
lesson expecting great
Jeanne (on camera)
45
AUDIO
VISUAL
things to happen, and
they will!
(voice-over)
The sole
(Fast cuts):
Bulletin
purpose of this presenta-
board; peer counseling;
tion is to provide you with
Jeanne at the board; student
a first hand look at the
raising hand;
program in action in the
bargaining exercise; two
classroom.
students reading a script;
students in
students hugging; Jeanne
helping a student; art work;
students working in class;
Jeanne passing out candy;
students laughing;
students
working on collage
The "stages" are a pro-
Jeanne in the classroom at
cess we may go through
the podium
to understand and manage our reactions to a
change in our life.
We
may go through-some of
them, a few of them, or
all of them.
We could
move back and forth in
our reactions to change,
46
VISUAL
AUDIO
be in more than one stage
at a time, and sometimes
view ourselves or others
as "stuck" in one stage.
We all do the best we can
when change occurs,
Close-up of student
be it
a positive change, as well
as a negative one.
I'd
like to take a minute and
point out the stages to you,
highlighting just a couple
aspects of each.
Denial is a time of protection.
\~e
Jeanne in the classroom
don't want
the change to be there;
(on camera)
no
matter what it is--positive
or negative.
It's a time
when we can take in just
so much information, and
therefore come to understand the change gradually.
Sometimes we try to run
away from the change--we
want to pretend that it's
not there; we want things
'
0
Close-up of student
47
AUDIO
VISUAL
to go back to the way that
it was before.
It's an im-
Close-up of four students
portant stage; a time when
we need to protect ourselves.
Anger is sometimes what we
Jeanne in the classroom
experience next.
(on camera)
It's an
emotional time when we feel
upset about the change.
We
may either take the anger
out on ourselves or on
other people.
Both denial
and anger are attempts to
make the change go away.
Bargaining is usually what
we end up doing when denial
and anger didn't get the
change away.
Now we start
using our minds and begin
to bargain the change
away.
We may want things
to go back to the way they
were, or we may want to get
rid of it completely.
48
VISUAL
AUDIO
Depression is a time when
Close-up of student
we feel a sense of helplessness and hopelessness.
You're not certain exactly
what is going on,
but you
know that you're sad and
depressed.
You may be sit-
ting on the edge of your
bed crying, someone comes
in and asks why you're crying,
and you don't know.
Often times for people who
Close-up of four students
stay in that stage for too
long a period of time,
it
can be very dangerous.
It's
a time for learning as well.
When you're depressed,
it's
important to take a look at
why you're depressed and
learn how to deal with it.
You don't want to ignore it;
you don't want to go into
denial about your depressian.
Depression is a really
important stage because it
often occurs just before
Close-up of student
49
AUDIO
VISUAL
more positive stages.
Acceptance is that next
stage.
It's a time
Jeanne in the classroom
(on camera)
when we're feeling more
peaceful and calm.
A
change is a break in a
pattern; when you reach
the stage of acceptance,
you will perhaps get to
that point in which you
are ready to get back to
a normal schedule or
routine.
The change
is still there;
you may
have accepted it, or have
accepted that it's not
going to go away--you're
ready to move on.
From this stage we often
move on to the stage of
hope; and it's a time
when we're ready to plan
for the future.
It's a
time when we're ready to
Close-up of student
so
AUDIO
VISUAL
get our lives back on the
right track.
Not that
during the change you
were off the track,
but
it's a time when you're
ready to stop thinking
about the change, and
you're thinking about the
future.
You have a posi-
tive sense of humor--it's
important to have a sense
of humor through all of
the stages.
You're ready
to make new friends or
even get reaquainted with
old friends.
It's a very
positive time in which
you're looking forward to
the future.
It does not
mean that you are not going
to go back to a previous
stage.
Should you go back
to experiencing anger,
even
after you have reached the
stage of hope with a particular change, it's not as
Jeanne in the classroom
(on camera)
51
VISUAL
AUDIO
severe or difficult as it
was the first time around.
Now that we've taken a
Jeanne in the classroom (on
look at the stages we have
camera)
more of an idea as to what
they're all about.
What
kind of changes are we
talking about here, both
positive and negative?
Divorce.
Yes,
divorce.
Theresa Segura (on camera)
Anyone
Jeanne (off camera)
else?
Finding out that you're
Tina Lazzaretto (on camera)
adopted.
Death of a really close
Jennifer Nolan
friend.
(classroom activity con-
Tawny Whalley (on camera)
tinues and the following
"A break-up with a boyfriend
is voice-over)
or a girlfriend."
Once the
students have been intra-
52
AUDIO
VISUAL
duced to the stages, or
Michael Thomson (on camera)
reactions to change, and
"Maybe a permanent injury so
are aware of the many
that you can't play sports
changes that they experi-
anymore."
ence from day to day,
they're ready to gain
an understanding of how to
cope through them.
Marriage?
Yes.
Marriage.
Maria Diaz (on camera)
There are
a lot of changes accompan-
Jeanne in the classroom (on
camera)
ied with that; what else?
An argument with your
Fred Cairo (on camera)
parents; you can't get
across what you're trying
to say.
(classroom activity con-
Fred Cairo (on camera) "They
tinues and the following
just don't understand what
is voice-over)
•
you I re t ry1ng
to get across.
They
learn to identify their
own stress reactions to
change;
II
53
AUDIO
VISUAL
(voice-over continues)
and
they develop a resource
A picture of the Personal
Resource Survey
list of persons in their
school, family,
and com-
munity, whom they can
turn to when they're under stress.
(voice-over)
I've en-
couraged them to fold it
Students working on the
Personal Resource Survey
up and carry it with
them in their purses and
wallets; many of them
thought that it was a
great idea.
(voice-over continues) It
Students in class
can be difficult to think
logically and clearly
when you're under stress;
being aware of people
and places to turn to can
be helpful.
•
tl
What follows are live, un-
Jeanne outside of the class-
rehearsed segments of the
room
54
AUDIO
VISUAL
''A
program in action.
Shock for Jake" is a
lesson on denial,
the
reactions to stress,
feelings that accompany
stress, and people to
turn to.
Jake sat in the back of
Brooke Woodlief in the class-
his math class, chewing
room at the podium (on camera)
spearmint gum, hoping
that Mr. Blainy would
not give him another
pop quiz.
Jake had
failed the last three.
He began to daydream,
remembering the weekend
working on his grandfather's tractor.
Attention, attention, students.
It seems that
there was an accident
last night involving one
of our students.
Chad
Bradshaw was driving home
Melinda Fowler (on camera)
55
AUDIO
VISUAL
from work at the Burger
House when he was hit by
a drunk driver.
a coma.
He is in
I will keep you
informed of the facts.
Please do not start or
listen to rumors.
Jenny Hayden (on camera)
There
will be more information
Tom Stanley (on camera)
given at the assembly
next period.
Chad!
way.
It couldn't be!
No
Only yesterday we
Brooke continues to read
the story (on camera)
had talked about taking
our motorcycles to the
woods this weekend.
No,
Jake thought to himself,
Chad's okay!
The princi-
pal's got it all wrong.
Fade Out
At the beginning of the
Jeanne in the classroom with
story, what was the first
students
thing Jake was not wanting to face in his math
56
VISUAL
AUDIO
class?
That Mr. Blainy's having
Paul Corral (on camera)
a test that day.
What did Jake do to avoid
Jeanne in the classroom with
thinking about the quiz
students
and his math class?
He was chewing gum.
Karina Arreygue (on camera)
He was also daydreaming.
Brooke Woodlief (on camera)
What do you think Jake
Jeanne at the podium (on
was feelings at the be-
camera)
ginning of the story, in
his math class?
Stupid and frustrated.
Bonnie Fong
Well, he was under a lot
Theresa Segura (on camera)
of pressure.
He was a little bored,
too.
Tom Stanley
57
VISUAL
AUDIO
What was Jake's reaction
Jeanne at the podium (on
to the principal's announce-
camera)
ment about Chad?
All of a sudden, he was
Michael Thomson (on camera)
really frozen and his
heart started pounding.
He began to sweat.
Brian Hazlett (on camera)
What did Jake tell him-
Jeanne in the classroom with
self about the news?
the students
He said that it wasn't
Kelly Bell (on camera)
true,
that the principal
had it all wrong.
What was Mr. Blainy's
Jeanne in the classroom
reaction?
He remembered an incident in his own life
and he offered to help.
Fade Out
Kristina Gyure (on camera)
58
AUDIO
VISUAL
By way of review, change
Jeanne in the classroom by
is hard to face;
the file cabinets
there's
no getting around it.
The
first stage we often experience is denial, when
we try to ignore the
change.
Sometimes the
next stage is anger.
I'm glad you could stay
after class, Miguel.
Michael Thomson (on camera)
I
want to talk with you
about the play.
Your
audition last week was
really good.
However,
I
have decided to put Art
in as the lead.
I thought
you'd be really good as
the .••
What?
I don't think I
heard you correctly.
you say that I
the lead?
Frank Szekely (on camera)
Did
don't have
What a joke!
Art has only had one year
in drama.
I've had three.
59
AUDIO
You know,
VISUAL
I'm a senior
this year.
Art is only
a sophomore.
You've got
to be crazy to put him in
the lead.
Listen!
You
can just forget about me
being anything in your
crummy play.
I
don't
want anything to do with
you,
this play, or the
whole rotten school.
What did Miguel do first
Jeanne in the classroom (on
when he heard Mr. Rodri-
camera)
quez tell him he did not
have the part in the play?
He didn't think he heard
Danielle Gogh (on camera)
correctly, he said that it
must be a joke.
After the stage of denial,
Jeanne in the classroom with
what did Miguel feel next?
students
He was really angry.
Karina Arreygue (on camera)
60
AUDIO
VISUAL
What physical reactions
Jeanne at the podium (on
did Miguel have?
camera)
He felt like screaming,
Michael Thomson (on camera)
and made a fist;
like
he was going to hit
somebody.
His heart started to
Sergio Lazzara (on camera)
pound and his eyes
glared.
His face turned really
Peter Skreta (on camera)
red.
What didn't Miguel find
Jeanne at the podium (on
out because of his
camera)
anger?
That he was going to be
Frank Szekely (on camera)
ask to be the director
of the play; something
that he always wanted to
do.
Anger let's us know that
Jeanne at the podium (on
61
AUDIO
we're frustrated,
VISUAL
threat-
camera)
ened, or stressed out.
What happens when someone
remains angry for too long
a period of time?
They get out of control.
Kelly Bell (on camera)
(voice-over)
Visual of the Physical
When the stu-
dents complete the lessons
on anger,
Reactions to Stress Survey
they are more
aware of their physical
reactions to it.
They know
that it's natural and normal, and that it can be
controlled.
They learn how
to manage it and how to
identify clues that indicate anger in themselves and
in others.
Using various art forms
Four pictures of student art
of expression, allow the
work
students time to relax and
provides yet one more medium to understanding and
62
AUDIO
VISUAL
directing feelings.
Fade Out
I
stopped and picked up
some candy for you,
the
Jeanne in the classroom with
the students (on camera)
only problem is that you
can't open it right away
because I
saw the jani-
tor right outside;
so
don't eat it just yet.
Help yourself.
Take a
Jeanne distributing the candy
couple pieces.
to the students
Okay .•. what we're going
Jeanne in the classroom with
to do today is ..• Oh!
the students (on camera)
Wait a minute, wait a
minute.
I
forgot that I
had told Mrs. Rausch that
I'd save some of this
for the office staff.
Would you give your piece
Jeanne attempting to get the
back?
candy back from the students
Yours?
give that back?
Would you
63
AUDIO
VISUAL
Well, what I've attempted
Jeanne in the classroom with
to do was to try and get
students (on camera)
you thinking about whether
or not it is difficult to
say no to someone you
value, or in a peer pressure situation.
You hesitated to give the
Jeanne to Karina (on camera)
piece of candy back to me.
How did it feel to have
to give it back to me?
I
felt myself getting all
red;
I
Karina (on camera)
didn't want to.
In what ways might a teen-
Jeanne in the classroom with
ager be pressured and by
students (on camera)
whom?
What do you think,
Tom?
I'd say when you're at a
party with all your
friends around you;
their
drinking and go to hand
you a beer and you know
Tom Stanley (on camera)
64
AUDIO
VISUAL
you don't really want it.
Good, Tom.
Jeanne in classroom with the
How else?
What other ways?
Ditching school.
students (on camera)
All
Kelly Bell (on camera)
your friends are not
going to school and they
want you to go with them.
Cheating in school.
someone saying,
Like
Frank Szekely (on camera)
"everyone
is cheating, why don't
you?"
Someone asking you if
Jennifer Nolan (on camera)
they could cheat off of
you on a test.
Friends wanting you to
Brian Hazlett (on camera)
lie for them or cover
for them when you know
it's not right.
Why is it so hard to
Jeanne in classroom with the
say no to them?
students (on camera)
65
AUDIO
VISUAL
In the case of the party
Tom Stanley (on camera)
situation, everyone's
drinking and if you don't,
you'll look like a geek,
or they'll call you a
geek or something.
They
might tell you to grow
up and that you're in
high school now.
Everyone wants to have
friends,
if I
say "no"
than I might lose some
of my friends.
(classroom activity continues--the following
is voice-over)
Identi-
fying situations in which
it may be better to say
"no" encourage kids not
to succumb to peer pressures that could lead
to negative painful consequences.
Brian Hazlett (on camera)
66
VISUAL
AUDIO
Come on, i t ' l l be so fun.
Jenny Hayden (on camera) to
I got the car today; this
Teresa Serna
one day in about a month.
I can't.
You do?
I really want to,
I can't,
Teresa Serna (on camera) to
but I
Jenny Hayden
Teresa,
Jenny to Teresa (on camera)
can't.
I t ' l l be so fun.
if you were my friend you
would do this ..• this is •..
If you were my friend,
would understand.
~
Teresa to Jenny (on camera)
Jenny,
my grades ..•
Teresa,
you've done it be-
Jenny to Teresa (on camera)
You've only missed
fore.
a couple of days, and
this will be really fun.
I don't want my parents to
Teresa to Jenny (on camera)
catch me.
They're not going to catch
you.
I
promise.
I
pro-
Jenny to Teresa (on camera)
67
AUDIO
VISUAL
mise you they won't
catch you.
Yeh!
How are you going
Teresa to Jenny (on camera)
to promise that?
Just trust me.
Will you
Jenny to Teresa (on camera)
just trust me?
Tawny,
I mean,
it's almost summer.
we've got finals
Kelly Bell (on camera) to
Tawny Whalley
coming up.
No way!
far away.
Summer's like so
Come on, we've
Tawny Whalley (on camera) to
Kelly Bell
got to have som fun ... hey!
You're driving!
Tawny, we've got the whole
Kelly to Tawny (on camera)
summer!
The summer is three months;
this is like a "killer"
party day ••• you know ••• urn,
Jeff is going to be there,
you know,
.
"
the one you really
Tawny to Kelly (on camera)
68
AUDIO
VISUAL
like •.• the one you've
been lusting for.
Tawny!
Kelly to Tawny (on camera)
Com' on!
I mean he
Tawny to Kelly (on camera)
wants to see you.
You're going to miss
this?
You're going to
miss the chance of a
life time.
Tawny,
I have to go to
Kelly to Tawny (on camera)
school.
Teachers!
Tawny,
Grades!
I like my teachers!
(bargaining dialogue continues--the following is
voice-over)
The purpose of
bargaining is to regain a
loss.
A promise is made to
do something in order to
get something in return.
Tawny to Kelly (on camera)
Kelly to Tawny (on camera)
69
AUDIO
VISUAL
It can be expressed with
the use of threats,
tan-
trums, and demands; as
well as, angelic behavior.
The lessons help to develop
a personal understanding of
both the positive and negative aspects of bargaining.
Teresa, look!
If you take
the test tomorrow, you'll
Jenny Hayden (on camera) to
Teresa Serna
have an extra day to study
for it.
It's a good idea •.. I don't
Teresa Serna (on camera) to
know.
Jenny Hayden
I'd ...
And, you'll get some color
while you're at it.
I
mean, I don't mean to be
rude but ••• Com' on!
be so fun.
It'll
I got the car
today.
Fade Out
Jenny to Teresa (on camera)
70
AUDIO
Okay!
VISUAL
What was bothering
Kristine?
Tom?
Jeanne at the podium (on
camera)
Her mother was sick and
Tom Stanley (on camera)
getting worse.
What did Kristine do,
not do,
or
Jeanne in the classroom
to let you know
that she was upset?
Peter?
She couldn't concentrate.
Peter Skreta (on camera)
She cried a lot, and had
Teresa Serna (on camera)
lots of sad thoughts.
It was too hard for her
Jennifer Nolan (on camera)
to pay attention in
class, and she could
hardly take notes.
And how did her teacher
Jeanne from the podium (on
handle the situation?
camera)
At first she was annoyed
Karen Elia (on camera)
at Kristine, and then she
71
AUDIO
VISUAL
realized that something
was wrong and offered to
help her.
(voice-over)
Where did
Jennifer Nolan and Karina
Mrs. Norris take Kristine?
Arreygue (on camera)
She brought her to the
Tina Lazzaretto (on camera)
counselors office.
(voice-over)
Once they
Students in the classroom
got into the counselors
office, what did he tell
Kristine about her sadness?
Frank?
First of all,
she was
Frank Szekely (on camera)
told that it was real
normal?
Being sad was okay, and
Danielle Gogh (on camera)
not to rush to get over
it.
He suggested that she
keep a
journal, and that
Kristina Gyure (on camera)
72
AUDIO
VISUAL
he wanted to see her again.
Sometimes during the stage
Jeanne in the classroom with
of depression it helps to
the students (on camera)
take a "time out" from sad
feelings
One way to do
that is through the use of
a relaxation technique;
it
helps to alleviate stress.
What we're going to do today is a little bit of that;
just a little exercise in
how to relax.
Fade Out
While letting your thoughts
Jeanne in the classroom with
drift,
the students (on camera)
you may be able to
imagine standing at the
entrance to a tall, unusual
rocketship.
I
don't know
what picture
y~u
have in
mind about your rocket.
It
may be very colorful, or
one color, it may be noisy
or very quiet.
The outside
73
AUDIO
VISUAL
of your rocket may be
smooth or very rough.
Walk
into the entrance to your
rocket and notice the
control seat.
Sit down
and begin to pay attention
to all the knobs and gears
that are surrounding you.
(The following is a voiceover, as the relaxation
exercise continues)
There
are optional stress management lessons included in
each stage, which allow
the students quiet time to
think about their own experiences of change and
it's effect on their lives.
They learn the importance
of personal privacy, and
become more conscious of
the fact that answers that
they search for often lie
right within themselves.
'
\)
Camera scans the classroom
74
AUDIO
VISUAL
(classroom activity continues.
Notice the gear
in front of you that says
"lift-off."
Move the gear
as slowly or as quickly as
you wish, and notice any
sounds or sights in your
You discover
cabin area.
that this rocket has the
unique ability to take you
back in time,
to a time
you might like to observe
once more.
You may find
it an interesting journey
to go back in time to an
experience or change that
brought about feelings of
sadness or helplessness.
(Jhe following is a voiceover, as the relaxation
exercise continues)
Depres-
sian is a difficult stage
for anyone to cope through.
Often times it is in this
stage of hopelessness that
'
tl
75
AUDIO
VISUAL
individuals turn to chemicals or even suicide to
ease or put an end to the
pain that accompanies
stressful change.
The students discover new
Various students working on
and more effective ways to
individual pieces of artwork
reduce stress, and become
and drawings
more aware and sensitive
to what's going on in their
life; which in turn may
help them to understand
and solve the problems
that they face.
vJhen ten-
sion is uncomfortable,
learning how to calm down
and feel in control can help
us to think more clearly.
There are a number of ways
Jeanne in the classroom with
that depression expresses
the students (on camera)
itself.
For example, not
wanting to do school work,
see friends,
even eat.
watch T.V., or
Crying a lot,
76
AUDIO
VISUAL
feeling bored or restless,
physically ill, or constantly
tired, are also indicators of
depression.
(voice-over)
Depression is
Alex Garcia,
sitting on the
a stage of grieving for
railing outside in the
whatever is changed or lost.
schoolyard; he appears to
The sadness is natural and
be upset
usually occurs just before
more positive stages; something you're often not aware
of so you feel hopeless.
The lessons on depression
Jeanne in the classroom at
develop an awareness that
the podium (on camera)
sadness is often a stage
in the adjustment to
change.
The students
learn to identify clues,
indications of depression,
as well as when to help or
when to notify an adult.
We all experience the
Jeanne in the classroom with
stage of acceptance dif-
the students (on camera)
77
AUDIO
ferently.
VISUAL
Some people
are able to get to it
more quickly; others
take their time.
ber:
Remem-
reaching the stage
of acceptance does not
necessarily mean that we
have accepted everything
that has happened.
What
else might it mean?
That we can't make it go
Jeanne in the classroom with
away!
the students (on camera)
I'm still confused.
I
Peter Skreta (on camera)
don't know why you moved
out of our house.
I'm
afraid that you think we
didn't want you.
I'm
worried about what I
might have said or done
to hurt you.
I
figure
it just has to be my
fault.
Pull in the reins right
Michael Gay (on camera)
78
AUDIO
there,
Ian.
mouth_full!
VISUAL
You said a
I ' l l tell you
not only why I made my
decision,
I ' l l show you
how!
What's this?
Peter Skreta (on camera)
Let's see?
Problem ... stage .•. option ...
outcome .•• choice •.• responI
si bili ty ••• reward.
don't
understand.
Okay,
here it is,
Ian.
This
Michael Gay (on camera)
is a problem solving plan
that I
use now to get
things moving again when
I
feel frustrated.
know,
You
after having the
stroke,
I was feeling
really helpless.
I
learned
about the different stages
that people go through
when a thing like that
happens.
You mean the stages we
Peter Skreta (on camera)
79
AUDIO
VISUAL
read about ••. Let's see if
I can remember •.• Denial •••
Anger ••• Bargaining .•• Depressian ••.
Yes, and Acceptance and
Hope.
Michael Gay
(on camera)
Those last two
seemed pretty far away
from me when I was in the
hospital.
(voice-over)
Researchers
Students in the classroom
stress the importance
filling out the Problem
of helping kids develop
Solving Plan Worksheet
better coping,
tion,
communica-
and problem solving
skills if they are to be
successful at meeting
life's demands and resolving difficulties.
The students learn to
A copy of the Problem Solving
identify problems and
Plan Worksheet
come to realize that
there may be several
ways of looking at it.
80
AUDIO
VISUAL
Okay, what stage are you
Jeanne in the classroom with
in?
the students
Remember that you
can be in one,
two, or
three stages at the same
time.
(voice-over)
The stu-
Jeanne helping Michael Gay
dents brainstorm and
come up with some ideas
that they think might
help them to solve their
problem, and the possible outcomes for each
of those ideas.
What responsibilities
Jeanne in the classroom with
do you have?
the students
Do you
have to give up something, or do something
in order for that problem to be solved?
(voice-over)
Little by
Maria Diaz filling in the
little a student may come
Problem Solving Plan Work-
to accept changes in his
sheet
or her life.
The stage of
81
VISUAL
AUDIO
acceptance is demonstrated
by a willingness to go on
and a lifting of sadness.
The lessons offer techniques in problem solving
and review past reactions.
(voice-over)
You see a
Tawny Whalley,
Danielle Gogh,
lot of smiles during this
Jennifer Nolan,
section of the curriculum.
Arreygue,
(voice-over)
Visual of the "HOPE" collage
Sometimes
Karina
Sergio Lazzara
it's difficult when changes
first occur to believe that
hope will ever be possible,
but it is!
In the stage of hope we
Various shots of the students
find that we have the
working on the collage
ability to make new friends
and look forward to what
the future holds.
We're
more positive about others
and understanding of their
point of view.
\-Je 1 re not
looking totally in the past
82
VISUAL
AUDIO
and are able to live in
the present.
It's a time
of new energy for some and
quiet happiness for others.
If I'm in a position to
Students working on the
encourage young people to
collage
dream dreams, and to see
those become realities,
I'm committed to assisting
them in anyway that I
can
to be victorious over the
barriers of tension and
stress that often inhibit
their growth and prevent
them from reaching their
goals.
Our kids today,
are our hope for the
future.
(music:
"The Rain Won't
Last Forever" continues)
(music continues and
credits begin)
Students working on the
collage
The
Video Production
is dedicated to
83
AUDIO
VISUAL
OUR NATION'S KIDS
especially to the students of
Bellarmine-Jefferson High School
whose contribution helped
to make it a reality.
(music and credits
continue)
(~usic
and credits
continue)
The Cast
Karina Arreygue
Kelly Bell
Freddie Cairo
Carlyn Couch
Paul Corral
Maria T. Diaz
Danielle DiPalma
Karen Elia
Bonnie Fang
Melinda Fowler
Alex Garcia
Michael Gay
Danielle Gogh
Kristina Gyure
Jenny Hayden
Brian Hazlett
Tina Lazzaretto
Sergio Lazzara
Jennifer Nolan
Theresa Segura
Teresa Serna
Peter Skreta
Tom Stanley
Frank Szekely
Michael Thomson
Tawny \vhalley
Brooke Woodlief
Special Thanks
to
Mrs. Mary Ellen Rausch
Principal of
Bellarmine-Jefferson High School
for her continuous
Encouragement and Support
of Academic Achievement and
Professional Growth
(music and credits
continue)
Instrumental Music
"True"
84
VISUAL
AUDIO
"Becky's Theme"
Written and
Perform~d
by Paul Nelson
A Special Friend
(music and credits
continue)
"The Rain Won't Last Forever"
Words and Music
Written and Performed
by
Rick Streitfeld
Cameras
(music and credits
Engineering
continue)
Editing and Titles
by
Joe Hyman
(music and credits
Production Coordinator
Steve Kline
continue)
(music and credits
The STAGES PROGRAM meets the
continue)
needs of:
Administrators
Psychologists/Psychiatrists
Counselors
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85
AUDIO
VISUAL
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Students
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(music and credits
For further information
continue)
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contact the
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A
VIKING VIDEO
Presentation
92714
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APPENDIX
100
101
The ----Rain Won't ----Last Forever
Words and Music
by
Rick Streitfeld
So you're not quite sure what you're going through,
worried about what you're gonna do;
And you're hurting in the worst way, wakin'
up afraid
to face the day.
Emptiness surrounds you and you're covered with grey
skies.
When life does change and rearrange,
there's one thing
you may realize.
Refrain:
When you're going through a change the rain
won't last forever.
You can decide that you will survive and be
stronger than before.
So when you're lookin
1
at clouds on the outside,
know inside the rain won't last forever.
You're not alone when you feel confused, we're all the
same and you can choose to try and understand now.
You can still look up layin' on the ground and see it in a
new light.
And while you're shining like a star,
time will tend to
bring new friends;
You have the magic to heal the scars.
@
1985 Words and Music by Rick Streitfeld
102
-- RELEASE -For good and valuable consideration,
I hereby expressly
grant Jeanne Geidel and/or the Irvine Unified School
District, agents, and assigns,
the right to use the STAGES
II video, produced and directed by Jeanne Geidel, in
conjunction with the students of Bellarmine-Jefferson High
School, in the advertising,
the STAGES Program:
publicizing, and promotion of
"Skills To Manage Stressful Changes."
I further expressly grant Jeanne Geidel, the right to
reproduce the STAGES II Video for the purposes of fulfilling
the requirements of the School of Educational Psychology,
California State University at Northridge,
in pursuit of a
Master of Arts in Education, Counseling and Guidance.
I
further indemnify and save Jeanne Geidel, Bellarmine-Jefferson High School, Irvine Unified School District, and Viking
Video Production Company, free and clear from all suits,
claims, demands, and liability arising out of the direction
and production of the STAGES II video production.
I hereby certify and represent that I have read the foregoing and fully understand the meaning and effect thereof
and, intending to be legally bound, I
hand this
day of
,
have hereunto set my
1986.
(Witness Signature)
(Parent or Guardian)
(Witness Signature)
(Student Signature)
92
of Orthopsychiatry, 54, 613-623.
Kelly, J. B., & Wallerstein, J. S.
(1977).
Brief interven-
tion with children in divorcing families.
American
Journal of Orthopsychiatry, 54, 613-623.
Kendel, D. B.
(1984).
Marijuana users in adulthood.
Archives of General Psychiatry, 41, 200-209.
Knee, S. T.
(1980).
A family systems approach to adoles-
cent problem drinking.
Present at the 20th International
Institute on the Prevention and Treatment of Alcoholism,
Section on Family Therapy, June 9-14.
Cardiff, Wales.
Reprinted in IMPACT Manual, CompCare Lifestyle Center,
Los Angeles.
Konopka, G.
(1973).
Requirements for healthy development
of adolescent youth.
Kovar, M. G.
(1979).
Adolescence, 8, 31.
Some indicators of health-related
behavior among adolescents in the United States.
Health Rep., 94, 109-118.
In S. P. Schinke,
Public
& L. D.
Gilchrist (eds.), Life skills counseling with adolescents.
Baltimore:
Kubler-Ross, E.
University Park Press.
(1969).
On death and dying.
London:
MacMillan.
Kurdek, L. A.
(1981).
An integrative approach on child-
ren's divorce adjustment.
American Psychologist, 36,
~'
856-866.
Kurdek, L. A., Blisk, D., & Siesky, A. E.
(1981).
Corre-
lates of children's long-term adjustment to their parents
divorce.
Developmental Psychology,
17, 565-579.
93
Lazarus, R. S.
(1966).
coping process.
Psychological stress and the
New York:
Lazarus, R. S., & Cohen, J. B.
McGraw-Hill.
(1977).
Environmental
In I. Altman, & J. F. Wahlwill (eds.), Human
stress.
behavior and environment.
New York:
Plenum Press.
Lazarus, R. S., DeLangis, A., Folkman, S., & Gruen, R.
(1985).
Stress and adaptational outcomes:
of confounded measures.
The problem
American Psychologist, 40,
z,
770-779.
Lazarus, R. S.,
& Launier, R.
(1978).
Stress-related
transactions between person and environment.
In L. A.
Pervin, & M. Lewis (eds.), Perspectives in interactional
psychology.
New York:
Plenum.
Leerhsen, C., Gonzales, D. L., Tibbetts, L., & Williams, E.
Reading, writing and divorce.
(1985).
Levinson, R. M.,
& Ramsey, G.
(1979).
stress and mental health evaluation.
Newsweek, May.
Dangerousness,
Journal of Health
and Social Behavior, 20, 178-187.
Licht, B. G.
(1983).
Cognitive-motivational factors that
contribute to the achievement of learning disabled children.
Journal of Learning Disabilities, 16, 483-490.
Longfellow, C., Zelkowitz, P., Saunders, E., & Belle, D.
(1979).
The role of support in moderating the effects of
stress and depression.
Paper presented at the Society
for Research in Child Development Biennial Meeting,
San Francisco, March.
Mazza, N.
(1981).
The use of poetry in treating the
94
troubled adolescent.
Adolescence, 16, 403-408.
& Coop, R. H.
McCandless, B. R.,
(1979).
Behavior and development (2nd ed.).
Adolescents:
New York:
Holt,
Rinehart, and Winston.
McCubbin, H. I.,
family.
& Figley, C. R.
New York:
McKay, M., Davis, M.,
feelings:
(1983).
Stress and the
Brunner/Mazel Publishers.
& Fanning, P.
(1981).
Thoughts and
The art of cognitive stress intervention.
Richmond California:
Mechanic, D.,
New Harbinger.
& Cleary, P. D.
(1980).
Factors associated
with the maintenance of positive health behavior.
Preventive Medicine, 9, 805-814.
Meichenbaum, D.
New York:
(1985).
Stress inoculation training.
Pengamon Press.
Meichenbaum, D.
(1977).
Cognitive-behavior modification:
An integrative approach.
Meichenbaum, D.,
New York:
& Novaco, R.
A preventative approach.
Plenum Press.
Stress inoculation:
(1978).
In C. Spielberger
(eds.), Stress and anxiety (Vol. 5).
& I. Sarason
New York:
Halsted
Press.
Miller, D.
(1969).
The age between:
disturbed society.
Miller, D.
(1970).
London:
Adolescents in a
Hutchinson.
Adolescents and the high school system.
Community Mental Health Journal, 6, 483-491.
Moriarity, A. E.,
coping.
Neal, R.
& Toussieng, P. W.
New York:
(1983).
Grune
(1976).
Adolescent
& Stratton.
Children's understanding of their par-
95
ent's divorces.
divorce:
In L. Kurdek (ed.), Children and
New directions for child development series,
19, 3-14.
Nelson, R.
(1985).
Choice awareness systems:
Helping
students make more effective major, minor decisions.
NASSP Bulletin, 69, 485, 17-22, December.
Newcomb, M. D.,
& Bentler, P. M.
(1985).
The impact of
high school substance use on choice of young adult living
environment and career direction.
tion,
Journal of Drug Educa-
15, ]., 253-261.
Norton, A. J.
A portrait of the one-parent family.
(1979).
The National Elementary Principal, October, 32-39.
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significant minority, a staff report in the Principal,
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Published by the National Association of Elemen-
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(1983).
Our endangered children:
in a changing world.
Boston:
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Growing up
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58, 223-226.
Patel, C.
stress
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(1983).
Effects of biofeedback, relaxation and
manag~ment
in reducing coronary heart disease
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International Conference on stress
and tension control.
Pearl, A., Grant, D.,
value of youth.
University of Sussex, England.
& Wenk, E.
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(eds.)
(1978).
The
Responsible Action.
96
Pelletier, K. R.
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Rohwer, J.
(1986).
What changes have occurred within the
last twenty years in school health education?
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APPENDIX
100
101
The Rain Won't Last Forever
Words and Music
by
Rick Streitfeld
So you're not quite sure what you're going through,
worried about what you're gonna do;
And you're hurting in the worst way, wakin'
up afraid
to face the day.
Emptiness surrounds you and you're covered with grey
skies.
When life does change and rearrange,
there's one thing
you may realize.
Refrain:
When you're going through a change the rain
won't last forever.
You can decide that you will survive and be
stronger than before.
So when you're lookin
1
at clouds on the outside,
know inside the rain won't last forever.
You're not alone when you feel confused, we're all the
same and you can choose to try and understand now.
You can still look up layin' on the ground and see it in a
new light.
And while you're shining like a star, time will tend to
bring new friends;
You have the magic to heal the scars.
@
' 6
1985 Words and Music by Rick Streitfeld
102
-- RELEASE -For good and valuable consideration,
I hereby expressly
grant Jeanne Geidel and/or the Irvine Unified School
District, agents, and assigns,
II video,
the right to use the STAGES
produced and directed by Jeanne Geidel,
in
conjunction with the students of Bellarmine-Jefferson High
School, in the advertising,
the STAGES Program:
I
publicizing, and promotion of
"Skills To Manage Stressful Changes."
further expressly grant Jeanne Geidel,
the right to
reproduce the STAGES II Video for the purposes of fulfilling
the requirements of the School of Educational Psychology,
California State University at Northridge,
in pursuit of a
Master of Arts in Education, Counseling and Guidance.
I
further indemnify and save Jeanne Geidel, Bellarmine-Jefferson High School,
Irvine Unified School District, and Viking
Video Production Company, free and clear from all suits,
claims, demands, and liability arising out of the direction
and production of the STAGES II video production.
I hereby certify and represent that I have read the foregoing and fully understand the meaning and effect thereof
and,
intending to be legally bound,
hand this
I have hereunto set my
day of - - - - ' 1986.
(Witness Signature)
(Parent or Guardian)
(Witness Signature)
(Student Signature)
103
ACKNOWLEDGEtiENTS
PROJECT DIRECTOR
•li 11 i am Benn
PROJECT DEVELOPMENT
Judy Senning-Brown - Psychologist
Barbara Damron - Counseling Staff
Raylene Hayes - Counseling Staff
Gil Martinez - State Consultant
Bunny Nurick -curriculum Coord.
Marie Otto - Evaluation Consultant
Kate Pavich - Counseling Staff
Donna Rosenheck - Office Personnel
Helen Troy - Office Personnel
PROJECT ADI.UNISTRATOR
Nancy Richards
ADI·IINISTRATIVE PSYCHOLOGIST
Elaine Hodges
PROJECT CONSULTANT
Christine Howald
PROJECT PRINCIPAL
Ron Moreland
OFFICE PERSONNEL
Gerry Czarnecki
••• Credits •••
BOARD OF EDUCATION
Elizabeth "Lee" Sicoli, President
Buff White, Clerk
John Flynn, Member
Gordon Getchel, Member
T. John Nakaoka, Member
SUPERINTENDENT
A. Stanley Corey
DEPUTY SUPERINTENDENT - SPECIAL PROGRAMS, EVALUATION AND DEVELOPMENT
Bruce Givner, Phd.
Guidance Projects Office •
318 West Yale Loop •
Irvine, california 92714
Irvine Unified School District
C 1982 Irvine Unified School District
e
ESEA Title IV-C
(714)662-4882