Stress and time management : the development of an awareness and training program for older children

• Main Author: Osmond, Todd W.
• Format: Thesis
• Language: English
• Published: Memorial University of Newfoundland 1994
• Subjects: Newfoundland
• Online Access: https://research.library.mun.ca/5135/; https://research.library.mun.ca/5135/1/Osmond_ToddW.pdf; https://research.library.mun.ca/5135/3/Osmond_ToddW.pdf

The following document is a report on a project which had as its primary goal to develop and implement a Stress and Time-Management Training and Awareness Program for older children between the ages of 10 and 12 in a selected rural Newfoundland school setting. Difficulties with time-management (especially as it relates to school work and intrapersonal concerns) were emphasized. -- Following a thorough review of the research literature, the investigator developed six modules based on the research findings. MODULE I (Children and Stress) is designed to enhance children's awareness level of the stress concept and help them develop a variety of effective coping strategies. MODULE II (Learning To Say No! Assertiveness Training) provides activities that can be used to help children develop appropriate assertive responses. MODULE III (Goal Setting) deals with goal setting behaviours. Included are activities designed to help children develop more realistic and attainable goals. MODULE IV (Time Usage) is designed to help children become more aware of their current use of time with regard to school work and leisure activities. MODULE V (Prioritization) contains activities designed to help children learn how to prioritize tasks and activities according to their level of importance. Finally, MODULE VI (Scheduling) provides children with strategies for scheduling weekly activities and events. -- Eight children (mean age = 11.2) participated in the implementation phase of the program. As an addendum to the project, a brief evaluation of module I was conducted. In general, results of the evaluation indicated that the participants achieved the objectives of module I with a relatively high degree of success. More specifically, however, the results suggest that the participants achieved an adequate understanding of the general concept of stress.