Brief Description of the Lecture-Seminar
Stress Management Student Name: Nabras Albalushi Student ID: 2320341 University: gulf College Course: Managing People and Organizations Code:GHL4007 Professor: Dr.Gina G.Jocson 1 Introduction Brief Description of the Lecture-Seminar The lecture-seminar on Stress Management for Learners addressed the critical need for students to recognize stressors, effectively manage stress, and implement strategies to reduce its impact. This seminar conducted in the classroom, the session was attended by Our Classmates, highlighting the relevance of stress management for a diverse group of learners. Stress management is paramount as it impacts academic performance, mental health, and overall well-being. The lecture-seminar was conducted through a combination of presentations, interactive discussions, and group activities. Participants engaged in insightful dialogues, sharing personal experiences and learning from one another’s perspectives. By fostering a deeper understanding of stress management techniques, the seminar aimed to empower learners with the resilience and tools necessary to navigate academic challenges while safeguarding their mental health and overall well-being. Objectives of the Activity The objectives of the activity as following, introduction briefing the lecture-seminar on stress management, objectives of the activity, reflection on the students’ interactions and summary of the key concepts on stress management for learners. Moreover, reflection on the teamwork influence, individual reflection on the skills acquired and conclusion. Reflection on the Students’ Interactions Discussion about the main topic of the lecture-seminar The lecture-seminar offered a comprehensive exploration of strategies to identify, understand and cope with stress in academic environments. The session provided a nuanced understanding of stress and its impact on learners’ well-being. Participants were equipped 2 with practical tools and insights to navigate the challenges of academic life while maintaining mental and physical health. During the session, participants were introduced to stress as a multifaceted phenomenon, encompassing various dimensions such as mental, physical, emotional, and behavioral responses to perceived demands or challenges (Jocson, 2024). The discussion underscored the significance of recognizing stressors unique to the academic context, including the pressures of exams, deadlines for assignments, societal expectations and the overall stressors associated with college life. By understanding the specific stressors inherent in academic environments, learners were better equipped to identify and address sources of stress effectively. This awareness enabled participants to develop tailored strategies for managing stress, ultimately enhancing their overall well-being and academic performance. Through interactive dialogue and engaging activities, attendees gained valuable insights into the complex nature of stress and the importance of proactive stress management in educational settings. During the session, practical stress management techniques were thoroughly explained, encompassing a spectrum from cognitive restructuring to relaxation methods. Additionally, attendees were introduced to effective time management strategies, self-care practices and resilience-building exercises, all vital for mitigating stress and promoting a well-rounded academic lifestyle. Through interactive discussions and group activities, participants were actively engaged in reflecting on their individual stressors. This encouraged them to explore personalized approaches to stress management tailored to their unique circumstances and preferences. By fostering a collaborative and supportive environment, the session empowered learners to take proactive steps towards managing stress effectively, ultimately enhancing their overall academic experience and well-being. 3 Analysis of the Case Study During the lecture-seminar on Stress Management for Learners, a case study was presented to illustrate the practical application of stress management principles in an academic context. The case study focused on a diverse group of college students facing common challenges related to time management, academic pressures and personal commitments. The case study highlighted the pervasive issue of procrastination among students, which often leads to a cascade of negative consequences such as missed deadlines, decreased productivity, and heightened stress levels (Kay, 2014). Participants engaged in a detailed analysis of the root causes of procrastination, which ranged from poor time management skills to underlying psychological barriers. Other challenges identified in the seminar to hinder time management include over commitment, lack of prioritization, inefficient study habits, underestimation of task duration and personal circumstances impacting time management (Kay, 2014). To address these challenges and improve students’ time management skills, several recommendations were proposed. Firstly, implementing time blocking techniques could be beneficial, where students allocate specific time blocks for different tasks, facilitating organization and productivity by providing a clear schedule for various activities (Wolters & Brady, 2021). Additionally, encouraging task decomposition and breaking down larger tasks into smaller can help alleviate feelings of overwhelm and enhance focus as students’ approach assignments incrementally. Furthermore, promoting the setting of realistic goals and priorities based on deadlines and personal values is essential (Doerr & Gue, 2013). This enables students to allocate time and resources efficiently, striking a balance between academic responsibilities and personal life. Lastly, offering time management training through workshops or seminars focused on techniques like prioritization, goal setting and task scheduling can empower students with 4 practical skills to optimize their time effectively (Wilson, Joiner & Abbasi, 2021). This equips them with tools to manage their time efficiently, reducing stress and enhancing academic performance (Alyami et al., 2021). Overall, the case study served as a valuable learning tool for participants, allowing them to gain insights into the complexities of managing stress in academic settings. Reflection on the Teamwork Influence The teamwork influence in resolving the case’s issues was significant, playing a pivotal role in addressing the complex challenges related to time management among learners. During the group discussions, members actively engaged in sharing insights, brainstorming solutions, and collaborating effectively to devise strategies aimed at improving time management skills among students. Through open dialogue and the exchange of ideas within the group setting, diverse perspectives were brought to the forefront, enriching the discussion and contributing to the depth of analysis regarding the underlying issues affecting learners’ ability to manage their time efficiently. Each member brought their unique experiences, expertise, and viewpoints to the table, fostering a synergistic environment conducive to problem-solving and innovation. Furthermore, the collaborative nature of the group discussions enabled the exploration of multifaceted approaches to address the multifaceted challenges outlined in the case study. By leveraging the collective wisdom and creativity of the team, members are able to identify potential solutions that encompassed various aspects of time management, including planning, prioritization, goal setting, and accountability (Prada et al., 2022). Moreover, the teamwork influence extended beyond the exchange of ideas, manifesting in the collective commitment to action and implementation of proposed solutions. As members worked collaboratively to refine their recommendations and develop actionable plans, a sense of shared ownership and responsibility emerged, driving momentum towards tangible outcomes. 5 Collaborative efforts of teams can help foster a sense of camaraderie and mutual support and also empowers individuals to leverage their strengths and expertise towards a common goal (Scager et al., 2016). Through active participation and engagement group discussions, members can cultivate essential teamwork skills such as communication, collaboration and problem-solving, which are invaluable in both academic and professional contexts (Samsa & Goller, 2021). In essence, the teamwork influence demonstrated during the resolution of the case study underscored the importance of collective efforts in tackling complex challenges effectively. By harnessing the synergies of teamwork, members were able to navigate through the intricacies of the case study, develop comprehensive solutions, and lay the foundation for meaningful change in addressing time management issues among learners. Individual Reflection on the Skills and Knowledge Acquired Attending the lecture-seminar on Stress Management for Learners has been an enriching experience, equipping me with invaluable skills and knowledge essential for navigating the challenges of academic life. Through insightful discussions and comprehensive presentations, I have gained a deeper understanding of stress management techniques and their profound implications for academic performance. The session elucidated various stressors unique to the academic environment, ranging from exams and assignments to social pressures, highlighting the critical need for effective stress management strategies. One of the key takeaways from the session was the practical strategies offered for managing stress and enhancing productivity. I learned about cognitive restructuring, relaxation techniques, time management strategies, and self-care practices, all of which are vital tools for mitigating stress and fostering a balanced academic lifestyle. Implementing these techniques in my daily routine has already started yielding positive results, enabling me to approach challenges with greater resilience and clarity of mind. Moreover, the analysis of the case study during the session significantly enhanced my problem-solving skills and ability to 6 work effectively in a team. Engaging in collaborative discussions and dissecting real-life scenarios allowed me to apply theoretical knowledge to practical situations, honing my critical thinking and decision-making abilities. By examining the case study, I developed a deeper appreciation for the complexities of stress management and the importance of considering individual differences and contextual factors. Overall, the lecture-seminar not only provided me with valuable insights into stress management but also empowered me with practical tools and strategies to navigate the demands of academic life more effectively. I now feel better equipped to identify and address stressors proactively, thereby improving my overall well-being and academic performance. Moving forward, I am committed to applying the skills and knowledge acquired during the session to cultivate a healthier and more balanced approach to my academic journey. Conclusion The lecture-seminar on Stress Management for Learners has been instrumental in enhancing our understanding of stress and equipping us with practical tools for managing it effectively. Through insightful discussions, case study analysis and collaborative activities, we have gained valuable insights into identifying stressors unique to the academic environment and implementing tailored strategies to mitigate their impact. The session emphasized the importance of prioritizing well-being in academic pursuits and provided a roadmap for fostering a balanced lifestyle. By applying the skills and knowledge acquired, we can proactively address stressors, enhance productivity and ultimately improve our academic performance and overall well-being. Moving forward, we are committed to integrating these strategies into our daily lives, thereby paving the way for a more fulfilling and successful academic journey. 7 References Alyami, A., Abdulwahed, A., Azhar, A., Binsaddik, A., & Bafaraj, S. M. (2021). Impact of time-management on the student’s academic performance: a crosssectional study. Creative Education, 12(3), 471-485. Doerr, K.H., & Gue, K.R. (2013). A Performance metric and goal-setting procedure fordeadline-oriented processes. Production and Operations Management Society, 22(3), 726-738. Jocson, G.G. (2024). Stress management for learners. Week – 3A and B LectureSeminar. Kay, F. (2014). Time & Stress Management for Rookies. LID Pub. Prada, E. D., Mareque, M., & Pino-Juste, M. (2022). Teamwork skills in higher education: is university training contributing to their mastery?. Psicologia: Reflexao e critica, 35, 5. Samsa, L.A., & Goller, C.C. (2021). Divide and conquer: A simple, modern technique for collaborative small group learning with reciprocal peer teaching. Journal of Microbiology & Biology Education, 22(1). Scager, K., Boonstra, J., Peeters, T., Vulperhorst, J., & Wiegant, F. (2016). Collaborative learning in higher education: Evoking positive interdependence. CBE—Life Sciences Education, 15(4), ar69. Wilson, R., Joiner, K., & Abbasi, A. (2021). Improving students’ performance with time management skills. Journal of University Teaching & Learning Practice, 18(4). Wolters, C. A., & Brady, A. C. (2021). College students’ time management: A selfregulated learning perspective. Educational Psychology Review, 33(4), 1319-1351. 8 9
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