Anti-stress suitcase
The aim of the activity is to identify and map the positive and negative sides of the tools that a person uses to deal with stress. We find out what we do against stress, what coping strategies we use. We are aware of our own handling of stressful situations.
Group size: We can do the activity as our own self-reflection, but it is interesting and appropriate to do the activity as group work for a group of 4-10 people and share the results with all group members. It should always be a group where there is an atmosphere of mutual trust, safety and openness.
Cooperation takes place in pairs or threes.
Time: It depends on you for your own reflections. Work in pairs/threes within 30 minutes. Subsequent presentation and discussion with the help of flip-chart 15-20 minutes.
Tools needed: Sheet of paper, pencil, colored markers. The tools can be painted or you can prepare and print paper with pictures of the tools and the case. When working in a group, a larger sheet of paper (flipchart) is suitable. Each pair/triple in the group gets 1 printed worksheet. 1 roll of paper suitable for hanging on a flip chart and a set of colored markers for each air/triple. Flip chart.
Rating: Self-reflection lay OR. The activity is led/moderated by a lecturer/coach/pedagogue who has previous experience in leading self-discovery and development activities for adults.
Process:
Option A, individual reflection:
Draw a picture of a toolbox on a piece of paper, draw or write 5 work tools for stress management in the box, each of which has a symbolic meaning:
- Screwdriver (unscrews and screws the problem = used to analyze problems)
- Libra (helps keep life balanced)
- Saw (allows you to cut off a certain part or divide the whole into smaller parts)
- Hammer (valve of energy, realization of power or breaking the whole into parts)
- Flashlight (brings light to the problem, we can “shine a light on something”, get information)
Try to define what activities, practices, activities in your life work as a given tool against stress. For example, a flashlight is conversations with friends, literature, the Internet, time for distance, … Write everything down, draw it in your suitcase.
Besides self-awareness, it is useful to compare your suitcase with those of colleagues, to inspire each other.
Variation Option B/ group work:
The worksheet includes a picture of a stress rescue kit (empty suitcase).
In addition, there are a total of 10 tools:
- screwdriver
- a spirit level
- saw
- hammer
- flashlight
- scissors
- file
- tape measure
- axe
- glue
a) Divide the group into pairs or trios.
The task of each pair/triplet is to choose a total of 3-5 tools they find depicted in the worksheet and then try to map them:
1) what activities, actions and practices in their lives work as that selected tool to combat stress,
2) what activities, activities and practices in their lives, on the other hand, exacerbate stress while functioning as that selected tool against stress.
Pairs/triplets first draw a stress rescue kit on a paper roll (following the pattern on the worksheet). They will use as much of the space on the paper roll as possible – they will then draw the individual tools into the rescue kit.
The pictograms/images of the tools included in the toolkit will be accompanied by a description of the specific positive stress-fighting activities and negative stress-inducing activities that belong to the tool (briefly, in bullet points) – see examples 1 and 2 below.
Example 1:
Selected tool: glue. Things can be cemented, put together. This can, for example, represent (a list of speeches that challenge all members of the group):
- a common conversation
- joint activities
- conflict resolution skills
- improving group relations
But sometimes one also tends to “glue” things too much, taking responsibility for other people and their problems. This in turn increases stress. This can manifest itself, for example, in the way that a person (a list of speeches that challenge all group members):
– solves their difficulties for others
– tries to enter into conflicts that do not directly concern him or her
Example 2:
The chosen tool: the axe. We can chop things up. In life, for example, this is a skill (a list of speeches that challenge all members of a group):
- make a decision
- enforce a decision.
- speak your mind openly
But sometimes we can also come to a hasty decision or action. This in turn increases stress. This can manifest as (a list of speeches that challenge all members of the group):
- sudden cancellation of an activity
- a quick argument
- talking faster than thinking
b) When the work is finished, the pairs/trios share with the whole group:
1) what tools they chose
2) what activities/examples they gave.
A pre-determined (by agreement of all) member of the pair/triplet presents the results to the group, attaching the completed paper role to a flip-chart.
All group members can comment on each pair/trio’s presentation, i.e. provide feedback on the positive and negative strategies described.
How are your comments different on the pictures from last week’s comments? Do you choose certain tools more often? Do you still solve the same problems, or are you solving new problems?
References:
PAVLAS MARTANOVÁ, V. a SPĚVÁKOVÁ, K. (2020). Syndrom vyhoření v pedagogické profesi – vzdělávací modul N10. Společné vzdělávání a podpora škol krok za krokem. Implementace akčního plánu inkluzivního vzdělávání – metodická podpora (APIV A). NPI ČR, Praha.