A Passport to A Hardy Life - Tyra Demateis

My participation in the eight-week seminar held by professors Salvatore R. Maddi and Deborah Khoshaba through the UCI-Santa Ana Teachers Institute (a national demonstration site for the Yale-New Haven Teachers Institute) on "The Hardy Personality" afforded me the opportunity for some very introspective thinking. For the first time in almost twenty years, I had the luxury of being a student with the freedom to explore and integrate knowledge in a subject I was intrinsically interested in. How could I enhance and further develop my skills to reduce the wear and tear on my body that I was experiencing both physically and mentally? Because of my age, profession, and life experience, I was bringing to the class personal issues of concern about the seminar topic. Furthermore, I had a strong desire to benefit and be enriched by the knowledge, research, and practical applications presented by the professors. Stimulating presentations, insightful readings, longitudinal studies, lively group discussions and practical assignments in the form of exercises, personal assessments, and record keeping enhanced the experience. Specific follow-up tasks were performed during the week to assist me with applying the empirical knowledge to my own life.

I had a great deal of motivation for attending each class session. The readings were a pleasurable activity. I would reward myself with my assignments after a day of teaching intermediate school children and performing my personal responsibilities on the homefront. The opportunity for reflection and self-examination made me realize that I was spending very little time taking care of myself. Not unlike many "baby boomers" of my generation, I am sandwiched between responsibilities. Caring for an eighty-nine year-old mother-in-law, the nurturing and financial obligations of two college students and the challenge of raising a nine-year-old with learning disabilities are chronic stresses in my life. I stood to benefit from this course. In addition to the rewards I would reap from actively participating in the learning process, I could see the application of the coursework to the skills of conflict management and peer counseling that I teach to my students. What a benefit it would be to young people to be exposed to these skills at the tender age of early adolescence. What a gift I could give to my middle school students, if I could find a way to stimulate their interest in this subject while they are still in such a formidable stage of development.

With this desire in mind, I knew I would need to present the material in a tangible, interesting format that would capture the attention of my sixth, seventh, and eighth grade Peer Assistance Leadership (PAL) classes. These two classes are composed of approximately 25% strong leaders, 50% average students, and 25% students with moderate to severe discipline problems (gang affiliation, truancy, failing grades). These students receive over thirty hours of intensive training in conflict management. Approximately half of my students actively participate in the program as Peer Mediators. Other components of the program include cross-age tutoring, a school orientation program to welcome newcomers, an alcohol and drug education program in the form of dramatic presentations to elementary school children, and a personalized birthday card greeting project to promote positive self-esteem for all students on campus. Service learning projects for community organizations such as Santa Ana Neighborhood Housing Services (NHS), Orange County Childrenâs Hospital (CHOC), and the Volunteer Center of Orange County add to our course of study.

Because I am working with students who are actively engaged in helping others, I found myself returning to the classroom from the seminar and asking them, "What are you doing to take good care of yourself?" The template of a passport to present the material as "a journey of learning" is the perfect vehicle for developing this curriculum unit. Additionally, for this unit to be successful, it must allow for plenty of opportunity for social interaction. Unlike their teacher, who brings her intrinsic interest in self-improvement and stress management to the learning of this material, my students would not pursue the acquisition of insight into this subject on their own accord. However, with plenty of activities that involve social interaction with their peers, I will keep them engaged in the discovery of new skills and attitudes. The hook I will use to capture their interest will be a green and gold stamped passport with the embossed seal "A Hardy Life" presented on the cover.

A journey to five distinct destinations will allow each student to incorporate the content of "Hardiness Training" into his own life. In this curriculum unit, each student travels to "The Country of Coping," "The Society of Social Support," "The Nation of Nutrition," "The Resort of Relaxation," and "The Place of Physical Activity." As each component is visited, a specific area of lifestyle improvement will be examined. Three specific exercises emphasizing commitment, control, and challenge will be performed at each location with the student receiving a stamp in his passport upon their completion.

Each destination will present one of five specific Hardiness topics. The lesson on each topic will be built around three separate experiences reinforcing the "Three Câs" of the seminar training: commitment, control and challenge (Khoshaba and Maddi). Ownership of these beliefs about oneself in relationship to the world serves to form a Hardy Self-Perception.

Too often a student of this age sees himself as a victim. My particular students experience many "at risk" living situations. Living in unsafe neighborhoods, experiencing financial uncertainty, being raised by a one-parent family, and spending an incredible amount of time alone without adult supervision are just a few of the challenges McFadden Intermediate School children face. It is easy to see how these stresses can translate to blaming oneâs circumstances for the problems in oneâs life. Hardiness Training will provide my students with knowledge to break away from the negative mindset of seeing themselves as victims.

The use of the Passport provides the student with a template or a model of a way to make the information concrete and understandable. On a daily basis students have a visual guide to remind themselves of the five important areas of a healthy life. Furthermore, the Passport theme serves as a topic that can be expanded and embellished. There is no realistic way to incorporate the wealth of knowledge available from the seminar into one curricular unit. Yet, within this framework, I will be free to add activities, ideas, teaching strategies, and resources as they are developed and needed. Similarly, it is important to me that lessons can be modified and adapted to teach the three severely handicapped students and over twenty special education students that are a part of my total classload. I anticipate having these students in future classes. The format of this unit will allow me always to be able to adapt the activities to their needs as well. The core objectives and ideas will remain the same. However, lessons can be added and new resources gathered and created on an on-going basis.

Participation in the "Passport to a Hardy Life" curriculum unit will put the student on the path to exhibiting the characteristics of what is known as resiliency. A resilient person has the ability to create a Hardy Life despite exposure to many stresses and the influences of a high-risk environment.

"The last of human freedoms is to choose oneâs attitudes." Victor Frankl

Objectives:

1. Students will see stress as a neutral everyday part of life that is best approached with skills rather than with avoidance or violence.
2. Students will be able to identify stress as either acute or chronic.
3. Students will realize that although we all experience stress, it is perceived differently by each person.
4. Students will be able to identify ways of changing negative thoughts into positive challenges.
5. Students will be able to explain ways in which managing our emotions can effect our physical health.
6. Students will incorporate new strategies learned in the "Country of Coping" to improve their skills in their role as peer mediators.
7. Conflict managers will be provided with ongoing support for an effective program that deals with stress and strain in a school setting more effectively than detention, suspension, or expulsion.

A copy of an expired U.S. passport is shown to the students. What do the stamps on the pages represent? Teacher leads discussion regarding the stamps and how and why they are obtained when one travels to a foreign country. After sharing ideas about travel, vacations, vehicles of travel and the joy of discovering a new place, the teacher will present the idea that one does not necessarily have to travel far away or leave a place physically to have the opportunity to grow, learn, and be challenged. The idea of a "Passport to a Hardy Life" is introduced. An overhead chart with the five destinations as explained in the introduction of this unit is presented.

Students are told that we donât want stress to corner us into regressive ways of coping. What are some of the things we might do that are unhealthy for us when we are stressed? Ideas are generated and written on the overhead. Answers could include such comments as sleep too much, make others angry with our words (lash out), use alcohol or drugs, withdraw from activities that one used to enjoy, exhibit self-destructive behavior, etc. In addition to behavioral symptoms, we can exhibit physical ones as well (Khoshaba and Maddi). These could include sweaty palms, rashes, headache, rapid heartbeat, upset stomach, and loss of appetite or overeating. More important than the signs of stress that we are aware of are the signs of stress we cannot see: a rise in our blood pressure, a rise in our blood cholesterol level and the suppression of our immune system. Students are informed that as a result of this wellness breakdown, our bodies are at risk for all types of illness like flu, colds, allergies and headaches. It has been proven that when stress is severe it can even lead to such major disorders such as diabetes, cancer, and heart disease.

Purpose: To introduce the idea that the first step to managing stress is to identify it. To practice identifying acute stress (that which disrupts our regular routine) and chronic stress (that which is ongoing conflict) (Khoshaba and Maddi, 1998).

Procedure: Teacher begins by stating that we are going to participate in an activity where we will be "cornered by stress." By identifying the stresses in this activity, we wonât be as likely to let stress "corner us" in real life.

1. You are left out of a game during recess.
2. You get a large pimple on your forehead.
3. Your best friend is going to Disneyland for the day and didnât invite you.
4. You receive an "F" in Biology and you even studied for the test.
5. You argue with your brother over the telephone.

1. Your Grandmother dies suddenly.
2. Your father looses his job.
3. You move with your family to a new town and have to enter school in the middle of the year.
4. You are hit by a car while riding your bicycle. Your leg is broken.
5. You are suspended from school for three days.

1. You have lived with only one of your parents since the day you were born.
2. Your parents work long hours and are never home.
3. You always feel that your sister is always trying to be better than you.
4. Your mother is an alcoholic.
5. You have too many activities. Your parents expect too much from you.

1. You suffer from allergies and they are controlled with medication.
2. You are five pounds overweight and never seem to be able to loose it.
3. You baby-sit your little brother every Friday after school.
4. You hate always writing words 10 times each for your English teacher.
5. The school bathrooms have no mirrors. They are always without paper and very dirty.

Follow-Up Activity: Students are asked if there were any stresses that were perceived differently by different members of the group. Teacher will summarize that although we all experience stress in our lives, we each react to it in a different way. For example, Carlos may feel he doesnât speak English well enough. He is terrified of getting up in front of the class to give an oral report. Rene, on the other hand, may look forward to the same activity as an opportunity to show off her skill of public speaking.

Purpose: This fast moving activity quickly illustrates that what is stressful for one person may not be stressful for another. Other important skills are learned through this exercise. Students are given the opportunity to voice their opinions on a variety of subjects and are told that it is okay for them to shift their perspective. This is the beginning of an important part of Hardiness Training. Students come to a situation with a set idea of how something is and they are given an opportunity to gain a new perspective. In this case, it is by hearing their peers reframe and give other points of view to issues that they feel strongly about. (As we are aware, there is no other time in life when peer opinion is so important.)

The benefits of this exercise will best be understood when the procedure is explained in depth. Desks are moved aside, and the students are asked to stand in the back of the room. A line is designated dividing the room in half. One side of the room is labeled "Stress" and the other side is labeled "No Stress."

Students are told, " I am going to read an imaginary situation to you. Please make believe that it is really happening to you. Depending on your reaction to the statement, please move to the side of the room that best corresponds to your reaction to the event that is described."

Teacher should point out towards the end of the exercise that often what another person says about a situation can force us to examine our thoughts and preconceived ideas. Some times we may choose to change our perspective. Can we do this by ourselves? Is there any way that we can change our own perspective about an idea or event so that it can be seen as less stressful? How can we see things that happen to us, that we are forced to experience, in a more positive light?

Summary: We have learned that we all experience stress. We also have seen that stress is viewed differently by each of us. We discussed that our body has many negative reactions to stress. This is because our body is responding to events that we perceive as difficult and painful. Our body is gearing up to run away from the danger, fight the danger, or become immobilized by the danger. This gearing up is known as mobilization. If mobilization continues for too long, all of our resources are exhausted and wellness breaks down. What would happen if we could experience the same stressful event and decide in our mind that it is no longer dangerous? Can we use the gift of our mind and body to help us calm down and feel better about ourselves?

Purpose: This activity will allow students to challenge negative thinking about themselves. They will see that by reframing statements and situations they can transform what was formerly stressful into a more positive or at least a neutral thought. The ability to categorize experiences in a new way is an important part of Hardy Coping (Khoshaba and Maddi). By practicing this exercise, students will see that they have the power to change when faced with ways of thinking that do not serve them.

Procedure: The following pairs of statements are written on notecards. Each student is given a notecard and asked to read and think about the statement. They are given 5-10 minutes to circulate around the room and find the match to their statement.

Teacher discusses that many statements can be reframed, and by doing this we are forming a Hardy Perspective. When students find their match, students share in pairs the original statement and the reframed statement with the entire group. What did it feel like to have a chance to try on a different mental perspective?

Statement Pairs:

1. The food he eats looks strange and smells funny. Everyone has the right to eat whatever he pleases.
2. Hurry up or youâll be late! Iâd like you to focus on being on time.
3. Iâm terrible at math. Math is a huge challenge for me. I may need to ask for more help from other people and put a lot of extra effort into learning it.
4. How could I be so stupid? Iâm human and we all make mistakes.
5. Homosexual people are weird. Everyone has a right to form relationships with whomever one pleases.
6. I hate it when it is foggy at the beach. Bad weather gives me a chance to catch up on what I need to do indoors.
7. September is such a downer. Summer is over and we have to start school. Every school year brings a brand new start.
8. My mom wonât let me do anything. My mom cares about my well being and watches out for me carefully.
9. Nobody ever listens to me. I need to be heard more.
10. Iâm not good enough to try our for the basketball team. I need to train more and perhaps Iâll make the cut.

Purpose: To introduce the concept of Situational Reconstruction or thinking through the alternatives (Khoshaba and Maddi).

Procedure: Students are provided with a worksheet graphic organizer (paper worksheet) with a stick figure holding a good-sized suitcase in the center. Continuing with our travel theme, on the right side of the paper are three hot air balloons, sizes large, medium and small. On the bottom left side of the paper are three sinking ships, sizes small, medium, and large. (Graphic organizers, worksheets with graphics allowing the student to write inside a graphic object, will be used whenever possible throughout this unit.) Teacher leads the exercise by saying,

Follow Up Activity: What Is My Plan? Worksheet: Students are provided with a worksheet to help them in the formulation of an action plan. The headings Goal, Steps Toward The Goal, and Timeline give the students room to formulate their ideas on what is their goal and what steps they will take to lead themselves toward the goal. Finally, they will use the time line to indicate when they will take each step and how long it is likely to take to complete.

Summary: In Hardiness training, five useful forms of perspective are taught (Khoshaba and Maddi: 1998). Commonplace Perspective, Manageability Perspective, Improvement Perspective, Time Perspective and Unpredictability Perspective are learned to help one adjust to the stressful situation. Although the process of acquiring perspective can help one adjust to and feel better about the problem, it does not always provide the solution. Five ways of understanding the problem, Personal Failure, Misunderstanding, Clash of wills, Victimization, and External Forces are additional points that are learned to help with Situational Reconstruction (Khoshaba and Maddi).

For the scope of this curricular unit, these points have not been covered in my lesson plan, but they are an important area that will be expanded upon and developed in the future.

"All are needed by each one; nothing is fair or good alone." Ralph Waldo Emerson

Objectives:

Purpose: To reinforce the idea that we are all members of many different groups and that they all contribute to form a sense of social support for us. Students are handed a graphic organizer that looks like a blank world map. There is plenty of room for clustering their lists on each continent.

Directions: An important part of a Hardy Life is the examination of the quality and quanity of your social relations (Khoshaba and Maddi 1998). A solid social support network can be difficult to establish. Use the Friendship Map to help you look at the types of social relations you currently have.

On the following continents list the following:

North America ö Mentor Friendships

These are the friends who help you grow as a person. They look after you and help you in your development. Examples are parents, teachers, tutors, coaches, clergy, older siblings, and people who serve as role models.

These are people who look after your material well being. They sometimes are paid to do this. People such as babysitters, carpool drivers, and housekeepers are examples of material friends.

People with whom you enjoy mutual activities. Examples are fellow team members, classmates, parents, neighbors and club members.

Europe ö Emotional Support Friendships

These relationships are based upon love, understanding and empathy. A person in this category tries his best to respect and support you at all times. An example might be a best friend, parent, aunt or grandparent.

Africa ö Work Friendships

People who work together with you as a team. These people could be family, teacher, employers or people you work with. What is special about these people is that you work together for a common goal.

1. Students will understand that with good nutrition they are provided with energy, the brain power for learning, better health, a better physical appearance, a sense of well being, and higher performance in all areas of life.
2. Students will understand the role of food and nutrients and their influences on metabolism and body functioning (Khoshaba and Maddi).

Purpose: To review the concepts of Hardiness Nutrition.

Procedure: The class is divided into two teams. Two prepared gameboards (one on blue paper and one on red paper are hung on the wall or over the chalkboard. One or two word answers are written clearly on yellow paper that is cut in the shape of bugs (butterflies, flies, ants spiders, etc). Examples of answers are:

Questions:

1. This body insulator cushions vital organs and helps move blood and chemicals to every part of your body. (fat)
2. It is the building block of body tissue. Our muscles, internal organs, bones, teeth and ligaments are made of this. (protein)
3. The combination of oxygen, hydrogen, carbon and nitrogen results in 20 different protein structures called __________. (amino acids)
4. The rate at which food turns to glycogen for body fuel is called the foodâs__________ (glycemic index)
5. Commonly known as "bulk" or "roughage" this keeps things moving through your digestive track. (fiber)
6. Fibers that can be broken down and digested are known as __________. (soluble fiber)
7. These healing fats help wash away the bad fats from your blood stream. They are essential to your bodyâs functioning. (essential fatty acids)
8. This type of food is man made and has valuable fiber removed. (processed food)
9. Broccoli, beans, and whole grains are examples of ________ __________. (complex carbohydrates)
10. This body chemical stores sugar from our bloodstream as fat for later use.(insulin)

Follow-up Activity: Plan A Meal:

Procedure: A variety of magazines and local newspapers are provided (including many with pictures of Asian and Hispanic food items). Students are given paper plates and asked to cut out pictures of food items that would create a balanced meal. How would you pick the right items to enhance your performance, conduct, well being and health, while satisfying your nutrition goals?

"Learn to relax and health will follow."÷Taoist proverb

Objectives:

1. Students will learn that Hardy relaxation is a state of low arousal where oneâs sense of calmness, control and satisfaction are increased by various relaxation techniques (Khoshaba and Maddi; 1998).
2. Students will understand that relaxation can be obtained by both cognitive and physical means.
3. Students will learn the four relaxation techniques of deep breathing, muscle relaxation, meditation and visualization that will help them to shut down the "fight or flight response."

Purpose: To practice the four different relaxation skills of deep breathing, muscle relaxation, meditation and visualization in a small group atmosphere. Students will demonstrate their understanding of the skills by having the opportunity to teach the skill to their fellow classmates.

Procedure: The classroom is divided into four resorts; the Vivacious Vegas Vacationers, the Honolulu Holiday Healthies, the Spanish Spa Surfers and the Restful Roman Relaxers. Each resort has a stack of four activity brochures. One of each type of relaxation method discussed in class is written about in each activity brochure. Each group member is assigned to a relaxation team and asked to move to a designated place in the classroom where he will review the brochure and take part in an activity with other vacationers. A relaxation coach is designated for each group. Members leave their resort group and move to their assigned activity. All students are reminded that while they are at their activity it is their responsibility not only to practice the relaxation method but to learn and understand it well enough so that they can share their experience with the rest of their resort pals. In activity groups, each specific relaxation method is taught and reviewed by the teacher. While the teacher circulates between the various groups, the coach assists all vacationers in practicing what they have been instructed by reviewing the steps outlined in the brochure.

The value of the relaxation brochure is that step by step instructions for each relaxation method are included in the brochure. Students will be familiar with each form of relaxation from previous classroom presentations. While the teacher circulates and reinforces the learning of each activity, students who are not with the teacher have specific instructions regarding an activity they are to practice.

At the end of 20 minutes, students are now declared "experts" in their activity and move back to their resort. Once back at their resort, they take turns teaching the different relaxation methods with the rest of their group.

Teacher will emphasize that when one learns to relax, one feels a greater sense of happiness, compassion, and good will toward others. This supports both the components of Hardy Coping and Hardy Social Support (Khoshaba and Maddi).

Follow Up Activities:

Strong Magnet:

Students are asked to visualize themselves as a magnet. They relax by deep thoracic breathing. The teacher describes positive images that are being attracted to them. For example, "You are strong and powerful, I see success in school coming your way. I see good decisions being attracted to you. Here comes the warmth of the sun. Feel the healthy life you have inside of your body." Another option is to slowly describe positive words only such as, "Here comes friendship. Here comes health. You are attracting happiness·kindness·forgiveness, etc."

Paint With Love:

Students are asked to pick up an imaginary paintbrush and to dip the brush into an imaginary bucket of paint. They are to think of affirmations, good wishes, desires and hopes and to "paint themselves positive," while they silently think about the positive things they need to have in their lives.

1. Students will understand that physical exercise is a way to relieve stress and tension without hurting oneself or anyone else.
2. Students will obtain knowledge about physical activity and the importance of making it a regular habit so it will lead to a Hardy life (Khoshaba and Maddi).
3. Students will establish short and long term goals to help them make improvements in the area of Hardy Physical Exercise.

Purpose: To review the content of the component on Physical Exercise.

Procedure: Class is divided into two teams. The corners of the room serve as the bases, and the perimeter of the room is the diamond.

Singles:

1. About 60% of lean body mass is made up of this. (water)
2. True or False. Too little body fat (less than 5% for men and 8%for women) is OK and should not cause any health risk. (False)
3. True or False. If you are overweight, it is good idea to try to lose the weight as quickly as possible. (False)
4. True or False. Spot reducing is an effective way to lose fat in specific areas of your body. (False)
5. True or False. Remember to drink at least 8 or more glasses of water daily. (True)

1. How often an activity is performed is known as ____________. (frequency)
2. This blood fat removes cholesterol from the vascular system for excretion and in that way protects against heart disease. (HDL)
3. The 1-Mile Walk and the 3-Minute Step are important tests that provide estimates of your bodyâs _______________ fitness. (cardiovascular)
4. The heart rate at which you need to exercise to experience cardiorespiratory benefit is called your ________ ________ _________.(target heart rate)
5. This type of stretching involves slow and gradual stretching of a muscle.(static stretching)

1. The principal of reversal tells us that just as the body can adapt to higher levels of activity and become healthier, it adapts to lover levels of activity and becomes____________. (less healthy)

Our "Passports To A Hardy Life" will be filled in a box at the entrance to our classroom. They will be an important tool in our goal of keeping students involved in their own learning. As Peer Mediators and student leaders, they will be involved all year in a curriculum that teaches them to help others and provide resources to those in need. Yet with our passports, we can follow the chapters as they are outlined or dip into a lesson that will support their own personal growth as it is needed. Lessons such as the ones outlined above that encourage self-confidence, promote authenticity in relationships and enhance judgement skills, will continue to be added to the program. By assisting students in gaining confidence to master and control events and challenges in their lives, they will become less vulnerable to the stresses they face on a daily basis as teens and more resilient as they "travel" through life in the future.

Elkind, David. The Hurried Child: Growing Up Too Fast Too Soon. New York:

Alfred A Knopf, 1985. Sage advice for every parent and teacher.

Faber, A and E Mazlish. How To Talk So Kids Will Listen and Listen So Kids Will Talk. New York: Avon Books, 1980. A great source on communication skills.

Heber, David. The Resolution Diet: Keeping the Promise of Permanent Weight Loss.Garden City Park; Avery Publishing Group, 1999. Director of the UCLA Center For Human Nutrition offers sound advice on this important issue.

Karge, Belinda. Human Diversity: Activities for Understanding. New York: McGraw-Hill, 1996. A collection of classroom activities that encourage positive self-esteem and respect for human difference.

Khoshaba, Deborah and Salvatore Maddi. HardiTraining, The Hardiness Model Comprehensive Approach. The Hardiness Institute, Inc. 1998. The source book for the curricular unit. Written specifically for the college student, an integrated guide to HardiTraining.™

Marston, Stephanie. The Magic of Encouragement; Nurturing Your Childâs Self Esteem. New York: William Morrow, 1990. A helpful guide to encouraging resiliency.

Abner, Allison and Linda Villarosa. Finding Our Way: The Teen Girlsâ Survival Guide. New York: Harper Collins, 1995. Covers friendship, sex, nutrition and peer mediation.

Loomans, Diane. Full Esteem Ahead. Tiburon: H.J. Kramer 1994. Can be read alone or with an adult. A great guide to building esteem.

Orlick, Terry. The Cooperative Sports and Games Book. New York: Pantheon Books, 1978. Ideas for activities and games.