i=) Orientation Aq MASKEW MILLER at sue aie oes ea] NGMAN aunt eae) Seip‘Maskew Miller Longman (Pty) Ltd Forest Drive, Pinelands, CapeTown website: www.mml.co.2a © Maskew Miller Longman (Pty) Ltd 2013, All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the copyright holder. vary affort has haan mada ta traca the copyright holelars of matarial produced in this title We would like to apologise for any infringement of copyright so caused, and copyright holders are requested to contact the publishers in order to rectify the matter. First published in 2013 ISBN 978-0-636-14195-7 ePOF ISBN 978-0-636-15116-41 Book design by MML Studio Cover design by MMI Studio Cover artwork by: Matthew Borkoski Photography/Getty Images/Gallo ‘Typesetting by: Sonya Collison Illustrations by: Jeff Anderson, Kay Dixey, Virginia Gray, Brett Hudson, Sue Wollatt and Petru Lotter ‘Acknowledgements The publishers are grateful to the following for permission to reproduce copyright materia Articles and adaptations Jannie Momberg/Getty images for “Overwhelmed-gran-tries-to-kill- herself"; Adele Hamilton for hoalth2.com for “Caco ctudy: The impact of unemployment: HIV"; Dorrie Simpeon for GCIS for “Case study: Entrepreneur 2"; Dorris Simpson for GCIS for “Case study: Entrepreneur 3”; Gillian Schutte for Media for Justice for “Logo: Media for Justice”; ‘Murray Hunter for Right2Konw Campaign for “Case study: Right2Know Campaign”: Nicky Ulyate for HPCA for “Resource: The Hospice”; ARC Manor for “Ralf Waldo Emerson quote”; AA Grapevine for “Reinold Niebuhr quote"; Moneyweb for “Youth Unemployment greph”; Trading Economics for “Unemployment rate graph”; AVUSA for “Each one logo"; AVUSA for "Sifico Valo cartoon”; Jus of peace”; ZAPIRO for “ZAPIRO cartoon” one Nurze for “Article: Spreading the messagePhotos: Cover Matthew Borkoski Photography/Getty ImagesiGallo; p.2 CEFutcher /iStock.com:; .3a,b; p.10; p.17; 25; p.38; p.4ta.b.c.4; p.Ada,b; p.4Sa,b; p.ABa,b.c; p.48a,b,c.4; p.49a,b,¢; p50; p'51a,b.c.4,6,, p52a,bp 58,c.4.0; p.53a,b.c.4; p.54;p.55; p.56a,b,c.d; p.57a,b.c; p.58a; p.59a,b,0,4,er4,9; p.60a,b; p.61; p.75a,b; p.76: p77b; p.79a,b; p.81a,b,¢; p86; p.103a,b,c,d; p.104a,b; p.106a,b,¢,4,e,F p.142a,b,c,d.e; p.144; p.154d; p.155; p.164a,b,c,4; p.167; P.1738,0; p.178; p.18%; p.2178,0.6.4; p.2188,0,6,4,8; P.2198,0,6,4; p.2208,0; P.2218,D.6; p.222,0.c; P.2258,0,¢; p.224a,b.c.d.0..9; ».225; p.226a,b; p.227a,be.d.e,49; p.228a,b,6.4,2,6.9; p.229a,b.c.; p.2880,b,c.4; p.249; p.250a,b; p25ta,b,0.d.e.; p.252a,b; p.253a,b,0.6,0.1,9; p.2540,b,0,4.6.4g,h, p.268a,b,0; p.280; p.281; p.284a,b,o.d.e: .285a,e; p.298; p:200; p.301; Mike CarelselLCA Studio; p.7 B-D-S/Bigstock.com; p.12b JenKedCo/Bigstock.com; .13 sjlocke /iStock.com; p.19 michaeljung/Bigstock com; p.23a Creatista/Bigstock.com: p.23 ComstocGetty Images; p.23c Pando Hall/Getty Images; p.23d ozgurdonmaz /iStock.com; p.23e Paul Bradbury/Getty Images; p.23f auremar/Bigstock.com; p.31a Per Anders Pettersson/ Getty Images; p.31b Ariadne Van Zandbergen/Getty Images; p.31¢ Gideon MendeiCorbis; p.31d grahamandgrahamiStock.com; p.31@ Nikki Rixon /TwentyTen / ‘Africa Media Online; p.32Ted Spiege/CORBIS; p.33 Carlush/Bigstock.com; p.39 nruboc!Bigstock.com; p.40a ‘Sheila Terry/Science Photo Library; p.40b Nyuo/Bigstock.com; p.48a Medical RFcom/Science Photo Library; .58b Lloyd Bishop/NBCINBCU Photo Bank via Getty Images: p.64 olly2/Bigstock com; p.69 Jackie Clausen! ‘Sunday Times/PictureNet;p.70 Sally and Richard Greenhill / AlamyiAfripics; p.71 Evening Standardi/Getty Images; p.87 Helen @CandidKids.co.za; p.92 2012 Gallo Images; p.95 mangostock/Bigstock.com; p.99 landio/ Bigstock.com; p.107 iconsprovBigstock com; p. 114 RapldEyeriStock.com; p.120 KamiralBigstock.com; p.123 2012 Gallo Images; p.124 mybaitshop/Bigstock.com; p.125 Gallo Images /The Times / Shelley Christians; p.132 2012 Getty Images; p.134a Duif duToit / Gallo Images; 124b Al Messerschmidt/Gotty Images; p.195 marcello.far/ Bigstock.com; p.136a Jean-Pierre Muller/AFPIGetty Images; p.136b 2012 Gallo Images; p.136c Lefty Shivambu/ Gallo ImagesiGetty Images; p.141 Medical RE.comiScience Photo Library; p.143a Otto Greule JriGetty Images; p.143b Lefty Shivambu/Gallo Images/Getty Images; Jamie Squire/Getty Images: p.137; MEHDITOUTUNCHV/AFP/ Gettyimages: p. 137; Lefty Shivambu / Gallo Images: p.138; p.143c Lefty Shivarbu/Gello ImagesiGetty Images; .147 Christopher Pilltz/Getty Images; p.148 Brand X Pictures/Getty Images: p149a Aleksey VI B./Bigstock.com; p.149bTy Downing! 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p.212 IS2/Bigstock.com: p.215 hkann/Bigstock.com; /iStock.com; lan Landsberg/Cape Argus: p. 209; p.2103 .231 ozgurdonmaz /iStock.com; p.237 Lucky Morajane /PictuerNET Africa; p244 Gelpi/Bigstock.com; p.245 RBay/ Bigstock.com; p.255 auremar/Bigstock.com; p.262 Dean Mitchell /iStock.com; p.265 mocker/Bigstock.com; p.268a arijazz/Bigstock.com; p.268b Vatikaki/Bigstock.com: p.268c marilynarBigstock.com; p.268d Spaxia/Bigstock.com; 1.2680 Robyn Mackenzie/Bigstock.com: p.268a Adrian Shercatt/ Alamy/Afripies; p.269b arenacreativelBigstock. com; p.277 trgowenlock/Bigstock.com; p.283 rgbspace/Bigstock.com:; p.284a,b , p.285b,¢,d John Freemani DK Images: p.288e jofoto.com/Bigstock.com: p.288b photographhunter/Bigstock.com; p.288c USGirl /iStock. ‘com; p.288d asiseeit/iStock.com; p288e Yuri_Arcurs/Bigstock com; p288f andres/Bigstock.com; p.288g Mocker/ Bigstock.com; p.294 pidjoeristock.com ; p.29 VanellBigstock.comContents “TERM 1 Chapter 1: Development of the self in society 3 Unit 1: Life skills required to adapt to change as part of healthy lifestyle choices: identify stressors, assess and manage stress 3 Unit 2: Life skills required to adapt to change as part of healthy lifestyle choices: conflict resolution skills 15 Unit 3: Life skills required to adapt to change as part of healthy lifestyle choices: initiate, build and sustain positive relationships and importance of ‘communication 19 Unit 4: Transition between school and post-school destination, positive and negative aspects of chanye, investigate utler views, the life cycle and traditional practices 26 Unit 5: Personal lifestyle plan to promote quality of life 34 Content summary 36 Chapter 2: Physical Education: Participate in programmes that promote achievement of personal fitness and health goals 37 Unit 1: Safety in physical fitness activities 37 Unit 2: Set personal fitness and health goals 43 Unit 3: Participate in cardio kickboxing 50 Unit 4: Participate in aerobic dancing 55 Chapter 3: Study skills 62 Unit 1: Reflect on the process of assessment and examination writing skills, apply these skills and revise examination writing skills, 62 Unit 2: Importance of School Based Assessment 68 Unit 3: Importance of obtaining the National Senior Certificate (NSC): Develop a study plan for Grade 12 70 Content summary 3 Chapter 4: Physical Education: Participate in programmes that promote achievement of personal fitness and health goals 74 Unit 1: Walk to keep fit 4 Unit 2: Jog to keep fit 76 Unit 3: Jump rope 7Contents “TERM 1 Chapter 1: Development of the self in society 3 Unit 1: Life skills required to adapt to change as part of healthy lifestyle choices: identify stressors, assess and manage stress 3 Unit 2: Life skills required to adapt to change as part of healthy lifestyle choices: conflict resolution skills 15 Unit 3: Life skills required to adapt to change as part of healthy lifestyle choices: initiate, build and sustain positive relationships and importance of ‘communication 19 Unit 4: Transition between school and post-school destination, positive and negative aspects of chanye, investigate utler views, the life cycle and traditional practices 26 Unit 5: Personal lifestyle plan to promote quality of life 34 Content summary 36 Chapter 2: Physical Education: Participate in programmes that promote achievement of personal fitness and health goals 37 Unit 1: Safety in physical fitness activities 37 Unit 2: Set personal fitness and health goals 43 Unit 3: Participate in cardio kickboxing 50 Unit 4: Participate in aerobic dancing 55 Chapter 3: Study skills 62 Unit 1: Reflect on the process of assessment and examination writing skills, apply these skills and revise examination writing skills, 62 Unit 2: Importance of School Based Assessment 68 Unit 3: Importance of obtaining the National Senior Certificate (NSC): Develop a study plan for Grade 12 70 Content summary 3 Chapter 4: Physical Education: Participate in programmes that promote achievement of personal fitness and health goals 74 Unit 1: Walk to keep fit 4 Unit 2: Jog to keep fit 76 Unit 3: Jump rope 7Chapter 5: Careers and career choices 79 Unit 1: Commitment to a decision taken 79 Unit 2: Reasons for and impact of unemployment 89 Unit 3; Innovative solutions to counteract unemployment 95 Content summary 101 Chapter 6: Physical Education: Participate in programmes that promote achievement of personal fitness and health goals 102 Unit 1: Fitness exercise circuits 102 Unit 2: Fitness relays and fitness retest 106 Programme of assessment Term 1: Physical Education Task (PET) 108 Formal written assessment task Term 1: Portfolio of evidence 10 Exam practice:Term 1 12 Chapter 7: Democracy and human rights 15 Unit 1: Responsible citizenship 15 Unit 2: The role of the media in a democratic society: electronic and pr 121 Unit 3: Ideologies, beliefs and world views on recreation and physical a across cultures and genders 135 Content summary 139 Chapter 8: Physical Education: Participate in programmes that promote long-term engagement in physical activity 140 Unit 1: Safety in games and sport 140 Unit 2: Play soccer 143 Unit 3: Play basketball 148 Unit 4: Play indigenous games 154 Chapter 9: Social and environmental respon: ity 157 Unit 1: Community responsibility to provide environments and services that promote safe and healthy living 157 Unit 2: Formulating a personal mission statement for life 164 Unit 3: Impact of vision 169 Content summary 172Chapter 10: Physical Education: Participate in programmes that promote long-term engagement in physical activity 173 Unit 1: Traditional and non-traditional games 173 Unit 2: Play community and playground games 178 Programme of assessment Term 2: Physical Education Task (PET) 179 Formal assessment task Term 2: Project 181 Exam practice:Term 2 185 Chapter 11: Development of the self in society 189 Unit 1: Human factors that cause ill-health, accidents, crises and disasters 189 Unit 2: Lifestyle diseases as a result of poverty and gender imbalances 195 Unit 3: Lifestyle diseases: contributing factors and intervention strategies 201 Unit 4: Commitment to participate in physical activities for long-term ‘engagement: develop an action plan 207 Content summary 213 Chapter 12: Physical Education: Participate in activities that promote long-term engagement in relaxation and recreational acti jes 214 Unit 1: Safety for relaxation and recreational activities 214 Unit 2: Grade 12 dance 217 Unit 3: Selt-defence 226 Chapter 13: Careers and career choices 230 Unit 1: Core elements of a job contract: worker rights and obligations; conditions of service 230 Unit 2: The value of work: how work gives meaning to life 241 Content summary 246 Chapter 14: Physical Education: Participate in activities that promote long-term engagement in relaxation and recreat 247 Unit 1: Educational gymnastics 247 Unit 2: Recreational dance 251 Unit 3: Orienteering and cross-country running 255 Programme of assessment Term 3: Physical Education Task (PET) 287 Exam practice:Term 3 259Chapter 15: Study skills 263 Unit 1: Preparing for success: strategies to succeed in the Grade 12 exam. 263 Unit 2: Revision of own study skills and revision of examination writing skills 271 Content summary 277 Chapter 16: Physical Education: Participate that promote lifelong participation in physical activity 278 Unit 1: Safety in physical activities 278 Unit 2: Play table tennis 280 Unit 3: Do relaxation and fitness exercises 283 Chapter 17: Careers and career choices 287 Unit 1: Refinement of portfolio of plans for life after school: record of plans and progress towards achievement of those plans 287 Unit 2: Identify employment opportunities, letters of application and responses, and a CV 293 Content summary 298 Chapter 18: Physical Education: Participate in a variety of activities that promote lifelong pa i in physical activity 299 Unit 1: Play games 299 Unit 2: Folk dance 301 Glossary 303 Index 305 Programme of assessment for Grade 12 Term 1 Term 2 Term 3 Term 4 Task 1: Formal written | Task 2: Mid-year Task 4: Final Learners write national assessment task: examination examination examinations Portfolio of evidence | 80 marks 80 marks 80 marks “Task 3: Formal assessment task: Project 80 marks Task 5: PET 20 marks | Task 5: PET 40 marks | Task 5: PET 20 marksTerm 1 Chapter 1: Development of the self in society Chapter 2: Physical Education: Unit 1: Life skills required to adapt to change as part Pansies in propreranse that promote achievement of healthy lifestyle choices: identify stressors, assess and manage stress fitness and of person: health goals Unit 2: Life skills required to adapt to change as part, of healthy lifestyle choices: conflict resolution skills Unit 1: Safety in physical fitness Unit 3: Life skills required to adapt to change as part, activities of healthy lifestyle choices: initiate, build and Unit 2: Set personal fitness and sustain positive relationships and importance health goals ‘of communication Unit 3: Participate in cardio kickboxing Unit 4: Transition between school and post-school ‘destination, positive and negative aspects of } change, investigate other views, the life cycle and traditional practices Unit 5: Personal lifestyle plan to promote quality of life Chapter Unit 1: Reflect on the process of assessment and examination writ ing skills, apply these skills and revise examination writing skills Unit 2: Importance of School Based Assessment Unit 3: Importance of obtaining the National Senior Certificate (NSC): Develop a study plan for Grade 12 Programme of assessment + Physical Education Task (PET) ‘© Formal written task: Portfolio of evidence Chapter 6: Physical Education: Participate Chapter 4: Physical Education: in programmes to promote achievement of Participate in programmes Personal fitness and health goal that promote achievement of personal fitness and health goal Unit 1: Walk to keep fit Unit 2: Jog to keep fit Unit 3: Jump rope Unit 2: Fitness relays and fitness retest Unit 1: Fitness exercise circuits \ Chapter 5: Careers and career choices Unit 1: Commitment to a decision taken Unit 2: Reasons for and impact of unemployment Unit 3: Innovative solutions to counteract unemployment 2 emtChapter 1: Development of the self in society Week 5; 5 hours Unit 1: Life skills required to adapt to change as [eres ] part of healthy lifestyle choices: identify Key questions stressors, assess and manage stress 1. What is change? Weeks 1-2; 2 hours 2 wnat ore spi 1.41 Identify stressors (Yes, tor sure tats not be seared of Grade 12,tut |_| 3: How stressed ee rasetethe best yar ever. by working hard ron are you? be stressful, but we can use this stress to ++. This is awesome! I also like being in Grade 12. y a motivate and push ourselves ... to do wel. waited along time for this | manage your stress’ a» ) Rina achieved a great deal. That is why you are now in Grade 12. This year you will have to learn how to adapt to change, how to make hoalthy lifestyle choices and how (ghange - to transtorm or become different to ensure that you have a good quality of life. Work carefully through your Life aquatity of life your level Orientation chapters to ensure that you make the most of your final year at school | of personal wellbeing and. and are ready for the adventures that await you in the future. How to deal with Ce stress is an important aspect of being able to cope with Grade 12. your life are Stress is a reaction caused by ongoing, increasing or new pressures or demands. stress ~ pressure, nervous tension and anxiety, constant worry, strain * constant nervous tension or anxiety anxiety - worry, * too much to do nervousness or unease * too many problems to solve stressors ~ things that * too many things happening over which you think you have no control. When the presstires are more than your coping skills, yor may feel overcome by" cause stress or pressure The pressures that lead to stress are called stressors. Stressors may be physical, emotional, social and environmental. These stressors have an effect on your quality of life and how well you live. The factors that cause stress are often linked. For example, if you live in a stressful environment, you may fall physically Ill; illness is also a stressor. Unit +_Life skills required to adept to change as part of healthy lifestyle choices: identity stressors, assess and manage stress | 3Kay werd] personality - qualities, Beton, behaviour and avttude that make a person unique Physical stressors Physical factors cause stress that affects your body. Examples include lack of physical exercise, physical or sexual abuse, illness, injury, tuberculosis (TB), HIV and AIDS, hunger, accidents, overtiredness and physical disabilities. Physical stressors also include unhealthy lifestyle choices such as poor nutrition, lack of sleep, substance abuse and addiction, Examples include drinking too much caffeine or alcohol, smoking, using drugs, sexual promiscuity that leads to sexually transmitted infections (STIs), and risky behaviour such as driving while using a cell phone or while drunk. Emotional stressors Emotional stressors include your feelings, thoughts, reactions to life crises and change, your personality and your image of yourself. Feelings that are stressors can be constant worry, nervousness, anxiety, jealousy, anger, disappointment, rejection, pain from a broken relationship, hate, fear, fear of failure and uncertainty about, your future. Life crises that are stressors include unplanned pregnancy, death of a parent or family member, failing, divorce of parents, job loss, not getting into the university of your choice or being a victim of crime, Change can be a stressor. Examples include moving to a new place, starting a new job, marriage and transition from school to adult life. Personality as a stressor Your personality consists of the thoughts, feelings, attitudes and behaviours that make you unique. Your personality may be a stressor. Knowing more about personality types may help you to understand in what way your personality could bea stressor. Keep in mind that we are all a mix of personality types, and often our personalities are affected by the situations we are in So none of us will completely fit into only one specific personality type. Table 1.1 explains four main personality types. Table 1.1: Personality types Type A personality ‘Type B personality to succeed and achieve a lot. * You have goals and aim to reach the top. * You push yourself very hard. You like to be in control, ‘+ You fee! that everything is urgent and worry about deadlines, tests and exams. This may cause you stress. + You are often busy, rushing around, impatient and sometimes aggressive. ‘+ You want to hand in perfect tasks. ‘You are brave and often lead the way with new ideas. + You don't have time to waste; you are hardworking and. self-motivated. * You are competitive, a person who wants * You are easy-going, restful and very relaxed. You are laid-back; you take things easy and as they come. + You often delay work and do things. at the last minute. + You can be seen as a procrastinator. This may cause you to be stressed, as you have to struggle to meet deadlines. + You are not very compatitive and don't mind if you don’t win, or even come last. © You are op' and always expect the best to happen. * You like to joke with your friends and are often seen a8 cool ey Chapter 1: Development ofthe ssi in society‘Type C personality Type D personality ‘© You are a bit shy and not assertive. + You like to be alone. = You oftan give in to others to keep. them happy. + You will suffer rather than get into an argument. ‘+ Because you don't say how you fesl, or assert your needs, you may feel stressed. ‘+ You are interested in small details; you like to know more about how things work ‘+ You enjoy facts and things have to be orderly. You think very carefully and logically. ‘You are a pessimist; you have a negative view of life. You expect the worst to happen. ‘This can cause you to experience stress. You keep your feelings to yourself and don’t show what you feel. * You like routine and hate change. You don't have a lot of energy; you often fee! tired and miserable You are easily iriteted, often depressed, sad and upset. Social stressors Social stressors refer to aspects of your relationships with others, from your family and friends to society in general, Family and society «divorce or death in the family + family responsibilities ‘family pressure to succeed * arguments with family members = * ‘+ peer pressure or relationship loneliness + trouble with the law ‘© unpopularity * poverty, financial difficulties, debt * being unsure of others + stigma + teasing and name calling + gender discrimination + bullying * lack of work ‘+ pressure to join a gang or to party + fear of crime . * problem neighbours. Environmental stressors ‘The environment is everything around you. It is where you live and includes Friends and peers breaking up a friendship pressure to smoke, drink, use drugs pressure to wear expen: Activity 1: Find out if your personality is a stressor Read Table 1.1 before you answer the questions. 1. Tick the characteristics that are most true of you in each personality type. Which personality type is closest to the way you are? Give reasons for your answer. (4) Critically evaluate if and how your personality type adds to your stress. Give reasons for your conclusions. (8) fe clothes, all the physical factors that may affect you. Environmental stressors can include: + pollution such as air pollution caused by traffic, or water pollution caused by waste from factories and mines * natural disasters - fire, floods, drought * dangerous environments where violence is part of life «harmful living conditions that lack basic facilities such ‘as water and electricity and proper shelter + lack of private space at home, for example, having to share a room and having to share work spaces * noise pollution such as cell phones ringing, building works, loud + physical factors such as a lack of fresh alr, lack of sunlight, and lack of privacy. Unit Life skills required to adapt to change as part of healthy lifestyle choices: identity stressor An airless, cramped working environment can be a huge stressor.Look at Table 1.2 which lists the different stressors and factors that may have a stressful effect on the quality of life: Table 1.2: Examples of stressors, stress factors, and their effects on quality of life Strossor Factor Example Effect on quality of life Physical ‘Abuse ‘A family member beats you Physical and emotional pain, loss of ‘ust, fear, unable to focus on studies, scarring, absent from school and falling behind Emotional | Lifecrises | Adeath in the farnily Sorrow, mourning, loneliness, depression, loss of income Personality | HavingType A personality Worry, anxiety, sleeplessness, unhealthy lifestyle choices Social Vocation Unsure about which career to choose Worry, loss of motivation, loss of sleep Social pressure | Peer pressure to do something you don't | You harm yourself and may end up want to, for example, smoking or drinking | in jail alcohol Poverty You don’t have money to pay for your You worry a lot, feel uncertain if you school needs will be able to write the exams, lose motivation Environmental | Noise Living in an area where there is alotof | You may feel very tense, got noise from heavy traffic headaches, become irritable and be unable to focus Graph 1 Typical stressors experienced by a group of Grade 12 learners Percentage of learners S Grade 12 leamers’ main stressors Identify your stressors ife Orientation teachers did research with a large group of Grade 12 learners about their stressors. Graph 1 shows the stressors that learners saw as their main causes of stress. Activity 2: Analyse a graph to identify ‘stressors 1. Look at Table 1.2. For each of the four stressors: 1.1 List one factor for each stressor, not mentione you may experience. axp 2. Give an example of each factor you list. axp the table, which “fp LIS AOS oe 13. Explain the effect of each factor eS e you gave, on your quality oflife. (4 1) “ 2. Look at Graph 1. 2.1 Which two stressors affect Grade 12 learners most often? ®@ 2.2, Explain how this compares to your suai stessurs. @ "6 chapter 1: Development ofthe self in society1.2 Assess your levels of stress The signs and symptoms of stress ‘The signs of stress are physical and can be seen or measured. The symptoms of stress are problems that you notice or feel. For example, on a hot day, feeling cold > and shivering could be symptoms, possibly of flu. If the nurse at the clinic takes » your temperature and finds that itis high, this is a sign that you may have flu. Similarly, feeling worried is a symptom of stress. It is your personal experience. Other symptoms of stress can include headaches, stomach aches, feeling tense, ' being unable to sleep, constant thirst and feelings of unease, The signs of stress could Include diarrhoea or an upset stomach, rapid heartbeat, bleeding ulcers and sweating too much. Stress can have a harmful i . effect on your body. Positive and negative stress The symptoms of stress Stress is a normal and necessary part of life if you can cope with and manage it. tude stomach pains Stress can motivate and make you ready for action as it releases adrenaline into and headaches. the blood stream to give you the energy to take action. Positive or good stress is called eustress. Custress is good for you as it can motivate you, encourage you and make you push yourself. Positive stress such as presenting a report to the class, Key words writing an exam, or going for an interview, can bring out the best in you. signs of stress — ; measurable indications However, when your stress becomes more than you can cope with, it becomes ot stress unhealthy, unpleasant and can be dangerous. If you are in stressful situations for symptoms of stress — too long and too often, you release too much adrenaline, which can be harmful feelings that indicate stress ‘hie type ofetrce te called dletreae, and le negative or bad etree. Too much strece can reduce your performance level For example, ifyou are too stressed about an nenaline—a chemical exam or test you may not be able to think clearly. Negative stress can also affect hormone that is released your quality of life. It can make you ill, unhappy, depressed and unproductive. It into the blood system cam algo make you choose umvise estyle choices. For example, when some people | Tsctlon to sirens: are distressed, they start abusing alcohol, which only makes thelr stress worse and | and blood pressure damages their health. eustress - positive, good anid necessary stress In order to manage your stress, you first need to find out how stressed you are. distress — negative, Activity 3 on the next page will help you to assess your levels of stress. harmful, bad stress Levels of stress A low level of stress means that you are able to cope with the stress in your life. An average level of stress means that you are still coping, but what is stressing you needs attention betore your stress becomes unmanageable. A high level ot stress ‘means that you urgently need to apply stress management methods to reduce your stress, or to get rid of the causes of your stress. You will assess your own level of stress in Activity 3. But first look at the example shown in graphs 2 and 3. A Life Orientation teacher asked her learners to assess their levels of stress in February, using the tests given in Activity 3, She asked them to assess thelr stress again in early October, Look at Lhe yraplis om the uext page, What was the difference? Why do you think there was a difference? Unit +_Life skill required to adept to chenge es part of healthy lifestyle choices: identify stressors, assess and manege stress 7 |1 ONLY FEEL STRESS AT TWO TIMES: EVERY DAY “ND NIGHT Graph 2 Grade 12 learners? levels of stress in February Activity 3: Assess your levels of stress ‘You do not have to share your answers with anybody. There are no marks for questions 1-4, and no wrong or right answers. You just need to be honest and think carefully. To find out what your level of stress is, answer questions 1-4 honestly, and then look at the guidelines upside down under the activity ‘on page 9 to assess your levels of stress. 1. Answer ‘yes’ or ‘no’ to these questions about physical stress symptoms and signs, Physical stress symptoms and signs. Do you often: Yes or No {at too much or too litle? {feel dizzy or faint? Graph 3 Grade 12 learners’ feel very tired? levels of stress in October fin it hard to sleep or sleep too much? {get headaches? get palpitations: a racing or fast heart beat? have stomach ache or diarrhoea (a runny tummy? ‘sweat oven if you don’t exercise or when itis not hot? rind your teeth and have a sore jaw? 10. hold your fingers tightly in a fist? 11, have sore muscles and muscle spasms? 12. get an itchy skin or a skin rash? Chapter 1: Development ofthe se in society2. Answer ‘yes’ or ‘no’ to these questions about symptoms and signs of emotional stress. Emotional stress symptoms and signs. | Yes or No Do you often: 1. ery for no reason? find it hard to make de {eel there Is no nope, there is nothing you can do to make things better? 4, feel you always get or do things wrona? 5, feel you cannot cope, there is too ‘much in your lite to deal with? 6. feel you are trapped end cannot get out of your situation? 7. find it hard to make dav Panic or get very worried for no reason? na? ns? 9, get very irritated and cross over small things? 10. worry about your problems? Ti, feel sad, but you don't know why? 12, feel uneasy, as if something bad is about to happen? 3. Answer ‘yes’ or ‘no’ to these statements. Do they describe the way you feel about your life? Life satisfaction Yes or No ‘Oh, my life is perfect! Tam happy and satisfied with my life. Hove my life IF could have my life over, | would not change anything! Good; my life is going exactly the way I want! Thate my life. se] *)*]9]" wish | could have my life over again; itwill be so different from what Ihave now. 4, Which of these sentences would your friends use to describe you? You may choose more than one. 4.1 You are always in trouble; you go from one crisis or disaster to the next. 4.2. You are so moody, we never know what to 5. expect from you. 4.3. We have to be so careful what we say to you s+ YOU get cross 80 easily. 44 You are so calm, nothing seems to worry you. 45 You seem to take all of life's challenges with smile: nothing seems to get you down. After comparing your answers to the guide below, write two paragraphs to describe and eritically analyse your level of stress. ao “gy oy sas mOs"s paw OU I ¢JOFpAR'Z"| SHONELDIOP sFOND MAK I Moy sf FHA SONS. 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You can either choose to let stress be the winner and harm your life, or you ean deal with your stress and turn it to your advantage. Use some of your stress to energise and motivate yourself, and deal with the rest by using methods that work for you. It is best to deal with your stresses one at a time, otherwise you could feel avercame by too many things. Coping mechanisms and/or management techniques Coping mechanisms are the ways you act, think or behave to help you deal with stress, For example, you can change the way you think about your problems and see them as challenges and opportunities for learning. Not all coping mechanisms are helpful, for example, drinking alcohol or taking drugs. Management techniques are ways in which you control the stress in your life, and the methods vou use to prevent stress, such as managing your time and eating healthy food. [play soceer | go for a run 4 Ido my stretching exercises. | = = To reduce their stress, these Grade 12 learners apply different stress management methods. 10 Chapter 1: Development of the sett in society