Material Detail

The Stress Journal assignment offers a straightforward and reflective way for students to increase their self-awareness about stress triggers and reactions. By asking learners to identify events from the past week, categorize them as “high,” “medium,” or “low” stress, and note their physical and emotional reactions, the activity encourages mindful observation and personal reflection. This can be especially valuable in a psychology class when discussing topics such as stress, coping mechanisms, and the mind-body connection. However, there are a few considerations when using this assignment in a classroom setting. First, the activity relies heavily on self-disclosure. Some students may feel uncomfortable sharing personal stressors, particularly if they involve sensitive topics. Instructors should make it clear that sharing is voluntary and that journals can remain private unless the student chooses to disclose. Second, the directions could benefit from more structure, such as providing an example entry in the chart or a completed sample journal page. This would help students better understand expectations and reduce uncertainty. Finally, while the reflection on stress-relief strategies is a strong addition, encouraging students to connect their strategies to evidence-based coping techniques (e.g., exercise, mindfulness, time management) could enhance the academic value of the exercise. The assignment uses clear, accessible language that is suitable for community college students. It avoids technical jargon while still engaging with concepts (stress, physiological reactions, coping) that are central to introductory psychology. It aligns well with objectives related to understanding the causes and effects of stress, recognizing physiological and emotional responses, and applying coping strategies. It provides a practical, reflective exercise that reinforces theoretical concepts covered in class. The assignment is appropriately designed for an introductory psychology or health psychology course. It offers students a concrete, personal way to apply concepts while remaining flexible enough for adaptation into discussions, reflections, or applied projects. Recommendations for Use in Class: Offer flexible submission options: allow students to keep journals private, submit reflections anonymously, or share only general patterns rather than specific events. Provide clear models: give an example of a completed stress journal entry to guide students in their responses. Connect to theory: pair the activity with classroom content on stress physiology, coping mechanisms, or resilience to reinforce learning. Encourage optional group discussion: rather than focusing on personal events, discussions could center around common categories of stress (e.g., academic, social, family) and coping strategies. Overall, the Stress Journal can be a useful reflective tool for community college psychology students when thoughtfully adapted, offering them a practical way to connect psychological theory with their everyday experiences.