how to reduce stress and anxiety essay

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How to Relax in Stressful Situations: A Smart Stress Reduction System

Yekta said can.

1 Computer Engineering Department, Bogazici University, 34342 Istanbul, Turkey; [email protected] (N.C.); [email protected] (D.E.); rt.ude.nuob@yosre (C.E.)

Heather Iles-Smith

2 Leeds Teaching Hospitals NHS Trust/University of Leeds, Leeds LS1 3EX, UK; [email protected]

Niaz Chalabianloo

Javier fernández-Álvarez.

3 General Psychology and Communication Psychology, Catholic University of Milan, 20123 Milan, Italy; [email protected] (J.F.-Á.); [email protected] (C.R.); [email protected] (G.R.)

Claudia Repetto

Giuseppe riva.

Stress is an inescapable element of the modern age. Instances of untreated stress may lead to a reduction in the individual’s health, well-being and socio-economic situation. Stress management application development for wearable smart devices is a growing market. The use of wearable smart devices and biofeedback for individualized real-life stress reduction interventions has received less attention. By using our unobtrusive automatic stress detection system for use with consumer-grade smart bands, we first detected stress levels. When a high stress level is detected, our system suggests the most appropriate relaxation method by analyzing the physical activity-based contextual information. In more restricted contexts, physical activity is lower and mobile relaxation methods might be more appropriate, whereas in free contexts traditional methods might be useful. We further compared traditional and mobile relaxation methods by using our stress level detection system during an eight day EU project training event involving 15 early stage researchers (mean age 28; gender 9 Male, 6 Female). Participants’ daily stress levels were monitored and a range of traditional and mobile stress management techniques was applied. On day eight, participants were exposed to a ‘stressful’ event by being required to give an oral presentation. Insights about the success of both traditional and mobile relaxation methods by using the physiological signals and collected self-reports were provided.

1. Introduction

Stress constitutes a complex process that is activated by a physical or mental threat to the individuals’ homeostasis, comprising a set of diverse psychological, physiological and behavioral responses [ 1 ]. Although it is usually considered a negative response, stress actually constitutes a key process for ensuring our survival. However, when a stress response is repeatedly triggered in the absence of a challenging stimulus, or if there is constant exposure to challenging situations, stress can become harmful. Evidence suggests that, in either of these two contexts, stress is a persistent factor for the development of psycho-pathological conditions [ 2 , 3 ].

When faced with stressful events, people make autonomic and controlled efforts to reduce the negative impact and maximize the positive impact that every specific situation may provoke. Generally, this process is denominated as emotion regulation, formally defined as the process by which individuals can influence what emotions they have, when they have them and how they experience and express those emotions [ 4 ]. It has been suggested that the term emotion regulation can be understood as a broad tag that comprises the regulation of all responses that are emotionally charged, from basic emotions to complex mood states as well as regulation of everyday life [ 5 ].

Failure to address triggers of stress has been shown to lead to chronic stress, anxiety and depression, and attributed to serious physical health conditions such as cardiovascular disease [ 6 ]. The World Health Organization concluded that psychological stress is one of the most significant health problems in the 21st-century and is a growing problem [ 7 ]. There are various interventions to minimize stress based on individual preferences and requirements. Stress management techniques including ancient practices such as Tai Chi [ 8 ] and yoga [ 9 ] as well as other physical activities [ 10 ] are often cited as being helpful in combating stress. Likewise traditional meditation, mindfulness [ 11 ] and cognitive behavioural therapy (CBT) [ 12 ] all have established benefits. These techniques are not applicable in office or social environments, or during most daily routines. Therefore, a smart device based stress management application may be of benefit. Recently, smartphone applications such as Calm, Pause, Heartmath and Sway have been developed for indoor environments. However, these applications are not individualized nor do they include biofeedback and studies that validate their effects are limited [ 13 ].

In this study, we used the stress level detection scheme using physiological signals and added a physical activity based context analyzer. When the user experiences a high stress level, the system suggests appropriate stress reduction methods (traditional or mobile). We further compare the effects of traditional and mobile stress alleviation methods on physiological data of 15 international Ph.D. students (participants) during eight days of training. In addition, 1440 h of physiological signals from Empatica E4 smart bands were collected in this training event. Stress management techniques based on the emotion regulation model of James Gross [ 4 ] were applied to reduce participant stress levels. To the best of our knowledge, this work is the first one suggesting appropriate stress reduction methods based on contextual information and comparing both traditional and mobile stress management interventions in the real-life environment using a commercial smart-band based automatic stress level detection system that eliminates motion artifacts. Using such a system is essential because these offline stress level detection algorithms could be used in real-time biofeedback apps.

Application of our stress level detection algorithm, in a real world context, could allow individuals to receive feedback regarding high stress levels along with recommendations for relaxation methods. Additional continued monitoring may also enable the individual to better understand the effectiveness of any stress reduction methods. However, for our stress detection algorithm to be applied in daily life, the smart device should be unobtrusive (i.e., should not be comprised of cables, electrodes, boards). Our system works on smart-bands which are perfect examples of this type of unobtrusive wearable device.

This paper describes emotion regulation in the context of stress management and how yoga and mindfulness can be used for regulating emotions ( Section 2 ). Methods of detecting stress and analyzing context based on physical activity are described ( Section 3 ) and data are presented related to our method for stress level detection with the use of smart-bands ( Section 4 ). Experimental results and discussion are also presented ( Section 5 ) and we present the conclusions and future works of the study ( Section 6 ).

The major research contributions of this study are the following:

• Developing a physical activity based context analyzer and relaxation method suggestion system
• Comparison of stress reduction methods (mobile mindfulness, traditional mindfulness and yoga) and their effectiveness in the context of stress management with the use of an unobtrusive smartwatch based stress level detection system
• Application of James Gross’s prominent emotion regulation model in the context of stress management and measuring the physiological component with smart bands.

2. Background

2.1. emotion regulation in the context of stress management.

Stress is a normal part of daily life. However, its effects often vary across individuals and despite similar circumstances, some people do not feel under strain while others may be severely affected. Multiple reasons exist for these differences between individuals, including how people perceive reality and how they respond to the numerous stimuli to which they are exposed. When a person believes that a certain situation surpasses their available coping mechanisms, it is referred to as perceived stress. Thus, perceived stress varies from person to person depending on the value that an individual gives to a situation and their self-recognition of the resources to deal with it.

Numerous psychological scientists have investigated perceived stress. Individuals who display a mismatch between contextual demands and perceived resources constantly (rather than during a specific moment in time) are referred to as experiencing chronic stress. Chronic stress has not only been shown to be very relevant in people’s well-being and quality of life, but also important in the appearance and maintenance of several physical and mental diseases [ 14 ].

As a consequence, mounting research has focused on the mechanisms that people implement in order to alleviate the physical and cognitive burden associated with that perceived stress. Coping styles, stress management techniques, self-regulation, or emotion regulation techniques are different labels that define the way people implement certain behavioral, cognitive, or emotional strategies to maintain allosteric load [ 15 ]. In other words, every living organism needs to vary among plasticity and stability in order to survive. Human beings are not the exception to the rule and the complex system that applies to every single person and the necessity of reaching a constant level of regulation permits the individuals to pursue their goals.

Specifically, emotion regulation has been defined as the study of “the processes by which we influence which emotions we have when we have them, and how we experience and express them” [ 4 ]. A large body of evidence has shown that there are very different consequences depending on the effectiveness people achieve to regulate their emotions. Naturally, both at an implicit or explicit level, people regulate emotions in order to maintain those allosteric levels previously mentioned. Therefore, when there are specific stressors that demand a particular cognitive or physical response, the emotional reactivity may be stronger and the need for a proper regulation more relevant. Indeed, emotion regulation has shown to be a transdiagnostic factor that is present at a wide range of mental disorders. In other words, the way people initiate, implement and monitor their emotional processes, in order to reach more desirable states, has a significant impact on the stress levels. Some emotion regulation (ER) strategies have shown to be correlated with mental health issues. Among these strategies, cognitive reappraisal, problem-solving, or acceptance shall be mentioned as strategies that are negatively correlated with psychopathology, while rumination, experiential avoidance, or suppression are positively correlated with psychopathology [ 16 ]. In this regard, hinging on the different ER strategies deployed, ER can constitute a protective factor to face stress responses that all individuals experience after minor or major stressors [ 17 ]. Additionally, an adaptive regulation of emotions, by managing stress, may also be beneficial for clinical populations, such as people suffering from affective disorders [ 18 , 19 ].

Therefore, from whole psychotherapeutic treatments to single self-applied applications, studies in the literature have focused on how people can better regulate their emotions and manage their stress levels. Among many other techniques, cognitive behavioral therapy, autogenic training, biofeedback, breathing exercises, relaxation techniques, guided imagery, mindfulness, yoga, or Tai-Chi, are some of the stress management interventions that have received attention from researchers [ 20 , 21 ].

2.2. Yoga and Mindfulness: As Tools for Emotion Regulation

2.2.1. yoga.

Yoga is an ancient Eastern practice that developed more than 2000 years ago. Although its original creator and source are uncertain, the earliest written word ‘Yoga Sutra’ describes the philosophy of yoga focussing on growing spirituality, regulating emotions and thoughts. Initially, the focus was on awareness of breathing and breathing exercises ‘pranayama’ to calm the mind and body, ultimately reaching a higher state of consciousness.

As yoga evolved, physical movement in the form of postures was included and integrated with yogic breathing ‘prana’ and elements of relaxation. The underlying purpose is to create physical flexibility, reduce pain and unpleasant stimuli and reduce negative thoughts and emotions to calm the mind and body, thereby improving well-being. In the healthcare literature, the benefits are reported to be far-reaching both for mental and physical health conditions such as anxiety, depression, cardiovascular disease, cancer and respiratory symptoms. It is also reported to reduce muscular-skeletal problems and physical symptoms through increasing the awareness of the physical body.

Yoga has become a global phenomenon and is widely practiced in many different forms. Generally, all types of yoga include some elements of relaxation. Additionally, some forms include mainly pranayama and others are more physical in nature. One such practice is vinyasa flow which involves using the inhale and exhale of the breathing pattern to move through a variety of yoga postures; this leads to the movement becoming meditative. The practice often includes pranayama followed by standing postures linked together with a movement called vinyasa, (similar to a sun salutation) which helps to keep the body moving and increases fitness, flexibility and helps maintain linkage with the breath. The practice also often includes a range of seated postures, an inversion (such as headstand or shoulder stand) and final relaxation ‘savasana’.

2.2.2. Mindfulness

Mindfulness involves being more present at the moment by acknowledging the here and now, often referred to as ‘being present’ rather than focussing on the past or future [ 8 ]. Being present may include being aware of our surroundings and the environment, or of what we are eating and drinking and physical sensations such as the sun or wind on our skin.

Acknowledging the thoughts and body are also aspects of mindfulness. Each day humans experience thousands of thoughts, the majority being of no consequence. In some instances, these thoughts are repetitive and negative in nature which can lead to increased stress and the related unpleasant physical symptoms such as feeling anxious, nausea and tension headaches. Being mindful includes an awareness of our thinking and whether we are caught up with our thoughts rather than being aware of the moment. Additionally, on a daily basis, awareness of the physical body may be minimal; being mindful includes increasing this awareness through becoming more connected with the sensations in the body. This might include experiencing the legs moving when walking, or feeling the ground under the feet or the natural way of the body whilst standing.

Mindfulness has been shown to be of benefit to physical and mental health. It is currently recommended by the National Institute for Clinical Excellence [ 22 ] as adjunctive therapy to Cognitive Behavioural Therapy (CBT) for the prevention of relapse depression.

However, it may be challenging for some individuals to do this with a multitude of distractions around them and, therefore, they may choose to identify a particular time and place when and where they can sit in a comfortable position to start to become aware of their breathing and bodily sensations.

2.2.3. Mobile Mindfulness Inspired By Tai-Chi—Pause

Tai-Chi is an internal Chinese martial art practiced for both its defense training, its health benefits and meditation. There is good evidence of benefits for depression, cardiac and stroke rehabilitation and dementia [ 23 ]. The term Tai-Chi refers to a philosophy of the forces of yin and yang, related to the moves. An iPhone application Pause inspired by Tai-Chi is used for guided mindfulness which draws upon the principles of mindfulness meditation to trigger the body’s rest and digest response, quickly restoring attention [ 24 ].

3. Related Work

Researchers have created the ability to detect stress in laboratory environments with medical-grade devices [ 25 , 26 , 27 , 28 ]; smartwatches and smart bands started to be used for stress level detection studies [ 29 , 30 , 31 ]. These devices provide high comfort and rich functionality for the users, but their stress detection accuracies are lower than medical-grade devices due to low signal quality and difficulty obtaining data in intense physical activity. If data are collected for long periods, researchers have shown that their detection performance improves [ 32 ]. During movement periods, the signal can be lost (gap in the data) or artifacts might be generated. Stress level detection accuracies for 2-classes by using these devices are around 70% [ 29 , 30 , 33 , 34 ].

After detecting the stress level of individuals, researchers should recover from the stressed state to the baseline state. To the best of our knowledge, there are very few studies that combine automatic stress detection (using physiological data) with recommended appropriate stress management techniques. Ahani et al. [ 35 ] examined the physiological effect of mindfulness. They used the Biosemi device which acquires electroencephalogram (EEG) and respiration signals. They successfully distinguished control (non-meditative state) and meditation states with machine learning algorithms. Karydis et al. [ 36 ] identified the post-meditation perceptual states by using a wearable EEG measurement device (Muse headband). Mason et al. [ 37 ] examined the effect of yoga on physiological signals. They used PortaPres Digital Plethtsmograph for measuring blood pressure and respiration signals. They also showed the positive effect of yoga by using these signals. A further study validated the positive effect of yoga with physiological signals; researchers monitored breathing and heart rate pulse with a piezoelectric belt and a pulse sensor [ 21 ]. They demonstrated the effectiveness of different yogic breathing patterns to help participants relax. There are also several studies showing the effectiveness of mobile mindfulness apps by using physiological signals [ 20 , 38 , 39 ]. Svetlov et al. [ 20 ] monitored the heart rate variability (HRV), electrodermal activity (EDA), Salivary alpha-amylase (sAA) and EEG values. In other studies, EEG and respiration signals were also used for validating the effect of mobile mindfulness apps [ 38 , 39 ]. When the literature is examined, it could be observed that the effect of ancient relaxation methods and mobile mindfulness methods are examined separately in different studies. Ancient methods generally require out of office environments that are not suitable for most of the population, since, in the modern age, people started to spend more time in office-like environments. On the other hand, some smartphone applications such as Pause, HeartMath and Calm do not require extra hardware or equipment and be applicable in office environments. Hence, an ideal solution depends on the context of individuals. A system that monitors stress levels, analyzes the context of individuals and suggests an appropriate relaxation method in the case of high stress will benefit society. Furthermore, mobile methods along with the ancient techniques should be applied in stressful real-life events and their effectiveness should be compared by investigating physiological signals. When the literature is examined, there is not any study comparing the performance of these methods in real-life events (see Table 1 ). Another important finding is that these methods should be compared with unobtrusive wearable devices so that they could be used for a biofeedback system in daily lives. Individuals may be reluctant to use a system with cables, electrodes and boards in their daily life. Therefore, a comparison of different states with such systems could not be used in daily life. There is clearly a need for a suggestion and comparison of ancient and mobile meditation methods by using algorithms that could run on unobtrusive devices. An ideal system should detect high stress levels, suggest relaxation methods and control whether users are doing these exercises right or not with unobtrusive devices. Our algorithm is suitable to be embedded in such daily life applicable systems that use physiological signals such as skin temperature (ST), HRV, EDA and accelerometer (ACC). In this paper, we present the findings of our pilot study that tested the use of our algorithm during general daily activities, stress reduction activities and a stressful event.

Comparison of our work with the studies applying different types of meditation techniques for stress management in the literature.

4. Methodology

4.1. unobtrusive stress detection system with smart bands.

Our stress detection system developed in [ 32 ] allows users to be aware of their stress levels during their daily activities without creating any interruption or restriction. The only requirement to use this system is the need to wear a smart band. Participants in this study wore the Empatica E4 smart band on their non-dominant hand. The smart band provides Blood Volume Pressure, ST, EDA, IBI (Interbeat Interval) and 3D Acceleration. The data are stored in the memory of the device. Then, the artifacts of physiological signals were detected and handled. The features were extracted from the sensory signals and fed to the machine learning algorithm for prediction. In order to use this system, pre-trained machine learning models are required. For training the models, feature vectors and collected class labels were used.

4.1.1. EDA Preprocessing Artifact Detection and Removal Methods

The body sweats when emotional arousal and stress are experienced and, therefore, skin conductance increases [ 40 ]. This makes EDA a promising candidate for stress level detection. Intense physical activity and temperature changes contaminate the SC (Skin Conductance) signal. Therefore, affected segments (artifacts) should be filtered out from the original signal. In order to detect the artifacts in the SC signal, we used an EDA toolkit [ 41 ] which is 95% accurate on the detection of the artifacts. While developing this tool, technicians labeled the artifacts manually. They trained a machine learning model by using the labels. In addition to the SC signal, 3D acceleration and ST signals were also used for artifact detection. We removed the parts that this tool detected as artifacts from our signals. We further added batch processing and segmentation to this tool by using custom software built-in Python 2.7.

4.1.2. EDA Feature Extraction Methods

After the artifact removal phase, features were extracted from the EDA signal. This signal has two components phasic and tonic; features from both components were extracted (see Table 2 ). The cvxEDA tool [ 42 ] was used for the decomposition of the signal into these components. This tool uses convex optimization to estimate the Autonomic Nervous System (ANS) activity that is based on Bayesian statistics.

EDA features and their definitions.

Tonic Component Features

The tonic component in the EDA signal represents the long-term slow changes. This component is also known as the skin conductance level. It could be regarded as the indicator of general psychophysiological activation [ 43 ].

Phasic Component Features

The phasic component represents faster (event-related ) differences in the SC signal. The Peaks of phasic SC component as a reaction to a stimulus is also called Skin Conductance Response [ 43 ]. After we decompose the phasic component from the EDA signal, peak related features were extracted.

4.1.3. Heart Activity Preprocessing (Artifact Detection and Removal) and Feature Extraction Methods

Heart activity (or, more specifically, HRV) reacts to changes in the autonomic nervous system (ANS) caused by stress [ 44 ] and it is, therefore, one of the most commonly used physiological signal for stress detection [ 40 ]. However, vigorous movement of subjects and improperly worn devices may contaminate the HRV signal collected from smartwatches and smart bands. In order to address this issue, we developed an artifact handling tool in MATLAB programming language [ 45 ] that has batch processing capability. First, the data were divided into 2 min long segments with 50% overlapping. Two-minute segments were selected because it is reported that the time interval for stress stimulation and recovery processes is around a few minutes [ 46 ]. The artifact detection percentage rule (also employed in Kubios [ 47 ]) was applied after the segmentation phase. In this rule, each data point was compared with the local average around it. When the difference was more than a predetermined threshold percentage, (20% is commonly selected in the literature [ 48 ]), the data point was labeled as an artifact. In our system, we deleted the inter-beat intervals detected as the artifacts and interpolated these points with the cubic spline interpolation technique which was used in the Kubios software [ 47 ]. The time-domain features of HRV are calculated. In order to calculate the frequency domain features, we interpolated the RR intervals to 4 Hz. Then, we applied the Fast Fourier Transform (FFT). These time and frequency domain features (see Table 3 ) were selected because these are the most discriminative ones in the literature [ 30 , 49 , 50 ].

HRV features and their definitions [ 32 ].

4.1.4. Accelerometer Feature Extraction Methods

Research has shown that movements of the human body and postures can indeed be employed as a means to detect signs of different emotional states. The dynamics of body movement were investigated by Castellano et al. who used multimodal data to identify human affective behaviors. Specific movement metrics, such as the amount of movement, intensity and fluidity, were used to help deduct emotions, and it was found that the amount of movement was a major factor in distinguishing different types of emotions [ 51 ]. Melzer et al. investigated whether movements comprised of collections of Laban movement components could be recognized as expressing basic emotions [ 52 ]. The results of their study confirm that, even when the subject has no intention of expressing emotions, particular movements can assist in the perception of bodily expressions of emotions. Accelerometer sensors may be used to detect these movements and different types of affect. The accelerometer sensor data are used for two different purposes in our system. Firstly, we extracted features from the accelerometer sensor, for detecting stress levels. We also selected the features to be used as described in Table 4 [ 53 ] and, as mentioned above, this sensor was also employed to clean the EDA signal in the EDAExplorer Tool [ 41 ].

ACC features and their definitions.

4.1.5. Skin Temperature

A skin temperature signal is used for the artifact detection phase of the EDA signal in the EDAExplorer Tool [ 41 ]. After we divide our data into segments, different modalities were merged into one feature vector. The heart activity signal started with a delay (to calculate heartbeats per minute at the start) and all signals were then synchronized. We included start and end timestamps for each segment, and each modality was merged with a custom Python script.

4.1.6. Machine Learning Classifier Algorithms

The Weka machine learning toolkit [ 54 ] is used for identifying stress levels. The Weka toolkit has several preprocessing features before classification. Our data set was not balanced when the number of instances belonging to each class was considered. We solved this issue by removing samples from the majority class. We selected random undersampling because it is the most commonly applied method [ 55 ]. In this way, we prevented classifiers from biasing towards the class with more instances. In this study, we employed five different machine learning classification algorithms to recognize different stress levels: MultiLayer Perceptron (MLP), Random Forest (RF) (with 100 trees), K-nearest neighbors (kNN) ( n = 1–4), Linear discriminant analysis (LDA), Principal component analysis (PCA) and support vector machine (SVM) with a radial basis function. These algorithms were selected because they were the most commonly applied and successful classifiers for detecting stress levels [ 30 , 48 ]. In addition, 10-fold stratified cross-validation was then applied and hyperparameters of the machine learning algorithms were fine-tuned with grid search. The best performing models have been reported.

4.1.7. Dimensionality Reduction

We applied correlation-based feature selection (CBFS) technique which is available in the Weka machine learning package for combined signal [ 56 ]. The CBFS method removes the features that are less correlated with the output class. For every model, we selected the ten most important features. This method is applied for MLP, RF, kNN and LDA. In order to create an SVM based model, we applied PCA based dimensionality reduction where the covered variance is selected as 0.95 (the default setting).

4.1.8. Insights from the Feature Selection Process

The CBFS method computes the correlation of features with the ground truth label of the stress level. Insights about the contribution of the features to the stress detection performance can be obtained from Figure 1 and Figure 2 . Three of the best features (over 0.15 correlation) are frequency domain features. These features are high, low and very-low frequency components of the HRV signal (see Figure 1 ). When we examine the EDA features, peaks per 100 s feature are the most important and distinctive feature by far. Since the EDA signal is distorted under the influence of the stimuli, the number of peaks and valleys increases. Lastly, when the acceleration signal is investigated, the most discriminative feature is mean acceleration in the z -axis (see Figure 2 b). This could be due to the nature of hand and body gestures which are caused by stressed situations.

Top-ranking features selected for the HRV signal.

Top-ranking features selected for the EDA and ACC signals.

4.2. Relaxation Method Suggestion by Analyzing the Physical Activity-Based Context

Context is a broad term that could contain different types of information such as calendars, activity type, location and activity intensity. Physical activity intensity could be used to infer contextual information. In more restricted environments such as office, classrooms, public transportation and physical activity intensity could be low, whereas, in outdoor environments, physical activity intensity could increase. Therefore, an appropriate relaxation method will change according to the context of individuals.

For calculating physical activity intensity, we used the EDAExplorer tool [ 41 ]. The stillness metric is used for this purpose. It is the percentage of periods in which the person is still or motionless. Total acceleration must be less than a threshold (default is 0.1 [ 41 ]) for 95 percent of a minute in order for this minute to count as still [ 41 ]. Then, the ratio of still minutes in a session can be calculated. For the ratio of still minutes in a session, we labeled sessions below 20% as still, above 20% as active and suggested relaxation method accordingly (see Figure 3 ).

The whole system diagram is depicted. When a high stress level is experienced, by analyzing the physical activity based context, the system suggests the most appropriate reduction method.

4.3. Description of the Data Collection Procedure

The proposed stress level monitoring mechanism, for real-life settings, was evaluated during an eight day Marie Skłodowska-Curie Innovative Training Network (ITN) training event in Istanbul, Turkey, for the AffecTech project. AffecTech is a program funded by Horizon 2020 (H2020) framework established by the European Commission. The AffecTech project is an international collaborative research network involving 15 PhD students (early stage researchers (ESR)) with the aim of developing low-cost effective wearable technologies for individuals who experience affective disorders (for example, depression, anxiety and bipolar disorder).

The eight-day training event included workshops, lectures and training with clearly defined tasks and activities to ensure that the ESR had developed the required skills, knowledge and values outline prior to the training event. At the end of the eight-day training, ESRs were required to deliver a presentation about their PhD work to two evaluators from the European Union where they received feedback about their progress (see Figure 4 for raw physiological signals at the start of the presentation). For studying the effects of emotion regulation on stress, yoga, guided mindfulness and mobile-based mindfulness, sessions were held by a certified instructor.

Sample data belong to a presentation session. The increase in EDA, ST and IBI could be observed when the subject started the presentation.

During the training, physiological and questionnaire data were collected from the 16 ESR participants (9 men, mean age 28); 15 ESRs and one of the AffecTech project academics, all of whom gave informed consent to participate in the study. Participants were from different countries with diverse nationalities (two from Iran, two from Spain, two from Italy, one from Argentina, one from Pakistan, one from China, one from Switzerland, one from Belarus, one from France, one from England, one from Barbados, one from Turkey and one from Bulgaria). Due to the fault of one of the Empatica E4 devices, it was not possible to include data from one participant. The remaining 15 participants completed all stages of the study successfully.

During the eight days of training and presentations, psychophysiological data were collected from 16 participants during the training event from Empatica E4 smart band while they are awake. For studying the effects of emotion regulation on stress, yoga, guided mindfulness and mobile-based mindfulness sessions were held by a certified instructor. The timeline of the event is shown in Figure 5 .

Time-line depicting eight days of the training event. Presentations, relaxations and lectures are highlighted.

4.3.1. Physiological Stress Data

The psychophysiological signal data were collected using the Empatica E4 smart band whilst participants were awake throughout the eight days of the AffecTech training. Physiological data included IBI, EDA, ACC (Accelerometer) and ST and stored in different csv files. In addition, 27.39% of the data are obtained from free times (free day and after training until subjects slept 5:00 p.m.–10:00 p.m.), 43.83% of the data comes from lectures in the training, 11.41% is the presentation session and relax sessions consist of 17.35% of the data. As mentioned previously, we randomly undersampled (most commonly applied method [ 55 ] ) the data to overcome the class imbalance problem. The participants’ blood pressure (BP) was also recorded using CE(0123) Harvard Medical Devices Ltd. automated sphygmomanometer prior to and after each stress reduction event (yoga and mindfulness), in order to demonstrate whether the participants stress levels were modified. On each occasion that the participants’ BP was recorded, the mean of three recordings was used as the final BP. A reduction in the participants’ blood pressure and/or pulse rate may be seen, which demonstrates a reduction in stress level.

4.3.2. Ethics

The procedure used in this study was approved by the Institutional Review Board for Research with Human Subjects of Boğaziçi University with the approval number 2018/16. Prior to data acquisition, each participant received a consent form describing the experimental procedure and its benefits and implications to both the society and the subject. The procedure was also explained verbally to the subject. All of the data are stored anonymously.

4.3.3. Questionnaire Self-Report Stress Data

A session-based self-report questionnaire comprised of six questions based on the Nasa Task Load Index (NASA-TLX) [ 57 ]. The frustration scale was specifically used to measure perceived stress levels [ 32 ]. We asked the following question to the participants for each session:

How irritated, stressed and annoyed versus content, relaxed and complacent did you feel during the task?

Questionnaires were completed daily (at the end of the day) and, after each presentation, lecture and stress reduction event (such as yoga and mindfulness).

4.3.4. Stress Management Scheme Using Yoga and Mindfulness

During the eight day training, it is assumed that the participants’ stress levels are likely to have increased day by day because they were required to give a presentation (perceived as a stressful event) reporting their PhD progress to the EU project evaluators at the end of the training.

Underpinned by James Gross’s Emotion Regulation model (see Figure 6 ) [ 4 ], we modified the situation to help the participants to reduce their thoughts of the end of the training presentation. To help participants manage their stress levels, we applied Yoga and mindfulness sessions on two separate days (day three and day four, respectively). These sessions lasted approximately 1 h and, throughout the sessions, participants wore an Empatica E4 smartband. In addition to the physiological signals coming from the Smartbands, participants’ blood pressure values were also recorded before and after the yoga and mindfulness sessions.

Application of James Gross’s Emotion Regulation model [ 4 ] in the context of stress management.

5. Experimental Results and Discussion

5.1. statistical data analysis, 5.1.1. validation of different perceived stress levels by using the self-reports.

In order to validate that the participants experienced different perceived stress levels in different contexts (lecture, relaxation, presentation), we used the Frustration item (see Section 4.5) from the NASA-TLX [ 57 ]. The distribution of answers is demonstrated in Figure 7 . Our aim is to show that the perceived stress levels (obtained from self-report answers) differ in relaxation sessions considerably when compared to the presentation session (high stress). To this end, we applied the t -test (in R programming language) to the perceived stress self-report answers of yoga versus presentation, mindfulness versus presentation and pause (mobile mindfulness) versus presentation session pairs. The paired t -test is used to evaluate the separability of each session. The degree of freedom is 15. We applied the variance test to each session tuple; we could not identify equal variance in any of the session tuples. Thus, we selected the variance as unequal. We used 99.5% confidence intervals. The t -test results’ ( p -values and test statistics) are provided in Table 5 . For all tuples, the null hypothesis stating that the perceived stress of the relaxation method is not less than the presentation session is rejected. The perceived stress levels of participants for all meditation sessions are observed to be significantly lower than the presentation session (high stress).

Visual representation of the frustration scores collected in different types of sessions.

T -test results for session tuple comparison of perceived stress levels using self-reports.

5.1.2. Before and After Physiological Measurements for Evaluating Performance of Yoga and Mindfulness with Blood Pressure

In this section, we compared the effect of stress management tools such as yoga and mindfulness on blood pressure. It is expected that blood pressure sensors will be part of unobtrusive wrist-worn wearable sensors soon. We plan to integrate a blood pressure (BP) module to our system when they are available. Therefore, by using the measurements of a medical-grade blood pressure monitor, we provided insights about how stress reaction affects BP. We further applied and tested the prominent emotion regulation model of James Gross by analyzing these measurements in the context of stress management. We measured the diastolic and systolic BP and pulse using a medical-grade blood pressure monitor before and after the yoga and mindfulness sessions. In order to ensure that the participants were relaxed and that an accurate BP was recorded, BP was measured three times with the mean as the recorded result. A one-sample t -test was applied to the difference between mean values. The results are shown in Table 6 .

The difference between the mean diastolic blood pressure, the mean systolic blood pressure and the mean pulse, before and after sessions of guided mindfulness and guided yoga. (* p < 0.05).

Mindfulness decreased the systolic BP, –1.13% (ns), increased diastolic BP, +1.75% ( p < 0.05) and decreased the pulse –5.75% ( p < 0.05). Medicine knows that systolic blood pressure (the top number or highest blood pressure when the heart is squeezing and pushing the blood around the body) is more important than diastolic blood pressure (the bottom number or lowest blood pressure between heartbeats) because it gives the best idea of the risk of having a stroke or heart attack. In this view, the significant reduction of systolic BP after mindfulness is an important result.

Moreover, the difference between systolic and diastolic BP is called pulse pressure. For example, 120 systolic minus 60 diastolic equals a pulse pressure of 60. It is also known that a pulse pressure greater than 60 can be a predictor of heart attacks or other cardiovascular diseases, while a low pulse pressure (less than 40) may indicate poor heart function. In our study, pulse pressure was lower after mindfulness (we had both a significant reduction in systolic BP and an increase in diastolic BP), but its value was higher than 40 (42.69 mean difference before the mindfulness and 40.48 mean difference after the mindfulness), suggesting that this result can also be considered clinically positive.

During yoga, there was a decrease in systolic BP by −5.81% ( p < 0.05), diastolic BP by −1.93% (ns) and increase in pulse +8.06% ( p < 0.05). Yoga appears to be more effective than mindfulness at decreasing systolic and diastolic blood pressure, although mindfulness seems to be more effective than yoga for decreasing the pulse due to the activity involved in yoga.

5.2. Physiological Stress Level Detection with Wearables by Using Context Labels as the Class Label

We tested our system by using the known context labels of sessions as the class label. We used Lecture (mild stress), Yoga and Mindfulness (relax) and Presentation in front of the board of juries (high stress) as class labels by examining perceived stress self-report answers in Figure 6 . We investigated the success of relaxation methods, different modalities and finding the presenter.

5.2.1. Effect of Different Physiological Signals on Stress Detection

We evaluated the effect of using the interbeat-interval, the skin conductance and the accelerometer signals separately and in a combined manner on two and three class classification performance. These classes are mild stress, high stress and relax states from mindfulness and yoga sessions. The results are shown in Table 7 , Table 8 and Table 9 . For the three-class classification problem, we achieved a maximum accuracy of 72% by using MLP on only HRV features and 86.61% with only accelerometer features using the Random Forest classifier and 85.36% accuracy combination of all features with LDA classifier (see Table 7 ). The difficulty in this classification task is a similar physiological reaction to relax and mild stress situations. However, since the main focus of our study is to discriminate high stress from other classes to offer relaxation techniques in this state, it did not affect our system performance. We also investigated high-mild stress and high stress-relax 2-class classification performance. For the discrimination of high and mild stress, HRV outperformed other signals with 98% accuracy using MLP (see Table 8 ). In the high stress-relax 2-class problem, only HRV features with RF achieved a maximum accuracy of 86%, whereas ACC features with MLP achieved a maximum of 94% accuracy. In this problem, the combination of all signals with RF achieved 92% accuracy which is the best among all classifiers (see Table 9 ). For all models, EDA did not perform well. This might be caused by the loose contact with EDA electrodes in the strap due to loosely worn smartbands.

Effect of different modalities and their combination on the system performance. Note that the number of classes is fixed at 3 (high stress, mild stress and relax).

Effect of different modalities and their combination on the system performance. Note that the number of classes is fixed at 2 (high stress and mild stress).

Effect of different modalities and their combination on the system performance. Note that the number of classes is fixed at 2 (high stress and relax).

5.2.2. Effectiveness of Yoga, Mindfulness and Mobile Mindfulness (Pause)

We applied three different relaxation methods to manage stress levels of individuals. In order to measure the effectiveness of each method, we examined how easily these physiological signals in the relaxation sessions can be separated from high stress presentations. If it can be separated from high stress levels with higher classification performance, it could be inferred that they are more successful at reducing stress. As seen in Table 10 and Table 11 , mobile mindfulness has lower success in reducing stress levels. Yoga has the highest classification performance with both HR and EDA signals.

The classification accuracy of the relaxation sessions using stress management methods and stressful sessions using EDA.

The classification accuracy of the relaxation sessions using stress management methods and stressful sessions using HRV.

6. Conclusions

In this study, by using our automatic stress detection system with the use of Empatica-E4 smart-bands, we detected stress levels and suggested appropriate relaxation methods (i.e., traditional or mobile) when high stress levels are experienced. Our stress detection framework is unobtrusive, comfortable and suitable for use in daily life and our relaxation method suggestion system makes its decisions based on the physical activity-related context of a user. To test our system, we collected eight days of data from 16 individuals participating in an EU research project training event. Individuals were exposed to varied stressful and relaxation events (1) training and lectures (mild stress), (2) yoga, mindfulness and mobile mindfulness (PAUSE) (relax) and (3) were required to give a moderated presentation (high stress). The participants were from different countries with diverse cultures.

In addition, 1440 h of mobile data (12 h in a day) were collected during this eight-day event from each participant measuring their stress levels. Data were collected during the training sessions, relaxation events and the moderated presentation and during their free time for 12 h in a day, demonstrating that our study monitored daily life stress. EDA and HR signals were collected to detect physiological stress and a combination of different modalities increased stress detection, performance and provided the most discriminative features. We first applied James Gross ER model in the context of stress management and measured the blood pressure during the ER cycle. When the known context was used as the label for stress level detection system, we achieved 98% accuracy for 2-class and 85% accuracy for 3-class. Most of the studies in the literature only detect stress levels of individuals. The participants’ stress levels were managed with yoga, mindfulness and a mobile mindfulness application while monitoring their stress levels. We investigated the success of each stress management technique by the separability of physiological signals from high-stress sessions. We demonstrated that yoga and traditional mindfulness performed slightly better than the mobile mindfulness application. Furthermore, this study is not without limitations. In order to generalize the conclusions, more experiments based on larger sample groups should be conducted. As future work, we plan to develop personalized perceived stress models by using self-reports and test our system in the wild. Furthermore, attitudes in the psychological field constitute a topic of utmost relevance, which always play an instrumental role in the determination of human behavior [ 58 ]. We plan to design a new experiment which accounts for the attitudes of participants towards relaxation methods and their effects on the performance of stress recognition systems.

Acknowledgments

We would like to show our gratitude to the Affectech Project for providing us the opportunity for the data collection in the training event and funding the research.

Author Contributions

Y.S.C. is the main editor of this work and made major contributions in data collection, analysis and manuscript writing. H.I.-S. made valuable contributions in both data collection and manuscript writing. She was the yoga and mindfulness instructor in the event and contributed the related sections regarding traditional and mobile methods. She also led the blood pressure measurement efforts before and after relaxation methods. D.E. and N.C. contributed equally to this work in design, implementation, data analysis and writing the manuscript. J.F.-Á., C.R. and G.R. contributed the experiment design and provided valuable insights into both emotion regulation theory. They also contributed to the related sections in the manuscript. C.E. provided invaluable feedback and technical guidance to interpret the design and the detail of the field study. He also performed comprehensive critical editing to increase the overall quality of the manuscript. All authors have read and agreed to the published version of the manuscript.

This work has been supported by AffecTech: Personal Technologies for Affective Health, Innovative Training Network funded by the H2020 People Programme under Marie Skłodowska-Curie Grant Agreement No. 722022. This work is supported by the Turkish Directorate of Strategy and Budget under the TAM Project number DPT2007K120610.

Conflicts of Interest

The authors declare no conflict of interest.

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How to Manage Your Anxiety

• Charlotte Lieberman

We can all be more compassionate with ourselves.

We all feel anxiety at times. It becomes problematic when it feels unmanageable, which means different things for different people.

• The key to managing anxiety is learning to identify it, understand it, and respond to it with self-compassion.
• Mindfulness techniques like breath work, meditation, and yoga can reduce anxiety and improve cognition.
• Routines help reduce general feelings of anxiety and are often effective antidotes for those with more serious mental health disorders.
• If your anxiety is holding you back, simply imagining success, and encouraging yourself as you would a friend, has also been correlated with motivation and the achievement of goals.

Where your work meets your life. See more from Ascend here .

When I was nine, I was diagnosed with anxiety disorder by my first-ever therapist. My parents dragged me into treatment after repeatedly catching me cleaning their bathroom. I didn’t mind, but I was confused. I didn’t see anything wrong with what I was doing: organizing their medicine cabinet by color and size, throwing out expired antibiotics and sticky bottles of cough syrup. My favorite part was wiping down the sink with warm water, feeling my worries wash away with stubble and soap scum. Cleaning gave me the sense that I could find inner order among the outer chaos — our cramped New York apartment, murmurs of my parents’ struggling marriage, the growing pains of adolescence.

• CL Charlotte Lieberman is a writer, marketing consultant, and certified life coach/hypnotist. You can find her work in The New York Times , The Harvard Business Review , Marie Claire , and elsewhere. Follow her on Twitter @clieberwoman.

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Relaxation techniques: Try these steps to lower stress

Relaxation techniques can lower stress symptoms and help you enjoy a better quality of life, especially if you have an illness. Explore relaxation techniques you can do by yourself.

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Relaxation techniques are a great way to help with stress management. Relaxation isn't only about peace of mind or enjoying a hobby. It's a process that lessens the stress effects on your mind and body. Using ways to relax can help you cope with everyday stress. And these options can help with long-term stress or stress related to many health problems, such as heart disease and pain.

Whether your stress is out of control or you've already got it tamed, you can benefit from relaxation techniques. Learning basic relaxation techniques is easy. Relaxation techniques are often free or low cost and pose little risk. And they can be done anywhere.

Find simple ways to relax and get started on de-stressing your life and improving your health and overall well-being.

The benefits of relaxation techniques

When faced with everyday jobs and tasks or the demands of an illness, relaxation techniques may not be a main concern in your life. But that means you might miss out on how relaxation can benefit your health.

Relaxation techniques can:

• Slow heart rate.
• Lower blood pressure.
• Slow breathing rate.
• Improve digestion.
• Control blood sugar levels.
• Lessen activity of stress hormones.
• Increase blood flow to major muscles.
• Ease muscle tension and chronic pain.
• Improve focus and mood.
• Improve sleep quality.
• Lower fatigue.
• Lessen anger and frustration.
• Boost confidence to handle problems.

To get the most benefit, use relaxation techniques along with these other positive coping methods:

• Think positively.
• Find humor.
• Solve problems.
• Manage time and priorities.
• Exercise regularly.
• Eat a healthy diet.
• Get enough sleep.
• Spend time outside.
• Reach out to supportive family and friends.

Types of relaxation techniques

Complementary and integrative health specialists, mental health professionals and other healthcare professionals can teach many relaxation techniques. But you also can learn some on your own.

Relaxation techniques generally involve focus and awareness. You focus your attention on something that is calming and raise awareness of your body. It doesn't matter which technique you use. What matters is that you find ways to relax to gain the benefits.

Relaxation techniques include:

Autogenic relaxation. Autogenic means something that comes from within you. In this relaxation activity, you use both visual imagery and body awareness to lower stress.

You repeat words or suggestions in your mind that may help you relax and lessen muscle tension. For example, you may imagine a peaceful setting. Then you can focus on relaxing your breathing or slowing your heart rate. Or you may feel different physical senses, such as relaxing each arm or leg one by one.

Progressive muscle relaxation. In progressive muscle relaxation, you focus on slowly tensing and then relaxing each muscle group.

This can help you focus on the difference between muscle tension and relaxation. You can become more aware of physical sensations.

In one type of progressive muscle relaxation, you start to tense and relax the muscles in your toes. You gradually work your way up to your neck and head. This is best done in a quiet area without interruptions. You also can start with your head and neck and work down to your toes. Tense your muscles for about five seconds and then relax for 30 seconds, and repeat.

Visualization. In visualization, you may form mental pictures to take a visual journey to a peaceful, calming place or situation.

To relax using visualization, try to use as many senses as you can, such as smell, sight, sound and touch. If you imagine relaxing at the ocean, think about the salt water's smell, the sound of crashing waves and the feel of the warm sun on your body.

You may want to close your eyes and sit in a quiet spot. Loosen any tight clothing and focus on your breathing. Aim to focus on the present and think positive thoughts.

Other relaxation techniques may include:

• Deep breathing.
• Meditation.
• Biofeedback.
• Music and art therapy.
• Aromatherapy.
• Hydrotherapy.

Relaxation techniques take practice

As you learn relaxation techniques, you can become more aware of muscle tension and other physical ways your body reacts to stress. Once you know what the stress response feels like, you can try to do a relaxation technique as soon as you start to feel stress symptoms. This can prevent stress from getting out of control and lowering your quality of life.

Remember that relaxation techniques are skills. As with any skill, your ability to relax improves with practice. Be patient with yourself. Don't let your effort to try relaxation techniques become yet another stressor.

If one relaxation technique doesn't work for you, try another one. If none of your efforts at lessening your stress seems to work, talk to your healthcare professional about other options.

Also, remember that some people, especially those with serious mental health issues and a history of abuse or trauma, may have feelings of emotional discomfort during some relaxation techniques. Although this is rare, if you have emotional discomfort during relaxation techniques, stop what you're doing. Talk to your healthcare professional or a mental health professional.

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• Complementary, alternative, or integrative health: What's in a name? National Center for Complementary and Integrative Health. https://nccih.nih.gov/health/integrative-health. Accessed Dec. 22, 2021.
• Relaxation techniques for health. National Center for Complementary and Integrative Health. https://nccih.nih.gov/health/stress/relaxation.htm. Accessed Dec. 22, 2021.
• Pizzorno JE, et al., eds. Stress management. In: Textbook of Natural Medicine. 5th ed. Elsevier; 2021. https://www.clinicalkey.com. Accessed Dec. 22, 2021.
• Seaward BL. Essentials of Managing Stress. 5th ed. Jones & Bartlett Learning; 2021.
• Seaward BL. Managing Stress: Principles and Strategies for Health and Well-Being. 9th ed. Jones & Bartlett Learning; 2018.
• AskMayoExpert. Stress management and resiliency (adult). Mayo Clinic; 2021.
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How Stress Impacts Daily Life and What We Can Do About It

Stress, anxiety, and overwhelm disrupt our daily lives but we can find balance..

Posted April 21, 2024 | Reviewed by Jessica Schrader

• What Is Stress?
• Find a therapist to overcome stress
• An honest assessment can help us to identify places where our daily lives are negatively impacted by stress.
• How we function on a daily basis provides valuable insight into how we are handling stress and anxiety.
• Envisioning what ideal daily functioning would look like can help us formulate a plan for stress reduction.

Anxiety and stress are disruptors. They get in the way of our ability to live our lives and to successfully fulfill our daily obligations and responsibilities. Worse, they take us out of present moments of joy, contentment, and peace and replace them with future thoughts, suppositions, and inaccurate conclusions. When we are overcome with worry, our minds attach to “what if” rather than to “what is.” This type of thinking serves to distract us, disturb our daily lives, and rob us of a sense of stability and equilibrium.

In psychological terms, daily functioning and activities of daily living are essentially the things we would ideally and healthily be able to accomplish on a daily basis when we are unimpeded by worry, stress, or overwhelm. However, when stress and worry get in the way, we can find it difficult to complete even the most necessary and basic tasks. This is due not to laziness or lack of accountability but, rather, to the feeling of paralysis and fatigue that can come with overwhelming worry and stress. Some areas of daily functioning that can be negatively affected by anxiety include:

• Personal hygiene and self-care.
• Fulfillment of work duties and obligations.
• Fulfillment of family/ parenting / caregiving duties.
• Attention to financial responsibilities/household obligations.
• Attention to physical well-being/health/exercise/sleep/ diet .
• Ability to engage in pleasurable activities/hobbies/interests/rest and relaxation.

When any of all of these areas of daily living are impacted by anxiety, we narrow our lives and experiences and, in a sense, live incompletely, as certain elements of our daily lives fall by the wayside. We focus inordinately on our worries, which obscures these other important parts of our lives.

This begs the question of what we can do when we recognize that our daily functioning is being negatively affected by worry and anxiety.

• Honestly assess what is happening in our lives (work, family, personal relationships, physical health, financial strain, etc.). Paying attention to the specific elements that are causing us to stress and worry is an integral step in formulating a plan for reducing the negative impact of overwhelm.
• Envision what restored daily functioning might look like. Think about how we would like our lives to look if we were at optimal functioning. Perhaps this means we would have time to spend with our families, to exercise and engage in personal interests, and to leave work “at the door” when we leave the office. Having a sense of what restored functioning would look like can help us to think pragmatically about how to implement positive changes.
• Identify areas where we need support. If, for instance, we are struggling with how many hours we are working, we may consider using a personal day, speaking to a supervisor, or thinking about how to implement stronger boundaries with our jobs. When we look honestly at how much time and energy are devoted to different areas of our lives, we can acknowledge where help is needed.
• Implement a plan for stress reduction. As a new therapist, I routinely saw upwards of 30 clients a week, often seeing eight or nine consecutively without a break. I reached a point where I had to make a change, as it became clear that this type of schedule was unsustainable and was disrupting my daily functioning. My plan started small: begin scheduling a break in the middle of the day to eat lunch and take a break. From there, I worked to reduce my caseload to a more manageable number. It was only through an honest self-assessment of my stress level that I was able to envision how my life could be bettered by making changes to reduce my susceptibility to burnout .

When we are able to adequately reduce anxiety, stress, and overwhelm, our daily functioning reaches a level of restoration in which we are able to fulfill obligations, be present in our experiences, and devote time and energy to the things we want to do without undue focus on worries, stressors, or future potentialities. Signs of restored daily functioning might include:

• More time to devote to interests, hobbies, and self-care.
• Reduced time focusing on work-related worries and anxiety.
• Stronger boundaries with work communication and working after-hours.
• Better focus on personal hygiene, physical activity, and physical well-being.
• More balance between work, family, and self.
• Less focus and fixation on future scenarios (“what-ifs”) and more attention to the present moment (“what is").

Phil Lane, MSW, LCSW, is a psychotherapist in private practice and the author of the book, Understanding and Coping with Illness Anxiety.

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How Can Students Manage Anxiety Essay

Introduction, effective strategies for anxiety management.

College students experience a lot of changes in their lives during the first months of their studies. They move out of their homes, lose their schedule, and have no access to the support system of family and friends, which causes them to feel anxiety. Anxiety is an emotional state of an individual when they experience worry or fear (Drissi et al., 2020). This condition can have a depreciating effect on the wellbeing of a person. College students can manage anxiety by recognizing that they experience it, using self-management, and limiting the use of smartphones.

Most students feel anxiety during their years at school or college. Drissi et al. (2020) define college anxiety as a “common emotion that people often feel in certain situations,” which prompts people to feel fear or be worried (p. 104243). Statistically, the University of Ottawa states that 60.6% of students rate their level of stress as above average (“Awareness: Did you know? ” n.d.). Moreover, 64.5% admit to feeling overwhelming anxiety within the last twelve months (“Awareness: Did you know? ” n.d.). Overwhelming anxiety may cause a feeling of hopelessness, inability to complete everyday activities, or even cause depression. Considering the large proportion of Canadian students who experience anxiety during their studies, universities should offer support and help their students manage anxiety.

First and foremost, managing anxiety begins with recognizing this problem, its symptoms, and the situations that trigger it. Stack (2018) argues that one issue with school anxiety is that it can resemble other issues, including ADHD or shyness. Due to this, educators and students may ignore the symptoms, making anxiety an underrecognized problem in Canada. Moreover, 46% of Canadiens perceive “mental health problems” as an excuse for bad behavior or laziness (“Awareness: Did you know? ” n.d.). As a result, students do not recognize that their mental health state is a result of the anxiety they feel because of the drastic changes that happened in their life and their stress continues to progress.

The first and most crucial step that college students can take to deal with anxiety is to acknowledge how they feel. LeBlank and Marques (2019) argue that avoidant behavior is often the cause of anxiety that is not recognized and addressed. For example, a student may skip classes, fail to study, or submit assignments as a result of avoidance caused by anxiety. However, this behavior will worsen the long-term symptoms since this individual will have more obligations to complete (LeBlank & Marques, 2019). Hence, to overcome anxiety, a student should recognize how they feel and what causes this state.

One way to manage anxiety is to have a healing environment and learn to self-manage the symptoms. Pelletier et al. (2017) argue that self-management is among the most effective ways of dealing with stress. This can include setting a schedule, exercising, getting enough sleep, as some examples of self-management. Kid et al. (2017) also report that self-management is effective when dealing with anxiety or even depression. Thus, college students should use self-management practices, such as techniques to calm themselves or do things that are generally known as relaxing. Apart from strategies tailored explicitly towards college students, some commonly used approaches to managing anxiety should be used. For example, it is common knowledge that long walks can help reduce stress. A similar effect on relieving stress can be achieved when creating a pleasant study environment. All of these factors are small steps that college students can incorporate into their routines to help them deal with the anxiety they experience upon transitioning to college.

College anxiety is linked to the rapid transition from living at home and having a support system of family and friends to living in dormitories and dealing with issues without support. LeBlank and Marques (2019) state that increases in anxiety levels is associated with the initial transition from home to college life. Hence, by helping students adjust and making this transition less stressful, colleges can relieve some of this anxiety from their students. Students can try to maintain their connection with friends and family to retain the support systems they had before college.

Modern-day students have higher levels of anxiety, and the prevalence rates are also more common when compared to previous generations. According to Cooper et al. (2018), “the prevalence of anxiety has increased among college-aged students,” while LeBanc and Marques (2019) argue that this may be linked with the communication technologies, such as smartphones (p. 23). One possible reason is that students are absorbed in their smartphones and the use of social media, which does not allow them to spend time coping with their new environment. Hence, one piece of advice is to limit the time students spend with their smartphones and instead try to adjust to the new schedule and find a sound support system.

Universities and colleges should encourage students to recognize their anxiety symptoms and teach simple self-management strategies. As was mentioned, anxiety is an under-recognized problem, and there is still a social stigma surrounding this problem (Stack, 2018). Consequently, although the proposed self-management strategies are easy to implement, students may not be aware of the problem and therefore not recognize the need to do something that would relieve their anxiety. Thus, colleges should encourage students to pay more attention to their mental health, especially during the first year when the anxiety levels are exceptionally high.

To counter the idea that students suffer from anxiety and should take measures to relieve it, one may claim that these feelings are a part of the college experience. It is necessary to go through the college years feeling anxious due to deadlines or assignments to be prepared for the real-world tasks one will face at work. However, anxiety is a serious problem that results in constant stress. The latter affects a person’s mental and physical health and can result in symptoms.

Another counterargument is that the mental health of an individual should be their responsibility, and if a student feels overwhelming anxiety, that should reach out to a professional or their supervisor. However, as was discussed, college students and Canadians, in general, do not perceive mental health problems as serious and worthy of attention (“Awareness: Did you know? ” n.d.). Hence, it is essential to raise awareness about college anxiety to help them overcome it instead of assuming that these students can manage it by themselves.

Overall, college students feel a lot of pressure during their studies, which results in anxiety. Mental health struggles of students are underrecognized, despite the fact that 60% of this population reports feeling severe anxiety within the last 12 months, approximately half of the Canadian population views mental health struggles as an excuse (“Awareness: Did you know? ” n.d.). Hence, college anxiety affects the majority of students, making it an issue that requires more attention. LeBalnk and Marques (2019) recommend limiting time spend on smartphones, while Pelletier et al. (2017) suggest learning self-management techniques. Through exercise, limited use of technology, and schedule, college students can overcome the feeling of anxiety.

Awareness: Did you know? (n.d). 2021, Web.

Cooper, K.M., Downing, V.R. & Brownell, S.E. (2018). The influence of active learning practices on student anxiety in large-enrollment college science classrooms. IJ STEM Education, 5, 23. Web.

Drissi, N., Ouhbi, S., Janati Idrissi, M., & Ghogho, M. (2020). An analysis on self-management and treatment-related functionality and characteristics of highly rated anxiety apps. International Journal Of Medical Informatics, 141 , 104243. Web.

Kidd, T., Carey, N., Mold, F., Westwood, S., Miklaucich, M., Konstantara, E., Sterr, A., & Cooke, D. (2017). A systematic review of the effectiveness of self-management interventions in people with multiple sclerosis at improving depression, anxiety and quality of life. PLOS ONE, 12 (10), e0185931. Web.

LeBlanc, M. & Marques, L. (2019). Anxiety in college: What we know and how to cope. Harvard Health Blog. Web.

Pelletier, L., Shamila, S., Scott B., P., & Demers, A. (2017). Self-management of mood and/or anxiety disorders through physical activity/exercise. Health Promotion and Chronic Disease Prevention in Canada: Research, Policy and Practice, 37 (5), 27–32.

Stack, D. E. (2018). Managing anxiety in the classroom . Mental Health America. Web.

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Essay on Stress Management

500 words essay on stress management.

Stress is a very complex phenomenon that we can define in several ways. However, if you put them together, it is basically the wear and tear of daily life. Stress management refers to a wide spectrum of techniques and psychotherapies for controlling a person’s stress level, especially chronic stress . If there is effective stress management, we can help one another break the hold of stress on our lives. The essay on stress management will throw light on the very same thing.

Identifying the Source of Stress

The first step of stress management is identifying the source of stress in your life. It is not as easy as that but it is essential. The true source of stress may not always be evident as we tend to overlook our own stress-inducing thoughts and feelings.

For instance, you might constantly worry about meeting your deadline. But, in reality, maybe your procrastination is what leads to this stress than the actual deadline. In order to identify the source of stress, we must look closely within ourselves.

If you explain away stress as temporary, then it may be a problem. Like if you yourself don’t take a breather from time to time, what is the point? On the other hand, is stress an integral part of your work and you acknowledging it like that?

If you make it a part of your personality, like you label things as crazy or nervous energy, you need to look further. Most importantly, do you blame the stress on people around you or the events surrounding you?

It is essential to take responsibility for the role one plays in creating or maintaining stress. Your stress will remain outside your control if you do not do it.

Strategies for Stress Management

It is obvious that we cannot avoid all kinds of stress but there are many stressors in your life which you can definitely eliminate. It is important to learn how to say no and stick to them.  Try to avoid people who stress you out.

Further, if you cannot avoid a stressful situation, try altering it. Express your feelings don’t bottle them up and manage your time better. Moreover, you can also adapt to the stressor if you can’t change it.

Reframe problems and look at the big picture. Similarly, adjust your standards and focus on the positive side. Never try to control the uncontrollable. Most importantly, make time for having fun and relaxing.

Spend some time with nature, go for a walk or call a friend, whatever pleases you.  You can also try working out, listening to music and more. As long as it makes you happy, never give up.

Get the huge list of more than 500 Essay Topics and Ideas

Conclusion of the Essay on Stress Management

All in all, we can control our stress levels with relaxation techniques that evoke the relaxation response of our body. It is the state of restfulness that is the opposite of the stress response. Thus, when you practice these techniques regularly, you can build your resilience and heal yourself.

FAQ of Essay on Stress Management

Question 1: What is the importance of stress management?

Answer 1: Stress management is very efficient as it helps in breaking the hold which stress has on our lives. Moreover, you can also become happy, healthy and more productive because of it. The ultimate goal should be to live a balanced life and have the resilience to hold up under pressure.

Question 2: Give some stress management techniques.

Answer 2: There are many stress management techniques through which one can reduce stress in their lives. One can change their situation or their reaction to it. We can try by altering the situation. If not, we can change our attitudes towards it. Remember, accept things that you cannot change.

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Stress-Free Essay Writing: 11 Techniques to Overcome Stress and Improve Your Writing

Table of contents

You have (yet) another essay to write, and you feel like you’re losing your mind. There's so much on your plate that you don’t know how or where to start. What’s worse is that the pressure keeps building up!

Writing essays can make you feel like you’re on a hamster wheel – it’s never-ending.

Many students tend to feel anxious and stressed by essays, which impacts their writing quality. However, with a few clever techniques, you can write excellent essays while feeling relaxed and stress-free.

What are signs of anxiety for writers?

Anxiety signs are different for every person. However, common signs include procrastination, self-doubt, and writer's block. When you feel stress and tension while writing, you might stop moving forward. It can cause a vicious cycle of self-doubt and worry, making it challenging to write.

How can I relieve my writing anxiety?

The best way to relieve writing anxiety is to prepare accordingly. Start by breaking down the essay into smaller parts and setting a reasonable deadline for each section. Take regular breaks from writing to stretch and take deep breaths. This allows oxygen to flow freely throughout your body, helping to reduce tension and improve focus.

In this blog post, we'll share eleven techniques to help you overcome stress and improve your essay writing drastically.

1. Understand the topic and purpose of your essay

Before you begin writing, take some time to analyze and interpret the topic and identify the purpose of your essay.

Read relevant materials, such as articles, books, and research papers, to gauge your understanding of the essay topic . This way, you will be clear on the direction you need to take in your writing. It will also help you stay focused when writing and save you time.

Starting to write an essay before understanding the topic and objectives can lead to confusion and stress.

2. Set achievable goals and create a timeline

Writing an essay requires time, so it's essential to set achievable goals and timelines. Decide how many words you intend to write and create a timeline to guide you through the process of researching, writing, and editing.

For instance, you can dedicate a specific time of the day to research and outline. You can also allocate one hour for every 500 words of the essay, depending on the total word count required.

A realistic timeline can help you avoid last-minute stress and ensure enough time to write a high-quality essay.

3. Research well in advance before you start writing

Research is the backbone of any essay. That’s why conducting thorough research for your essays is always essential. Research helps you better understand your topic and positions you to write authoritatively.

Before your start writing, use credible sources such as academic journals and reputable websites to enrich your knowledge of the topic. Remember to take notes while reading to help you organize your thoughts. Researching in advance will reduce anxiety and make the essay-writing process stress-free.

4. Break your essay into manageable parts

Writing an essay can be an uphill task, especially when you try to tackle it as a whole. This is why breaking your essay into manageable parts can be helpful.

Divide your essay into sections such as the introduction, body paragraphs, and conclusion . Each section should be focused on a specific aspect of the overall topic. This way, you can concentrate on one section at a time and avoid feeling overwhelmed.

When you finish writing one section, take a short break before starting the next section. Breaking your essay into parts helps you stay organized and focused when writing.

5. Create an outline to guide you through

Outlining is crucial when writing an essay—it helps you organize your thoughts, stay focused, and write faster.

Once you understand the topic and purpose of your essay, research and create an outline, and jot down key points under each section of your essay to guide you through writing the essay.

An outline provides a roadmap of the flow and structure of your essay. It also takes the guesswork off your writing and prevents you from veering off the topic when writing.

6. Connect with other students

One effective way to alleviate stress is to connect with other students. Sharing tips, strategies, and helpful resources with one another can reduce the pressure of essay writing.

Find study groups within your college or join essay writing forums on social media where you can engage with other students. This can help you gain new perspectives and ideas you may not have considered. Additionally, working with other students can promote accountability, which can help you stay on track with your writing.

7. Set aside an appropriate amount of time to write

One of the biggest sources of stress when it comes to essay writing is procrastination.

You might be tempted to put off writing until the last minute, but that can increase your stress levels. To avoid this, set aside an appropriate amount of time to write. Determine how long it usually takes you to complete an essay, then set a schedule, and stick to it.

It may also help to determine what time of day suits you best, whether you are more productive in the morning or at night, and schedule to write your essay during that time.

8. Take regular breaks while writing

Writing for prolonged periods can be counterproductive and negatively affect your writing quality. Conversely, regular breaks can help refresh your mind and enhance creativity.

For a stress-free essay writing experience, try taking a 10-minute break for every hour of writing. During these breaks, avoid sitting in front of your computer and, instead, move around.

Take a short walk outside, do stretching exercises, or simply talk to someone. Such breaks can go a long way in refreshing your mind and body so you can write better.

9. Find a comfortable writing environment

The environment in which you write your essay can significantly impact your productivity and concentration. To overcome stress and write a quality essay, you need to find a comfortable writing environment where you can focus and minimize distractions.

For instance, find a quiet place with little or no disturbance, such as a library study room or a coffee shop, where you can fully concentrate on writing your essay.

10. Get feedback from someone you trust

Getting feedback is one of the most effective ways to improve your writing skills and overcome stress when writing essays.

You can get feedback from a colleague, a friend, a tutor, or even your professor. The feedback you'll get will enable you to make necessary adjustments, understand your weaknesses, and refine your writing style. They can also give you a fresh perspective and highlight what you may have missed while writing.

Getting feedback can help reduce the mental pressure of writing a perfect essay, enabling you to write with ease.

11. Practice, practice, practice!

Finally, remember that writing is a skill you can develop with time and practice. The more essays you write, the more comfortable you will become with writing. You will start to identify the best strategies and techniques for you.

You can start by writing simple essays and gradually increase the complexity. Try to look at each essay as an opportunity to improve your skills. With time, you'll become more confident and be able to write essays in a stress-free way.

How do you relax and write essays?

You can relax by playing soft music and breathing exercises to reduce anxiety before you start writing your essay. Go for a brief walk to get your blood flowing, and also try to find a place that gives you peace of mind. It could help to grab a cup of tea or coffee and settle in. Once you feel mentally and physically relaxed, you can start writing.

How do I gain confidence in my essay writing?

The best way to gain confidence is to write more often. Write every day, even if it's just a few sentences. Seek feedback on your essay writing to help you learn what works and what doesn't. You might also consider taking a writing class or workshop to develop and share skills with other writers. Participating in a writing community can also help build your confidence in writing.

Key takeaway

Essay writing can be stress-free if you approach it with the right mindset and strategy. Even though writing well takes time and patience, writing under stress can affect the quality of your essays. As a result, you’ll earn fewer marks or even miss deadlines.

With the techniques explored in this article, you can reduce stress, overcome writer's block, and improve your writing skills. Remember to work on your confidence and practice self-care consistently.

If you feel too overwhelmed to handle your essays, don’t hesitate to hire a professional essay writer .

With our team of subject-matter experts, we can deliver 100% original, custom-written essays on time and as per your requirements. Whether you need it in 15 days or 5 hours, we have the resources to take away the stress that comes with writing essays and assignments.

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Home — Essay Samples — Nursing & Health — Anxiety — How to overcome anxiety disorder

How to Overcome Anxiety Disorder

• Categories: Anxiety Anxiety Disorder

About this sample

Words: 560 |

Published: Jan 4, 2019

Words: 560 | Page: 1 | 3 min read

• Self-help information in the Recovery Support area of our website.
• Personal coaching/counseling/therapy program delivered by experienced and professionally trained therapists who have personally experienced and successfully overcame problematic anxiety in their own lives.

Works Cited

• Anxiety Centre. (n.d.). Overcome Anxiety Disorder: Self-Help Information, Coaching/Therapy. Retrieved from https://www.anxietycentre.com/
• Bourne, E. J. (2015). The Anxiety & Phobia Workbook (6th ed.). New Harbinger Publications.
• Clark, D. A., & Beck, A. T. (2010). Cognitive therapy of anxiety disorders: Science and practice. Guilford Press.
• Craske, M. G., & Barlow, D. H. (2013). Mastery of your anxiety and panic: Workbook for primary care settings (4th ed.). Oxford University Press.
• Hofmann, S. G., & Otto, M. W. (Eds.). (2017). Cognitive behavioral therapy for anxiety disorders: Mastering clinical challenges. Routledge.
• Leahy, R. L. (2017). Cognitive therapy techniques for anxiety: A practitioner's guide. Guilford Press.
• Norton, P. J. (2012). Group cognitive-behavioral therapy of anxiety: A transdiagnostic treatment manual. Guilford Press.
• Rapee, R. M., & Spence, S. H. (2008). The etiology of social phobia: Empirical evidence and an initial model. Clinical Psychology Review, 28(6), 836-864.
• Richards, J. C., & Schmidt, F. L. (2015). Anxiety: A Brief History. Wiley-Blackwell.
• Tyrer, P., & Baldwin, D. (2006). Generalised anxiety disorder. The Lancet, 368(9553), 2156-2166.

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Writing Anxiety

What this handout is about.

This handout discusses the situational nature of writer’s block and other writing anxiety and suggests things you can try to feel more confident and optimistic about yourself as a writer.

What are writing anxiety and writer’s block?

“Writing anxiety” and “writer’s block” are informal terms for a wide variety of apprehensive and pessimistic feelings about writing. These feelings may not be pervasive in a person’s writing life. For example, you might feel perfectly fine writing a biology lab report but apprehensive about writing a paper on a novel. You may confidently tackle a paper about the sociology of gender but delete and start over twenty times when composing an email to a cute classmate to suggest a coffee date. In other words, writing anxiety and writers’ block are situational (Hjortshoj 7). These terms do NOT describe psychological attributes. People aren’t born anxious writers; rather, they become anxious or blocked through negative or difficult experiences with writing.

When do these negative feelings arise?

Although there is a great deal of variation among individuals, there are also some common experiences that writers in general find stressful.

For example, you may struggle when you are:

• adjusting to a new form of writing—for example, first year college writing, papers in a new field of study, or longer forms than you are used to (a long research paper, a senior thesis, a master’s thesis, a dissertation) (Hjortshoj 56-76).
• writing for a reader or readers who have been overly critical or demanding in the past.
• remembering negative criticism received in the past—even if the reader who criticized your work won’t be reading your writing this time.
• working with limited time or with a lot of unstructured time.
• responding to an assignment that seems unrelated to academic or life goals.
• dealing with troubling events outside of school.

What are some strategies for handling these feelings?

Get support.

Choose a writing buddy, someone you trust to encourage you in your writing life. Your writing buddy might be a friend or family member, a classmate, a teacher, a colleague, or a Writing Center tutor. Talk to your writing buddy about your ideas, your writing process, your worries, and your successes. Share pieces of your writing. Make checking in with your writing buddy a regular part of your schedule. When you share pieces of writing with your buddy, use our handout on asking for feedback .

In his book Understanding Writing Blocks, Keith Hjortshoj describes how isolation can harm writers, particularly students who are working on long projects not connected with coursework (134-135). He suggests that in addition to connecting with supportive individuals, such students can benefit from forming or joining a writing group, which functions in much the same way as a writing buddy. A group can provide readers, deadlines, support, praise, and constructive criticism. For help starting one, see our handout about writing groups .

Identify your strengths

Often, writers who are experiencing block or anxiety have a worse opinion of their own writing than anyone else! Make a list of the things you do well. You might ask a friend or colleague to help you generate such a list. Here are some possibilities to get you started:

• I explain things well to people.
• I get people’s interest.
• I have strong opinions.
• I listen well.
• I am critical of what I read.
• I see connections.

Choose at least one strength as your starting point. Instead of saying “I can’t write,” say “I am a writer who can …”

Recognize that writing is a complex process

Writing is an attempt to fix meaning on the page, but you know, and your readers know, that there is always more to be said on a topic. The best writers can do is to contribute what they know and feel about a topic at a particular point in time.

Writers often seek “flow,” which usually entails some sort of breakthrough followed by a beautifully coherent outpouring of knowledge. Flow is both a possibility—most people experience it at some point in their writing lives—and a myth. Inevitably, if you write over a long period of time and for many different situations, you will encounter obstacles. As Hjortshoj explains, obstacles are particularly common during times of transition—transitions to new writing roles or to new kinds of writing.

Think of yourself as an apprentice.

If block or apprehension is new for you, take time to understand the situations you are writing in. In particular, try to figure out what has changed in your writing life. Here are some possibilities:

• You are writing in a new format.
• You are writing longer papers than before.
• You are writing for new audiences.
• You are writing about new subject matter.
• You are turning in writing from different stages of the writing process—for example, planning stages or early drafts.

It makes sense to have trouble when dealing with a situation for the first time. It’s also likely that when you confront these new situations, you will learn and grow. Writing in new situations can be rewarding. Not every format or audience will be right for you, but you won’t know which ones might be right until you try them. Think of new writing situations as apprenticeships. When you’re doing a new kind of writing, learn as much as you can about it, gain as many skills in that area as you can, and when you finish the apprenticeship, decide which of the skills you learned will serve you well later on. You might be surprised.

Below are some suggestions for how to learn about new kinds of writing:

• Ask a lot of questions of people who are more experienced with this kind of writing. Here are some of the questions you might ask: What’s the purpose of this kind of writing? Who’s the audience? What are the most important elements to include? What’s not as important? How do you get started? How do you know when what you’ve written is good enough? How did you learn to write this way?
• Ask a lot of questions of the person who assigned you a piece of writing. If you have a paper, the best place to start is with the written assignment itself. For help with this, see our handout on understanding assignments .
• Look for examples of this kind of writing. (You can ask your instructor for a recommended example). Look, especially, for variation. There are often many different ways to write within a particular form. Look for ways that feel familiar to you, approaches that you like. You might want to look for published models or, if this seems too intimidating, look at your classmates’ writing. In either case, ask yourself questions about what these writers are doing, and take notes. How does the writer begin and end? In what order does the writer tell things? How and when does the writer convey her or his main point? How does the writer bring in other people’s ideas? What is the writer’s purpose? How is that purpose achieved?
• Read our handouts about how to write in specific fields or how to handle specific writing assignments.
• Listen critically to your readers. Before you dismiss or wholeheartedly accept what they say, try to understand them. If a reader has given you written comments, ask yourself questions to figure out the reader’s experience of your paper: What is this reader looking for? What am I doing that satisfies this reader? In what ways is this reader still unsatisfied? If you can’t answer these questions from the reader’s comments, then talk to the reader, or ask someone else to help you interpret the comments.
• Most importantly, don’t try to do everything at once. Start with reasonable expectations. You can’t write like an expert your first time out. Nobody does! Use the criticism you get.

Once you understand what readers want, you are in a better position to decide what to do with their criticisms. There are two extreme possibilities—dismissing the criticisms and accepting them all—but there is also a lot of middle ground. Figure out which criticisms are consistent with your own purposes, and do the hard work of engaging with them. Again, don’t expect an overnight turn-around; recognize that changing writing habits is a process and that papers are steps in the process.

Chances are that at some point in your writing life you will encounter readers who seem to dislike, disagree with, or miss the point of your work. Figuring out what to do with criticism from such readers is an important part of a writer’s growth.

Try new tactics when you get stuck

Often, writing blocks occur at particular stages of the writing process. The writing process is cyclical and variable. For different writers, the process may include reading, brainstorming, drafting, getting feedback, revising, and editing. These stages do not always happen in this order, and once a writer has been through a particular stage, chances are she or he hasn’t seen the last of that stage. For example, brainstorming may occur all along the way.

Figure out what your writing process looks like and whether there’s a particular stage where you tend to get stuck. Perhaps you love researching and taking notes on what you read, and you have a hard time moving from that work to getting started on your own first draft. Or once you have a draft, it seems set in stone and even though readers are asking you questions and making suggestions, you don’t know how to go back in and change it. Or just the opposite may be true; you revise and revise and don’t want to let the paper go.

Wherever you have trouble, take a longer look at what you do and what you might try. Sometimes what you do is working for you; it’s just a slow and difficult process. Other times, what you do may not be working; these are the times when you can look around for other approaches to try:

• Talk to your writing buddy and to other colleagues about what they do at the particular stage that gets you stuck.
• Read about possible new approaches in our handouts on brainstorming and revising .
• Try thinking of yourself as an apprentice to a stage of the writing process and give different strategies a shot.
• Cut your paper into pieces and tape them to the wall, use eight different colors of highlighters, draw a picture of your paper, read your paper out loud in the voice of your favorite movie star….

Okay, we’re kind of kidding with some of those last few suggestions, but there is no limit to what you can try (for some fun writing strategies, check out our online animated demos ). When it comes to conquering a block, give yourself permission to fall flat on your face. Trying and failing will you help you arrive at the thing that works for you.

Celebrate your successes

Start storing up positive experiences with writing. Whatever obstacles you’ve faced, celebrate the occasions when you overcome them. This could be something as simple as getting started, sharing your work with someone besides a teacher, revising a paper for the first time, trying out a new brainstorming strategy, or turning in a paper that has been particularly challenging for you. You define what a success is for you. Keep a log or journal of your writing successes and breakthroughs, how you did it, how you felt. This log can serve as a boost later in your writing life when you face new challenges.

Wait a minute, didn’t we already say that? Yes. It’s worth repeating. Most people find relief for various kinds of anxieties by getting support from others. Sometimes the best person to help you through a spell of worry is someone who’s done that for you before—a family member, a friend, a mentor. Maybe you don’t even need to talk with this person about writing; maybe you just need to be reminded to believe in yourself, that you can do it.

If you don’t know anyone on campus yet whom you have this kind of relationship with, reach out to someone who seems like they could be a good listener and supportive. There are a number of professional resources for you on campus, people you can talk through your ideas or your worries with. A great place to start is the UNC Writing Center. If you know you have a problem with writing anxiety, make an appointment well before the paper is due. You can come to the Writing Center with a draft or even before you’ve started writing. You can also approach your instructor with questions about your writing assignment. If you’re an undergraduate, your academic advisor and your residence hall advisor are other possible resources. Counselors at Counseling and Wellness Services are also available to talk with you about anxieties and concerns that extend beyond writing.

Apprehension about writing is a common condition on college campuses. Because writing is the most common means of sharing our knowledge, we put a lot of pressure on ourselves when we write. This handout has given some suggestions for how to relieve that pressure. Talk with others; realize we’re all learning; take an occasional risk; turn to the people who believe in you. Counter negative experiences by actively creating positive ones.

Even after you have tried all of these strategies and read every Writing Center handout, invariably you will still have negative experiences in your writing life. When you get a paper back with a bad grade on it or when you get a rejection letter from a journal, fend off the negative aspects of that experience. Try not to let them sink in; try not to let your disappointment fester. Instead, jump right back in to some area of the writing process: choose one suggestion the evaluator has made and work on it, or read and discuss the paper with a friend or colleague, or do some writing or revising—on this or any paper—as quickly as possible.

Failures of various kinds are an inevitable part of the writing process. Without them, it would be difficult if not impossible to grow as a writer. Learning often occurs in the wake of a startling event, something that stirs you up, something that makes you wonder. Use your failures to keep moving.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Hjortshoj, Keith. 2001. Understanding Writing Blocks . New York: Oxford University Press.

This is a particularly excellent resource for advanced undergraduates and graduate students. Hjortshoj writes about his experiences working with university students experiencing block. He explains the transitional nature of most writing blocks and the importance of finding support from others when working on long projects.

Rose, Mike. 1985. When a Writer Can’t Write: Studies in Writer’s Block and Other Composing-Process Problems . New York: Guilford.

This collection of empirical studies is written primarily for writing teachers, researchers, and tutors. Studies focus on writers of various ages, including young children, high school students, and college students.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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