Lesson 8: Review

A happy emoji, straight-faced emoji, and frowning emoji with a check mark next to the happy emoji

Name(s) of student(s):

Age and grade level:

Goal from IEP connected to lesson:

Objective from IEP connected to lesson:

Purpose of lesson: To review the principles learned in this unit by examining case studies and determining proper courses of action.

Materials needed: None


“You have learned the effects of stress on your body and mental state. In order to manage stress levels, we looked at the benefits of exercise, team sports, leisure activities, social activities, volunteering, and friendships. Today we will review the information by playing a role-playing game.”

Discussion: Review


  • How can stress affect your physical body? (sweating, tense muscles, metabolism slows)
  • How can stress affect your emotional health? (fear, sadness, moodiness, irritability, anxiety, poor concentration) 
  • How is some stress beneficial? (provides motivation, keeps you alert)
  • What are symptoms of stress left unmanaged? (inability to work, lose sleep or sleep excessively, feel the need to eat constantly or not nearly enough, isolate yourself from others, attempting to feel better by drug and alcohol abuse)
  • How might exercise help manage stress? (distraction from stressors, provides energy, releases chemicals that signal happiness to the body)
  • How might a team sport or group exercise manage stress? (motivates to continue exercise, being with others can lift the spirit)
  • How might participation in a leisure activity manage stress? (provides down-time to recharge energy)
  • How might participation in a social, recreational activity manage stress? (provides time with others to recharge energy, gives opportunities to connect with others)
  • How do friendships help manage stress? (meets a deep need for relating to others)
  • What are the stress-managing benefits of volunteering? (provides opportunities to build relationships, a sense of well-being is gained from contributing to society, focus is shifted from one’s problems to helping others)

Exercise: Role-play

Students will role-play as a psychologist and client. Student A (client) will be given a scenario and must describe his current state to Student B (psychologist). The psychologist will provide a listening ear, analyze the situation, gather additional information, and suggest a proper course of action based on the unit information.

If only one student is present, the instructor should assume Student A’s role to start.

Student A and Student B should alternate psychologist and client roles.


  • You feel exhausted from the pressures of work. You have no energy, so you sleep whenever you’re not at work. You’re sleeping 15 hours per day.
  • You feel constantly worried about an upcoming work project. You can’t focus on anything else.
  • You are lonely. You live alone, work seven days a week, and spend most of your time at home.
  • You exercised twice last month and enjoyed it, but you aren’t motivated to continue.
  • You want to make friends but don’t know where to begin.
  • You feel unhappy. You often think, “How could anybody be happy with this much stress?”
  • You feel nobody understands you. Nobody knows how you feel.
  • You notice that you can’t maintain a deep friendship.
  • You moved to a new city and want to meet people.
  • You are overwhelmed with your job which requires 40 hours of social interaction per week. When you’re home, your roommate invites you to hang out with him.


“Today, we reviewed the effects of stress and ways to manage stress levels.”

Progress notes, data collection, comments, and modifications: