[semester equivalent = 3.33 credits]



Michael Sedler



This class will address the important topic of childhood and adult stress.  The impact of stress on any given child is significant and creates a tremendous strain on their academic learning. Though "stress" is often viewed as a negative impact on a life, this course will help each person to see the positive aspects of stress and anxiety. Recognizing that educators are in an excellent position to teach and impact each child, this class will give specific ideas to minimize the negative influence of stress/anxiety in the classroom. Specific strategies to help children to direct their stress into a positive arena and to learn critical coping skills will be taught.  Peer relations, chaotic family structures, generalized feelings of anxiety, failure and negative thought processes, as well as many other topics will be addressed. Each person will have an opportunity to examine their professional sphere of influence, their personal sphere of influence and their collegial sphere of influence. The goal of this course will be to help each person find a better balance in their own personal and professional lives as well as to be able to effectively teach the skills to help children find that balance. It will be geared to a broad audience, encompassing K-12 students.

LEARNING OUTCOMES: Upon completion of this course, participants will have:

  1. Learned how to implement stress management theory into their personal/professional lives.
  2. Gained an understanding of the relationship between achievement, stressors, and balance of life as it relates to the educational process.
  3. Developed an effective teaching plan for students and adults that shares intervention approaches.
  4. Evaluated classroom stress, indicators and ways to evaluate external demands.
  5. Examined principles of time management as they pertain to our personal and professional lives.
  6. Effectively transfered programs and interventions across domains (school, home, community.)

Completion of all specified assignments is required for issuance of hours or credit.  The Heritage Institute does not award partial credit. 


Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.



Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%


CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.



Selected text from Bibliography.
All handout materials, case study, and samples.

None. All reading is online.


A course manual may be downloaded, from the instructor’s website at without charge, once you have registered for this course. Click on classes, from there scroll down the page and click on the orange lettering ‘Manual’ next to the class “Stress”. It will download as a PDF. While there is no fee for the manual, you may have to pay in order to order a book from the bibliography. Or, you may borrow one from a friend or check one out at the public library for free.



Assignment #1: Read the Manual.

Read all materials in the manual. 

Assignment #2: Read a Book.

Read a book from the Bibliography or one of participantʼs choice (instructor approved).
If taking this course in a group, each person should read a book.  Only one person needs to write a 2 page summary. 
Send to instructor: Subject to read: ‘Stress #2.ʼ

Assignment #3: Complete Worksheets in Manual.

Read all materials in the manual and complete all required pages and worksheets within the manual.
Send to instructor: Subject to read: ‘Stress #3.’

Assignment #4: 2 Week Journal.

Keep a written journal for 2 weeks (minimum of 3 entries per week.)
During this time, write out any areas that create anxiety or stress for you. 
Develop at least one coping strategy for each area of stress.
Copy and Send to instructor: Subject to read: ‘Stress #4,’

Assignment #5: Plan for Success.

Select one area of your personal or professional life to address in the area of anxiety and stress.
Using the “Stress Reduction” worksheet, organize a plan for success.
Write 2 page paper.
Send to instructor: Subject to read: ʻStress #5.ʼ

Assignment #6: Share Your Plan.

Share your plan with another person and obtain feedback from them.
Do they see areas of stress in your life? Do they have any insights into stress reduction for you? 

Assignment #7: Classroom Observation.

Observe another educatorʼs classroom noting signs of stress/anxiety as well as support/encouragement among the students.
Create a table to record your observations.
Share your findings with the educator.
Send to instructor: Subject to read: ʻStress #7.ʼ

Assignment #8: Mentor a Colleague.

Mentor 1 other teacher in the methods and information from this class.
Write the results in a 2-3 page paper.
Send to instructor: Subject to read: ʻStress #8.ʼ

Clock Hours, PDUs, CEUs, and Act 48 participants must complete Section C - The Integration Paper to be awarded hours for this course.



In this section you will apply your learning to your professional situation.  This course assumes that most participants are classroom teachers who have access to students.  If you are not teaching in a classroom, please contact the instructor for course modifications.  If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility,  (they will often be glad to sponsor community-based learning), or with students in another teacher’s summer classroom in session.

Assignment #9: Student Candidate.

Choose one student (or class) to develop a strategy for stress reduction.
Discuss with the student a particular area of focus. (Move on to assignment #10)

Assignment #10: Lesson Development.

Assignment #10:  You must choose either “A” or “B”  (Required for 400 and 500 Level) 

Assignment #A: (SEND commentary to Instructor)

  • Develop a lesson to reflect what you’ve learned in this course.
  • Implement your lesson with students in your classroom.
  • Write a 2 page commentary on what worked well and what could be improved.
  • Include any student feedback on your lesson.

(The following is encouraged but not required):


Assignment #B:  (SEND lesson and summary to Instructor)  Use this option if you do not have a classroom available.

  • Develop a lesson to reflect what you’ve learned in this course. (Do not implement it.)
  • Write a 2 page summary concerning any noteworthy success you’ve had as a teacher with one or more students.

(The following is encouraged but not required):

  • Please refer to the guidelines on our blog prior to writing your article.
  • Please email a copy to Yvonne Hall ( THI blog curator and media specialist. 
  • Indicate whether or not you are OK with having your article considered for publishing on our website. 
  • Subject line to read: (Course Name, Blog)

Send to instructor:, Subject Line to read Stress #10 (A or B.)ʼ

Assignment #11: (500 Level only)

In addition to the 400 level assignments, complete one(1) of the following assignment options.
Option A) Conduct additional reading and/or literature research and combine information from this to develop an in-service or training program for your school, district or another personal setting. Focus on decreasing anxiety and stress within the school or classroom. Write the results in 2-3 page paper.
Send to instructor: Subject to read: ʻStress #11-A.ʼ
Option B) Another assignment of your own design with the instructorʼs prior approval.
Send to instructor: Subject to read: ʻStress #11-B.ʼ


Assignment #12: (Required for Clock Hrs, PDUs, CEUs, Act 48, 400 and 500 level)

(Please do not write this paper until you've completed all of your other assignments.)

  1. What did you learn vs. what you expected to learn from this course?
  2. What aspects of the course were most helpful and why?
  3. What further knowledge and skills in this general area do you feel you need?
  4. How, when, and where will you use what you have learned?
  5. How and with what other school or community members might you share what you learned?

Send to your instructor at their email address. Subject line to read  "(put course name here) Integration Paper"


Instructors will comment on each assignment. If you do not hear from the instructor within a few days of posting your assignment, please get in touch with them immediately.


Mike Sedler, D.Min., M.S.W. brings over 30 years of educational experience as an administrator, social worker, behavior specialist and teacher to each of his classes.  

He provides consultation services and seminars throughout the United States and Canada for schools, agencies and businesses.  He has been teaching “adult learning classes” since the mid 1980’s and has had the privilege of working for The Heritage Institute for over 25 years. 

He has a graduate degree in Social Work, a Doctoral degree in Ministry, a Counseling license, as well as his teaching certification (K-8).  His combination of classroom experience, behavior intervention approaches, and involvement in working with hundreds of families allows for an excellent blend in all his classes.

Mike is passionate about children and emphasizes the importance of avoiding power struggles, offering options/choices to children, setting clear boundaries and guidelines as well as finding a place of positive engagement and connection with each individual.  His heart for people and emphasis on positive communication are found throughout his seminars and classes.

All of Mike’s classes are practical and “field tested” in schools and classrooms. Educators have found ongoing success in implementing Mike’s clear and concise approaches.



Alter, Robin and Clarke, Crystal.  The Anxiety Workbook For Kids.  New Harbinger Publications, 2016.  Illustrations and activities for children (grades P-6th.)   800 748 6273.

Chansky, Tamar. Freeing Your Child From Anxiety. Broadway Books, 2014. Practical explanation and understanding of anxiety disorder (grades K-12.)   800 782 9000.

Elkin, Allen.  Overcoming Stress For Dummies.  For Dummies, 2010.  Basic ideas for working with stress (grades K-12.)  877 762 2974.

Cook, Julia.  The Anti-Test Anxiety Society.  National Center For Youth Issues, 2014.  Helping primary children overcome anxiety surrounding testing (grades P-3rd.)    866 318 6294.

Dupont-Spencer, Elizabeth. The Anxiety Cure For Kids. Somerset, NJ: John Wiley and Sons, 2014. Interventions to help children with anxiety (K-12th grade.)   800 225 5945.

Huebner, Dawn. What To Do When You Worry Too Much. Magination Press, 2005. Strategies to reduce stress and anxiety in children (grades K-6.)  800 374 2721.

Humphrey, James. Childhood Stress In Contemporary Society. Haworth Press. 2012. Excellent book outlining causes and interventions for stress (grades K-12.)  800 429 6784.

Lite, Lori.  Stress Free Kids Curriculum Kit.  Stress Free Kids, 2011.  50 pages of lesson plans and reproducible activities to reduce stress (grades P-8.)  800 841 4204.

Loy, Marty.  Children and Stress: Handbook for Parents, Teachers, and Therapists.  Whole Person Associates,   2010.  Overview of stress and interventions (Grades P-6.)  800 247 6789.

Merrell, Kenneth.  Helping Students Overcome Depression and Anxiety.  Guilford Press, 2013.  Intervention techniques to reduce anxiety (grades P-12.)   800 365 7006.

Smith, Laura. Overcoming Anxiety For Dummies. For Dummies, 2010. Basic ideas for working with anxiety and avoiding problems (grades K -12.)  877 762 2974.

Tummers, Nanette.  Teaching Stress Management.  Human Kinetics, 2011.  Reducing negative approaches in children when dealing with stress (grades P-12.)  800 747 4457. 

Wilson, Reid and Lyons, Lynn.  Anxious Kids, Anxious Parents.  HCI, 2013.  Step by step ideas for children and parents (grades P-12.)   800 441 5569.

Wong, Harry K and Wong, Rosemary T.  The First Days of School.  Harry Wong Publishers. 2009.  Book to help teachers set a successful tone for the year (grades K-12.)  650 965 7896.