Introduction: Stress and anxiety in children and teenagers are just as prevalent as in adults. Stressed out and negligent parents, high expectations in academic or other performances, abused or deprived childhood, growing up tensions and demand for domestic responsibility are the main causes of childhood and teen stress. Parents, who are not emotionally available for their children or lack of positive coping mechanisms themselves often, spur stress in their offspring. Stressed children show signs of emotional disabilities, aggressive behavior, shyness, social phobia and often lack interest in otherwise enjoyable activities. Method: a quantitative approach pre experimental the one group pre-test and post-test design was adopted to assess the effectiveness of structured-teaching programme on stress reduction techniques among adolescent girls aged 15 - 18 years. The General System Theory was adopted for conceptual frame work. A total of 60 adolescent girls staying in the Nandhanar girl’s hostel were selected by using simple random sampling techniques. The instrument used for the study was a structured-questionnaire which consists of two sections. The first section consists of the demographic variables of the adolescent girls and the second section consists of 50 closedended questions to assess the knowledge regarding stress-reduction techniques. The structuredteaching programme on stress-reduction techniques was provided through Lap top for a period of 30 minutes. A post-test was given after 7 days. The data were analyzed using the descriptive and inferential statistics. Result: The knowledge score of the adolescent girls was inadequate before STP. After the LCD teaching programme 18.33% had moderately adequate knowledge and 81.67% had adequate knowledge. The effectiveness of LCD teaching programme was statistically tested by paired‘t’ value and the result found to be significant at p<0.001 level. There was no significant relationship between demographic variables and pre-test knowledge of subjects on stress-reduction techniques. Conclusion: These result demonstrated that STP was effective in improving the knowledge on stress-reduction techniques among adolescent girls who are staying in the hostel.

Keywords: Stress; Structured-Teaching Programme; Stress-Reduction Techniques; Hostel.