- •Overcoming Your Workplace Stress
- •Overcoming Your Workplace Stress
- •Martin r. Bamber
- •About the author
- •Preface
- •Acknowledgements
- •The ‘fight or flight’ response
- •Harmful stress
- •The consequences of harmful stress for the organization
- •The consequences of harmful stress on the individual
- •Conceptualizing stress
- •The ‘camera analogy’
- •The emergency response
- •Changes in thinking
- •Changes in motivation
- •Changes in emotion
- •Changes in behaviour
- •The development of stress syndromes
- •Dispelling some myths about stress
- •Answers for the stress quiz (Table 1.1) Statement 1
- •Statement 2
- •Statement 3
- •Statement 4
- •Statement 5
- •Statement 6
- •Statement 7
- •Statement 8
- •Statement 9
- •Statement 10
- •Statement 11
- •Statement 12
- •Statement 13
- •Statement 14
- •Statement 15
- •Statement 16
- •How well did you do in the quiz?
- •How stressed are you?
- •A stress checklist
- •Scoring and interpreting the checklist (Table 1.2)
- •Summary
- •Chapter 2
- •Identifying the causes of your occupational stress
- •Introduction
- •An overview of the causes of occupational stress
- •Individual factors
- •Genetic/inherited factors
- •Acquired/learned factors
- •Personality/trait factors
- •Factors in the work environment
- •Job demands
- •Physical working conditions
- •Control
- •Supports
- •Relationships
- •Pay and career prospects
- •The home–work interface
- •The employer’s ‘duty of care’ to provide a healthy working environment Case study: Schmidt
- •The impact of employment legislation
- •Demands
- •Control
- •Support
- •Relationships
- •Further developments in management standards
- •Identifying the main causes of stress in your own working environment
- •Interpreting the results of your questionnaire (Table 2.1)
- •Interpreting individual items
- •Interpretation of subscales
- •Summary and main learning points from Part I
- •About Part II of this book
- •Primary level interventions
- •Secondary level interventions
- •Tertiary level interventions
- •Doing a job analysis
- •Case study: Tony
- •The benefits of doing a job analysis
- •Interventions aimed at reducing the demands of your job Reducing the volume of work
- •Enlarging your job
- •Enriching your job
- •Improving your physical working environment
- •Interventions aimed at increasing the control you have over your job
- •Interventions aimed at increasing the supports you have at work
- •Interventions aimed at improving working relationships
- •Gather evidence
- •Find allies to support you
- •Stand up to the bully
- •Present the bully with the evidence
- •Be prepared for the backlash
- •Take things further if necessary
- •Interventions aimed at clarifying your role at work
- •Interventions aimed at improving the way that change is managed in your workplace
- •Interventions aimed at improving the home–work interface
- •Some tips for negotiating with your employer
- •What to do if your line manager is not receptive to your plight
- •What to do if you do not get the problem resolved within your workplace organization
- •Chapter 4 Living a healthy lifestyle
- •Introduction
- •Living a healthy lifestyle
- •Regular exercise
- •A healthy diet
- •Some tips for doing more exercise
- •Some tips for eating more healthily
- •Monitoring food intake
- •Medication and other drugs
- •Alcohol
- •Some tips for reducing your alcohol intake
- •Caffeine
- •Nicotine
- •Some tips for stopping smoking
- •Sleep and rest
- •Some tips to help you sleep better
- •Summary
- •An exercise
- •Developing your own ‘Healthy Lifestyle Plan’
- •Chapter 5 Developing effective time management skills
- •Introduction
- •Case study: John
- •Case study: Peter
- •What can we learn from the case studies of John and Peter?
- •Developing effective time management skills Plan ahead
- •Be clear about what your goals are
- •Manage your diary effectively
- •Create some ‘prime time’ for yourself
- •Prepare for meetings
- •Choose the best time to tackle difficult tasks
- •Overcome procrastination
- •Case study: Jenny
- •What can we learn from the case study of Jenny?
- •Learn to delegate
- •Stay focused
- •Prioritize tasks
- •Be organized
- •Developing an action plan to manage your time more effectively
- •Chapter 6 Developing assertiveness skills What is assertiveness?
- •Why are some people unassertive?
- •What are the consequences of being unassertive?
- •Case study: Caroline
- •Case study: Rosie
- •How can you become more assertive?
- •Education
- •Aggressive behaviour
- •Submissive behaviour
- •Manipulative behaviour
- •Assertive behaviour
- •Knowing your rights
- •A ‘Bill of Rights’
- •What can we learn from the case study of Caroline?
- •Developing assertive attitudes
- •Developing assertive behaviours
- •Other useful assertiveness techniques to help you
- •Use the ‘broken record’ technique
- •Use fogging
- •Be concise
- •Be specific
- •Clarify
- •Use ‘I’ statements
- •Active listening
- •Aim for a workable compromise
- •Negative assertion
- •Empathic confrontation
- •Self-disclosure
- •How assertive are you?
- •Table 6.1 scores and interpretation Scoring of individual items
- •Interpreting the total scores for the questionnaire
- •Developing an action plan to become more assertive
- •Chapter 7 Developing effective interpersonal skills
- •Introduction
- •What are interpersonal communication skills?
- •Why are some people interpersonally less skilled than others?
- •What are the consequences of being interpersonally unskilled?
- •Developing your own interpersonal skills
- •Body posture and gestures
- •Facial expressions
- •Eye contact
- •Voice projection
- •Personal space
- •Personal appearance and presentation
- •Verbal skills
- •Paraphrasing
- •Reflecting feelings
- •Summarizing
- •Minimal encouragers
- •Asking open questions
- •Immediacy
- •Concreteness
- •The use of small talk
- •Higher level interpersonal skills
- •Developing cognitive skills
- •How interpersonally skilled are you?
- •Developing an action plan aimed at becoming more interpersonally skilled
- •Chapter 8 Developing relaxation skills
- •Introduction
- •Informal relaxation techniques
- •Semi-formal relaxation techniques
- •Massage
- •Releasing your shoulder tension
- •Soothing your scalp
- •Relaxing your eyes
- •Formal relaxation techniques
- •Deep breathing exercises
- •A deep breathing exercise
- •Progressive muscular relaxation
- •A progressive muscular relaxation exercise
- •A brief relaxation exercise for the neck and shoulders
- •Mental relaxation techniques
- •Meditation
- •Mindfulness
- •Mental refocusing
- •Visual imagery
- •Summary and main learning points
- •Chapter 9 Changing the way you relate to your work
- •Introduction
- •Understanding the links between thoughts, feelings, behaviours and bodily reactions
- •The cat vignette exercise
- •Identifying unhelpful patterns of thinking
- •Labelling dysfunctional thinking styles
- •Catastrophic thinking
- •Jumping to conclusions and mind reading
- •Overgeneralization
- •Magnification
- •Minimization
- •Personalization
- •Black and white thinking
- •‘Should’ and ‘must’ statements
- •Challenging dysfunctional patterns of thinking
- •Examining the evidence
- •Exploring the alternatives
- •Identifying advantages and disadvantages
- •The friend technique
- •Checking it out
- •Estimating probabilities
- •Reattributing meaning
- •Conducting behavioural experiments
- •Case study: Sarah
- •Challenging work dysfunctions
- •Challenging patterns of over-commitment Modifying perfectionism
- •Modifying workaholism
- •Challenging patterns of under-commitment Modifying underachievement
- •Modifying procrastination
- •Summary
- •Chapter 10 Overcoming stress syndromes
- •Introduction
- •Treating anxiety syndromes
- •Performance anxiety
- •Case study: Philip
- •Treating Philip’s performance anxiety
- •What can we learn from the case study of Philip?
- •Panic attacks
- •Case study: Andrew
- •Treating Andrew’s panic attacks
- •Phobic avoidance
- •Treating phobic avoidance
- •Case study: Maxine
- •Treating the depression syndrome
- •Challenging depressive thinking
- •Challenging unhelpful behaviours
- •Activity scheduling
- •Conducting behavioural experiments
- •A note on the burnout syndrome
- •Treating burnout syndrome
- •Treating the hostility syndrome
- •Summary
- •The eight stages of a self-help plan
- •Make a problem list
- •Prioritize your problems
- •Set your goals
- •Establish the criteria of success
- •Plan your interventions
- •Develop a self-help treatment plan
- •Monitor and review your progress
- •Prevent relapse
- •Case study: Helen
- •Making a problem list and prioritizing the problems
- •Setting the goals and establishing the criteria of success
- •Comfort eating and weight gain
- •Avoidance
- •Procrastination
- •Unassertiveness
- •Anxiety
- •Poor self-image
- •Planning the interventions
- •Interventions for comfort eating and weight gain
- •Interventions for avoidance
- •Interventions for procrastination
- •Interventions for unassertiveness
- •Interventions for anxiety
- •Interventions for poor self-image
- •Developing a self-help treatment plan
- •Monitoring and reviewing progress
- •Summary
- •Chapter 12 Summary and conclusions
- •Appendix Useful books and contacts
The development of stress syndromes
Prolonged exposure to situations or events perceived as stressful, without any successful resolution, will result in the emergency response becoming chronically activated and can lead to the development of a stress syndrome. Three stress syndromes have been identified, namely the hostility syndrome, which is characterized by feelings of chronic anger and the desire to fight perceived injustices, the fear or anxiety syndrome, which is characterized by chronic feelings of anxiety and the desire to flee, escape and avoid perceived dangers and threats, and the depression syndrome, which is characterized by feelings of sadness, a negative view of self, the world and the future and the desire to withdraw, give up, surrender and accept defeat. The syndromes of anger and anxiety are associated with the first phase of the two stage model of stress described earlier in this chapter, and the depression syndrome is associated with the second phase of the model (p. 6).
Dispelling some myths about stress
To be in the best position to help yourself tackle stress, you need to have a good understanding of the stress concept generally. In order to do this there are a number of commonly held myths and misconceptions about stress which you may need to dispel. The quiz in Table 1.1 has been designed to test your knowledge and understanding of stress. It consists of a number of common assertions about stress, some of which will test what you read earlier in this chapter.
Table 1.1 A stress quiz
Note: This table is available to view and print from the following website: www.routledgementalhealth.com/9780415671781
Answers for the stress quiz (Table 1.1) Statement 1
‘Stress is an inevitable and unavoidable consequence of modern life’
(Answer: False)
Although the causes of stress may be different in modern societies from those of our ancestors, stress has always been a part of life throughout history. It is unhelpful and wrong, however, to assume that it is an aspect of modern life that we simply have to put up with. You can do something about it and can plan your life so that it does not become overwhelming. Remember you were not born this way but acquired the stress somewhere along life’s journey. It is possible to move away from being a highly stressed individual to a low stress one. However, in order for this change to be possible, it is a prerequisite that you believe that change can happen. If you do not believe that change is possible, it will not happen for you.
Statement 2
‘Stress is a sign of weakness’
(Answer: False)
We are constantly bombarded in the media by stereotypes of strong men and superwomen, who claim that you can ‘do it all’ and ‘have it all’. For example, the media image of the City business superwoman, ‘queen of the square mile’, ‘power dressing millionaire mother of several children’, who never misses a school prize giving, is enough to make any average woman feel inadequate if she believes the hype. Similarly, we hear stories of high flying chief executives and government ministers, who work exceptionally long hours, travel all over the world and yet still claim that they do their fair share of the household chores and childcare, changing nappies, tucking their children up in bed and reading them a story most nights. Perhaps they also find time to do a bit of DIY and pursue their hobbies when the children are asleep and of course they are no doubt the perfect partner and lover! If we are to believe these stereotypes, there are clearly people who appear to be able to have it all, do it all and apparently never show any signs of stress. The message portrayed is that stress is something for other mere mortals to struggle with. Stereotypes of ‘superman’ and ‘superwoman’ can make the average person struggling to meet all the mundane demands of home and work life feel just a tad inadequate.
This sense of weakness and inadequacy can be reinforced by unhelpful ‘macho’ management attitudes in the workplace. Such managers believe that being stressed is a sign of an inherent weakness in the individual employee. The saying ‘If you can’t stand the heat then stay out of the kitchen’ sums up this attitude well. However, the reality is that anyone under sufficient pressure will begin to show signs of stress. Ask yourself, ‘What would happen if my workload or targets were doubled tomorrow?’ It is most unlikely that you would be able to cope. So the message here is that experiencing stress is not a sign of weakness but a normal response to excessive demands being placed on an individual. Do not believe all the hype about supermen and superwomen. Admittedly there may be a few exceptional people who can juggle many things without becoming stressed but they are not the norm. Also, when you scratch below the surface of claims made in the media about these people, you invariably find that they are supported by a small army of nannies, housekeepers, gardeners and other helpers who they are fortunate enough to be able to afford to employ. This is often accompanied by an extremely supportive, self-sacrificing partner and lots of extended family support. So, it is a myth that these individuals are doing it all on their own.
