
- •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 on the individual
- •The consequences of harmful stress for the organization
- •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
- •Some tips for doing more exercise
- •A healthy diet
- •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 emergency response
The emergency response consists of a sequence of cognitive, motivational, emotional, physiological and behavioural events, associated with a stress reaction and is outlined below.
Changes in thinking
The individual’s capacity for rational, realistic and objective thinking becomes seriously disrupted. It is replaced by a more primitive mode of thinking, in which the individual makes more rigid, extreme, simplistic and one-sided judgements about things. These distortions in thinking can become so potent that they totally dominate the individual’s consequent feelings and behaviours. There is also a tendency to ‘frame’ others who are perceived as a threat in terms of a few simple and extreme negative characteristics (polarized thinking). This, together with a greater tendency towards egocentricity (self-centred thinking), can result in increased interpersonal conflicts, as others around the stressed individual respond negatively to their selfish and hostile patterns of thinking.
Changes in motivation
‘Behavioural inclinations’ are activated during the emergency response. These are not actual behaviours but the precursors to behaviour and are best described as motivations. For example, as a result of an event triggering a schema, an individual may experience anger and the desire to attack someone. However, they may at the same time acknowledge that it is in their interests to suppress the behavioural inclination to hit someone because of the possible consequences (especially if that someone is their boss at work!). Similarly, a situation that arouses anxiety such as, for example, giving a presentation at work may lead to the behavioural inclination to run away and escape. However, the individual may decide to suppress this inclination because they realize that it would not do much for their career or promotion prospects if they did. Thus, behavioural motivations can be acted upon or suppressed and are the precursors of actual behaviours.
Changes in emotion
When the emergency response is triggered, the physiological arousal mechanism of the fight–flight response is initiated. A detailed description of this response has already been presented in this chapter (pp. 4–6), so will not be discussed again here in any detail: to summarize, the autonomic nervous system is activated and stress hormones are produced, leading to an emotional response in the individual. This emotional response can be one of anger, anxiety or depression.
Changes in behaviour
A behavioural strategy is ultimately chosen to deal with the perceived threat. The main behavioural strategies are the fight, flight and freeze responses, which correspond to the emotions of anger, anxiety and depression respectively. If the emotional response to the appraisal is extreme, the behavioural strategy chosen is likely to be equally extreme. For example, a very angry person may concede to the behavioural inclination to hit someone, a highly anxious person may concede to the behavioural inclination to escape from a situation, or a very depressed person may concede to the behavioural inclination to stay in bed.