Module 4 Stress management

STRESS MANAGEMENT
Introduction to Stress
Stress is a part of day-to-day living. It is a common human phenomenon and part of life.
As college students you may experience stress meeting academic demands, adjusting to a
new living environment, or developing friendships. The stress you experience is not
necessarily harmful. Mild forms of stress can act as a motivator and energiser. owever,
if your stress level is too high, medical and social pro!lems can result.
"or# for most call centre staff involves deadlines to meet, targets to reach and pro!lems
to solve on a daily !asis. The reality of wor#ing in the $%st &entury, however, means that
these deadlines are often moved, targets !ecome ever more challenging and despite the
promise of empowering wor#places, many individuals feel a loss of control over their
daily lives. 'veryone in his or her jo!, at some time experiences pressure. Too much
pressure over a sustained period can however result in stress, that is, unless it is managed
properly. Stress has !een called the invisible disease and can affect you, your employer,
your colleagues and those closest to you. It is important therefore that you understand
what it is and how you can manage your wor#ing life in order to minimise its occurrence.
Definition
Hans Selye was one of the founding fathers of stress research. is view in %()* was that
+stress is not necessarily something !ad , it all depends on how you ta#e it. The stress of
exhilarating, creative, successful wor# is !eneficial- while that of failure, humiliation or
infection is detrimental.. Selye !elieved that the !iochemical effects of stress would !e
experienced irrespective of whether the situation was positive or negative.
Since then, a great deal of further research has !een conducted, and ideas have moved on.
Stress is now viewed as a /!ad thing/, with a range of harmful !iochemical and long-term
effects. These effects have rarely !een o!served in positive situations.
The most commonly accepted definition of stress 0mainly attri!uted to 1ichard S
2a3arus4 is that stress is a condition or feeling experienced when a person perceives
that demands exceed the personal and social resources the individual is able to
mobili!e"# In short, it5s what we feel when we thin# we5ve lost control of events.
Stress is the +wear and tear., our minds and !odies experience as we attempt to cope with
our continually changing environment.
"e can say,
S $ % & '
Stress occurs when the pressure is greater than the resource
How can we (now that one is under stress)
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Module 4 Stress management
These are the ways to recogni3e6
*ypical symptoms of stress
*ypes of Stress
7 +ustress refers to the stress that is induced from events that are perceived to !e good
or positive 0also referred to as the +good stress.4. 'xamples include starting college,
getting married, or having a !a!y
7 Distress refers to stress that is induced from events that are perceived to !e !ad or
negative 0also referred to as +!ad stress.4. 'xamples include failing an exam, fighting
with a friend, or getting a speeding tic#et.
7 Hypostress refers to the stress that is induced from lac# of stimulation or !oredom,
which may not have any conse8uential effect.
9nder distress we have three types of stress as descri!ed, in the order of increasing
intensity,
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:igestive
pro!lems
'motional
insta!ility
;eelings of
ina!ility to cope
9ncooperative
attitudes
<ro!lems with
sleep
'xcessive smo#ing
=>or use of
alcohol or other
drugs
Ina!ility to relax
&hronic worry
?ervousness and
tension
igh !lood
pressure
Symptoms of
stress
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Module 4 Stress management
-asic Stress
.umulative Stress
*raumatic Stress
-/SI. S*'+SS
'very individual experiences !asic, minor stress in daily situations that may produce
tension, frustration, irritation, anger, etc. A person5s vulnera!ility 0reaction4 is largely
determined !y one5s physical and psychological strength or wea#ness at these times, and
thus the level of stress will vary accordingly. ;or example, a person who is ill, has not
had enough sleep, or is trou!led or worried, etc., is li#ely to react more readily and more
intensely. <ersonal attri!utes which may contri!ute to one5s reaction to stress are@
<ast experiences-
'ducation-
<rofessional s#ills-
<hilosophical approach to life-
Age-
2evel of physical fitness- and
<ersonal self-esteem.
Stress consumes physical, cognitive and emotional energy. Although it is natural to suffer
some degree of stress in difficult situations, in order to avoid disruption of a person5s
a!ility to function properly, !oth physically and mentally, stress should not !e allowed to
accumulate to a point where it cannot !e controlled.
.0M01/*I2+ S*'+SS
&umulative stress is the result of strain that occurs too often 0;1'A9'?&B4, lasts too
long 0:91ATIC?4 and is too severe 0I?T'?SITB4. In these circumstances, distress
leads to exhaustion and other manifestations so that a person is una!le to cope with the
amount of stress he>she is experiencing.
e>she may !e assigned to wor# with colleagues that are not personally or culturally
compati!le. In addition a person may !e challenged !y minor, irritating strains related to
unfamiliar or unpleasant situations. ;or example, difficulties related to housing 0privacy,
shortages of water, heat>cold, noise, etc.4- travel 0ris#s, threats, tedious controls at
chec#points4- food 0shortages, diet, illness4- unfamiliar language and culture, etc.
A person may suffer the personal stress of !eing away from home, friends and loved
ones, and !ecome lonely and vulnera!le to the effects of permanent low grade stress, or
even to acute traumatic stress.
If cumulative stress is not cared for, it may lead to burn-out or flame-out, which may
precede other very serious stress disorders.
-urn3out,
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Module 4 Stress management
Cngoing stress may result in !urn-out, or professional and personal exhaustion. A person
suffering from !urn-out will exhi!it changed attitudes concerning his>her wor# =
colleagues. ;or example, a person suffering from !urn-out will either avoid wor# or,
more often, !ecome totally immersed in it and will exclude all other aspects of life.
9sually there are signs of depression, loss of self-confidence and>or self-esteem, diffused
sadness, guilt and grief.
4lame35ut
In the case of a rapid onset !urnout, particularly if the needs for periodic rest, proper food
and exercise are overloo#ed or ignored, the so-called flame-out phenomenon may result.
9sually this reaction to stress can !e treated at once !y instructing the person
experiencing flame-out to leave the scene temporarily, until he>she has regained
control>composure. Some symptoms of flame-out are@
Intense fatigue, often associated with exhausting hyperactivity-
;eelings of sadness, discouragement, depression- guilt, remorse- hopelessness-
;ailure to admit to a state of psychological exhaustion, and denial of any loss of
efficiency-
Ina!ility to o!jectively and accurately assess personal and professional
performance-
<hysical signs of exhaustion may also !e experienced, e.g. fatigue- headache-
!ac# pain- and stomach ulcer 0called stress ulcer4.
*'/0M/*I. S*'+SS
"hereas cumulative stress increases over a period of time and at some point can !e
recogni3ed and arrested, traumatic stress is the result of a single, sudden and violent
assault which harms or threatens an individual or someone close to him or her, either
physically or psychologically. The following are examples of trauma which may !e
experienced in the field@
Eeing a powerless spectator of violence, murder, large scale massacres,
epidemics, disasters or famines-
earing first-hand reports of ill-treatment and torture-
:irect or indirect intimidations and threats-
Eom!ing of !uildings- mining of roads-
Attac#s on vehicles and convoys-
Armed attac#s and ro!!eries-
"itnessing large-scale material destruction.
Although the range of emotional reactions to trauma is limited, such reactions may vary
from one individual to another. The time it ta#es for these reactions to appear, and their
severity, depends on the person5s character and vulnera!ility at the time. The reaction0s4
may appear immediately, or after a few hours or days@ this is acute stress disorder. Cr the
reaction0s4 may appear after a few months, or in rare cases, in a few years@ this is post-
traumatic stress disorder 6%*SD7.
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Module 4 Stress management
%*SD may !e compared to a wound that will not heal naturally.
An individual with <TS: may, after a period of well-!eing, experience a delayed onset
disorder which generally can !e recogni3ed !y several criteria@
<ersistent re-experiencing of the traumatic event-
Avoiding association with any stimulus that is a reminder of the trauma-
Symptoms of exaggerated alertness or caution and possi!ly inappropriate, or even
violent, reactions to threatening situations.
8hat .auses Stress)
Although we tend to thin# of stress as caused !y external events, it is the way in which
we interpret and react to events that ma#es them stressful. <eople differ dramatically in
the type of events they interpret as stressful and the way in which they respond to such
stress. ;or example, spea#ing in pu!lic can !e stressful for some people, and not for
others. Also the type and severity of stress response varies from one individual to another,
according to their personality, experience, motivation and the support they receive from
managers, colleagues, family and friends.
ItGs important to identify the causes of stress and try and deal with those causes as 8uic#ly
as possi!le !efore the more serious symptoms of stress !ecome apparent.
.hange is stressful
Stress is often caused !y a major life event. It might !e divorce, a child leaving home,
getting pregnant, moving to a new home, changing jo!s, finding out we are ill, moving
school, going to college and so on. "hen change happens 8uic#ly, it is li#ely to !e more
stressful. If you have many changes to cope with at the same time, more stress is
experienced.
'outine and daily causes of stress
"e donGt very often have a major change in our life !ut, other things are stressful too.
Eecause these small upsets occur so often, they often give us the most stress.
+xamples of daily causes of stress are@
'elationships
<ro!lems with friends.
Splitting up with a
partner, girlfriend or
!oyfriend.
:isagreements with
mem!ers of the family.
1e!ellious teenagers.
&aring for an ill person.
+nvironment
2iving in an unsafe
neigh!ourhood.
?oise.
<ollution.
2ight at night.
Cvercrowding.
8or( or school
:issatisfied with wor#.
Too much wor#.
&onflicts with !oss or
teachers.
&onflicts with
colleagues or peers.
"or# too difficult.
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Module 4 Stress management
Social
<overty.
;inancial pressures.
1acial and sexual
:iscrimination or harassment.
9nemployment.
Isolation.
2ac# of social support.
Internal
9ncertainty or worries.
<essimistic attitude.
Self-criticism.
9nrealistic expectations or !eliefs.
<erfectionism.
2ow self-esteem.
'xcessive or unexpressed anger.
2ac# of assertiveness.
stressors at wor(
-elow are some common causes of stress at wor("
95- D+M/:DS
Hunrealistic or unclear expectations
Htoo much to do or too little time to complete assignments
Hlac# of challenge or jo! !urn-out
Hlac# of input on how you do your jo!
Hdifficulty juggling wor# and family responsi!ilities
95- S+.0'I*;
Hperformance evaluation, raise, or salary cut
Hfinancial cut!ac#s, reorgani3ations, hiring free3es, and lay-offs
Hchange in jo! responsi!ilities or classification
'+1/*I5:S 8I*H ;50' S0%+'2IS5' /:D .5385'<+'S
Hpoor communication or conflicts among staff
Hinade8uate support from supervisor or co-wor#ers
Hfavoritism, differential treatment, or insensitivity
Hloss of staff or staff turnover
8hen Stress -ecomes Dis tress
Stress is a fact of everyday life. And, in fact, studies indicate that mild levels of stress
actually facilitate learning, pro!a!ly !ecause they help us to mo!ili3e our energy and
resources and motivate us to do our !est. Eut, what happens when stress is at a high level
for a long timeI "e are at ris# for depression, anxiety and panic -- not to mention a whole
host of physical ailments.
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Module 4 Stress management
2earn to recogni3e stress overload !y these warning signs@
'ecognising stress in yourself and others
Stress can present itself through a wide range of physical, !ehavioural and>or
psychological symptoms. &ommon symptoms include@
%hysical
eadaches- high !lood pressure- sleep distur!ances- nausea- tearfulness- muscular aches
and pains- suscepti!ility to infections with an increase in cold>flu type illnesses etc.
"hen stress is experienced over long periods the acute stress reaction may evolve into a
chronic condition with the associated concerns of@ persistent high !lood pressure-
development of digestive disorders e.g. stomach ulcers- there is also an increased ris# of
stro#es and heart attac#s.
-ehavioural
<oor concentration- memory loss- irrita!ility- su!stance a!use 0i.e. increase in inta#e of
alcohol, coffee, to!acco4- lateness- an increase in a!senteeism- reduced wor#
performance- more accidents at wor# and at home- an ina!ility to achieve a good
performance at wor# despite good intentions and plans- withdrawal from usual social
contacts.
%sychological
:epression- misplaced anxiety- apathy- lac# of motivation- poor concentration and
memory- low self esteem- fear of failure.
.onsolidating all the information,
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Module 4 Stress management
/ Model of Stress
'elationship between =ob performance and stress 6psychological effect7,
Inverted30 'elationship between Stress and 9ob %erformance
%hysiological signs of stress" 6>/S7
Seyle 0%(J*4 told that Animals react similarly to humans in variety of situations.
e developed theory called >eneral /daptation Syndrome, defined as a non-specific
physiological response to a variety of stressful stimulus.
Stage ?, /larm 'eaction
<erceived threat, drop in E<, muscle tension, the !ody prepares for confrontation.
Stage @, 'esistance
&hemical production
Eody #eeps up defences, !ut !ecomes vulnera!le.
Stage A , +xhaustion
Eody !egins to manifest signs of prolonged hormone secretion, in need of
recovery e.g low !lood sugar, #idney damage, low hormone levels.
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Module 4 Stress management
Selyes >eneral /daptation Syndrome 6>/S7
Shoc(
'valuation of LAS model
Allows good insight into causes of stress related illness.
Eut still does not answer the 8uestion of why we perceive some events as
threatening.
Cverall what is needed is the person to !e involved in the e8uation.
8hat Does and Doesnt 8or(
"hat doesnGt wor# to manage stressI :rugs and alcohol may help suppress or mas#
certain symptoms in the short-term, !ut they do nothing in helping us deal with the
sources of the stress itself and of course can !e self-destructive in the long run. &atharsis
-- screaming into a pillow or playing aggressive video games -- doesnGt wor# any !etter
and can actually increase some peopleGs feelings of anger and aggression.
"hile stress can5t !e eliminated, it can !e managed so that it5s not a destructive force in
our lives. The first strategy, wherever possi!le, is to remove the stressor from your life, or
to remove yourself from the stressor. In other words, change what you canM Let rid of
small irritations- end damaging relationships- drop from five courses to four. The second
option is to change your response and>or your interpretation of the situation. Eecause part
of the source of stress in any situation lies in our attitudes and !eliefs, we can never really
run away from it.
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Phase 1: Alarm Phase 2: Resistance Phase 3: Collapse
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Module 4 Stress management
Thus, a good formula for coping with stress involves stri#ing a !alance !etween changing
our environment and changing ourselves.
Simple means to cope with Stress
1emem!er our goal is not to eliminate stress !ut to learn how to manage it and learn how
to use it to help us. Insufficient stress acts as a depressant and may leave us feeling !ored
or dejected. Cn the other hand, excessive stress may leave us feeling tied up in #nots.
"hat we need to do is to find the optimal level of stress which will individually motivate
!ut not overwhelm each of us.
Stress reductionBmanagement
If any of the aforementioned relate to you, the following solutions may help reduce or
ma#e you more resilient to stress@
HIdentify personal stressors
If you can, wor# out what in particular stresses you are and explore some practical ways
to minimise the cause. There may !e some issues you cannot change immediately, !ut
there may !e others you can alter or avoid.
Individual approach
%ositive 8ays to .ope with Stress
%. +xerciseC "hether you garden, roller-!lade or do yoga, physical activity is one of the
!est methods to relieve stress and strengthen your !ody to withstand its effects.
$. +scape 33 for awhile. Let away from whatever is causing the tension. 2ose yourself in
a !oo# or ta#e a !ath so you can calm down and come !ac# to deal effectively with the
situation.
D. +liminate small hassles wherever possible" :on5t shop at the !usiest time. Euy a !us
pass if youGre always short of change when the !us comes.
F. -reatheC Ta#e time out to practice slow !reathing. As you exhale very slowly say the
word /relax/ or /calm./ As the air expires, let the !ody relax.
). *ry relaxation or meditation" &onsider ta#ing a course to learn these techni8ues. Cr,
ma#e an appointment with a counsellor to learn the !asics.
*. -e realistic" :on5t try to !e superhuman@ !e realistic and donGt expect too much from
yourself. Ma#e a good effort, !ut don5t try to achieve the impossi!le.
J. Draw on spirituality" If you draw strength from your spirituality, ma#e time for it. It
may fortify you to cope with stressful demands or help you to put things into perspective.
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Module 4 Stress management
K. Set priorities and goals" Managing your time well reduces stressM "hen youGre
overwhelmed, ta#e time to figure out what your priorities are. Then, !rea# down
intimidating projects into smaller steps. :evising and stic#ing to a wee#ly schedule can
also help.

(. +at healthily and get regular sleep" A poor diet will put additional stress on your
!ody, so try to limit your jun# food inta#e as well as caffeine. 2isten to your !ody as to
how much sleep you need in order to awa#e well-rested.
%N. *a(e time for you. <lan a little time each day for fun and recreation, whether your
thing is playing the guitar, reading trashy novels or playing pin!all. BouGll find that it will
help you deal with stress and so, in the long run, it will help your studiesM
%%. :ote the positive" Ta#e time to consciously reflect on and even write down or all the
things that are good in your life. This can help #eep you grounded as the tornado whirls
around you.
%$. 1aughC "hether you play charades with friends or watch Mr. Eean reruns 0whatever
ma#es you giggle4, research shows that laughing is an excellent way to cope with stress.
%D. *al( to others. :on5t !ottle up your feelings, reach out to those you trust@ a friend or
family mem!ers. Tal#ing may not ta#e the source of your stress away, !ut it can help you
to put it into perspective, reduce your anxiety and come up with some solutions.
Cther methods include 0organi3ational context4
Manager
"here stress is wor#-related, it may !e !eneficial to discuss your concerns with your
manager in the first instance to see what solutions may !e availa!le.
5ccupational Health Service
Bou can self-refer to the 9niversityGs Cccupational ealth Service, on a confidential
!asis, to discuss your concerns, where you will !e offered help and advice on a short or
long term !asis in identifying personal stressors and in identifying assistance to help deal
with these stressors.
Human 'esources
uman 1esources will, on a confidential !asis, discuss with you and advise on how to
deal with issues causing stress.
1earning D Development
2earning = :evelopment provides a variety of courses which you may find very useful,
such as !ullying and harassment in the wor#place- counselling s#ills, assertiveness
training- managing sic#ness a!sence- management s#ills course- recognition and
reduction of stress- conflict resolution- presentation s#ills and supervision s#ills.
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Module 4 Stress management
Sports .entre
Oarious activities are availa!le to help alleviate tension and reduce stress. A personal +one
to one. fitness assessment can !e underta#en and assistance given to find the fitness
programme that is tailor-made to suit you.
*rade 0nion
;or general support and advice.
Harassment :etwor(
The networ# can !e contacted if stress is a result of some form of harassment individuals.
.ontinuing +ducation
Some people may find it !eneficial to develop their s#ills, learning a new language etc.
Staff .ounselling 3 .are 4irst
This exists to provide a confidential, independent source of advice. &ounselling may !e
offered !y telephone or in person.
+xternally
5rgani!ational /pproaches
Several of the factors that cause stress-particularly tas# and role demands- are controlled
!y management. As such, they can !e modified or changed. Strategies that management
might want to consider include,
Improved personnel selection and =ob placement
&ertain jo!s are more stressful than others !ut individual differ in their responses
to stressful situation. Selection process should !e so as to select individuals with
!etter experience and s#ills.
*raining
It can increase an individualGs self-efficacy and thus lessen jo! strain.

0se of realistic goal setting
Specific goals that are perceived as attaina!le, clarify performance expectation. In
addition, goal feed!ac# reduces uncertainties a!out actual jo! performance. The
result is less employee frustration, role am!iguity, and stress.

'edesigning of =obs
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Module 4 Stress management
In order to give employees more responsi!ility, more meaningful wor#, more
autonomy, and increased feed!ac# which, can reduce stress !ecause these factors
give the greater control over wor# activities and lessen dependence on others.
Increased employee involvement
Increased employee involvement in decision ma#ing process that directly affects
their jo! performance, management can increase employee control and reduce the
role stress.

Improved organi!ational communication
Increasing formal organi3ational communication with employees reduces
uncertainty !y lessening role am!iguity and role conflict. Liven the importance
that perceptions play in moderating the stress-response relationship, management
can also use effective communications as a means to shape employee perceptions.
5ffering employee sabbaticals
These sa!!aticals-ranging in length from a few wee#s to several months-allow
employees to travel, relax, or pursue personal projects that consume time !eyond
normal vacation wee#s. <roponents argue that these sa!!aticals can revive and
rejuvenate wor#ers who might !e headed for !urnout.
+stablishment of corporate wellness programs
These programs focus on the employeeGs total physical and mental condition. ;or
example, they typically provide wor#shops to help people 8uit smo#ing, control
alcohol use, lose weight, eat !etter, and develop a regular exercise program.
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