Measuring stress levels of staff

Measuring stress levels of staff There are several ways in which stress can be measured for example by self report, biochemical and physiological methods Self report methods Stressful life event scales measures stress prospectively through the reported life change for example Holmes and Rahes Social Readjustment Rating Scale (SRRS). They examined 5000 patient records and made a list of 43 life events that seemed to precede illness. Nearly 400 participants were asked to rate each item in terms of the amount of stress it produced, and an random value of 500 was assigned to marriage as a reference point. The results were averaged and divided by ten to get a measure of the individual events in terms of life change units representing the degree of stress caused by events. Their research using SRRS suggested that life events were associated with various physical illnesses. Self-perception of stress measures subjective feelings of stress associated with negative or positive life events for example Sarason et al.s (1978) Life experiences Survey (LES). The SRRS provides a relatively quick measure of a variety of stressor stimuli and the LES takes into account the subjective cognitive appraisal. This method however has a limitation in that subjective measures may be unreliable, change over time and confuse the causes and effects of stress. Biochemical methods This methods measure stress through chemical testing for example through blood and urine sample testing to measure changes in stress-related hormones, catecholamines (such as epinephrine) and corticosteroids (such as cortisol). For example, Kiecolt-Glaser (1984) studied human responses to stress using examinations where researchers took blood samples from 75 1st year medical students one month before their final examination and again on the first day of their final exams after they had completed two of the exams. Kiecolt-Glaser et al found that natural killer cell declined between the two samples confirming that stress is associated with a reduced immune response. These methods provide direct, reliable, objective and quantitative data on stress responses. There is a limitation however in that these methods are expensive, require specialist equipment/skill and ignore subjective perceptions (positive stress produces less cortisol). The measure can be affected by factors like caffeine or anxiety. Physiological methods There are many physiological responses that can be measured. This is done through monitoring of machinery like heart monitors and skin conductance polygraphs and stress is measured through its associated autonomic nervous system changes in heart rate and blood pressure. Change in heart rate measures the increase or decrease in the number of heart beats per minute. Heart rate can be measured with an electrocardiogram (ECG) which measures electrical activity across the skin associated with the electrical activity of the heart. It increases when a person is under stress and decreases as one relaxes. It is also affected by the intensity of the emotional response; it increases with position emotions and decreases with negative emotions . In response to unexpected stimuli, heart rate decreases, known as the orienting effect, and increases with defensive responses, i.e. fight-or-flight response. Change in skin conductance -measures the change in the conductivity of a persons skin. As stress increases, sweat increases on the palms hence increased conductivity. Higher levels of skin conductance have also been shown during learning and have also been shown to increase with the presentation of an unexpected stimulus. It is measured on the fingertips of the participant. Change in skin temperature -measures the change in temperature on the extremities of the body. As stress increases the temperature in the extremities decreases as heat moves to the bodys core thus the temperature measured on the fingertip decreases. Skin temperature reactions can be measured by placing a thermostat at the end of one of the fingers and holding it in place with thin porous tape. Other measures include EEG recordings of cortical activity, electromyogram measurements of facial muscle tensions, respiration rate and blood pressure. Physiological measures have an advantage in that they are more objective than subjective a continuous measure, so time-varying qualities of presence can be observed. They have some limitations however, in that several different stimuli could produce the same changes and physiological levels also vary widely from person to person. Skin temperature is slow to change and therefore one has to be exposed to the stimulus for several minutes. There is also the cost of the physiological monitoring equipment and trained personnel. I would recommend the company to use the self report method of measuring stress as it would be the most appropriate for a company because it is the least expensive and the staff would not need to take a day off to go and see a specialist. It would also take less time and it is convenient. Physiological and psychological methods of stress management that the company could introduce to its staff: There are many approaches which can be used to reduce stress levels. Psychologists distinguish two broad types of coping strategies; psychological and physiological. Physiological method: Biofeedback- This is a technique involving the use of recording electrodes and monitors to measure physiological responses like blood pressure and muscle tension in the head and neck. Signals are amplified and displayed to the client on a screen or through headphones. The client is trained on how to control involuntary muscles, or voluntary muscles that are not normally controlled using techniques like relaxation and meditation. This introduces autonomic nervous system activity thus the bodily sensations associated with stress and this would reduce the consequent effects of stress in terms of illness. strengths Biofeedback has produced significant long-term reductions in stress in everyday life. The use of monitors helps the person learn effective techniques to reduce arousal and they can use them independently of the technology (Holroyd et al., 1984) It does not have side effects unlike drugs It is voluntary and not invasive According to Attanasio et al. (1985), it helped teenagers and children with stress related disorders to gain control over symptoms of migraine headaches. They benefited more than adults possibly because they were more enthusiastic and less sceptical. Weaknesses There is cost of technology and time is needed by the trainer and client to learn how to reduce arousal. There is some doubt as to whether the feedback is actually necessary as some studies show that the benefits of biofeedback could be gained from other relaxation methods. It does not directly focus on causes of the stress-related problems but treats the symptoms. It is more successful with some people than others (individual differences), for example with children rather than adults. Psychological methods Stress inoculation training (SIT) Meichenbaum (1985) proposed a form of cognitive therapy to deal with stress. His stress inoculation training aims to manage stress using a cognitive-behavioural method of providing clients with strategies and skills to deal with the particular stressors in their lives. He suggested that an individual should develop a form of coping before the problem arises rather than afterwards. There are three main phases in stress inoculation training: Conceptualisation the therapist discusses the nature of the problem with the individual and a relationship is established. The client is educated about the nature and impact of stress so that he understands the effect of their existing coping mechanism. Self-defeating attitudes and coping mechanisms are identified through curious questions in order to guide the client to understand their cognitions and behaviour. Skills acquisition and consolidation The individual learns various techniques for reducing stress, such as relaxation and self-instruction by using coping self-statements, positive thinking, social skills, methods of attention diversion and time management. These are taught and practised in the clinic and then gradually rehearsed in real life. Application and follow through clients are given opportunities to apply the newly learned coping skills in different situations, which become increasingly stressful. Various techniques may be used for example imagery, modelling and role playing. The exposure to real stressors is graded and follow- through procedures employed to ensure that any warning signs of relapse are dealt with. Strengths It is very flexible, it consists of a wide variety of cognitive and behavioural techniques tailored to the individual needs of the client. It is fairly effective in reducing the stress experienced in moderately stressful situations, the stress of chronic pain, performance anxiety, specific phobias, work related stress, competition stress and stress before surgery. It deals with causes not symptoms, it offers a joint attack; skills to cope with current problems, and skills and confidence to cope with future problems. The focus on acquisition of skills provides long-lasting effectiveness as they are taught, practised and followed through and are tailored to the needs of the individual. Weaknesses This method is of less value when treating individuals who are highly stressed or exposed to very stressful situations. It is time consuming and requires high motivation. The training programme requires a lot of time, effort, motivation, money and the lengthy therapy would only suit a limited range of determined individuals. It is unnecessarily complex it is possible that the range of activities could be reduced without losing much of the effectiveness.

The Hunters: Moonsong Chapter Thirty-Six

When he opened his door and saw Elena, James's face crumpled, just for a fraction of a second, and he stepped backward, as if he was considering closing the door in her face. Then he seemed to think better of it, and he opened it wider, his face creasing into its familiar smile. â€Å"Why, Elena,† he said, â€Å"My dear, I hardly expected a visitor at this hour. I'm afraid this isn't the best time.† He cleared his throat. â€Å"I'd be delighted to see you at school, during office hours. Mondays and Fridays, remember? Now, if you'l excuse me.† And, stil smiling gently, he shuffled forward and did try to close the door in her face. But Elena swung her hand up and stopped him. â€Å"Wait,† she said. â€Å"James, I know you didn't want to talk to me about the pins, but it's important. I need to find out more about the Vitale Society.† His bright black eyes glanced toward her and away, as if embarrassed. â€Å"Yes, Well,† he said, â€Å"the problem is of course that unchaperoned solo visits from a student – any student, you understand, my dear, no reflection on you personal y – to a professor's home are, er, frowned upon. The wicked world we live in, you know,† and, with a soft chuckle, he pushed firmly against the door. â€Å"There are times and places.† Elena pushed back. â€Å"I don't believe for a minute that you're trying to make me go away because my visit is inappropriate,† she said flatly. â€Å"You can't get rid of me that easily. People are in danger, James. â€Å"I know you and my parents were part of the Vitale Society,† Elena continued doggedly. â€Å"I need you to tel me whatever it is that you've been hiding about those days. I think the Vitale is tied to the murders and disappearances on campus, and we have to stop it. You're my only lead at this point, James.† He hesitated, his eyes watering with emotion, and Elena fixed him with her gaze. â€Å"More people are going to die,† she said harshly, â€Å"but you might be able to save them. Wil you?† James visibly wavered and then seemed to give in al at once, his shoulders dropping. â€Å"I don't know if anything I can tel you wil help. I don't know anything about the murders. But you'd better come in,† he said, and led the way down the hal and through his house. The kitchen was shining clean, with spotless white surfaces. Copper pots, woven baskets, and cheery red dishcloths and towels hung from hooks and were arranged on top of cupboards. Framed prints of fruits and vegetables hung on the wal s at intervals. James sat her down at the table, then busied himself with making her a cup of tea. Elena waited patiently until he final y settled across from her, with cups of tea in front of them both. â€Å"Milk?† he asked fussily, handing her the jug, without meeting her eyes. â€Å"Sugar?† â€Å"Thank you,† Elena said. Then she leaned across the table and placed her hand on his, keeping it there until he raised his eyes to look at her. â€Å"Tel me,† she said simply. â€Å"I don't know anything about the murders,† James said again. â€Å"Believe me, I wouldn't have kept this secret if I thought anyone was in danger from it.† Elena nodded. â€Å"I know you wouldn't,† she said. â€Å"Even if there isn't a connection, if the secret is about my parents, I deserve to know,† she told him. James sighed, a long breathy sound. â€Å"This was al a long time ago, you understand,† he said. â€Å"We were young and a bit naive. The Vitale Society was a force for good, back then. We worshipped natural spirits and drew our energy from the sacred Earth. We were a positive force in the community, interested principal y in love and peace and creativity. We served others. I hear that the Vitale Society has changed since those days, that darker elements have taken it over. But I don't know much about them now. I haven't been involved with the Vitale for years, not since the events I am about to recount to you.† Elena sipped her tea and waited. James's eyes flew to her face, almost shyly, then fixed back on the table. â€Å"One day,† he said slowly, â€Å"a strange man came to one of our secret meetings. He was – † James closed his eyes and shivered. â€Å"I had never seen a being of such pure power, or one who radiated such a feeling of peace and love. We, al of us, had no doubt that we were in the presence of an angel. He cal ed himself a Guardian.† Involuntarily, Elena sucked a breath through her teeth, hissing. James's eyes snapped open, and he gave her a long look. â€Å"You know them?† At her nod, he shrugged a little. â€Å"Well, you can imagine how he affected us.† â€Å"What did the Guardian want?† Elena asked, her stomach dropping. She had met Guardians, and she hadn't liked them. It was Guardians who had, coldly and efficiently, refused to bring Damon back to life when he had died in the Dark Dimension. And it was Guardians who had caused the car accident that kil ed her parents in an attempt to kil Elena so that they could recruit her to their ranks. Al the Guardians she'd met were female, though; she hadn't even known there were male Guardians as Well. Elena knew that, lovely as the Guardians appeared to be, they were not angels, were not on the side of Good or, for that matter, the side of Evil. They just believed in Order. They could be very dangerous. James looked at her briefly, then fiddled with the tea cup and napkin in front of him. â€Å"Would you like a scone?† he asked. She shook her head and stared at him, and he sighed again. â€Å"You have to understand that your parents were very young. Idealistic.† Elena had the sinking feeling that she was going to find out something deeply unpleasant. â€Å"Go on,† she said. Instead of continuing, though, James folded his napkin into tiny, precise squares, smal er and smal er, until Elena cleared her throat. Then he began again. â€Å"The Guardian told us that there was a need for a new kind of Guardian. One who would be a mortal, on Earth, and who would possess special powers that she would need to maintain the balance between good and evil supernatural forces on Earth. Over the course of his visit, Elizabeth and Thomas, who were young and bril iant and good and deeply in love, and who had bright futures ahead of them, were chosen to be the parents of this mortal Guardian.† He let the napkin unfold itself in his hands and looked at Elena meaningful y. It took her a moment to catch on. â€Å"Me? Are you kidding? I'm not – † She shut her mouth. â€Å"I have enough problems,† she said flatly. She paused as something he said sank in. â€Å"Wait, why do you think my parents were being naive?† she asked sharply. â€Å"What did they do?† James drank a swal ow of tea. â€Å"Frankly, I think I need a little something in this before I continue,† he said. â€Å"I've kept this secret for a long time, and I stil have to tel you the worst part.† He got up and rummaged around in one of the cupboards, eventual y pul ing out a smal bottle ful of amber liquid. He held it out to Elena questioningly, but she shook her head. She was pretty certain she would need her head clear for the rest of this conversation. He poured a generous amount into his own cup. â€Å"So,† he said, sitting down again. Elena could tel that he was stil anxious, but also that he was beginning to enjoy tel ing the story. He was a natural gossip – the way he taught history was as gossip about the past – and this was even more familiar for him, because it was gossip about Elena's parents, people they both had known. â€Å"Thomas and Elizabeth were both terrifical y flattered, of course.† â€Å"And†¦Ã¢â‚¬  Elena prompted. James laced his fingers across his stomach and watched her, his eyes shadowed. â€Å"They agreed that, when the child was twelve years old, they would give her up. The Guardians would take her away, and they would never see her again.† Elena was suddenly very cold. Her parents had raised her intending to give her away? She felt like al her childhood memories were shattering. In an instant, James was at her side. â€Å"Breathe,† he said gently. Gasping, Elena shut her eyes and concentrated on inhaling and exhaling deep breaths. That her parents, her beloved parents, had taken her on as some kind of temporary project, was devastating. She had never doubted their love until now. She had to know the whole truth. â€Å"Go on.† â€Å"Honestly, that was the end of my friendship with your parents, and the end of my involvement with the Vitale Society,† James said, taking another long drink of his whiskey-laced tea. â€Å"I couldn't believe that no one else in the Society saw the problem with raising a child to the cusp of adolescence and then giving her up forever, and I couldn't believe that your parents – who I knew to be loving, intel igent people – would agree to such a plan. We graduated and went our separate ways, and I didn't hear from your parents again for more than twelve years.† â€Å"You heard from them then?† Elena asked quietly. â€Å"Your father cal ed me. The Guardians had contacted them, ready to take you away. But Thomas and Elizabeth wouldn't let you go.† James smiled sadly. â€Å"They loved you too much. They didn't think you were ready to leave home – you were only a child. They realized that they had agreed too quickly to the Guardians' plan, that they didn't real y know what was in store for you, and that they couldn't let their daughter go without knowing for certain that it was the best thing for her. So Thomas asked for my help protecting you. They knew I had dabbled in sorcery when I was in col ege† – he waved his hand modestly when Elena looked up at him – â€Å"only smal magics, and I had mostly given them up by then. But he and Elizabeth were desperate. So I gathered what knowledge I could, intending to help them.† He paused, and a gloom settled over his face. â€Å"Unfortunately, I was too late. A few days after our conversation, before I even set out for Fel ‘s Church, your parents were both kil ed in a car accident. I checked up on you over the years, but it didn't seem like the Guardians had gotten their hands on you. And now, here you are. I don't think it's a coincidence.† â€Å"The Guardians kil ed my parents,† Elena said dul y. â€Å"I knew it, but I didn't know†¦ I thought it was an accident.† She was struggling to wrap her mind around the secrets of her childhood. At least in the end her parents hadn't been able to give her away. They had loved her, as she had thought. â€Å"They tend to get what they want,† James said. â€Å"Why didn't they take me then?† Elena asked. James shook his head. â€Å"I don't know. But I think there's a reason you're at Dalcrest now, where it began for you and for your parents. I think that some kind of task wil arise here, and you'l come into your Powers.† â€Å"A task?† Elena asked. â€Å"But I had Powers once, and the Guardians took them away.† They had mercilessly stripped her of her Wings and al her abilities. Were they going to return them when the time was right? James sighed and shrugged helplessly. â€Å"Plans sometimes have curious ways of presenting themselves, even those that are fated from the start,† he said. â€Å"Maybe these disappearances are the first sign of it. I don't know, though. As I told the class, Dalcrest is the hub of a lot of paranormal activity. I tend to think that, when your task presents itself, you'l know.† â€Å"But I'm not†¦Ã¢â‚¬  Elena gulped. â€Å"I don't understand what this al means. I just want to be a normal girl. I thought I could now. Here.† James reached across the table and patted her hand, his eyes deep Wells of sympathy. â€Å"I'm so sorry, my dear,† he said. â€Å"I didn't want to be the one to burden you with this. But I wil give you any help I can. Thomas and Elizabeth would have wanted that.† Elena felt like she couldn't breathe. She had to get out of this cozy kitchen, away from James's avid, concerned eyes. â€Å"Thank you,† she said, hurriedly pushing her chair away from the table and getting up. â€Å"I have to go now, though. I do appreciate your tel ing me al this, but I need to think.† He fussed around her al the way to the front door, clearly unsure of whether to let her go, and Elena was almost ready to scream by the time she reached the porch. â€Å"Thank you,† she said again. â€Å"Good-bye.† She walked quickly away without looking back, her shoes clacking against the cement of the sidewalk. When she was out of sight of James's house, Damon slipped from the shadows to join her. Elena held her head high, blinking away the tears that had pooled in her eyes. For now, this secret would be hers.

Behavior Therapy in a Multicultural Setting

Behavioral approach is based on the principle of explaining one’s behavior through observation. Through observation an individual is able to mimic the behaviors of others – a process more commonly known as learning. It is further believed that behavior is affected by our environment. Since behavior is learned, it can also be unlearned. This is one of the benefits of the behavioral approach.Therefore, behavior which is harmful to the society or runs against socially accepted norms may still be unlearned. As for behavior which serves to improve the state of the person, such behavior can be enhanced.The process of learning and changing a person’s environment are strong tools of behavioral therapists enabling them to address the particular needs of their clients. There are four major aspects of behavior therapy – (1) classical conditioning, (2) operant conditioning, (3) social learning theory, and (4) cognitive behavior therapy. Classical conditioning is the u se of significant associations to moderate behavior. Operant conditioning is the use of consequences to alter the condition and form of behavior. Cognitive behavior therapy is based on altering mental processes and behaviors, with the aim of influencing disturbed emotions.These can be applied in the work because these methods are not culture-specific. In a culturally diverse population, all except the social learning approach can be used for counseling. Social learning theory gives prominence to the reciprocal interactions between an individual’s behavior and the environment. This theory requires that individuals mimic observed actions after undergoing a process of understanding and internalizing the observed behavior. Since people coming from different cultures are exposed to different kinds of accepted behaviors, their internalization and understanding of social norms are also different.When counseling multi-racial individuals therefore, a view as to the particular culture from which the individuals came from must be taken. References Dayan, P. , Kakade, S. , & Montague, P. R. (2000). Learning and selective attention. Nature Neuroscience 3, 1218 – 1223. Kirsch, I. , Lynn, S. J. , Vigorito, M. & Miller, R. R. (2004). The role of cognition in classical and operant conditioning. Journal of Clinical Psychology 60, 369 – 392. McSweeney, F. K. , Hinson, J. M, & Cannon, C. B. (1996). Sensitization-habituation may occur during op

Rebellion And Symbolism In John Updikes A P - 1842 Words

The short story â€Å"A P,† tells the story of a nineteen-year-old boy named Sammy who works in the local town grocery store. Sammy is the narrator of the story; one day while he was working at the cash register, three girls wearing nothing but bathing suits walk in. He instantaneously notices the girls, one in particular. He named her Queenie and she is seen as the leader or ‘queen bee’ of the three girls. As these girls walk through the grocery store they start to create a scene and get the attention of all the other customers, store manager, and especially Sammy. Sammy begins to imagine what the girls are like and puts different characteristics with each one. He notices their social class and compares it to his own. The reader gets the†¦show more content†¦His strict outlook on the girls is a big indicator of this age and how he grew up. Queenies bathing suit screams rebellion as all eyes were on the girls. The girls instantaneously grasping the atten tion of all the male characters shows how substantial the bathing suits are as a symbol. Another major symbol in Updike’s story is sheep. In this short story, Sammy refers to the people shopping in the store as sheep. This symbolizes that people are followers of the majority and do not use their own brain or logic. They conform to the crowd mentality. The sheep pushing their carts down the aisle-the girls were walking against the usual traffic (not that we have any one-way signs or anything)-were pretty hilarious† (Updike 18). This was not the only time he described people in the story as sheep. He also refers to the two girls following Queenie around as â€Å"sheep.† This was his way of expressing that the girls’ actions because they followed a leader and did not express any ideas or thoughts of their own. The girls conformed to their own friend group. The story displayed that the girls going in the opposite direction showed their rebellious side. Sammy viewed sheep as followers who stick together and act, talk, think, and dress the alike. Th is is major when looking back to one of the stories theme of conformity. In the 1950s and early 1960s, conformity was a large social standard. Everyone felt as though they had to stay together and doShow MoreRelatedJohn Updike s A P, As A Reflector Of Our Society1270 Words   |  6 Pagessystems of classification, John Updike utilizes his short story â€Å"AP†, as a reflector of our society. Updike exercises the literary elements of a condescending tone, commonplace setting and the characterization of Queenie to showcase the influence of classism in our country. Updike’s characterization of Lengel is strongly representative of a conservative era that has set this standard and preserved its formalities at the threat of social ostracization. Updike’s use of symbolism and defiant ending shinesRead MoreA P By John Updike1160 Words   |  5 Pagestheir open rebellion against the society. The store manager confronts these girls, telling them to have covered shoulders upon their next entrance at the store. As Sammy observes the scene, he quits his job as a sign of being a part of â€Å"the rebellion† and in hopes of being a hero in the girls’ eyes. Reality sinks into Sammy when he misses the girls’ exit and regret fills him. What he thinks is noble and just becomes a changed, regretful soul. In â€Å"AP† by John Updike, the symbolism portrays