Kathleen Schrader DNS, RN Dean Math, Science & Engineering ... Conference Presentations... · drag on or get worse. 9. See conflict in a broader perspective, analyze your own and

Kathleen Schrader DNS, RN

Dean Math, Science & Engineering

Irvine Valley College

2/26/2010 Schrader, ACCCA San Francisco 2/2010 1

http://www.youtube.com/watch?v=aaycLWgMX5w


http://www.youtube.com/watch?v=aaycLWgMX5w

“Stress is set of emotional, physical, and

cognitive (thought) reactions to a change.”

Five Stage Process

1. Recognition of Demand

2. Appraisal of the Demand

3. Nervous System Mobilization

4. Response to the Threat

5. Return to Baseline


Reaction to life change

Maybe negative (e.g. losing a job, divorce)

May be positive (e.g. new job, move)

Varies in intensity from high to low

Based on speed, volume and nature of change

Daily hassles vs. major life changes

Personal vulnerability to stress

What is very stressful to one person, may not be to another



Score of: 10 – 39 – Handle job stress well

40 – 69 – Handle job stress moderately well

70 – 100 – Need Help!


2006, Center for Creative Leadership

230 upper level managers, 40-50 years old

78% Males, 22% Females

Respondents said:

88% work is a primary source of stress in lives

65% believe stress is higher today than 5 yrs ago

75% leadership role contributes to increased

stress

www.ccl.org


http://www.ccl.org/

Leadership Demands

28% - Lack of resources/time

“Do more with less and do it faster”

15% - Developing Others

11% - Establish/Maintain Relationships

10% - High Expectations

10% - Personal Insecurity


Interpersonal Demands

21% - Conflict/Trust/Politics

18% - Job Constraints to Relationships

14% - Personal Insecurity

14% - Building/Maintain Relationships

10% - Style Differences


Roles – Stress from

Boss

24% - Lack of Respect/Support

22% - Style Differences

Peers

35% - Competition/Lack of Teamwork

13% - Lack of Respect/Support

Subordinates

42% - Lack of Personal Accountability

Customers

63% - Unrealistic Expectations and Demand


Maddi & Khoshaba

12 year study on Illinois Bell

Telephone employees

Organizational change due to

corporate restructure

2/3 of the people showed

significant health breakdown

1/3 maintained

health/performance & thrived

Found they had 3 attributes:


Psychological Hardiness

Commitment

Challenge

Control



Score of:

50 – 60 - Exceptional Hardiness

40 – 49 - Above Average Hardiness

5 – 39 - Need Help!


Strong & stable belief system

Sense of purpose

Connection to others

Know there are resources to draw on

Hardy people:

Deeply committed to their work

Readily take responsibility

Actively pursue their goals

Enjoy the process of learning

Proud of their accomplishments


Change generates sense of challenge

Mobilized rather than defeated

Hardy people:

Embrace new challenges

Act as catalysts in response to change

View change with confidence & self-determination

Continually grow from their new experiences

Flexible and persistent


Capacity to make choices under stress

Understand stress within a larger context

Repertoire of positive coping skills

Hardy people:

Sense of personal control over their lives

Strong sense of autonomy/independence

Feel they are "Masters of their Fate!"

Take responsibility for their actions

Strong will to achieve

Desire to make a difference


Hardy Personality

Commitment

Challenge

Control

Mediators

Cognitive Appraisal of Experience

Coping Strategies Available

Resiliency Under Stress

Psychological Well Being

Psychological Distress


“We don’t see the world as it is, we see it as we are.”

Unknown


A Activating

EventStressor

BBeliefs

Negative Appraisal

C

ConsequencesStress

Response



Score of:

40 – 60 Logical and Rational

20 – 39 Moderately Irrational

0 – 19 Need Help!


AActivating

Event Stressor

B Beliefs

Negative Appraisal

C Consequences

Stress Response

DDisruption of

Thoughts

Reframing

EEffective

Replacement

Reappraisal


1. Black and White

Thinking

2. Overgeneralization

3. Catastrophizing

4. Mental Filter

5. Magnifying or

Minimizing

6. Personalization and

Blame

7. Labeling and

Mislabeling

8. Jumping to Conclusions

– Mind Reading

9. Jumping to Conclusions

– Fortune Telling


10. Emotional Reasoning

11. Discounting the

Positive

12. Hindsight Thinking

13. What If‟s

14. Egocentric Thinking

15. Being Right

16. Control Error

17. Change Error

18. Fairness Error

19. Heaven‟s Reward

Thinking

20. Unrealistic

Comparisons


1. Demand for Approval

2. High Self Expectations

3. Dependency

4. Helplessness

5. Emotional Control

6. Blame Proneness

7. Personal Idealism

8. Frustration Reactivity

9. Problem Avoidance

10. Discomfort Anxiety

11. Perfectionism

12. Anxious Over-Concern

13. Over-Caring

14. Fear of Losing Control


“A pessimist is one who makes difficulties of his opportunities,

and

an optimist is one who makes opportunities of

his difficulties”. Harry Truman


1. What are my thoughts about the event?

2. What Stressful Thinking Errors could I be

making?

3. What Core Beliefs do I have that may be

influencing my perception of the event?

4. Are my thoughts on the event accurate?

5. What objective evidence/objective facts are

there to support my view?

6. What alternative views are there of the

event?


7. Am I underestimating my ability to cope

with the event?

8. What is the worst that can happen if my view

of the event is correct?

9. What actions can I take to influence the

event?

10. What is the worst thing that could happen to

me or my family and how does this event

compare to that?


AActivating Event

Stressor

BBeliefs

Negative Appraisal

CConsequences

Stress Response

DDisruption of Thoughts

Reframing

EEffective Replacement

ReappraisalWrite down details of the

event or situation.Write down the negative beliefs, thoughts, images, attitudes, assumptions, or opinions about the event

noted in Column A.

Write down the emotions (e.g. stress, anxiety, anger tension, frustration, etc.) that occurred as a result

of Columns A + B.

Write down a positive alternative thought that

will dispute the automatic negative beliefs/thoughts

in Column B.

Report the effectiveness of this new stress reducing

approach. Describe how it helped you deal with the

stressor in Column A.


1. Optimism

2. Cognitive Flexibility

3. Moral Compass

4. Altruism

5. Role Model

6. Face Your Fears

7. Coping Skills

8. Social Network

9. Fitness

10. Laughter


Commitment:

1. Stay involved with a difficult

situation, rather than backing

off.

Control:

2. Exert an influence on outcomes,

rather than giving up.

Challenge:

3. View stress and change as

normal, a stimulus to growth.


Cognitive Restructuring:

4. When stress occurs, don„t deny,

overreact, avoid, or strike out.

5. Put stress in a broader

perspective, so that it„s more

tolerable.

6. Analyze stress, so that you can

see how best to solve it.

7. Make action plan to turn stress to

your advantage, & carry it out.


Social Support:

8. Don't let conflicts with others

drag on or get worse.

9. See conflict in a broader

perspective, analyze your

own and others‟ roles in it.

10. Take actions to resolve each

conflict – replace it with a

pattern of giving and

receiving assistance and

encouragement.


Commitment

• Close social bonds

• Supportive relationships with many caring others

• Development of values & life skills

• Promote sharing responsibilities, service to others, “required helpfulness”

Challenge

• Use high warmth & low criticism style of interaction

• Express high, but realistic expectations for success

• Offer opportunities to share unique talents or gifts of child

Control

• Set & enforce clear boundaries (rules, norms, & laws)

• Encourage goal-setting and mastery

• Provide opportunities for leadership, decision-making, and other meaningful participation



Provide Caring & Support

Set and Communicate

High Expectations

Provide Opportunities

for Meaningful

Participation


Provide Caring & Support

• Feels school is a caring place

• Has sense of belonging

• Experiences school as a community

• See many ways to be rewarded & recognized

Set & Communicate High Expectations

• Believes that any goal or aspiration is possible

• Shows confidence in self & others

• Encourages self & other to do the "best possible"

Provide Opportunities for Meaning Participation

• Believes voice is heard in classroom & school decisions

• Helps others learn via cooperative learning, peer tutoring, etc.

• Exhibits self-efficiacy in taking on challenges

“It is not stress that kills us, it is our reaction to it.”

Hans Selye


QUESTIONS?


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Kathleen Schrader DNS, RN Dean Math, Science & Engineering ... Conference Presentations... · drag on or get worse. 9. See conflict in a broader perspective, analyze your own and