PREVENTING FACULTY & STAFF BURNOUT: HELPING EMPLOYEES RECOGNIZE & MINIMIZE STRESS

Brian Van Brunt, Ed.D.

Senior Vice President for

Professional Development Programs

National Center For Higher Education

Risk Management

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• My special thanks to Beth Hudnall Stamm, Ph.D. for allowing us the use of the PRO-QOL for this presentation.

• For more information:– www.proqol.org & www.isu.edu/irh

Pro-QOL

• Signs and Symptoms of Stress• Signs and Symptoms of Burnout• Costs of Stress and Burnout• Addressing/Managing/Preventing

– Life in Balance– Develop Self-Awareness– Redefine Failure– Positive Psychology– Understand Flow– Engage in Prevention

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• Many staff and faculty become overwhelmed when under stress. We become less effective and struggle to meet even the bare minimum expectations.

• While feeling stressed at certain times of the semester is normal (busy lines, grading papers, customer service pressure), cumulative feelings of stress can lead to a larger problem: burnout.

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Stress Reactions

You may be stressed if you….

• no longer look for ways to improve your interactions with students or update your presentations

• want to just “get through” the day rather than seeing an opportunity to connect with students

• are described as sarcastic and inflexible by others

• have trouble delegating tasks 10

Stress Reactions

You may be stressed if you….• have a compelling need to always check email right

as it comes in• have feelings of dread at the thought of a new day• think about work constantly during your personal

time• fall behind in keeping up with notes, cancel

appointments and avoid answering the phone

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“Brain, body, and mind are inextricably linked... Alterations in any one of these three will intimately affect the other two."

—Bessel van der Kolk, M.D. Traumatic Stress

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Physical Stress Signs Cognitive Stress Signs

Headaches Exhaustion

Teeth grinding Negative rumination

Insomnia Inability to focus on a task

Irritability, anger Reduced libido

Muscle tension Reduction in joy

Gastric disturbance Mental fatigue

High blood pressure Feelings of futility

Rapid heartbeat Devaluing of co-workers

• We typically experience a reduction in stress symptoms once removed from the environment that is causing the stress.

• If we allow stress reactions to build, they accumulate and their impact spreads beyond our work life into home and relationships.

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• Burnout occurs when stress reactions reach a crisis point.

• Physical symptoms include:fatigue, low energypoor sleep and headachesirritability

• Emotional symptoms include:anxiety and depression hopelessnessaggression and cynicismsubstance abuse

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When you say…. Do you mean…It's a pleasure What a hassle

Can I help you? Oh, please say "No"

How are you? Spare me the details

Did you have a nice weekend?

Please spare me your usual rambling account

I would love to be involved in this project

I would rather scrape graffiti off walls

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Cost of Stress & Burnout

• Job performance decreases • Mistakes increase• Office morale drops• Work relationships suffer• Personal life suffers• Increased risk for substance

abuse• Increase risk for problems

with physical and mental health

• Isolation from others• Decreased sense of self

esteem and confidence• High staff turnover ($)• Increase use of sick leave ($)• Lack of collaboration with

other offices • Decrease in creativity and

connection with students (retention)

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Create a Life in Balance

23William Glasser’s Reality Therapy

Develop Self-Awareness

• Be aware of what you can and cannot do

• Identify areas you can let go and let others step in

• Trust your intuition

• Does work function as an addiction to keep the “feelings of emptiness from manifesting?”

• Patterns of over functioning and under functioning should be addressed

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Develop Self-Awareness

From Dr. Grosch and Dr. Olsen’s work in A Perilous Calling; consider some family of origin work. There may be parallels between work and early family.

– Was open conflict permitted? Arguing?– What were the “rules of engagement”?– Did you always have to be “calm and reasonable”?– Was overwork encouraged and rewarded?– Was it an “all work and no play household”?– Were there messages about perfectionism?

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Redefine Failure

• Understand failure as part of life. Perfection isn’t something that should be a goal.

• Too often, we see failure as a sign of weakness, rather than an opportunity for growth.

• Assess where your energy is going. Focus on the successes and build from those.

• J.K. Rowling professed at a Harvard 2008 commencement address "it is impossible to live without failing at something.”

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Positive Psychology

“The law of floatation was not discovered by contemplating the sinking of things, but by contemplating the floating of things which floated naturally, and then intelligently asking why they did so.”

~ Thomas Troward

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Positive Psychology

• Positive Psychology is the study of what goes right in life, from birth to death and at all stops in between.

• Psychology should be concerned with building strength as well as repairing damage. “I think the skills of being a happy person…are not related to the skills of getting rid of unhappiness.”

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Wealth is only weakly related to happiness both within and across nations, particularly when income is above the poverty level (Diener & Diener, 1996).

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Activities that make people happy in small doses – such as shopping, good food and making money –

do not lead to fulfillment in the long term, indicating that these have quickly diminishing returns

(Myers, 2000; Ryan & Deci, 2000).

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People who express gratitude on a regular basis have better physical health, optimism,

progress toward goals, well-being, and help others more

(Emmons & Crumpler, 2000).

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People who witness others performing good deeds experience an emotion called ‘elevation’ and this motivates them to perform

their own good deeds (Haidt, 2000).

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Understand Flow

• Coined by Mihály (Mike) Csíkszentmihályi (pronounced Chick-sent-me-high-ee)

• When in the “flow” we feel a sense of inner clarity, focus, concentration, outside of ordinary reality

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When athletes and artists experience the flow--- they aren’t focused on hunger, injury or discomfort

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Understand Flow

• Flow requires being able to concentrate on one particular task or a related group of tasks for a substantial period of time without having to switch gears.

• It takes some time to master the basics before obtaining mastery in flow. Learn to enjoy the process of learning.

• Set goals that can be achieved (checking off a list, finishing 5 errands in an hour).

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When Challenge is greater than our ability, it creates anxiety. When Ability is greater than the Challenge, it creates boredom. Maintaining the dynamic balance is the key.

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Understand Flow

• What activities can be in flow? It can be achieved by filing papers, walking the dog, teaching a class or folding the laundry.

• These are the activities that:– you are able to focus on – have a clear objective– are challenging but within your abilities– you have the knowledge to complete– provide feedback on how you are doing

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Engage in Prevention

• Schedule “re-charge” times in your day where you cannot be reached (no cell phone or email)

• To avoid isolation, get involved in professional organizations where you can meet and discuss events and mutual problems

• Take time for relaxation and for lunch, and take at least two consecutive weeks for vacation

• Set boundaries between home and work

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Engage in Prevention

• Create a ‘no-stress zone’ or ‘safe space’ in the office such as an outdoor courtyard for breaks.

• Identify healing activities and attend to spiritual needs.

• Boredom is extremely stressful and enhances feelings of burnout. Change up the office routine, move furniture, do more interesting tasks at ‘low’ points and get the tedious tasks done first.

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How to Move Forward

Admittedly, it is not easy to take the first step toward any lasting change. When beginning any change, remember the following:

– Take small, consistent, measurable steps– See obstacles as part of the process, not unique– Don’t over think; focus on behavior and change– See failure as an opportunity to move forward– Use the support of those around you– See change as a process; not a destination

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Prochaska and DiClemente’sChange Theory

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• Pre‐contemplation: At this stage, the person is unaware that there is a problem and hasn’t thought much about change.

• Example: Staff or faculty may be struggling, feeling overwhelmed. Friends and peers may be concerned, but there is no confrontation. The staff or faculty have not thought about trying to adjust their behavior.

Prochaska and DiClemente’sChange Theory

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• Contemplation: The person has thought about change and is thinking about doing something different in the near future. They realize their current behavior is not in their best interest, but they are not yet ready to begin their plan to change.

• Example: The staff or faculty is aware their behavior is getting in the way of their performance. They are actively thinking about change. They may have been confronted by others about their behavior.

Prochaska and DiClemente’sChange Theory

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• Preparation for Action: In this stage, the person is aware of a problem and is ready to actively create goals to change their behavior.

• Example: Staff or faculty may be willing to get help or try to adjust their performance. They have thought about ways to change their behavior and may have set future goals to reduce stress.

Prochaska and DiClemente’sChange Theory

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• Action: This stage of change is where the person puts their plans into action in order to change behavior.

• Example: Staff or faculty have reduced their stress and are working on change. They have either been successful or not at this stage. Friends and peers are likely to notice active changes in behavior.

Prochaska and DiClemente’sChange Theory

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• Maintenance and Relapse Prevention: Here the goal is to continue successful plans and repeat those action steps that work, while adjusting things that don’t.

• Example: The plan to cut back has worked and is either being maintained or slipping. The staff and faculty is likely getting positive (and negative) feedback from others.

Prochaska and DiClemente’sChange Theory

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Stage of Change Helpers Motivational Task

Pre-contemplation Raise doubt; increase their perception of risk and problems with current behavior.

Contemplation Help them head toward change out of their current ambivalence. Help them identify risk for not changing; strengthen self-efficacy for changing current behavior.

Preparation for Action

Help identify and select the best initial course of action; reinforce movement in this direction.

Action Help them take steps towards change; provide encouragement and praise.

Maintenance & Relapse

Teach relapse prevention skills.

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Dr. Brian Van Brunt, LPCC, CFC Western Kentucky UniversityDr. Brian Van Brunt, LPCC, CFC Western Kentucky UniversityDr. Brian Van Brunt, LPCC, CFC Western Kentucky UniversityDr. Brian Van Brunt, LPCC, CFC Western Kentucky UniversityDr. Brian Van Brunt, LPCC, CFC Western Kentucky UniversityDr. Brian Van Brunt, LPCC, CFC Western Kentucky UniversityDr. Brian Van Brunt, LPCC, CFC Western Kentucky UniversityDr. Brian Van Brunt, LPCC, CFC Western Kentucky UniversityDr. Brian Van Brunt, LPCC, CFC Western Kentucky UniversityDr. Brian Van Brunt, LPCC, CFC Western Kentucky University

A= activating event, cause of stressB= belief, your interpretationC= consequence, your reaction

Rational Emotive Behavioral Therapy (Ellis)

A: A student consistently doesn’t show up for their appointment

B: You have already talked to them about calling if they can’t make it

C: You lecture them on being irresponsible

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• Our reactions become so familiar we don’t think about them.

• These “automatic reactions” are simply bad habits.

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If you magnify an activating event such as…– A few students missing class– Several bad grades on a test– 1 or 2 poor evaluations out of 30

You also magnify your stress– You become upset and uncomfortable– Your thinking becomes muddled– Your frustration and stress increase

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Instead, if you minimize an activating event– You are calmer and at ease– You think more rationally and clearly– You are better able to solve problem– You eliminate the source of your stress

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How do you remain calm when experiencing an activating event?

– Recognize the old habit taking over– Stop, take a deep breath, remain calm– Try an alternate interpretation

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Step 1: Find the good in a bad situation– Student always in crisis…– Falls to take your advice for change…– Blames you for their problems…– Splits between parents, school and you…

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Step 2: Control your inner dialogue– “This student isn’t like other ones I’ve tried to

help. He can’t seem to learn anything.”– “Each student is unique and different. I’ll have to

find another way to try to connect with him.”

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Step 3: Avoid the blame game– It’s natural to want to blame other people for the

bad things that happen to us.– But what we really are saying to ourselves is we

aren’t in control of our case management work.– Instead, accept responsibility for things that are in

our control.

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Step 4: Shift your focus forward– Shifting from “what was, and can’t be changed.”– To “what is, and what can be done.”– Don’t wallow in self pity; think about solutions.

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Step 5: Keep your problems in perspective– View current difficulties as temporary setbacks

rather then semester-long events.– Put problems aside at the end of class and tackle

them fresh at the start of the next one.– Expect both ups and downs; don’t expect your

class/advising session, etc. to always be wonderful.

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Thank you for participating!

Brian@ncherm.org

Check out:

www.studentaffairsenews.com

References

• Baird, K. & Kracken, A. (2006). Vicarious traumatization and secondary traumatic stress: A research synthesis. Counseling Psychology Quarterly, 19(2): 181–188.

• Beaton, R. D. and Murphy, S. A. (1995). Working with people in crisis: Research implications. In C. R. Figley (Ed.), Compassion fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized, 51-81. NY: Brunner/Mazel.

• Campbell, Joseph (1981), The Hero's Journey, Harper San Francisco.

• Figley, C. R. (Ed.) (1995). Compassion fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized. NY: Brunner/Mazel.

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References

• Figley, C. R. (Ed.) (1997). Burnout in Families: The Systemic Costs of Caring. New York: CRC Press.

• Figley, C. R. (2001). Renewing Spirits: Lessons From Thirty Years of Trauma Work, Invited keynote address to the William Wendt Center for Loss and Health Conference on Illness, Grief & Trauma, Washington, DC, October 6.

• Figley, C. R. (Ed.) (2003). Treating Compassion Fatigue. New York: Brunner-Routledge.

• Gilley, K (1997), Leading from the Heart, Boston: Butterworth-Heinemann.

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References

• Glasser, W. (1999). Choice Theory: A New Psychology of Personal Freedom. Harper Paperbacks.

• Hilfiker, D. (1985), Healing the Wounds: A Physician Looks at His Work, New York: Pantheon Books.

• Hopkins, Jeffrey (2001), Cultivating Compassion: A Buddhist Perspective, New York: Broadway Books.

• Housden, Roger (2000), Ten Poems to Change Your Life, New York: Harmony Books

• Kabat-Zinn, J. (1994), Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life, New York: Hyperion

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References

• Maslach, C. and Jackson, S. E. (1981). The measurement of burnout. Journal of Occupational Behavior, 2, 99-113.

• Maslach, C. (1976). Burn-out. Human Behavior, 5 (9), 16-22.

• McCann, I. L. and Pearlman, L. A. (1990). Vicarious traumatization: A framework for understanding the psychological effects of working with victims. Journal of Traumatic Stress, 3:2, 131-149.

• Miller, K. I., Stiff, J. B., & Ellis, B. H. (1988). Communication and empathy as precursors to burnout among human service workers. Communication Monographs, 55(9), 336-341.

• Morrisette, P. J. (2004). The Pain of Helping: Psychological Injury of Helping Professionals. NY: Brunner-Routledge.

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References

• Pearson, Carol (1998), The Hero Within: Six Archetypes We Live By, Harper San Francisco.

• Rosenberg, Marshall B. (2001), Non-Violent Communication: A Language of Compassion, Encinitas, CA: PuddleDancer Press.

• Schweitzer, Dr. Albert (1933), Out of My Life and Thought, Baltimore: The Johns Hopkin's University Press.

• Sussman, M. (1995). A perilous Calling: The hazards of psychotherapy practice. NY:NY, Wiley.

• Stamm, B.H. (1997). Work-related Secondary Traumatic Stress. PTSD Research Quarterly, (8) 2, Spring.

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References

• Trevino, Haven (1999), The Tao of Healing: Meditation for Body and Spirit, Novato, CA: New World Library

• Walston, Sandra Ford (2001), Courage: The Heart and Spirit of Every Woman, New York: Broadway Books

• Website on CFwww.breathofrelief.com

• Great resource for Pro-QOL surveywww.isu.edu/~bhstamm/tests.htm

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Online References

www.youtube.com/watch?v=9FBxfd7DL3E (Positive Psychology)

www.authentichappiness.sas.upenn.edu (happiness scale)

www.youtube.com/watch?v=0yetHqWODp0 (life=risk)

www.youtube.com/watch?v=tnOxvbGOTbM (southwest rap)

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