Coping with Stress at University Dawn River Introduction

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Coping with Stress at University Dawn River

Coping with Stress at University Dawn River

Introduction In couples/small groups: • What is stress? • When might stress arise?

Introduction In couples/small groups: • What is stress? • When might stress arise?

Self-evaluation exercise • Cottrell, S (2008: 17 -20) • Tick and grade from 1

Self-evaluation exercise • Cottrell, S (2008: 17 -20) • Tick and grade from 1 -4 any of the common anxieties listed that apply to you; • Add others that come to mind; • Discuss in small groups ▫ What initial ideas you have about how you could manage some of these anxieties; ▫ What strategies have you used in the past to deal with difficult situations.

Lazarus and Folkman 1984 • Stress arises when individuals perceive that they cannot adequately

Lazarus and Folkman 1984 • Stress arises when individuals perceive that they cannot adequately cope with the demands being made on them or with threats to their wellbeing.

Pressure or Stress? Ability to cope? underload overload frustrated anxious bored irritable apathy fatigue

Pressure or Stress? Ability to cope? underload overload frustrated anxious bored irritable apathy fatigue depressed exhausted rust burnout Less pressure? More pressure?

Responses to stress • Physiological – changes in the body e. g. thumping heart,

Responses to stress • Physiological – changes in the body e. g. thumping heart, sweaty palms, butterflies, shallow breathing. • Psychological – thoughts e. g. negative thoughts and feelings, anger, anxiety, guilt, embarrassment, depression. • Behavioural – behaviour under stress e. g. pacing, drugs and alcohol, avoidance, procrastination, ritualistic behaviour. See Palmer and Puri (2006: 18 -19)

Ways of dealing with stress • Physiological e. g. relaxation exercises – breathing, self-hypnosis,

Ways of dealing with stress • Physiological e. g. relaxation exercises – breathing, self-hypnosis, meditation See Ref: Palmer and Puri (2006: 54, 212 -3) • Psychological e. g. realistic/positive thinking, self-coaching, cognitivebehavioural approaches (CBT), mindfulness. Handout: Palmer and Puri (2006, chap 3) • Behavioural e. g. Exercise, healthy eating, regular sleep See CEIMH Guidance on Promoting Mental Health and Wellbeing (Oct 2010) www. ceimh. bham. ac. uk

The Life Stress Questionnaire Palmer and Puri (2006: 23 -5) Complete questionnaire (pg 24)

The Life Stress Questionnaire Palmer and Puri (2006: 23 -5) Complete questionnaire (pg 24) How do you cope with stress? Temporary adaptations and helpful and unhelpful ways of dealing with stress Calculate your score by adding up all the circled numbers. If you have a score less than 58 it would appear that many of your behaviours are not always helpful. Identify you low scores and focus on actions that will help you raise these scores.

Physiological ways of dealing with stress • Breathing exercise Ref: Palmer and Puri (2006:

Physiological ways of dealing with stress • Breathing exercise Ref: Palmer and Puri (2006: 54, 212 -4)

Psychological ways of dealing with stress Self-coaching (Dynes, R; 2009: 58 -62) • Has

Psychological ways of dealing with stress Self-coaching (Dynes, R; 2009: 58 -62) • Has anyone encouraged you to do/achieve something? • Who was it and what did they do to encourage you? • What do you want to achieve? • How might you encourage yourself to achieve your goals?

Monitoring progress and avoiding inertia (Dynes 2009: 67 -75) • Think of an inspirational

Monitoring progress and avoiding inertia (Dynes 2009: 67 -75) • Think of an inspirational figure. • What might this person say to him/herself/you to move beyond inertia and into action? • Write this down as a motivational slogan (on post-it). • Write down goal(s) and reasons for wanting to achieve them. • Write down values. • Do your values conflict with your goals or the strategies needed to achieve them? • If ‘yes’ then how might you resolve this? • Once resolved, or if ‘no’, then go for it!

When the going gets tough (Dynes 2009: 76 -79) • Handout (pgs 78 -9)

When the going gets tough (Dynes 2009: 76 -79) • Handout (pgs 78 -9) – fill in ‘yes/no’ and ‘what you start thinking’ columns; • In pairs – complete changed attitude statement. If you are working alone, use your internal coach to help you re-frame your thinking.

Exploring Stress Resilience in trainee Social Workers: The role of emotional and social competencies

Exploring Stress Resilience in trainee Social Workers: The role of emotional and social competencies Gail Kinman and Louise Grant British Journal of Social Work (2011) 41, 261 -275 • Trainee social workers whose emotional and social competencies are more highly developed are more resilient to stress; • Emotional intelligence, reflective ability, aspects of empathy and social competence key protective qualities in the social care context; • Social work students should develop their emotional management and social skills in order to enhance well-being and protect against future professional burnout. • http: //bjsw. oxfordjournals. org/content/41/2/261. abstract

Kick starting the imagination (Dynes 2009: 80) • Guided class meditation • Self-guided meditation

Kick starting the imagination (Dynes 2009: 80) • Guided class meditation • Self-guided meditation using Dynes 5 steps to kick-start the imagination.

Slogans and mantras • Nobody said it was going to be easy, they just

Slogans and mantras • Nobody said it was going to be easy, they just said it would be worth it!