Q U EST IO N 2

As a counsellor or community service worker: What kinds of stress management strategies could you put in place to minimise your risk of burnout (and therefore make your work more sustainable)?

As there is an enormous of amount of research, pertaining to this question, especially over

the last 100years or so. There has been a lot of debate, theories, and definitions and have been thoroughly defended and analysis this subject stress. One of the founding fathers of stress research is Hans Selye and quoted in 1956 in an

article that “stress is not necessarily something bad – it all depends on how you take it. The stress of exhilarating, creative successful work is beneficial, while that of failure,

humiliation or infections is detrimental.” Selye believed that the biochemical effects of stress would be experienced irrespective of whether the situation was positive or negative. As the academics have progress and continue on with this research, there has been

steady advancement in this research. As by (Richard S Lazarus) and his definition, “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 mobilise”. In essence, it is the feeling that overwhelms us, when we think we have lost is our equilibrium. In putting this into some relevance, a useful resource tool for stress management

strategies is “Cognitive Restructuring” – reducing stress by changing your thinking, turning negative into positive. Example: Mo has just handed a report to his supervisor, Bro. She reads it, and compliments him for

his work, and relays a couple of criticisms. Regrettably, one of the criticisms “is to close home” with Mo, and he returns back to his

office feeling irritated and disappointed. Mo deep down knows that he has to swallow his pride, and get over this hurdle, so as not to effect others around him with his negativity, unhealthy state of mind. Mo takes a couple

of deep breaths, and puts his emotion down on paper, and his analysis on why he thought it was unfair criticism by Bro. In this process, Mo recalls how Bro was impressed with his

overall work quality, and how Bro wants Mo to grow and improve. In Mo’s recollection, he enjoys working on the project, and overall knows he did put 100% into it. Mo in reframing his thought process, and no longer feeling irritated and disappointed. Takes the

appropriate action, by ringing Bro and apologising for his behaviour, and taking the positives from this criticism to improve his report.

This scenario is an example of Mo uses cognitive restructuring to overcome negative, reactive thinking. Cognitive restructuring (CR) can be useful technique for understanding the emotional

intelligence in all of us (unhappy feelings and moods), and for stimulating the sometimes-inappropriate “automatic beliefs”, the reasoning that can lie behind them. In as much, it

can be used to reframe the negativity, which we all experience as some point in our lives. As this negativity (bad moods, inadequacies), can have an impact on your performance, and undermines your relationships with others. The cognitive restructuring process, allows

you develop a positive spin on a negative situation, seeing it from a different perspective. Albert Ellis ‘psychologist’ developed Cognitive Restructuring in the mid-1950s, as a

progression of earlier academics, and its core component in Cognitive Behavioural Therapy (CBT). In using this application of CBT to control and change negative thoughts, which are sometimes linked to damaging behaviours.

CR has been used practically positively to treat a wide variety of conditions, including depression, Post-Traumatic-Stress Disorder (PTSD), addictions, anxiety, social phobias,

relationship issues, and stress. Examples: “http://psycnet.apa.org/journals/ccp/75/2/277/ or http://psycnet.apa.org/journals/ccp/71/4/706/ “ The steps involved in CR are:

ONE – CALM YOURSELF - if you are still feel agitated, by the thoughts you want to explore you may find it difficult to concentrate on applying this tool. But refocussing

yourself, through mediation or deep breathing to calm you down. TWO – IDENTIFY THE SITUATION – describing the situation that triggered your negative mood, write it down, express yourself mood on paper.

THREE – ANALYSE YOUR MOOD – writing down the mood or moods, that you felt during the altercation. The difference between moods and thoughts in our situations. DRS

Greenberger and Padesky suggest “an easy way of distinguish moods from thoughts, you can normally describe moods in one word, while thoughts are more complex.” Example: “He belittled my suggestion in front of my co-workers” would be a thought, while the

associated moods might be humiliation, frustration, anger, or insecurity. FOUR – IDENTIFY AUTOMATIC THOUGHTS – write down the natural reactions, or

‘automatic thoughts’, you experienced when you felt the mood. Example: “Maybe my analysis skills aren’t good enough – have I failed to consider these things? – He hasn’t liked me since…. – He’s so rude and arrogant! – No one likes me. – But my argument is

sound. – This undermines my future with this company.” In these examples, the most distressing thoughts, (hot thoughts) are likely to be “Maybe my analysis skills aren’t good

enough,” and, “No one likes me”. FIVE – FIND OBJECTIVE SUPPORTIVE EVIDENCE – identifying the evidence that objectively supports your automatic thoughts. The following examples illustrate this. “The

meeting moved on and decisions were made, but my suggestion was ignored.” Or “He identified a flaw in one of my arguments.” Ultimately your goal is to look objectively at what

happened, and then to write down specific events or comments that led to your automatic thoughts. SIX – FIND OBJECTIVE CONTRADICTORY EVIDENCE – Identify and write down

evidence that contradicts the automatic though. Example: “ The flaw was minor and did not alter the conclusion. – The analysis was objectively sound, and my suggestion was

realistic and well founded. – I was top my class when I trained in the analysis method. – My clients respect my analysis, and my opinion.” The above statements are fairer and more rational than the previous reactive thoughts.

SEVEN – IDENTIFY FAIR AND BALANCED THOUGHTS – at this stage, you have looked at both sides of the coin, analysis. Consequently you should be able to take a fair,

balanced view of what happened. If uncertainty still prevails, discuss this situation with other individuals, or test the question in some other way. In attaining a balance view, write these thoughts down. Examples of these balanced thoughts are: “I am good at this sort of

analysis. Other people respect my abilities.” – “My analysis was reasonable, but not perfect.” – “There was an error, but it didn’t affect the validity of the conclusion.” – “The

way he handled the situation was not appropriate.” – “People were surprised and a little shocked by the way he handled my suggestion.” (This comment would have followed an informal conversation with other people at the meeting.)

EIGHT – MONITOR YOUR PRESENT MOOD – AT this stage your issues should be clearer, and resulting in your mood has improved. Write these downs, next reflect on what

you could do about the situation. (In reaching this balanced view, the issue may cease to have any relevance, and as a result you, won’t required the issue any further importance.)

Next, reflect on what you could do about the situation. (By taking a balanced view, the

situation may cease to be important, and you might decide that you don't need to take

action.)

The most basic and powerful way to connect to another person is to listen. Just listen. Perhaps the most important thing we ever give each other is our attention. [Rachel Naomi Remen] Listening is a demanding process, not only because of the complexity of the

process itself, but also due to factors that characterize the listener, the speaker, the content of the message, and any visual support that accompanies the message (Brown &

Yule, 1983) It is essentially the building block of society/culture from the earliest primitive cave man into today's futuristic society without it we wouldn't exists as we do today. Through this skill it is always involving and developing and constantly changing our

cultural perspectives.

It is not only listening but it is hearing the word and understanding the terminology involved with the listening. Remembering, questioning, reflection, clarification, Summarising involves taking the main points of the received message and reiterating them in a logical

and clear way, giving the speaker chance to correct if necessary. Person centred approaches is a phrase used to describe ways of listening carefully to

what a person has to say. To find out bout what is important to a person, what they want to achieve, their dreams, hopes, fears, needs and wishes. It also includes what a person does not want to have happen for them. Family members, and people who are important in

the lives of the person with a disability can be included in the discussions. The Person-Centred Approach developed from the work of the psychologist Dr. Carl Rogers (1902 –

1987). He advanced an approach to psychotherapy and counselling that, at the time (1940s – 1960s), was considered extremely radical if not revolutionary.

Skills and strategies that will help in CSO to work effectively with clients and stakeholders in developing the case management plan. FIRST is Emotional Intelligence, as in the CSO

you will encounter lots of different people. [Different cultures some will have disabilities, some will be excited and enthusiastic to talk to you and others will be angry or frustrated. This is why it is critical, and vital to develop emotional intelligence, which is the ability to

understand your emotions and what they’re telling you. Therefore it helps you understand the emotions and needs of the people around you. Step one is by building your Self

Awareness – being conscious of what your emotions are telling you and how they affect the people around you. Step two then focus on Empathy so that you can understand the perspective of the individual you’re communicating to. If you are shy, working in CSO

position may cause you anxiety. To challenge this, take small steps and challenge yourself. Choose one thing that makes you uncomfortable and do it everyday. You might

be surprised that, in a few months talking to people isn’t as difficult as it used to be. Awareness you gain through developing emotional intelligence will also help you to avoid discrimination. Example [you might unconsciously discriminate against individuals because

of their social status, profession, or dress. Blind spot, Hidden Biases of Good People [a father and son is in a car accident. The father dies at the scene and the son badly injured,

rushed to hospital. In the operating room, the surgeon looks at the boy and says, “ I can’t operate on this boy, He’s my son” If your immediate reaction to this is puzzlement, don’t worry we were puzzle a moment too. Which meant we failed this test too. That’s because

our automatic mental associations caused us to think of the typical stereotype of “male “when we read the word “surgeon”. The surgeon in this case of course was his mother.]

And do your best to give each individual the respect that they deserve. This is why it’s extremely important when you’re interacting with someone who’s angry. Tense, or upset. When you manage your emotions, you stay calm and cool, and you’re able to resolve the

situation. Thus learning to become an expert at managing your emotions. SECOND is Conflict-Resolution Skills, as in the CSO you will inevitably have to deal with

individuals who are angry, upset, or frustrated. This will not only help you defuse the situation, but if you handle the opportunity with sensitivity, skill, and respect, you can use it

to make a difference in this individual’s life. This is where Listening is one of the most important skills that you can use during a tense situation. Developing active listening skills so that you can hear what the individual is saying and respond appropriately. [Pay

attention – Show that you’re listening – Provide feedback – Defer judgment – Respond appropriately] Often, conflicts with others aren’t the result of your actions. Try not to take

their anger or frustration personally. Instead stay calm, apologise, and focus on how you will help resolve the situation. At times individuals might be rude, or even abusive. When you, don’t have the skills to handle these types of situations, this can be intimidating.

Learning skills such as assertiveness and self-confidence can help you handle the situation with respect and professionalism. Often, when individuals are acting with

aggression or hostility, they simply want to be heard, in these situations stay, calm and listen. Let them know you understand, and ask them how they would like to see the situation resolved. Sometimes you will be able to meet their needs, while other times you’ll

need to compromise. However, asking for his or her input indicates that you want to find a solution that works for everyone. ROLE Playing also can be use to prepare for difficult

conversations and situations. When you rehearse difficult situations, you’re better prepared to stay calm and think on your feet when you’re confronted with anger or aggression.

THIRD is communicating effectively, because good communication skills are essential when working in CSO role. This can be through personal face-to-face, email, Skype, social

networks or telephone. When you communicate with clients/stakeholders, be aware that they might have limited knowledge about your CSO. Don’t use jargon or technical terms that they might not understand instead – and without being patronising’ – use words and

phrases that they’re familiar with and use stories and analogies to help explain technical or complex concepts.

This is why the 7C’s of communication is essential to this equation, Clear, Concise, Concrete, Correct, Coherent, Complete, and Courteous. The better it is deliver, it will produce your credibility as this is really important when communicating with

clients/stakeholders that doesn’t know much about you. Being creative in your communication helps keep your clients/stakeholders engaged and thus communicate

creatively. FOUR is staying positive, as working in CSO can be emotionally draining. So working with clients/stakeholders from different facets of life, you have to be professional and positive,

no matter how you’re feeling. This is possible through using Affirmations to overcome negative thoughts and this can change you entire outlook and even help you interact with

others more effectively. Also Visualizations can be especially useful when you’re feeling down, or having a tough day. In some roles in CSO you’ll need to interact with the client/stakeholders all day every day. This is often called emotional labour because you

have to show emotions that you might not feel and hide the ones that you do feel. This can quickly lead to burnout or emotional exhaustion, if you are not careful. To counteract this

take regular breaks throughout the day to relax and unwind, even if this is only for five minutes. Go for a walk outside, stretch, etc. FIVE knowing rules and policies of your CSO because you understand why they exist.

This is where you can navigate difficult situations and keep your CSO goals, values, and e EMPOWERING TECHNIQUES WITH CSO CLIENTS

1. Accept the client’s definition of the problem. 2. Identify and build on existing client strengths. 3. Assist the client to take control of their situation.

4. Assist the client to develop. 5. Advocate for the client.

1. Identify relevant services (e.g. develop a directory of services). 2. Network with other services. 3. Develop interagency protocols (e.g. procedures for making and receiving

referrals). 4. Develop case conferencing guidelines. 5. Develop tools for coordination (e.g. a referral form and client consent form). 6. Develop written policy and procedures. Networking with other services is important to develop working relationships with service

providers. It also helps services to identify common issues and any gaps or possible duplication in services Networks may be informal on a worker-to-worker basis or formal

through participation in regular interagency forums. Interagency protocols will cover the referral processes between services and will vary from service to service. To ensure effective referrals it is important to develop these protocols with each of the services you

work with. Equally important, you need to develop the protocols you would like services to follow when they refer clients to you.

"We didn't all come over on the same ship, but we're all in the same boat. "Or "The ability to express an idea is well-nigh as important as the idea itself." [Bernard Baruch, American financier and statesman.]

THE SIX STAGES OF BEHAVIOUR CHANGE

CHARACTERISTICS OF CHANGE HELPFUL STRATEGIES

PRECONTEMPLATION – Denial – Ignorance of the problem Encourage the individual to rethink their behaviour

Encourage self -analysis and reflection

Explain the risk of the current behaviour

CONTEMPLATION – Ambivalence - Conflicted emotions Weigh the pros and cons of changing a behaviour

Confirm readiness to change and encourage confidences

in your abilities

Identify barriers to change

PREPARATION – Experimenting w ith small changes –

Collecting information about the change

Write dow n your goals

Prepare a pan of action

Make a list of motivating statements

ACTION – Taking direct action tow ard achieving a goal Rew ard your successes

Seek out social support

Make a list of motivating statements

MAINTENANCE – Maintaining a new behaviour – Avoiding

temptation

Develop coping strategies to deal w ith temptation

Remember to rew ard yourself for success

RELAPSE – Feelings of disappointment, failure, and

frustration

Identify triggers that lead to relapse

Recognise barriers to success and take steps to overcome

these obstacles

Reaffirm your goals and commitment to change

Pre- contemplative / unaware stage – individual/client aren’t interested in change,

therefore because the immediate reaction, is denial, and no incentive of doing anything

differently. In this stage they are defensive about their current behaviour, and cannot see

any viable solutions on how their life could be improve for their betterment. Instead

characteristics of this stage are resistant, unmotivated, or denial, and not engaged on the

need to change or the actual change itself.

Contemplative stage - individual/client start to envisage about the issue and the

imaginable need to make some changes. This recognition of a problem/issue, gives the

client/individual a choice, in as much as that they can and should do something for the

betterment of their lives. (A trigger event like a elderly individual having a stroke, who is

maybe your father, so this early intervention, can lead to the ignition of the process of

considering change) example (the individual/client from this trigger event, decides to get

their cholesterol check and exercise more) In this stage the client/individual, are often seen

as procrastinators and ambivalent, in this they are actually weighing up the pro’s and con’s

of any possible behaviour change. (Including costs and benefits) Giving up a pleasurable

behaviour causes them to feel a sense of loss despite the perceived gain. (I.e. drinking to

excess) Therefore in this stage, individuals/clients, our flexible and become receptive to

information and pursue sources for options and strategies.

Preparing stage – activating, instigating a change is about to happen. The

client/individual, has a realisation thorough a (trigger event) how serious their situation is.

Has a commitment to change, and is reviewing and completing any ‘pre-change’ steps,

and hence determination in carrying it through within the next 28 days example (finding a

local gym or fitness club, working through transport option of getting to the gym. [Public

transport] etc.) In this stage has a typically period of transition and therefore not seen as a

stable time and is mainly establishing an information gathering period, making plans,

introspection about the decision to change, with an reaffirmation of the need and desire to

change (within an Feasible Timeframe)

Action/ trying stage – application applies to individual’s/clients who have made authentic

and apparent change or adjustments to their lives and are starting to live their ‘new’ life.

Not to say the obstacles, temptations and chances of relapse are very tangible, but their

sincerity to receiving help and support are flexible in this stage. (Known as the ‘will-power’

stage and short-term rewards to sustain motivation are commonly used) The

individual/client is also prone to analyse any behaviour changes to enhance their self

confidence and help make better, improvement plans to deal with either personal or

external pressures (which can take anywhere of six months upwards in this stage)

Maintaining stage – the features of this stage is consolidation, in working towards any

changes in behaviour. Maintenance of the ‘new’ reputation, character, and in prevention of

any relapse or temptation. So coping strategies have been put in place, so the old ways

don’t have any influence on the client/individual, and they are coping with the change.

Therefore in this stage, a general requirement is patience, and the avoidance of personal

and environmental temptations. Reaffirmations in reminding the client/individual of their

progress to date, and how vital it is to stay on course. (Through their trigger event etc.) The

risks are greatly reduced, and therefore should be firmly cemented by this stage. (As with

cement if it isn’t cured right and goes off, because of lack of preparation as it with this

stage)

Termination/advocacy/transcendence (relapse) stage – this stage hasn’t always being

included as it was on to the work of Prochaska and DiClemente, but researcher saw it as

advantageous, in behavioural change especially in Case Management Closure Process. In

having this further understanding of reneging on old habits or behaviours would

‘extraordinary outlandish’. And the old habits ‘behaviours’ are no longer recognising as

desirable. Another important element of this stage is ‘advocacy’, (people committed to

spreading the word to their neighbours, family members or the public at large) This sort of

advocacy plays a vital part in helping move other individual’s/clients along the behaviour

change path and needs to be encouraged and supported. In reaching this stage, failure is

not an option, as relapses can occur and does in some form or another. But failure is seen

as a learning curve, the mindset of the client/ individual is transformed into a positive

outcome, for the future betterment of the client/individual. (In this learning opportunity to

develop and strengthen coping strategies and support mechanisms.

The ten change processes that make up the TTM/SOC (Transtheoretical Model – Stage of Change) are: Consciousness raising, becoming aware of the nature and negative implications of certain behaviours. Including awareness of others having made such a

change and actions that were taken: Social liberation, providing more alternatives and resources to assist in the change process. This not only provides assistance but increases

the relative benefits of the change and possibility increasing costs through changing the consequences of the old behaviour: Dramatic relief or emotional arousal, identification, experiencing, and expression of emotions related to the consequences associated with the

behaviour. The desired emotional response may range from inspiration for successful change to increasing fear for maintaining the existing behaviour: Self-re-evaluation,

personal reflection on the existing behaviour and the desired change relative to “‘one’s’ identity, happiness, and success”(Prochaska, Prochaska, & Levesque, 2001, p.250): Stimulus control, altering the surroundings to remove provocations that trigger the

undesirable behaviour. New incentives may be establish to stimulate the new behaviour and / or inhibit the old behaviour reoccurrence: Self-liberation or commitment, personal

commitment to both their ability to change and their follow through: Counter conditioning or substituting, finding and employing new behaviours that can be substituted for the undesirable behaviour. New mental models may also be used to alter the way the

behaviour is cognitively related to other things: Environment re-evaluations or social reappraisal, understanding the cultural implications of the behaviour and the opinions of

others whose opinion’s are valued: Reinforcement management or rewards, finding the internal and external rewards that are contingently available to support the probability of

the new behaviour occurring or continuing: Helping relationships or supporting, providing emotional support, moral guidance, or simply serving as a sounding board for someone undergoing a change process.

Schein (1999) identified eight ways that can be employed to ease the individual into the

learning that is necessary for change to occur. These can be employed as specific interventions to move the change process forward: Build a compelling vision of what the

future might be if change were to occur. This vision must be well articulated and shared widely as possible: Formal training in the learning competencies that are deficient. While (Schein, 1999) did not specifically mention organisational learning, all the learning

disciplines in (Senge, 1990) would be applicable here: Personal control over the learning process by the learner. This involves determining the learning objectives, the method of

learning, and the pace at which learning progresses: The training of learning agenda should be focused on the entire group of individuals who may be involved. If the training were limited to only a few individuals there would not be the cultural support necessary to

maintain the learning process or to assist in change maintenance: Training resources and safe harbour’s are necessary to not only permit the trail and error that frequently occurs in

learning, but the freedom to risk making mistakes. This involves not only the time and expense that may be necessary but the feedback mechanism that allows for learning from mistakes and the ability to test alternate solutions: Positive role models are necessary to

support the observational learning. In this type of learning the actions and attitudes of others can be used as a substitute for actual personal experience. This speeds up the

learning process by replacing trail and error methods with what termed best practices: Support groups or communities of practice can be established to provide both group support for making changes and group learning experiences. These groups are a

combination of peer learning, encourager, and problem solver rolled into a support mechanism: Reward and organisational structures that are aligned to the desire state. This

is very board and covers the many ways change might be encouraged and barriers to change eliminated.

(Schein, 1999) claimed that all eight conditions are essential for successful change programs. The key to effective change management, then, becomes the ability to balance

the amount of threat produced by disconfirming data with enough psychological safety to allow the change target to accept the information, feel the survival anxiety, and become

motivated to change. (Schein, 1995, p. 10)

The other factor involved in this question is Change Management, which is a structured approach to shifting individuals, teams, and CSO from a current state to a desired future

state. It is a CSO process aimed at helping employees/clients to accept and embrace changes in their current CSO environment. (Kotter defines change as the utilisation of basic structures and tools to control any CSO change effort) Goal of change management

is to minimise the change impacts on employees/clients/stakeholders and avoid distractions.

Change agents are responsible for managing the change activities. They see a future for

the CSO, which others have not yet identified, and they are able to motivate, invent and implement this vision. Change agents, can be manages, current or new employees, or outside stakeholders. In this rostrum of globalisation, CSO need to administer up with the

vigorous and inescapable changes, which take place very often. Because of these changes the competition between CSO is becoming intense and every CSO should be

flexible enough to implement the changes whenever required for its survival.

WARNING: Stress can cause severe health problems, and in extreme cases, can cause

death. While these stress management techniques have been show to have positive effect on reducing stress, they are for guidance only, and if clients/aspirants should take advice

off suitably qualified health professionals if they have any concerns over stress related illnesses or if stress is causing significant or persistent unhappiness. Health professionals

should also be consulted before any major change in diet or levels of exercise.