CHAPTER 14
Responding to Personal and
Work-Related Stress
CHAPTER PREVIEW
After studying this chapter, students should be able to:
1. Understand the stress factors in your life.
2. Explain the major personal and work-related causes of stress.
3. Learn how to identify and implement effective stress-management strategies.
4. Learn how to use positive psychology to combat stress.
5. Identify stress-related psychological disorders and therapy options.
PURPOSE AND PERSPECTIVE
This chapter encourages the attitude that change is inevitable in students’ personal lives as well as
within the organizations for which they choose to work. Balancing family and work life has become
one of today’s major stress producers. Multitasking, though often counterproductive, is often
unavoidable as workers and their supervisors communicate constantly through e-mails, text messages,
social networking sites, and other electronic means. Noise pollution, irregular work schedules, and
supervisors’ incompetence add to stress in the workplace. Personal lives are filled with transitions that
can produce stress overload. The chapter points out, however, that some stress in life is beneficial and
helps keep people motivated and excited about what they are doing.
Students will learn to assess their own stress level and discover the warning signs of too much stress.
Then they will learn effective stress management strategies such as mindfulness, adequate sleep,
physical exercise, meditation, deep breathing, solitude, and resilience. They will learn to use positive
psychology techniques such as cultivating fun and laughter, acts of kindness, and regaining or letting go
of control. The final segment advises students on how to identify and avoid or manage stress-related
psychological disorders such as anxiety, depression, and burnout. Sources of assistance, including
websites, employee-assistance programs, and twelve-step programs for addiction are briefly described.
PRESENTATION OUTLINE
I. The Stress Factors in Your Life
A. Responding to stress
II. Major Causes of Stress
A. Work/life balance
1. Long hours/irregular schedules
B. Change
C. Multitasking
D. Work environment
E. Noise pollution
54 Chapter 14: Responding to Personal and Work-Related Stress
F. Incompetent leaders
G. Work and family transitions
H. Rumination
I. Warning signs of too much stress
IIIII. Stress-Management Strategies
A. Mindfulness
B. Sleep
C. Exercise
D. Meditation
E. Solitude
F. Resilience
IV. Use Positive Psychology to Combat Stress
A. Laugh and have fun
B. Commit random acts of kindness
C. Regain or let go of control
IV. Coping with Psychological Disorders
A. Anxiety
B. Depression
C. Burnout
D. Popular therapy options
CAREER INSIGHT EXERCISE
Encourage students to try these suggestions for getting enough rest and sustaining their energy
throughout the day as they are often stressed out and sleep deprived.
TRY YOUR HAND EXERCISES
1. Answers will vary, but it is important that class members work their way through these four
related questions. Often, simply identifying whether they are really in control of the stress–
generating situation can help students reduce the stress. Addressing those elements that truly are
under their control will help them devise a concrete plan toward stress reduction.
3. Students’ answers will vary. Encourage students to develop a time management plan.
4. Ask students how the way they handled the stressors of the day changed when they removed news
from their agenda. Ask them to share whether they felt calmer without the news, anxious about
what they might be missing, no different, etc.
CRITICAL THINKING CHALLENGE
Ask students to share their plans for dealing with stressful events in their lives. If your institution offers
yoga classes, provide students interested in this activity with information about how to enroll and/or
participate.
Chapter 14: Responding to Personal and Work-Related Stress 55
SELF-ASSESSMENT EXERCISE
After identifying their response to each item, students can share their current and planned use of
cognition, habits, positive psychology, and other stress-management techniques to cope with stressful
situations.
YOU PLAY THE ROLE EXERCISE
It should be interesting to see how students use their creativity and communications skills to help a
loved one reduce his/her stress. Thinking about and acting out ways to assist another person might also
help them help themselves, too.
CASE QUESTIONS
BELOW THE SURFACE: is Good Stress Bad?
1. Students could reasonably suggest that Kate Matheny practice mindfulness about the realities of
her position and home life; rearrange her schedule or give up some pursuits so that she can get at
least 7 hours of sleep each night; continue her exercise (without overdoing it); try meditation;
enjoy the solitude associated with her exercise routine; and consider ways to enhance resilience in
herself and work teams she is a member of.
2. Students should suggest that the lawyers suffering from depression and alcoholism likely need
professional treatment to avoid becoming dysfunctional employees. It would be reasonable to
inquire whether the friend’s firm has employee-assistance programs available, though it might be
presumed that the friend would utilize these first since she works in human resources. The friend
could be advised to encourage the lawyers to seek help and directed to websites that provide
directories of reputable therapists and twelve-step programs in the area. Students might also
suggest that the friend help the lawyers to use their health insurance company’s resources to locate
and access professional treatment.
CLOSING CASE: Achieving a More Balanced Life
1. Some workers are facing a very heavy work load and feel they cannot afford to take time away
from their job. Others who are trying to keep their job during an economic downturn feel that
taking a vacation may send the wrong message to their boss (i.e., increase their vulnerability to
being laid off).
2. Student responses will vary. Students who have worked full time may point out that employees in
this situation may experience heightened stress due to the accumulation of work for them to
complete upon returning from a lengthy vacation. Workers at risk of being laid off may be eligible
to receive pay for unused vacation days in this eventuality, and may prefer the extra income as a
cushion for the job transition that will follow if their positions are eliminated.
3. Many talented workers want to improve their education and/or learn new skills, and would
welcome the opportunity to do so without losing their income or time for family and leisure. In
return, the employer will benefit from the worker’s increased knowledge and skills, and probably
also from higher morale and retention in general as a result of these sorts of policies.
ADDITIONAL APPLICATION EXERCISES
1. Instruct students to write down on a piece of paper all of the things that create stress in their life.
One approach is to say, “Write down all the things that are driving you crazy.” Once students have
56 Chapter 14: Responding to Personal and Work-Related Stress
completed their lists, instruct them to underline the five most serious stressors on the list. Divide
the class into groups of three or four people each, and give the groups 10–15 minutes to answer
these questions:
a. Identify stressors that are common among members of the group.
b. What can be done to reduce the negative influence of these stressors?
2. Archibald Hart, a psychologist who specializes in stress management strategies, suggests the
following activities:
1
• Take a 60-second sabbatical every hour. During this period, breathe deeply and allow the
mind to focus on pleasant thoughts.
• Take 60 minutes per day of quiet time alone. You can take the hour all at once or split it into
two 30-minute sessions. During this time you can practice relaxation techniques, meditate,
or read an inspirational book.
He says these activities will decrease stress levels and increase energy levels. Encourage your
students to use these stress-management strategies daily for one week and then report (orally or in
writing) the results.
3. According to Suzy Welch, author of 10–10-10 (10 Minutes, 10 Months, 10 Years), you have
within your power a transformative approach to reclaim your personal and professional life. She
reveals that exploring the impact of your decisions in multiple time frames will help you identify
and live according to your deepest goals and values. Every 10–10–10 process starts with a
question. Should I start or end a relationship? Should I go back to school to finish my degree? Etc.
What are the consequences of each option in ten minutes/ten days? In ten months? In ten years?
Select a question of meaning to you at this time and go through the 10–10–10 process. What have
you learned about yourself and the answer to your question in this multiple time frame approach
to personal and work–related stress? Share your insights with your classmates.
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