Police Stress

Police Stress page2 The first type of stress is external stress. The way that this stress is described is by stress that is caused by real threats and dangers. A few of these are like a call like a man with a gun and other dangerous type of situation. With this kind of stress it is able to affect a police officer on the job. This is because this is where the danger is and when these types of situations happen at. The way that this type of stress can affect a police officer social life is mentally.

They can be out with other people having fun and joking around. Then in the officer mid they would be thinking about something that had happen that day. This kind of stress can also affect their personal life as well. The way that this happens is the officer does not know how to deal with or let go of the types of situations that they have to deal with on a day to day basis. I think that they could deal with this type of stress thought therapy or by talking to someone. This next type of stress is called organizational stress.

The best way to describe this type of stress is by being over worked. This type of stress can affect an officer job by them being tired and from them being away from their family all the time. This type of stress also affects them socially. This is because they do not want to make plans to go and do something because of fear of them being called in for work. This type of stress can have an effect on their personal life as well. The way that this happens is the officer’s family starts to feel neglected and the officer stares to feel that he is letting them down.

The way that they are able to deal with this type of stress is by going and getting some help, talking to someone or asking for some time off. The third type of stress that a police officer has is called personal stress. The way that this type of stress is described is by a police officer not getting along with fellow officers. The way that this affects the officer’s job is by having problems within the police department that they work in. The way that it affects them socially is it can cause tension in their socially life between people that they know.

This stress also affects their personal life as well. This happen they take home this stress and use it against the people there. The way that they can deal with this is by getting to know the people they work with or talking with someone. The last type of stress there is for a police officer is called operational stress. The way that this type of stress is described is by having to deal with the day to day duties that they have to do on the job.

This can affect their job because they do not do their job as well and sometimes they fail at it. The way that this affects them socially is by the way they look at criminals, Police Stress page2 citizens and their families. This can also affect them personally the way that it doses this is by making hard to deal with their family as well as work. The way that they can deal with this is by talking to a therapist or someone at work.

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Nursing and Family Stress Theory

Critique and Analysis of Family Stress Theory Nursing theory explains the relationship between concepts to enhance understanding and knowledge about a phenomenon (Walker & Advant, 2005). Theoretical frameworks for nursing of families provide a foundation for guiding the development of family centered care and research (Friedman, Bowden, & Jones, 2003). The application of theory helps to guide nursing practice, education, and research and supports the development of evidence-based nursing strategies and interventions for both the individual and the family as the client.

This paper will critique and provide an analysis of the family stress theory. A brief introduction of the history and author of this theory will be provided and the major concepts and assumptions of the theory described. The rationale for selecting this theoretical model as it relates to family nursing practice will be provided and its strengths and weaknesses identified. In addition, a discussion of the application of the Family Stress Theory in current nursing research will be presented. Finally, ideas for future research needed to continue to develop this theory for its application in family nursing practice will be explored.

Family Stress Theory The family stress theory was introduced by Professor Reuben Hill in the late1940s after the Great Depression (McDonald, n. d. ). McDonald (n. d) explains that Hill based his observations on families who survived the economic challenges of the Great Depression and those families who did not. Friedman, Bowden, and Jones (2003), explain that Hill based his research on the effects of separation and reunions as a result of war time on families. In both cases, the Family Stress Theory helps to explain why some families are able to adapt and survive when faced with stressors while other families encounter crisis.

Hill’s Family Stress Theory has served as a framework for the development of more contemporary family stress models, such as the Resiliency Model, and as a foundation for clinical practice and crisis intervention (Friedman, Bowden, and Jones, 2003). Major Concepts Hill describes the importance of social relationships and positive perceptions which serve as buffers in protecting the family from crisis (McDonald, n. d. ). In developing the family stress theory, Hill formulated an ABCX framework which helps to define the stress, identify the family resources, explore the family’s perception of the stressor, and the crisis.

The A variable is identified as the provoking stressor or event that the family encounters. Family experiences and strengths as well as family and community resources represent the B variable. This variable includes the family’s social support structure, both internal and external, which impact the magnitude of the stress on the family (McDonald, n. d. ). The family perception of the degree of stress produced by the provoking stressor or event represents the C variable.

Combined, these three variables influence how a family copes, reacts, and manages the situation and determines whether or not the situation becomes a crisis, the X variable. Past experiences, adequate and available resources, time, and support all impact how a family is able to adapt and change to the situation. The application of the family stress theory helps to predict the potential for a family crisis. According to McDonald (n. d. ), “the combination of high stress with social isolation (the “B” variable) for families has been highly correlated with many forms of dysfunctional family outcomes” (para. ). Hill’s family stress theory provides a framework for a family as client focused assessment and the development of evidence-based nursing interventions that strengthen the family and promote positive outcomes. Family Stress Theory’s assumption about Family and Nursing The Family Stress theory is middle range theories developed by Hill and as the variability of families are recognized through research, the traditional ABCX theoryevolved to different family stress theory and developed the conceptualization and the assumption of what family is about.

In 1996, McCubbin and McCubbin outlined the theory’s assumption of a family in crisis (Smith & Liehr, 2008, p. 227) : Families over the course of life face hardships and changes as a natural and predictable aspect of family life. Families develop basic competencies, patterns of functioning, and capabilities to foster the growth and development of family members and the family unit, and to protect the family from major disruptions in the face of transitions and changes.

Families develop basic and unique competencies, patterns of functioning, and capabilities designed to protect the family from unexpected or non-normative stressors, and strains and to foster the family’s recovery following a family crisis or major transition or change. Families draw from and contribute to the network of relationships and resources in the community, including its ethnicity and cultural heritage, particularly during periods of family stress and crises. Families faced with crisis situations demanding changes in the family’s functioning work to restore order, harmony, and balance even in the midst of change.

In the Family Stress theory’s metaparadigm, nursing is responsible in assisting families in the process of adaptation by promoting the family member’s health, help to recover from illness, assist the family member to function within the specific health limitation, support and develop family’s strengths, assist in the use of community resources available, facilitate the family in appraisal of the situation and help the family decide what is best for the situation (Beckett, 2000) .

The Family Stress Theory in Family Nursing Stress can affect intimate relationships in the family setting. Although stress is normal and natural in the family setting, severe stress can lead to serious family situations such as domestic violence, alcoholism, substance abuse, and even child neglect. The outcome of the family’s situation during the stressful event depends on how the family responds and thrives to the stressful situation.

A stressful event can be in the form of an acute or chronic illness in the family, sudden role changes,hardships in the family life cycle, separation, and death of a family member. The use of Family Stress Theory in Family Nursing assists the nurses in exploring the family system’s behavior and response to situational stressors and transitional events. The Family Stress theory was useful in the family’s coping ability regarding the care of the child with extraordinary needs (Crawford, 2002) .

A child with special needs is a stress to both parents because time is needed to develop competency in caring for such child in the family. The use of community and family resources should be offered and considered to adapt to the crisis. One literature also applied the theory in remarriage in families and suggested that “remarriage and adjustment to step family living are conceptualized as life transition in the framework of the Family Stress Theory ” (Crosbie-Burnett, 1989, p. 323) .

Identifying all the variables present in any stressful event and the family’s capability of adapting to the stress using all resources available will assist the nurse in developing the nursing process by making a thorough family internal and external environmental assessment, assist the family in creating a goal and planning for strategies to resolve the issue, providing the family possible interventions in managing the stressor event, improving coping abilities, and enhancing the family’s strength during the stressful event.

The nurse is also responsible in following-up and evaluating the effectiveness of the intervention to either continue the current management or change the coping strategy. Family Assessment In the use of qualitative and quantitative studies, families have different patterns to the response of stress. Assessing family resources, coping strategies, and processes provides the function for assisting families in adaptation and attainment of a higher level of wellness (Friedman, Bowden & Jones, 2003, para 3).

Families engage in different management and coping strategies when dealing with stressful events. The nurse will have to assess the healthiness or dysfunctional aspects of the family. During the assessment period, the nurse set specific goals that will help the family with coping mechanisms of stress. The foundation for achieving the goals will depend on family support, financial resources and coping strategies. Families remain strong and durable even during today’s economic crisis. Despite all the economic, social and political pressures, most families can e considered to be functioning satisfactorily (Friedman, Bowden & Jones, 2003, para 4). The theoretical model family stress identifies two types of situations that will cause a family to enter into a crisis. Those situations are classified as developmental and situational events. Events that are identified as psychosocial growth of a family are noted as developmental events. Some examples are retirement, a child entering high school or college, or adoption. The examples denote the normal life cycle affecting the entire family unit.

Unexpected events are considered situational events such as death, loss of job, or the loss of the home due to fire. The family’s financial resources and coping mechanisms will help the family adapt and work through the crisis. The nurse can take the listed examples and help the family develop goals in becoming healthy and strong family again. Critique of the Family Stress Theory The use of the family stress theory by nurses with advanced training is a key indicator for creating care paths that enhance the effectiveness of outcomes for positive family health.

Family clinicians use the stress theory to facilitate a collaborative learning process between family members with special emphasis on the different family processes: parenting, balancing work, dealing with childhood issues, and maintaining stability in home life. The stress theory is used as a helpful tool for identifying sources of stress that lend a head start for developing strategic plans to assist with managing them.

Further applicability of the stress theory offers a supportive resource for identifying coping mechanisms of individual family members and determining how effective their coping strategies are during stressful family situations. The theoretical framework for the stress theory also serves as a tool for explaining how families adjust and adapt as one system during stressful events (Friedman, Bowden, & Jones, 2003, p. 470). Information for identifying coping mechanisms for families of culture can be acquired by using a cultural genogram to gather information about their trengths and weaknesses. The clinician uses the information to apply it to the stress theory framework to assist the family with developing feasible ways of dealing with stressful events. Continued research efforts incorporating the use of the stress theory critical for developing innovative family care plans for helping families avoid and decrease stress levels. Further family-focused research can be generated to address the coping behaviors of culturally diverse families during stressful situations (Friedman et al. , 2003).

The new wave of multi-types of families supports the need for intervention research that serves as evidenced-based practices to help not only culturally diverse families but also all families to deal with stress. Strengths The strengths identified in using the family stress theory are that the model is easy to understand and easy to translate into therapy and intervention. During the assessment period of explaining the model and how it relates to the situational crisis of the family, it is important that families understand the system. The nurse will explain adaptation, family adaptation, family coherence and family resilience.

During the educational process, the concepts can be defined and described in a manner the family can view the crisis and place the event in the family unit’s perspective. As the nurse translated the model into therapy sessions and intervention processes, the family will not have difficulty working together needed to heighten family growth. The nurse and family will work together to establish goals. During the intervention session the family will engage with the stressors affecting the family. The family will work extensively to return the unit to the whole family concept.

Weaknesses Weaknesses identified are limited to the discussion of aspects in the family dealing with stress and punctuation or interruptions. The family may be limited on providing pertinent information in the discussions. The nurse can help set goals based on the provided information. Shame and guilt play intricate roles in how much information is provided. The family will need to engage in the discussion and work sessions in order to return to the functional family unit. Punctuation or interruptions occur during the meetings with the nurse and family.

Unforeseen activities causes disorganized scheduled meeting. A specific time should be allotted for the meeting to alleviate interruptions. The nurse and family can make stride if the sessions are uninterrupted. Family Nursing Research The trends of nursing care have evolved over the years from being a patient centered care industry into an industry focused around family centered care. The focus of providing family centered care has resulted in an emergent need to develop concepts, assessment measures and clinical skills customized to the care being provided.

For this reason, family nursing research has detonated although much of the research is in its infancy stages. Much of the current literature on family nursing pertains to pediatric nursing and family, however the call for family nursing research for the adult world of nursing is emerging as well. One particular study conducted by staff researchers at The University of North Carolina at Chapel Hill spotlight on how families care for a child with chronic illness and debilitating diseases. The byproduct of this research study is the FaMM (Family Management Measure).

Although the FaMM was cultivate through the use of the Family Management Style Conceptual Framework (FMSF), the FaMM measures how a family manages during stressful situations, which is a direct correlation to the family stress theory. In addition to spotlighting, the purpose of the study is “that it will further the development and testing of interventions and the comprehensive assessment of families’ efforts to manage chronic conditions” (Knafl et al. , 2007). Based on analyzing the investigations leading up to the FaMM, researchers had ne primary question and challenged themselves to discover a way to make the eight conceptual dimensions of the FMSF into a measureable assessment tool with a high percentage of reliability and validity. Second, an evaluation tool (FaMM) and a hypothesis was developed to support the inquiry. The hypothesis converged to explain how “data from the FaMM will contribute to clinicians’ and researchers’ ability to understand more fully family functioning in the context of childhood chronic conditions” (Knafl et al. , 2007).

Even though the research study appears to be qualitative in methodology with its categorical approach to establishing measurements it is overwhelmingly quantitative. Each of the established measurement guidelines or categories becomes conclusive with a percentage score as a means to evaluate against ranges. The ranges help to determine whether the family has the ability to manage many of the stress factors associated with care of a chronically ill child. The results of the research demonstrated a high validity as well as reliability.

In particular, the reliability of the test ranged between 72% to 90% for mothers and 73% to 91% for fathers, both demonstrating above 50% reliability. The future of family nursing research should branch out to include all forms of family; for example, children being raised by grandparents, homosexuals, foster parents and,other forms of guardianship. With the Family Stress Theory more research is needed to determine the long-lasting effects of stress on the family unit and ways to offset these effects.

Furthermore, the research from family stress theory is useful to family nursing practice in that it gives nurses a starting point to initiate interventions, treatment and, other diagnoses. Conclusion Family stress theory provides nursing staff with both intrinsic and extrinsic information to use in providing better services, care,and outreach to families. The concepts and assumptions identified in the theory arecurrently being researched for efficiency in providing the best application measures for family nursing practice. Despite the weakness identified in the theory, the strengths of the theory far outweigh.

In closing, the family stress theory can be used to guide nursing practice in acute care settings but also can provide in sight on primary prevention methods. References Beckett, C. (2000). Family theory as a framework for assessment. Unpublished manuscript, Northern Arizona University, Flagstaff, Arizona. Retrieved from http://jan. ucc. nau. edu/~nur350-c/class/2_family/theory/lesson2-1-3. html Crawford, D. (2002). Keep the focus on the family. Journal of Child Health Care, 6, 133-146. doi: 10. 1177/136749350200600201 Crosbie-Burnett, M. (1989, July).

Application of Family Stress Theory to remarriage: A Model for assessing and helping stepfamilies. Family Relations, 38, 323-331. Retrieved from http://www. jstor. org/pss/585060 Friedman, M. M. , Bowden, V. R. , & Jones, E. G. (2003). Family Nursing: Research, Theory and Practice (5th Ed. ). Upper Saddle, NJ: Prentice-Hall. Knafl, K. , Deatrick, J. , Gallo, A. , Dixon, J. , Grey, M. , Knafl, G. , & O’Malley, J. (2007). Family management measure (FaMM). Retrieved December 5, 2009, from http://nursing. unc. edu/research/famm/ McDonald, L. (n. d. ). Hill’s theory of family stress and buffer factors: Build the protective factor of social relationships and positive perception with multi-family groups_. Retrieved December 5, 2009, from http://cecp. air. org/vc/presentations/2selective/31mcdon/HILL’S_FAMILY_STRESS_THEORY_AND_FAST. htm Smith, M. , & Liehr, P. (2008). Middle range theory for nursing (2nd ed. ). New York, NY: Springer Publishing Company, LLC. Walker, L. O. , & Avant, K. C. (2005). Strategies for theory construction in nursing (4th ed. ). Upper Saddle River, NJ: Pearson Prentice-Hall.

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Impacts and Implications of Stress

There are many impacts and implications of academic stress on the health of an individual in the academic environment as a student. Some of these impacts and implications are time management skills, social life, and being employed. This paper will be examining the role and significance of the perception in the academic environment and how there is an increase of stress and anxiety in college.

Also, I will construct my personal Medicine Wheel to show how can manage my own stress and anxiety being in the Coco optional Therapist Assistant and Physiotherapist program (TOT/PTA). The first impact and implication that will be being discussed is time management skills and how it increases stress and anxiety in college. Firstly, transiting from high-school into college brings on a huge amount of stress because it’s completely two different worlds and adjusting is very hard for some.

This may cause the Generalized anxiety disorder (GAD) and this is the cost common type of anxiety, it is a “ongoing state of mental and/or physical tension and nervousness, either without a specific cause” (Put Reference). Some of the symptoms are constant restlessness, irritation, trouble concentrating, and fatigue. Another impact and implication is assignments, and this is because coming straight from high-school I had no idea how to prioritize my assignments and all the workload at once.

So this would lead me o mini panic attacks because would feel overwhelmed with assignments and test all coming at once and not wanting to fail. Lastly, studying was an enormous stress factor because had no study habits nor a study group. This made things difficult because also didn’t know how to pick out important information from the slides. All of these implications increased stress and anxiety in the academic environment causing my health to decrease because of the lack of sleep, over eating and mentally drained.

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Causes of stress and its solution

The circumstances that cause stress are called stressors. Stressors vary in severity and duration . For example the responsibility of caring for a sick parent may be an ongoing source of major stress , whereas getting stuck in a traffic Jam mat cause mild short term stress . Some events such as death of a loved one are stressful for everyone . But in other situations ,individuals may respond differently to the same event.

Stressors can be classified into 3 general categories:

  1. catastrophic stress
  2. MaJor life changes
  3. Daily hassles

In addition simply thinking about unpleasant past events or anticipating unpleasant future events can cause stress for many people.

  1. Catastrophe: Is a sudden , often, life threatening calamity or disaster that pushes people to do outer limits of their coping capability example earthquakes ,tornadoes ,fires ,floods and hurricanes as well as wars ,torture ,automobile accidents , violent physical attacks and sexual assaults . They often continue to affect the individuals mental health long after the event has taken place.
  2. MaJor life changes: The most stressful events for adults involve major life changes such as death of a spouse ,family member ,divorce , imprisonment ,loosing ones Job and major personal disability or illness . The most stressful events for adolescents are death ,imprisonment or divorce of parents ,personal disability or illness . Getting married is a positive experience but planning the wedding ,deciding whom to invite ,and dealing with family members may be stressful for the couples.
  3. Daily hassles: Much of the stress in our lives results from having to deal with daily hassles ertaining to our Jobs ,personal relationships and everyday living circumstance . Many people experience the same hassles everyday example living in a noisy neighbourhood ,commuting with heavy traffic ,disliking ones fellow workers ,worrying about money , waiting in a long line and misplacing or losing things .

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About Stress and Health

Life is full of frustrations, deadlines, and demands. Unfortunately stress can be an outcome of all of those things. Stress can be defined as a change that causes emotional, physical, psychological strain. It is a reaction to a sense of danger whether it is real or imagined. The stress response is the body’s way of trying to protect you. Stress tends to affect all aspects of wellness. Things like money, work, family, relationships all play a role in having stress problems.

Not only does stress affect your health but it also affects your body, thoughts, feelings and behavior. FACT: Stress hormones slow down the release of stomach acid which affects how well your stomach can empty itself. Higher levels of stress can cause high blood pressure and raise cholesterol levels as well. I did not know this but stress can also influence your immune system; which is something important because it slows everything down making it easier to catch colds and infections.

Stress releases cortisol into the body. Cortisol makes people crave fats and carbohydrates causing weight gain in the abdominal area. FACT: Having an argument with a loved one when stressed is equivalent to a life-or-death situation. Who would have known that something so small could end up so serious? So many symptoms come into play when dealing with stress. For example cognitive symptoms which are mental symptoms include memory problems, inability to concentrate, constant worrying, racing and anxious thoughts.

Emotional symptoms include moodiness, irritability, and feeling overwhelmed. Physical symptoms include aches and pains, chest pain or rapid heartbeat and nausea. Finally, behavioral symptoms include eating more/less, sleeping too little/much, using alcohol, cigarettes, and drugs to relax. None of the things listed above are something that people want to face in their everyday lives but sometimes it happens to the best of us. Influencing your stress tolerance is very important in overcoming any stress related problems.

First you need a supportive network. Friends and family that are supportive of your decisions and who you are as a being are extremely important. Next is a sense of control. You need to be able to be confident in yourself with every decision you make and obstacle you face. You also need to have an optimistic attitude, embrace challenges, have a strong sense of humor, accept change as a part of life, and believe in a higher power and purpose. Being negative about life and the things around you will just bring you down.

When dealing you’re your emotions you need to be able to bring them back to balance. Also making things easy to cope with and keeping that positive attitude are important. Although there are many negatives when it comes to stress there are also some positive things as well. When working properly it can help you stay focused and energetic. Also it can prevent you from accidents; like when slamming on the brakes to avoid an accident. Stress is what tends to keep people on their toes and help people rise to meet their challenges.

Stress is a huge thing that can take over a person’s behavior and emotions. No one ever really thinks that being stressed can cause such big problems and it can. Although it does have its good things stress tends to be mainly a negative thing on the wellness of people. Staying positive and finding a way for us to relax is a way that can get rid of all the stress. Relaxation is key! Stress is in everyday life situation for individuals and will be around as long as we still have our everyday struggles.

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Exam Stress Mnagement

Exam stress managements Notes for slide one Excessive worry about upcoming exams, fear of being evaluated, and apprehension about the consequences are some of the factors that cause anxiety and exam stress. Exams are pretty much always stressful but it’s completely possible to manage some of the stress that’s brought on by exams if you manage your time properly and meet all the information needs without burning yourself out. Certain techniques that you may use for exam stress management are : Notes for slide two “improving learning skills” Use review cards

Always keep some review cards with you to read over when you are waiting for something else to happen. This could include when you are traveling or waiting in line at the bus stop, bank, supermarket, cafeteria and so on. You could also place review cards in common locations which you pass frequently in your house, such as on the fridge door, bathroom mirror, etc. Frequent repetition and review is one of the keys to remembering information easily and effectively. Activity for students during the workshop: ask them to prepare revision notes in form of review cards on one of their topics.

Slide three: Create a road map for studying Make your books, notes and essays user-friendly. Use headings and highlighting to prepare your learning Journey beforehand. Use various color of high lighters to categorize the notes in order of their importance. For example things that you still have to learn can be highlighted in bold shades like pink or yellow while for the things you have already memorized in past can be marked green. The road map to studying can be created using stick on in heap of different colors.

Place read stick on in shape of a book mark on all the activities that are urgent and are related to the opics that your teacher has guided you will carry most marks in the exam, topics that you have already revised can be put under a green stick on while attach yellow stick on to the pages that you have already memorized and you plan to revise those topics on the last night. In this way the landmarks are clear in your mind before you try to commit information to them mitigating your stress levels.

Activity for students during the workshop: provide them with stick ons of red, yellow and green and ask them to create a road map for one of their subject. Slide four: The Link and Story Methods The Link Method is one of the easiest mnemonic techniques available. You can used it to remember long lists or acronyms by making simple associations between items/ words in the acronyms and linking them with a vivid image/ story/ rhyme containing the words. Taking the first image, create a connection between it and the next item and so on.

Activity for students during the workshop: ask them for most common abbreviations they use or have difficulty in remembering and make a story on one of them. Slide five “Time management” Slide five: Use a calendar In addition to your weekly planner, invest in a large monthly wall calendar. Jot down all the important due dates, deadlines, exams, etc so they are in front of you as a visual reminder. This will make you more aware of important dates and allow you to adjust or rearrange plans if you are behind schedule.

Slide Six: Make a schedule After establishing your priorities, set up a schedule which respects your priorities. A wide variety of student organizers, diaries, planners, electronic tools and time management systems are available on the market. Choose or create whatever seems best for you. Many students select weekly planners that enable them to see the big picture more easily. Make sure your system is something you are very comfortable with as you will be referring to it often. Then, set up your schedule in this order: Mark in all your fixed commitments such as classes, seminars and tutorials.

These are the givens, which you cannot change. Add in study time. Block off large sections of your day, reserved for studying alone, as well as shorter review periods. Organize your peak study times to coincide with the times of day when you are most awake and alert. Mark in other non-study activities. These are the important but lower priority items, such as exercise, recreational classes, or socializing, which you will fit in when possible. Slide seven: to do lists To-Do Lists are prioritized lists of all the tasks that you need to carry out.

They list everything that you have to do, with the most important tasks at the top of the list, and the least important tasks at the bottom. By keeping a To-Do List, you make sure that your tasks are written down all in one place so you don’t forget anything important. And by prioritizing tasks, you plan the order in which you’ll do them, so hat you can tell what needs your immediate attention, and what you can leave until later. To-Do Lists are essential if you’re going to beat work overload. How to prepare to do lists-Step 1: Write down all of the tasks that you need to complete.

If they’re large tasks, break out the first action step, and write this down with the larger task. Step 2 Run through these tasks allocating priorities from A (very important, or very urgent) to F (unimportant, or not at all urgent). List tasks in order of importance and start working upon them. Activity for students: ask them to prepare a to do list for the ctivities relating to their current week. Slide eight: managing time given in exam Allow sufficient time at the beginning to – read through the paper – decide which questions you’re going to answer, and – how you’re going to approach them.

Allocate time for each question based on the number of marks it’s worth. allow time at the end to check your work and fill in the gaps Never forget to allocate 5 minute reading period in which you must read all questions carefully, underline important factors in that questions, circle the questions that you hope to attempt in case of a hoice, once you have read the entire question paper carefully, now start attempting the questions and start marking the questions that you have solved. At the end of the exam, reserve at least 15 minutes revision time at the end for checking.

Slide nine: physical stress busters Get plenty of Sleep – your body needs time to process all the information you are taking in and re-energise, so that it is ready tor the day ahead. Eat Healthy – avoid processed and fast food as much as possible. Try eating foods high in omega 3 as this is great brain food. Avoid Caffeine (e. g. offee, caffeine tablets, Red Bull) and high sugared snacks, as these give you a short lift before making you crash and burn. They can make you feel sick and can interfere with your sleep and therefore your ability to concentrate.

You actually study better with regular breaks, getting lots of sleep and from exercising. Avoid Cramming the night before an exam, make sure you get a good night sleep and wake up earlier if you want to read over your notes rather than staying up late Slide ten: creativity skills Brainstorming is commonly used to generate ideas, and to come up with creative solutions to problems. Brainstorming combines a relaxed, informal approach to problem solving with lateral thinking. It encourages people to come up with thoughts and ideas that can, at first, seem a bit crazy.

Some of these ideas can be crafted into original, creative solutions to a problem, while others can spark even more ideas. This helps to get people unstuck by “Jolting” them out of their normal ways of thinking. Decision trees can be used as a tool while brainstorming on a specific tasks for example your English essays or while planning an experiment in your biology. You start a Decision Tree with a decision that you need to make. Draw a small square to represent this towards the left of a large piece of paper.

From this box draw out lines towards the right for each possible solution, and write that solution along the line. Keep the lines apart as far as possible so that you can expand your thoughts. After you have written the solutions, elaborate each solution further till you have a flow chart. Basically you will be combining action choices with different possible events or the results of action Activity ask students to draw a decision making tree on _( topic to be discussed with sir abad tomorrow)

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Discussing Music Therapy Reducing Stress Health And Social Care Essay

The treatment brings the right study to cloture. Discussion subdivision makes sense of research consequences. This is the most of import subdivision of any research study working adult females emphasis has emerged as important mental wellness job in working country in now.

The chief purpose of the survey was to measure the effectivity of music therapy in decrease of emphasis among working adult females at P.S.G institute of wellness scientific disciplines, coimbatore in the month of July. Each person ‘s base line informations was collected and they were assessed for selected parametric quantities under the subheading of physical emphasis, psychological emphasis, fiscal emphasis, sociological emphasis, religious emphasis. After the initial appraisal, music therapy was given a period of 3 hebdomads. Then reappraisal was done.

5.1 General Profile of Working Womans: Age of working adult females varied between 20 to 60 old ages. There were 44 adult females, among whom bulk ( 16 ) of the adult females were in age group of 25 to 30 old ages. Six ( 6 ) were in the age group of 20 to 25 old ages. Thirteen ( 13 ) were in the age group o 30 to 35 old ages, six ( 6 ) were in the age group of 40 to 45 old ages and merely one in the age group of 50 to 60years.The above determination was supported by a survey conducted to measure the relationship between the emphasis and wellness indexs in urban population in Japan. They found that topic who showed that a high sum emphasis mark was largest in the age group of 30 to 39 old ages for adult females ( Nakagawa y, 1998 ) .

5.2 Occupational History of Working Womans: In the present survey bulk ( 33 ) of adult females were making instruction, one ( 1 ) was making administrative work, two ( 2 ) were making lab work, five ( 5 ) were hearer, three ( 3 ) were clerical workers. A survey reported that three groups of adult females like clerical worker, director, individual parent ( chiefly divorced ) have been through empirical observation identified as being at comparatively high hazard for emphasis ( kushnirt,1993 ) .

5.3 History of wellness Problem of Working Womans: In the present survey one ( 3 ) adult females had hurting in lower appendages, two ( 2 ) adult females had stomachic ulcer, one ( 1 ) adult females had Diabetess and high blood pressure, one ( 1 ) adult females had thyroid related job, one ( 1 ) had high blood pressure. Majority ( 36 ) of adult females did non hold any wellness jobs. A survey was conducted on multiple functions and wellness among Korean adult females.The consequence showed that holding multiple functions with working adult females was non associated with better wellness and psychological well-being. Compared to those with traditional function, employed adult females more often experienced sensed emphasis, with matrimonial and/or parental functions. ( Cho, S, J. , 2008 )

5.4 Recreational Activities of Working Womans: About more than half of ( 23 ) adult females had no leisure clip activities and eight ( 8 ) adult females had a leisure clip activity of watching Television. Four ( 4 ) adult females had a leisure clip activity of Listening to music, three ( 3 ) adult females used to play during the leisure clip, one ( 1 ) adult female used to playing with the childs, one ( 1 ) adult female exhausted clip in walking, two ( 2 ) adult females used to read books and listen to music ; one ( 1 ) adult female had leisure clip activities of watching Television, read books, playing with childs and one ( 1 ) adult female had leisure clip activities of watching Television, orienting, cleansing and horticulture ( Table 4.4 ) .A survey has been conducted to find the occupation emphasis among primary school instructors in South- West, Nigeria. They found that bulk of the instructors had concern as symptom of hapless wellness and bulk of them engaged in watching Television as a scheme for get bying with emphasis. ( Lanre Olaitan, O, 2009 )

5.5 Assessment of Level and Type of Stress among Working Womans: In pretest out of 44working adult females 6 had mild degree of emphasis, 29 had moderate degree of emphasis and 9 of them had terrible degree of emphasis. A survey reported that among 206 adult females, 36 % admitted agony really terrible, terrible or reasonably terrible emphasis at work. At place or in the household 16 % were affected. Anxiety about employment was expressed by 12 % , fiscal concerns by 5 % , and concern for wellness by 5 % ( Biener, K. , 1981 ) .

In relation to physical emphasis, among 44 working adult females 9 had mild degree of emphasis, 26 had moderate degree of emphasis, 9 had terrible degree of emphasis. Similarly psychological emphasis, five ( 5 ) had mild degree of emphasis and 30 one ( 31 ) had moderate degree of emphasis and eight ( 8 ) were identified as holding terrible degree of psychological emphasis. Five ( 5 ) of adult females had mild degree of emphasis, 30 six ( 36 ) had moderate degree of emphasis and three ( 3 ) had terrible degree of fiscal emphasis. Similarly seven ( 7 ) had mild degree of emphasis, 30 ( 30 ) had moderate degree of emphasis, seven ( 7 ) had terrible degree of sociological emphasis. Nine ( 9 ) of adult females had mild degree of emphasis, 20 six ( 26 ) had moderate degree of emphasis, nine ( 9 ) had terrible degree of religious emphasis. When a individual is stressed, their organic structure becomes physically different due to the reaction to the stressors. They may be dying and problem concentrating along with a alteration in outward behaviour. If dying, an person may see apprehensiveness, apprehension or uneasiness similar to fear but based on an ill-defined menace. This person may experience tense, uneasy, discerning, disquieted and vulnerable ( Dennis Coon, 2007 ) .

5.6 Comparison of Level of Stress among Working Women before and After Implementation of Music Therapy:

Working adult females ‘s emphasis degree was reduced from terrible to chair and chair to mild. In the posttest, average value of mild emphasis is 66.33, compared to intend value of mild emphasis which is 62.66 in pretest. Similarly in the station trial, average value of moderate emphasis is73.44, compared to intend value of moderate emphasis which is 89.86 in pretest. Similarly in the station trial, average value of sever emphasis is 83.88, compared to intend value of sever emphasis which is120 in pretest after execution of music therapy.

5.7 Influence of Music Therapy on Stress Level among Working Womans: System theoretical account was adopted to implement the music therapy in decrease of emphasis among working adult females. After the music therapy working adult females stress degree was reduced to severe to chair and chair to mild. There was a important decrease in the emphasis degree when compared to emphasize degree before the therapy. The average value of mild emphasis was 62.33 in out put as compared to 62.66 in input and average value of moderate emphasis was 73.45 in out put as compared to 89.86 in input. Similarly the average value of terrible emphasis was 83.88 in out put as compared to 120 in input, Therapy as throughput helped the working adult females to cut down the emphasis degree ( figure 5.1 ) .

5.8 Assessment of Relaxation Level among Working Womans: All 40 ( 44 ) working adult females had moderate degree of relaxation after the music therapy.

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