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Stress in the Work Environment
Published in J. Rose, Human Stress and the Environment, 2021
Valerie J. Sutherland, Cary L. Cooper
Correct identification of a stressor is often difficult because of the interactive nature of stress. As we have seen, certain forms of stress may combine to form a stress-chain. This occurs when small, minor daily hassles combine to exert considerable pressure on the individual. Often the total is greater than the sum of the parts. As we say, “it is the straw that breaks the camel's back’’, and this applies in the stress scenario. A colleague may explode in a rage or trantrum at a seemingly minor request or during some interaction with another person. We may look on in bewilderment because we have failed to realise that this was “the last straw” for the other person. It is difficult to be logical and to objectively analyse the situation when conditions are overheated and distraught. Therefore, we should adopt a preventive approach to stress management to avoid the “distress” situation. Responsible organisations have adopted this “stress audit” approach to stress management as a preventive strategy. The result of a stress audit provides each individual with a personal stress profile of strengths and weakness, which can be used as part of a personal development programme, and the organisation is able to consider the most suitable and practical forms of intervention and/or organisational development. This leads to the next step in the stress management process:
Environmental Ergonomics
Published in Robert W. Proctor, Van Zandt Trisha, Human Factors in Simple and Complex Systems, 2018
Robert W. Proctor, Van Zandt Trisha
The term occupational stress specifically refers to stress associated with a person’s job (Gwóźdz, 2006). Healthcare workers are particularly susceptible to this kind of stress. For example, Marine, Ruotsalainen, Serra, and Verbeek (2006) noted: Healthcare workers suffer from work-related or occupational stress often resulting from high expectations coupled with insufficient time, skills and/or social support at work. This can lead to severe distress, burnout or physical illness, and finally to a decrease in quality of life and service provision. The costs of stress and burnout are high due to increased absenteeism and turnover. (p. 2)
Stress vs. distress
Published in E. Scott Geller, Working Safe, 2017
In this chapter, I explained the difference between stress and distress and discussed some strategies for reducing distress or turning negative distress into positive stress. Stress and distress begin with a stressor which can be a major life event or a minor irritation of everyday living. You can evaluate or appraise the stressor in a way that is constructive, resulting in safe behavior, or destructive, causing at-risk behavior. When people are physically fit, in control, optimistic, and able to rely on the social support of others, they are most likely to turn a stressor into energy for achieving success. This is positive stress.
Three conceptual models of restorative environments based on user’s restorative experience in the COVID-19 pandemic period
Published in Journal of Asian Architecture and Building Engineering, 2023
Grace A. H. Sibarani, Hanson E. Kusuma, Annisa Safira Riska
The emergence of the global pandemic caused by the COVID-19 outbreak in various countries had severely affected all aspects of society (Wu, Chen, and Chan 2020; Pediatr 2020). Cases continued to increase exponentially over the few months since the virus first appeared, placing unprecedented pressure on the world. However, the increasing number of infections had exhausted the limited services that could be offered, and combined with the lack of staff and communication; it soon led to a significant and terrifying rise in medical emergencies (Luo, et al., 2020; Xiong et al. 2020; Ye et al. 2020). In addition to this problem, a pressing issue concerning handling and caring for those who were suffering not only physically, but also mentally, emerged. Several studies shown that the number of people affected by psychological disorders was higher than people infected by the COVID-19 virus (Benke et al. 2020; Marko, Košec, and Brecic 2020; Li, et al., 2020). The most significant indicators of psychological disorders developing were anxiety and depression, with a prevalence of 33% (28%-38%) and 28% (23%-32%). Apart from anxiety and depression, other indicators reported were distress, stress, insomnia, and symptoms of post-traumatic stress disorder (PTSD) (Luo et al. 2020b).
It Is Me, Chatbot: Working to Address the COVID-19 Outbreak-Related Mental Health Issues in China. User Experience, Satisfaction, and Influencing Factors
Published in International Journal of Human–Computer Interaction, 2021
Yonghan Zhu, Marijn Janssen, Rui Wang, Yang Liu
Major migration from Wuhan to Chongqing during the Spring Festival, as the two cities are close to each other, made Chongqing one of the hardest-hit areas (He et al., 2021). To reduce the spread of the infection, Chongqing initiated a level one response on January 24, 2020. This means that Chongqing also implemented the same restrictions as Wuhan did. The lockdown and stringent restrictions in Wuhan and Chongqing caused a major and sudden change in the residents’ lives. People experienced a sudden separation from their loved ones, encountered a shortage of living supplies, and/or experienced financial distress (Chen et al., 2020). Under these circumstances, many people experienced psychological distress; including depression, anxiety, and sleep disorders/deprivation.
Distress, Eustress, and Continuance Intentions for Distance Learners
Published in Journal of Computer Information Systems, 2023
Craig Van Slyke, Grant Clary, Mohamed Tazkarji
In the context of distance learning, we define distance learning distress as negative psychological responses to stressors related to distance learning. Research on student or workplace stress often only considers the negative impacts of stress.14 Negative psychological outcomes of distress include increased anxiety and depression and decreased quality of life.15 Work-related outcomes of distress include increased burnout,16 reduced performance,17 and well-being.18 With college students, several factors affect distress, including personal issues, class expectations, and physical environment challenges.19 Excessive distress can lead to lower grades20 and dropping out.21