The present paper is a literature study of stressors and the responses in police officers to occupational stressors. It endeavors to identify and assess common stressors in policing. It further aims to provide an answer to the question of whether police administrative tasks and situations, or the dangerous and traumatic events and situations inherent in policing, are perceived as equally or more stressful by surveyed police officers. The question is relevant as there seems to be disagreement among researchers on police stress about which elements (administrative or dangerous and/or traumatic) of the police occupation is more stressful. Much attention has been given to the treatment of post-traumatic stress in police officers while efforts to prevent administrative or organizational stressors have been largerly ignored. If administrative stressors in policing are equally important as dangerous and traumatic situations and events, more attention should be given to the prevention of such largerly preventable stressful events. The theoretical framework used in the study is that of the transactional concept of stress. In trying to assess what parts of policing are more stressful, a number of empirical studies were examined and compared. Most studies applied a "checklist" approach to identify and rank the heaviest stressors in police work. The methodological quality of available studies was varied, influencing their comparability and generalizability. In spite of these inequalities, the results from the assessment indicates that dangerous and traumatic situations are somewhat more often perceived as the largest stressors than administrative stressors in police work.

Human and financial costs generated by nurse shortages, within a context of increasing numbers of patients requiring nursing care, demonstrate the potential significance of this study which aims to identify work related factors contributing to New Zealand nurses' intent to leave the job. Two hundred and seventy five usable paper and pencil surveys (Response rate = 68.8%) from a random sample of 400 nurses employed in one New Zealand District Health Board were used to explore intent to leave the job. Three research questions directed the description of levels of job satisfaction, job stress, and burnout found in nurse participants, correlations between the three variables, and the identification of variables predicting intent to leave the job through regression analyses. Levels of job satisfaction were high, job stress was low, and burnout was average. Specifically, lack of opportunity to participate in organisational decision making, control over work conditions, control over what goes on in the work setting (key Magnet Hospital characteristics) were not evident, and with pay rates, were the main sources of job dissatisfaction. Workload was the most frequently experienced source of stress by nurse participants. Twenty-five per cent of nurse participants reported high levels of intent to leave the job. Correlations suggested that reductions in job satisfaction influenced increases in job stress and burnout. Job stress was associated with increases in emotional exhaustion. Emotional exhaustion was influenced by eight job satisfaction, job stress, and burnout subscales. Five subscales (professional opportunities, praise and recognition, interaction opportunities, extrinsic rewards, lack of support) explained 26.2% of the variance in nurse participant's intent to leave. Issues of power and control were associated with job dissatisfaction, job stress and burnout in nursing practice. However, predictors of intent to leave the job suggest a growing realisation by nurse participants that postgraduate education and nursing research may provide the tools to create positive change in the health care environment and make nursing visible, valued and appropriately rewarded.

Over the past two decades, research into worker well-being has been greatly influenced by the demands-control-support models of Robert Karasek (1979; Karasek & Theorell, 1990). These models propose that worker strain and active learning are determined by particular combinations of job demands, job control and social support. Specifically, incumbents of jobs that are high in demands, low in control, and low in support are expected to show high levels of strain, whilst incumbents of jobs that are high in all three job factors are expected to display high levels of activity, learning and participation, both on and off the job. The models also propose that prolonged exposure to combinations of these job conditions influence workers' accumulated anxiety and sense of mastery. If empirically substantiated, Karasek's models have profound implications for the design of "healthy work" environments. This thesis represents an attempt to clarify, critically evaluate, extend and test Karasek's models. Self-report data, as well as information obtained from a collateral source, are used to assess the independent linear, quadratic, additive and interactive effects of Karasek's job factors. Multivariate models of the direct and indirect relationships between the job factors and a range of possible antecedents and consequences are proposed and submitted to empirical test. Two major, and several minor, studies, all using samples of school teachers, are reported. The first major study used a cross-sectional design, and self-report measures of demands, control and job stressors to predict several indices of worker strain (e.g., stress, job dissatisfaction, somatic complaints). Analyses of data from 421 teachers revealed independent and additive effects of demands and control on strain, but few quadratic or interactive effects. Demands and control also predicted job stressfulness, with additional evidence showing that the effects of demands on this outcome were buffered by perceived job control. The second major study tested Karasek's models using a two-wave full panel design, and an expanded set of predictor, moderating and outcome variables. Data were collected from 987 teachers, as well as from a significant other person nominated by the majority of these teachers. Demands, control and social support were shown to predict stressors and strain, both cross-sectionally and longitudinally. Results generally confirmed Karasek's additive strain hypotheses. Consistent evidence of interactive effects of the job factors on strain was not found in the full sample of teachers, but was obtained when analyses were limited to a sub-sample of new-start workers. Relationships between the job factors and measures of worker activity and participation were also found. However, rather than all three job factors acting conjunctively, demands and support from supervisors predicted some outcomes (e.g., the number of hours teachers worked), control and support from co-workers predicted other outcomes (e.g., self- and other-reported levels of vigour-activity), whilst a further set of indices (e.g., participation in organized activities outside of work) were not strongly related to any of the job factors. Exposure to highly demanding jobs was associated with increases over time in levels of neuroticism, whilst exposure to high control job conditions was associated with increases in levels of mastery. The demands-mastery relationship was buffered by perceptions of job control. Limited support was obtained for a set of additional predictions regarding the role of leadership style in shaping job factors, and hence worker strain. In general, the results from this research confirm past findings regarding the effects of job demands, control and social support on strain. The research makes several important contributions to the literature. From a research methods viewpoint, new, congruent and specific measures of the job factors, activity-participation outcomes and leadership dimensions were developed. Also novel was the use of structural equation techniques to test competing longitudinal models that involved continuously-measured interaction terms. Substantively, the research represents one of most comprehensive investigations yet conducted into Karasek's models. The test of the dynamic person-environment hypotheses is believed to be unprecedented in the literature, as is the attempt to demonstrate links from leader behaviour, through the job factors, to strain. Implications for Karasek's models include the need to reject the additive hypothesis in relation to activity-participation, and to extend the models to incorporate organizational antecedents of demands, control and support. More practically, the research reinforces the importance of providing "control-enhancing" opportunities for workers exposed to highly demanding jobs. Recommendations for future research include the need to test an expanded model of healthy work using multi-wave longitudinal designs, samples of new-start workers, and multiple (including objective) measures of key variables.

The experience of occupational stress has long been implicated in the development of negative outcomes for the individual employee and the employing organisation. General well-being as well as levels of job satisfaction and organisational commitment have been identified in the literature as decreasing as a result of the experience occupational stress. The intertwined relationship between occupational stress and emotion has also been proposed to play a role in the stress�outcomes relationship. Although emotions are an integral and inseparable part of everyday organisational life, they are difficult to measure and as such have generally been ignored in the organisational literature. Recent research has begun to focus on the role of emotions in the workplace and a development from this approach has been to conceptually examine the relationship between cognition and emotions. This movement has largely been attributed to new research around the construct of Emotional Intelligence (EI). Emotional Intelligence involves behaviours related to the experience of emotion; specifically EI involves expressing, recognising, understanding and managing emotions. Despite the interest in workplace EI, very little empirical research has examined the role EI may play in occupational stress. This thesis systematically examined the relationship between EI and the occupational stress process, including stressors, strains (health), and outcomes of stress (job satisfaction and organisational commitment). The first study of this thesis involved the administration of a questionnaire to 320 employees. The results of Study 1 indicate that four dimensions of EI were particularly important in the occupational stress process: Emotional Recognition and Expression, Understanding Emotions, Emotional Management and Emotional Control. It was concluded that utilising EI was related to the experience of occupational stress, and to the outcomes of occupational stress (both health and attitudes), such that employees who reported using EI were less likely to report feelings of stress, ill-health and lowered satisfaction and commitment. The results of Study 1 provided a rationale for the development of an EI training program, a program to teach employees how to utilise the dimensions of EI more effectively in the workplace and to teach them how to deal with the negative emotions that arise from the experience of occupational stress. The prevalence of occupational stress in the Australian workforce is increasing and as a consequence many stress management intervention programs have surfaced in the literature, although none with emphasis on utilising emotions more effectively. The aim of Study 2 in this thesis was to develop, implement and evaluate an EI training program which had an emphasis on stress management. Study 2 involved the development of a five-session group training program and a standardised training manual. The training program was evaluated in terms of the variables identified in Study 1 (EI, occupational stress, strains, and outcomes of stress). The sample consisted of 79 teachers (55 with complete data sets). Baseline measures were taken at two time intervals prior to participation in the EI training program. Participants were assessed immediately after participation in the program and at a five-week follow-up interval. The findings of Study 2 demonstrated the effectiveness of the EI training program in terms of improving levels of EI, decreasing feelings of stress and strain and improving the outcomes of stress. These changes were evident immediately after completion of the training program and were maintained (or improved upon) at the follow-up time period. However there were some limitations to Study 2. Specifically, the short duration of the training program, the short follow-up time interval (of only five weeks) and the use of secondary stress management prevention tools were each limitations of this training program. Further research is necessary to address these limitations and to more accurately determine the efficacy of the training program developed in this thesis. Despite the limitations of Study 2, the EI training program implemented and evaluated in this thesis illustrated that a training program focussed on the emotional experiences of employees is able to successfully engage employees and assist them in dealing with the experience of occupational stress and the consequences of stress. Furthermore, these results demonstrate that the EI training program was successful in improving the employee�s level of EI, providing support for the theory that EI can be learned and developed. Overall, the development and implementation of an EI training program, in this thesis, demonstrated that behaviours underpinning the dimensions of EI can be learned and that training programs focussed on the emotional experiences of employees in the workplace can be effective in improving employee well-being and in decreasing feelings of occupational stress. The results of this thesis therefore provide support for including EI training programs as part of stress management for employees.

今日職場由於迫切的時間壓力、對高生產力之期待、人少事多，造成壓力之惡化。一個高壓力的工作會影響家庭及心理健康，而家庭及心理問題亦會影響工作，此二面向彼此互動累積之結果，對員工產生具大壓力。一般企業組織多認知到工作壓力對組織之負面影響；據學者研究美加英等國公部門工作壓力發現，一般民眾對公務員服務品質要求愈來愈高之時，公部門人員所承受之工作壓力並不比私人企業員工為輕。 為瞭解我國公部門人員面臨之工作壓力是否如同國外，包括壓力來源、壓力可能導致之反應、壓力反應是否導致離職等問題，本研究以台北市、基隆市及台北縣鄉鎮級戶政人員為對象，除探討總體情形外，並進一步分析比較三者差異情形，研究發現如下： 本研究個案部份以壓力典範模式為架構，總體樣本結構在性別部份女性佔80%，男性佔20%，經深度訪談及問卷調查結果確立戶政人員工作壓力源屬實體環境層面，依序為：工作家庭衝突、工作變化性、同事相處、工作自主性、長官相處、工作負荷，生涯發展則具個別差異性；工作壓力源引發之壓力反應包括焦慮疲勞、憂鬱及自尊降低，壓力反應強弱依序為自尊及焦慮疲勞，憂鬱則因人而異；而Type A/B人格特質會影響壓力源與壓力反應間之關聯；壓力反應與離職傾向間亦有相關性；人口統計變項除性別外，在壓力反應平均數均有差異，其中以委任人員自尊程度最低；以壓力模式預測離職傾向之解釋力達46.8%。據城鄉比較結果，台北市、基隆市及台北縣在上述各項問題中，除性別在壓力反應平均數差異未達顯著水準外，其餘均存有差異。 本文依據研究發現，建議如左：1、在戶政工作實務上：熟悉法令規章加強溝通技巧、暢通升遷管道降低離職率、提升委任人員之自尊、改善TYPE A人格特質、解決台北市戶政人員工作家庭衝突問題、加強職前訓練、適時舉辦團康活動及減壓課程。2、在後續研究上：對工作壓力源、控制變項、戶政離職人員、壓力管理干預技術之深入研究及重視長期經驗研究。

This thesis arose out of my professional engagement as a therapist, with people suffering depression, and from my recognition of the significance of such people’s workplace experience in times of significant workplace change. Worker depression is now widely identified as a significant and growing problem by employers, by governments and by international authorities such as the World Health Organisation. By the end of the 20th century, it had become a significant site for policy, leading to the collection of data and the development of management ‘tools’ at all these levels. Actions formed by such new policy range from workplace interventions to the establishment of government-funded bodies, such as beyondblue and the Black Dog Institute in Australia, charged with both research and information dissemination. An understanding of the context in which depression is increasing requires an exploration of two 20th century phenomena: on the one hand, the changing workplace of the advanced capitalist societies; and on the other, the ways in which depression itself has come to be diagnosed and treated, and consequently understood, as a medical phenomenon. There is a substantial literature on the contemporary workplace, and on the diagnosis, treatment and management of depression. Very little is available, however, dealing with the experience of individual workers who have been diagnosed with depression. This is the area the thesis is concerned to explore. In order to undertake this task, two significant methodological moves have been made, away from the ‘realist’ orientation of much of the available literature. The ‘genealogical’ move, drawing on Foucault, is the move concerned to understand how things are as they are and not otherwise, to ask questions such as: How has depression come to be a more and more common diagnosis in the late 20th - early 21st centuries? What is it about workers’ experience of the workplace that is making such diagnoses more likely? Might it be the case that more workers are increasingly unhappy and that unhappiness, particularly manifested somatically, through bodily ‘symptoms’, is increasingly likely to be diagnosed and treated medically, as depression? The ‘discursive’ move, drawing on Foucault, together with Nikolas Rose and Judith Butler, is the move that works with the understanding that selves are not simply given, existing autonomously. Rather, persons are constituted as selves – as subjects – in and through their active participation in the social worlds they come to inhabit. The mechanisms of this participation are the characteristic ways of acting and speaking – the discourses – of social institutions. Learning such discourses involves not only learning how to act appropriately but also to become a certain kind of self. For workers in the neoliberal workplace, this means learning to be the autonomous, flexible worker of overt requirements while simultaneously learning to live with increased demands for hours of work and levels of work output, together with escalating levels of surveillance. It is not surprising that many workers experience this workplace as increasingly stressful. Such stress, when medically diagnosed and treated as ‘depression’, offers a new kind of subject position to those affected. The heart of the thesis is an interview study which explores the narrative stages a set of workers diagnosed as depressed detail as they account for their progressive ‘resubjectification’ as depressed workers. Five stages, involving the narrative positioning of different selves or subject positions, are identified from detailed readings of the interview data: these are the narrating of psychologising, internalising, somatising, medicalising and pharmacologising positionings. The identification and naming of these stages draws substantially on the work of Nikolas Rose and his identification of key 20th century selves. The identification of these as narrative or discursive stages in the retrospective reconstruction of resubjectified selves is the original contribution of this thesis.

Thesis (M.A.)--Grace Theological Seminary, 1987. / Includes bibliographical references (leaves 62-65).

There are two purposes for employees to use working computers and internet: for work-related activities and nonwork-related activities. As to work-related activities, they are purchasing, customer services, marketing, recruitment, sales, management, work-related communication and information-acquiring. Otherwise, nonwork-related activities comprise of social/communicative purposes (using internet to communicate with friends and co-workers inside and outside companies) and Entertainment/informational purposes (acquiring information about weather, entertainment, news etc.). Through literature research, there are evidences suggesting that different purposes of internet usage has a significant effect on job playfulness, while performance will increase, with accompanying job playfulness enhanced. The relationship between purposes of internet usage and performance will be discussed in the study. Furthermore, there are other antecedent factors affecting purposes of internet usage, such as job stress, job characteristics and attitudes towards job and monitoring. This is one of the discussions on how these antecedent factors influencing purposes of internet usage positively or negatively. The survey data from 233 employees is analyzed by CFA abd SEM. Following are the results: 1. There is a positive relationship between the purposes of internet usage and job playfulness, and job playfulness serves as the mediator to affect the performance. 2. Job stress, job characteristics, attitudes towards job and monitoring have significant effect on the purposes of internet usage. 3. Age, Seniority and Marriage will reduce the usage of social/communicative and entertainment/informational purposes.The demography of respondents¡¥ profiles makes difference on purposes of internet usage, job stress, job characteristics and attitudes towards job and monitoring.

The current research aimed to investigate the relationships among perceptions of organizational change, job stress, and the Big-five personality traits of the employees in Kaohsiung Education bureau after the merge. Three hundred questionnaire were distributed via purposive sampling and 244 of them were valid. The response rate was 81.33%. Data analysis involved descriptive statistics, t-test, one-way ANOVA, Pearson¡¦s product-moment correlation, and multiple regression. The results showed that both perceptions of organizational and job stress among the employees in Kaohsiung Education Bureau were greater than a moderate level. Job stress was not associated with sex, age, working years, and parenthood. Unmarried employees reported higher job stress than did those who married. Perceptions of organizational change, neuroticism, and openness predict the job stress. According to the present findings, implications for administrators and future studies were discussed.

Many researchers have examined the effect of various work-related factors on transfer of learning. However, there has been little or no focus on the effect of key workplace factors such as job stress and job satisfaction on transfer of learning. The current study examines the relationship among job stress, job satisfaction, motivation to transfer and transfer of learning based on the perceptions of selected Occupational Safety and Health Administration (OSHA) outreach trainers who underwent training conducted by the Texas Engineering Extension, Texas. A 24-item questionnaire was utilized to collect data. The questionnaire was sent electronically to all outreach trainers who underwent the OSHA General Industry Course 501 during 2005, and the first six months of 2006. The sample included 418 respondents representing a population of 1234 outreach trainers. Descriptive statistics, Cronbach’s alpha estimates for reliability, factor analysis, correlation analysis, regression analysis, path analysis, and Sobel tests were the analysis methods used in the study. The results from the analysis suggest that job stress and its related dimensions, time stress, and anxiety had an indirect correlation with transfer of learning through job satisfaction and motivation to transfer. Further, it was found that job stress, time stress, and anxiety predicted job satisfaction; time stress predicted anxiety; job satisfaction predicted motivation to transfer; and motivation to transfer predicted transfer of learning. Finally, path analysis results and mediation tests showed that: (1) the relationship between job stress and transfer was mediated by job satisfaction and motivation to transfer, (2) the relationship between time stress and transfer was mediated by job satisfaction and motivation to transfer, (3) the relationship between anxiety and transfer was mediated by job satisfaction and motivation to transfer, and finally (4) the relationship between time stress and transfer was mediated by anxiety, job satisfaction, and motivation to transfer.