Tyrimo tikslas: išsiaiškinti, kaip skiriasi įvairių kursų medicinos studentų mirties baimė, laiko suvokimas ir streso įveikos būdai. Tyrime dalyvavo 227 respondentai: 70 ne medikų, 61 - I kurso, 33 - II kurso, 22 - V kurso, 41 - VI kurso LSMU medicinos fakulteto studentai. Tiriamieji pasirinkti atsitiktinės atrankos būdu. Siekiant išsiaiškinti, kaip skiriasi įvairių kursų medicinos studentų mirties baimė, laiko suvokimas ir streso įveikos būdai, pagrindiniu tyrimo metodu pasirinkta anketinė apklausa. Apklausos dalyviams buvo pateikti trys klausimynai: Colett-Lester mirties bei mirimo baimės skalė (angl. The Revised Collet-Lester Fear of Death And Dying Scale – Lester, 1990), skirta išsiaiškinti savo paties ir kitų mirties baimę bei mirties proceso baimę; Šešių faktorių modelis - ZTPI laiko suvokimo skalė (angl. Zimbardo Time Perspective Inventory, 1990) bei profesoriaus G.Valicko ir doktoranto Ž. Grakausko (2006) sudarytas streso įveikos klausimynas: keturių faktorių modelis, skirtas streso įveikos vertinimui atlikti. Klausimynų pildymo laikas vidutiniškai 15 minučių. Darbo uždaviniai: išanalizuoti ir palyginti I -II ir V-VI kursų medicinos studentų mirties baimę, laiko suvokimą bei streso įveikos būdus atskirose merginų ir vaikinų grupėse; bei išanalizuoti ir palyginti medicinos studentų bei apklausoje dalyvavusių atsitiktinės atrankos respondentų (ne medikų) mirties baimę, laiko suvokimą ir streso įveikos būdus. Tyrimo rezultatai parodė, kad I-II kursų medicinos... [toliau žr. visą tekstą] / The aim of the research was to assess the differences in fear of death, time perception and stress coping techniques of the various courses medical students. Analyze needs for medical students to successful learning outcomes. There were questioned 227 people, from whom 70 aren’t medical students, 61 - I course, 33 - II course, 22 - V course and 41 - VI course medical students from faculty of medicine in Lithuanian University of Health Sciences. In case that we want to know how various students can overcome fear of death, time perception and stress coping means, we choose questionnaires form. The subjects were invited to complete questionnaires in 15 minutes. All medical students in the survey took place before and after the lab. All medical students in the survey took place before and after the lab. There was introduce free questionnaires: The Revised Collet-Lester Fear of Death And Dying Scale – (Lester, 1990) which is dedicate to know yourself and other peoples fear of death and dying scale, Zimbardo Time Perspective Inventory (1990) and the stress overcome questionnaire about four factors models which are dedicate to appreciate the fear of death which was done professor’s G. Valickas and the doctors Ž. Grakauskas (2006). The aim of study shows that I-II course students fear of death is not very expressible, they don‘t have any problems with time perception and there is no more effective ways to avoid stress when fourth course students are using. There was doing test how... [to full text]

<p>Further findings of the current study are: there are significant differences in stress based on employees&rsquo / gender and tenure, a significant difference in burnout with regards to gender and employment type, and significant differences between emotional labour based on gender and tenure. However, no significant difference was found between burnout and tenure, nor was there a significant difference between emotional labour and employment type. Recommendations are made to alleviate the effects of stress on call centre employees which in turn, will minimise the effects of burnout and emotional labour. Recommendations included the development of wellness programmes, stress management programmes, coping programmes and effective communications as a mean to shape employee perceptions regarding their interpretation of organisational demands, threats or opportunities and to enhance call centre employees&rsquo / performance within their work.</p>

This thesis investigates stress and coping in high performance squash coaching from the perspectives of both the coach and the player. An introduction to the thesis (chapter 1), a discussion of key concepts and theories from the general stress and coping literature (chapter 2), and a systematic review of the stress and coping in sport literature (chapter 3) are presented. The empirical work is reported in two phases. Phase one (chapters 4, 5 & 6) documents an in-depth study of 18 high performance squash coaches. Retrospective interviews were used to collect both qualitative and quantitative data. Inductive content analysis (Patton, 1980) revealed 223 raw data themes for stress, which collapsed into 12 general dimensions, and 415 raw data themes for coping, from which 13 general dimensions emerged. Descriptive statistics on stress source characteristics revealed a number of interesting trends that required further investigation. Further, general ('multi-purpose') and specific coping strategies were identified. Coping effectiveness and frequency data detailed the analysis. Phase two (chapters 7, 8 & 9) investigates stress and coping experiences of elite squash players during coaching activities via two studies. In study one, data were collected through telephone interviews, and analysed using inductive content analysis (QSR NUDIST), revealing 227 raw data themes for stress and coping from which 9 stress and 8 coping general dimensions emerged. These results were used to develop a postal questionnaire (study two) administered to 84 elite squash players on the England Squash World Class Performance Programme (Jan. 1999). A response rate of 60% was obtained, data was input into SPSS, and various statistical tests revealed significant contributions to 5 major investigative themes detennined at the outset. An overall picture of the landscape in stress and coping in high performance squash coaching is offered, and conclusions and future directions are presented (chapter 10).

The aim of the current project is to evaluate SVF-78 questionnaire in terms of its usability when working with individuals with a psychotic disorder. Moreover, the project's focus lies on the differentiation of positive and negative coping strategies. The obtained data from SVF- 78 questionnaire were collected together with WHOQOL-100 from people diagnosed with psychosis and quantitative methodology; concretely correlations were used for its analysis. Parametric and nonparametric tests were used for a comparison of a group with psychotic disorder and a control group. This was an exploratory study which aimed to bring empirical knowledge for further research in this area. This overall goal was reached due to a denial of many null hypotheses. Due to the results, it is possible to focus on particular aspects of coping within SVF-78 questionnaire and their connection to the quality of life of an individual with psychotic disorder.

This study focused on stress and resilience among teachers in 15 urban secondary schools serving areas of multiple and complex disadvantage in the Greater Manchester and Merseyside regions of England (UK). It utilised the mixed-methods approach to gather and analyse the data. This consisted of a questionnaire survey of 150 teachers and interviews of 20 teachers. It examined person characteristics of teachers in these schools; key stress risks in the schools; coping strategies employed by these teachers and their protective factors. The main quantitative analysis methodologies used in the study were descriptive analysis; factor analysis and regression analysis. Qualitative findings were analysed using thematic analysis and teacher pen portrait and school case study presentations. Integrative analysis of quantitative and qualitative findings was then conducted in the discussion of main findings. This study found that the teachers’ major force characteristics were self-efficacy; persistence; personal attitudes towards one’s job; personality and temperament and commitment to the job. Their main resource characteristic was experience while their major demand characteristic was their professional role. These teachers were also exposed to person, proximal processes, context and time risks. There were risks associated with force and demand person characteristics. The main process risks were within their interactions with pupils, parents, colleagues and senior management. There were also context risks in their microsystem, mesosystem, exosystem and macrosystem. There were also time risks across the microtime, mesotime and macrotime. To cope, teachers in this sample utilised both direct-action and palliative coping strategies. Results also indicated that these teachers’ protective factors were in their resource and force characteristics; proximal processes; context and time.

Emotional intelligence (EI) has been reliably associated with better mental health (Martins, Ramalho, & Morin, 2010) however the nature of this relationship in adolescence remains largely unexplored. The small body of existing adolescent research is disproportionately focussed upon the ‘trait’ versus ‘ability’ EI perspective and the association with mood (versus behavioural) disorders in the form of simple, descriptive relationships that reveal little about the processes underpinning such adaptive outcomes. This research redresses this imbalance and advances the field by examining how (whether directly or indirectly linked to known stress-illness processes) and when (under which stress conditions) EI (in both ‘forms’) might be associated with better adolescent mental health, whilst simultaneously exploring the conceptualisation of EI within this developmental period. Adult literature is equivocal on both fronts. Firstly, evidence points to differential incremental contributions from ability and trait EI in the prediction of internalising versus externalising symptomatology beyond known correlates of performance, i.e., personality and cognitive ability (e.g., Gardner & Qualter, 2010; Peters, Kranzler, & Rossen, 2009). Secondly, whilst there is some evidence to suggest that trait EI may directly attenuate the effects of chronic and acute stressors to promote adaptation (e.g., Mikolajczak, Roy, Luminet, Fillée, & de Timary, 2007), the role of ability EI in this regard appears unclear (e.g., Matthews et al., 2006). Indirect links to adjustment are also hinted at; coping mediates trait EI-health outcomes in youth though not all EI-influenced ‘adaptive’ coping styles (e.g., problem-focussed) appear to contribute to this effect (e.g., Downey, Johnston, Hansen, Birney, & Stough, 2010). Using cross-sectional, self-reported data from 1,170 adolescents (mean age = 13.03 years; SD = 1.26) the present research aimed to address this lack of clarity. Preliminary regression analyses found that collectively, EI made a significant, incremental contribution to the prediction of depression and disruptive behaviour in youth beyond the influence of higher-order personality dimensions and general cognitive ability. However, of the two, trait EI appeared the stronger predictor. Structural equation modelling of conditional indirect effects found that whilst both forms of EI can buffer the effects of stressors (family dysfunction, negative life events, socio-economic adversity) on disorder, the mechanisms by which this beneficial effect operates differs substantially according to context - effects appear contingent on stressor, health outcome and level of EI. For depression, ability EI influences the selection of avoidant coping when facing family dysfunction and negative life events, whilst trait EI modifies the effectiveness of active coping under family dysfunction only. In contrast, EI directly attenuates the effects of stressors on disruptive behaviour. Nevertheless, the results of supplementary path analyses augur for the importance of both forms of EI in adaptational processes; actual emotional skill (as ability EI) appears dependent on perceived competency (trait EI) to realise advantageous outcomes. Implications for the EI construct and related intervention programmes are discussed together with recommendations for progression of the field.

The thesis deals with the psychological aspects of stress in police work from the perspective of police psychologists. Firstly, key terms and psychological aspects of police work are described in the theoretical part. Subsequently, a chapter of individual aspects of stress in police work is introduced. The aspects are divided into four separate groups - organizational stress, stress and lifestyle, stress and family life and borderline situations in police work. The following chapter deals with psychological care for police officers. The research part of this work brings findings obtained qualitatively in in-depth interviews. A wide range of themes arose - exceeding bureaucracy and control, incessant need to keep up with the police role, limited career growth and the absence of meaning leading to burn-out. In the context of family life, themes of alienation, infidelity or other common family problems were registered. Alcohol abuse as an escape strategy was mentioned. Borderline and traumatizing events are marginal matter according to participants. A range of relevant themes arose - encounter with death, children victims, car accidents and suicide among police officers.

The diploma thesis addresses the Possibilities of stress minimazition for pupils at the lower secondary school with regard to pupils with special educational needs during distance education. It designs the tools and strategies that a regular city school can provide students with coping with stress and stressful situations in the ongoing distance education. The theoretical part defines the main concept associated with stress, stressors and strategies used in coping with stress and the concept of distance education. The practical part finds out what possibilities a regular city school has in reducing stress for pupils in the lower secondary school, including pupils with special educational needs in distance education based on the finding of the main stressors and strategies the pupils use to cope with stress and support. The method of the research survey is conducted in the form of structural interview. Based on the obtained research data it was found out which, in the opinion of pupils, are the main stressors in distance education and what strategies pupils use for processing workload and stress, including pupils with special educational needs. From this information it is possible to design certain methods and procedures that define possibilities of minimizing stress for a given school. Key words...

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A lot has been said about change. For example, it is widely recognised that the only constant is change (Heraclitus, 470 BC). As such, no sensible decision can be made any longer without taking into account not only the world as it is, but the world as it will be (Isaac Asimov). As regards this, a bulk of existing researches have been aimed at understanding the triggers for change and the extent or degree to which individuals, organisations, systems or entities have to change. Generally, results from such studies vary. With specific relations to organisations, organisations are advised of the need to develop added adaptive and dynamic capabilities. One of such added adaptive and dynamic capabilities is organisational resilience. In the literature, organisational resilience has been successful linked with organisations ability to maintain long term performance. Hence, the research is not about re-examining the relationship between organisational resilience and organisations ability to maintain long term performance. This research focuses on exploring the critical success factors required to maintain long term performance and building adequate resilience into systems undergoing changes. The investigation was conducted in three phases, namely: (a) the exploratory phase; (b) the descriptive phase; and the empirical phase. The exploratory phase involved identifying the critical factors essential to maintain long term performance and at the same time build resilience into their systems after undergoing organisation-wide changes. In order to make out these critical, a pilot study was conducted. 21 persons occupying senior managerial positions in different organisations were interviewed. The interview data were transcribed, coded and analysed using coding and thematic analysis to identify five common themes, namely (a) employees readiness to support ongoing organisation-wide changes; (b) development of targeted organisational adaptive capacity; (c) the provision of individualised and social support; (d) the use of stress coping mechanisms; and (e) the existence of organisational resilience strategies. The second phase of the research entailed conducting case study research with the intention of describing the identified critical success factors. The final phase entailed conducting empirical analyses and cross case analysis. Results from the cross case study analyses indicated that both resilience building at the individual level and organisational level is needed for organisations to build in resilience into their systems especially after undergoing organisation-wide changes. Three factors (i.e. employees readiness to support ongoing organisation-wide changes, the provision of individualised and social support and the use of stress coping mechanisms) were found to be more pronounced at the individual level. The remaining two factors namely development of targeted organisational adaptive capacity and the existence of organisational resilience strategies are essentially carried out at the organisational level. The research has contributed to the current body of knowledge on how organisations can strive to maintain long term performance, especially for a country like Nigeria where there still remains a dearth of such related studies. Each of the research hypotheses were either confirmed or non confirmed. This will give the practitioners, academicians and managers of Nigerian organisations the opportunity to understand how each of the sub factors of the five critical success factors can influence on attempts to build organisational resilience. In addition, specific actions that managers can follow over the life of an organisation-wide change project that will improve the resilience of systems undergoing change. In addition, differences in how varied control factors can influence resilience building in organisations were explored and validated based on the results of the Mann Whitney test results. At the end of the thesis, recommendations for future practice and research were made. One of such is that resilience building at both levels be done concurrently and given equal prominence.