Scholars have validated both the damaging presence of police officer stress and separately, their increasing obese condition in the United States. Previous studies of police officers focus on stress or body weight, but not these variables conjointly. The purpose of this study was to inform policy creation by examining the problem of officer stress in relation to the calculated body mass index (BMI) values and to gain insight into stress outcomes. Lazarus and Folkman's stress-coping theory served as the research lens to examine if BMI would significantly contribute to the percent change of R2 variance accounted for in the predictive effect of self-reported organizational and operational stress in the past 6 months after controlling for age, gender, rank, marital status, shift work, and seniority. This quantitative research consisted of survey data that were collected from 132 volunteer officers using McCreary's Police Stress Questionnaires. Multiple regression analysis tested the predictive relationship between BMI and stress and regression model outputs illustrated no statistically significant relationship between officer stress and BMI; however, post hoc analyses found shift work to be a significant stress predictor (p = .01). Based on regression results and this body of research, social change implications include police administrators promoting policies and training which protects officers from the harmful effects of stress and BMI. Lessened stress can have a positive influence on the police and the entire public they serve.

Interoception, the signalling, processing, and perceptual representation of the visceral organs, together with trait impulsivity are in the present study examined using the Novel Controllability task (Mancinelli et al., 2021) as individual factors in coping behavior in response to stress. The coping process is conceptualized using the model of regulatory flexibility developed by Bonanno and Burton (2013). The results based on a sample of 39 healthy adults (M = 23,64 years, 22f/17m) do not support the hypothesis that the combined UPPS-P constructs are significantly related to interoception. For the coping process, the results suggest that: Negative Urgency is related to a negative initial appraisal of the stressor context leading to coping rigidity, by limiting the repertoire of strategies and the dynamic function of feedback; Positive Urgency is related to a larger dependency on emotions to guide decision making, motivating a “trial-and-error” coping approach; Sensation Seeking is related with an opposing style of emotion-focused coping where diminished threat perception and reduced sensitivity towards stimulus valence motivate a risk-taking approach, likely to pursue stimulation; Lack of Premeditation, the only facet of impulsivity convincingly related to interoception, is speculated to be associated with a dysregulation of interoceptive afferents facilitating a “here-and-now” attentional and coping focus. Despite lacking full support, the potential involvement of interoception as an internal stressor is discussed as a mediator in impulsive behavior, alongside general methodological issues with measuring interoception.

Stress, a feeling of pressure, tension, strain or threat, is a problem for contemporary female participants in the primary and secondary educational milieus who automatically respond to stressors (causes of stress), in the same way as women and girls in the past, since human beings have not changed psychologically and biologically over the millennia. Like their ancestors many female educators, learners and caregivers today do not return to a calm mental and physical state after an initial stress reaction. They often remain under stress, which results in emotional, behavioural, physical and cognitive manifestations of stress. Moreover, females may be predisposed to stress because of psychological, biological and social factors that have underpinned their response to time-related stressors that have faced them throughout history. Yet, history has also shown that women and girls taught and learnt successful stress coping mechanisms. Insight into these universal truths may provide educational solutions to a universal problem / Educational Studies / D.Ed. (History of Education)

Thesis (MEd)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Education systems are in a constant change, more so now in the post-modern global era that we live in. With change comes the stressors associated with it. Some of us are able to cope while others are unable. This thesis focuses on the effect of stress on educators who have learners with physical disabilities in their classroom as well as the coping methods used by these educators to manage these learners in the classroom. Participants were five female educators from disadvantaged areas of the Western Cape. A qualitative research approach was taken and the results indicate the following: Major stress experienced by educators is caused by the fact that educators do not know how far to sustain, let alone challenge an active learning environment, because of lack of experience and relevant in-service training relating to learners with physical disabilities. It was found that the nature of the disability and its severity influences the attitudes of the educators in inclusive practice. The absence of communication or rather the lack of information about the learner from the parent and other parties involved caused stress amongst the participants. Participants identified that improving their self-esteem was one of the key coping methods in dealing with stress. It is clear that educators need some form collaborative support to know they are on the right path or in order to progress in the right direction. / AFRIKAANSE OPSOMMING: Opvoedkundige stelsels is gedurig onderworpe aan verandering, veral tans in die post-modêrne globale era waarin ons leef. Verandering word vergesel deur stressors wat daarmee geassosieer word. Sommige van ons is instaat om hierdie te hanteer en ander nie. Hierdie tesis fokus op die effek van stres op opvoeders wat leerders met fisies gestremde in hul klaskamers het, asook die hanteringsstrategieë wat deur hierdie opvoeders gebruik word om hierdie leerders in die klaskamer te hanteer. Deelnemers was vyf vroulike opvoeders uit agtergeblewe areas in die Wes-Kaap. 'n Kwalitatiewe navorsingsbenadering is gevolg en resultate dui op die volgende. 'n Belangrike stressor wat deur opvoeders ervaar word, is dat hulle nie weet hoe om 'n aktiewe leeromgewing te volhou of uit te daag nie. Dit is die gevolg van 'n tekort aan ondervinding en relevante indiensopleiding aangaande leerders met fisiese gestremdhede. Daar is gevind dat die tipe en graad van gestremdheid die ingesteldheid van die opvoeders in 'n inklusiewe praktyk beïnvloed. Die afwesigheid van kommunikasie of liewer die gebrek aan informasie deur die ouer of ander betrokke partye aangaande die leerder, het stres onder die deelnemers veroorsaak. Deelnemers het die verbetering van hulle eie selfbeeld as 'n belangrike hanteringstategie geïdentifiseer. Dit is duidelik dat opvoeders 'n vorm van samewerking en ondersteuning benodig om te weet of hulle op die korrekte weg is óf om hulle in die regte rigting te stuur.

Teachers are exposed to stressful situations, of which increasing work demands is but one, leading to an alarming escalation of stress and professional burnout as career risks in the teaching profession. The focus of this study is on stress coping strategies to prevent burnout among primary school teachers in Lesotho. Some of the reasons which urged the researcher to carry out this study pertain to the fact that, although teacher burnout is an international concern, limited studies have addressed burnout and stress coping strategies among staff in the teaching service in Lesotho. Prolonged stress is a social problem leading to mental and physical ill health, with an increasing number of teachers leaving the teaching profession in Lesotho due to burnout. The population for the study was 600 primary school teachers who were engaging in professional development by pursuing a Bachelor of Education in primary education at the National University of Lesotho. This is a part-time programme offered by the University for practising teachers who hold a Diploma in Primary Education. The study followed a mixed-methods research approach, so for the qualitative study, data were collected using semi-structured individual interviews with 20 participants. For the quantitative study, questionnaires were administered to 350 respondents. Qualitative data were analysed using an inductive approach. Quantitative data were analysed using multiple regression, Chi-square and t-test. Key findings revealed that variables such as work overload, organisational climate and role conflict are predictors of burnout among teachers. Other variables predicting teacher burnout pertain to learner indiscipline, teacher personality and insufficient teacher remuneration. Burnout attacks career motivation. It also causes aggressive and violent behaviour among teachers. Teachers buffer stress and prevent burnout by employing constructive, less constructive and neutral stress coping strategies. The Lesotho Ministry of Education and Training can alleviate stress and prevent burnout among teachers by clarifying their job descriptions, instituting formal induction programmes for new teachers and ensuring that teacher salaries are on par with equivalent professional careers. / Onderwysers word aan stresvolle situasies blootgestel, waarvan toenemende werkseise net een is; dit lei tot 'n kommerwekkende styging van stres en professionele uitbranding as loopbaanrisiko's in die onderwysberoep. Hierdie studie fokus op strategieë om stres te hanteer om uitbranding onder laerskoolonderwysers in Lesotho te voorkom. Sommige redes wat die navorser genoop het om die studie te doen, hou verband met die feit dat alhoewel onderwyseruitbranding 'n internasionale bekommernis is, is beperkte studies gedoen om uitbranding en strategieë om stres te hanteer onder onderwysers in Lesotho gedoen. Langdurige stres is 'n sosiale probleem wat tot geestelike en fisiese swak gesondheid kan lei, met 'n toenemende aantal onderwysers wat die beroep verlaat in Lesotho as gevolg van uitbranding. Die populasie vir die studie was 600 laerskoolonderwysers wat by professionele ontwikkeling betrokke was deur vir 'n baccalaureusgraad in Opvoedkunde in primêre onderwys in te skryf by die Nasionale Universiteit van Lesotho. Dit is 'n deeltydse program wat die Universiteit aanbied vir praktiserende onderwysers met 'n Diploma in Primêre Opvoedkunde. Die studie het 'n benadering gebruik van gemengde navorsingsmetodes. Vir die kwalitatiewe studie is data versamel deur semigestruktureerde individuele onderhoude met 20 deelnemers. Vir die kwantitatiewe studie is vraelyste aan 350 respondente gegee. Kwalitatiewe data is ontleed deur 'n induktiewe benadering te gebruik. Kwantitatiewe data is ontleed deur meervoudige regressie, chi-kwadraat en t-toets te gebruik. Sleutelbevindings het getoon dat veranderlikes soos werksoorlading, organisatoriese klimaat en rolkonflik aanwysers van uitbranding onder onderwysers is. Ander veranderlikes wat onderwyseruitbranding aandui hou verband met leerders se gebrek aan dissipline, onderwysers se persoonlikhede en onvoldoende vergoeding vir onderwysers. Uitbranding val loopbaanmotivering aan. Dit lei ook tot aggressiewe en gewelddadige gedrag onder onderwysers. Onderwysers keer stres en voorkom uitbranding deur konstruktiewe, minder konstruktiewe en neutrale strategieë te gebruik om stres te hanteer. Lesotho se Ministerie van Onderwys en Opleiding kan stres verlig en uitbranding onder onderwysers voorkom deur hul posbeskrywings duidelik te maak, formele oriënteringsprogramme vir nuwe onderwysers daar te stel en te verseker dat onderwysers se salarisse ooreenkom met soortgelyke professionele beroepe. / Barutiši ba lebana le maemo a kgatelelo ya monagano, ao go ona a bakwago ke dinyakego tša mošomo o montši, gomme se se feletša go kgolo ya godimo ya kgatelelo ya monagano le go lapa mošomong wa bona wa sephrofešenale bjalo ka go tsena kotsing ya mošomo wa bona ka phrofešeneng ya biorutiši. Nepišo ya dinyakišišo tše e go maano a go kgona go šoma ka fase ga kgatelelo ye ka nepo ya go thibela go lapa kudu gareng ga barutiši ba phoraemari ka Lesotho. A mangwe a mabaka ao a dirilego gore banyakišiši ba dire dinyakišišo tše ke mabapi le taba ya gore, le ge e le gore go lapa kudu ga barutiši ke tlhobaboroko maemong a boditšhabatšhaba, dinyakišišo tše mmalwa fela di boletše ka ga maano a go kgona go šoma ka mathata a go lapa kudu le a ka fase ga kgatelelo ya monagano gareng ga bašomi ka tirelong ya borutiši ka Lesotho. Kgatelelo ya monagano ye e tšeago lebaka le letelele ke bothata bja setšhaba bjo bo feletšago ka bofokodi bja maphelo a monagano le a mmeleng, fao palo ya godimo ya barutiši e tlogelago phrofešene ya borutiši ka Lesotho ka lebaka la go lapa kudu. Batho bao ba botšišwago dipotšišo ka mo dinyakišišong tše ke barutiši ba dikolo tša phoraemari ba 600 bao ba bego ba kgatha tema ka tlhabollong ya sephrofešenale ka go dira Kgrata ya Borutiši ka thuto ya phoraemari ka Yunibesithing ya Bosetšhaba ya Lesotho. Le ke lenaneo la thuto leo le dirwago dinako tše dingwe leo le abjago ke Yunibesithi ye go barutiši bao ba šomago bao ba nago le Tiploma ya Thuto ya Phoraemari. Dinyakišišo di latetše mekgwa ya dinyakišišo ye e kopantšwego, ka fao bjalo ka dinyakišišo tša boleng, datha e kgobokeditšwe ka go šomiša dipotšišo tšeo di beakantšwego ka seripa tšeo di botšišwago motho ka o tee ka o tee fao go nago le bakgathatema ba 20. Go dinyakišišo tša bontši, dipotšišonyakišišo di filwe baarabi ba 350. Datha ya bontši e sekasekilwe ka go šomiša mokgwa wa tirišo ya bohlatse. Datha ya bontši e sekasekilwe ka go šomiša dipalopalo tša go akanya kamano, Chi-square le t-test. Dikutollo tše bohlokwa di utollotše gore dilo tše dingwe tše di fapanego tša go swana le go šoma mošomo o montši go fetišiša, seemo sa ka mošomong le thulano ya go šoma mošomo ke dilo tšeo di bonwago bjalo ka tšeo di bakago go lapa kudu gareng ga barutiši. Dilo tše dingwe tše di fapanego tše di bakago go lapa kudu di mabapi le go se be le maitshwaro a mabotse ga baithuti, semelo sa barutiši le tefelo ya barutiši ye e sego ya lekana. Go lapa kudu go hlasela tlhohleletšo ya go dira mošomo. Gape go baka maitshwaro a go befelwa le a dikgaruru gareng ga barutiši. Barutiši ba fokotša kgatelelo ya monagano le go thibela go lapa kudu ka go diriša maano a go kgona go phela ka kgatelelo ao a kwagalago, ao a kwagala gannyane le a magareng. Kgoro ya Thuto le Tlhahlo ya Lesotho e ka fediša kgatelelo ya monagano le go thibela go lapa kudu gareng ga barutiši ka go hlatholla gabotse mešomo ya bona, ka go hloma mananeo a semmušo a tlwaelo ya barutiši ba baswa le go netefatša gore meputso ya barutiši e lekana le ya mešomo ye mengwe ya go swana le yona ya sephrofešenale. / Educational Management and Leadership / D. Ed. (Educational Management)

Stress, a feeling of pressure, tension, strain or threat, is a problem for contemporary female participants in the primary and secondary educational milieus who automatically respond to stressors (causes of stress), in the same way as women and girls in the past, since human beings have not changed psychologically and biologically over the millennia. Like their ancestors many female educators, learners and caregivers today do not return to a calm mental and physical state after an initial stress reaction. They often remain under stress, which results in emotional, behavioural, physical and cognitive manifestations of stress. Moreover, females may be predisposed to stress because of psychological, biological and social factors that have underpinned their response to time-related stressors that have faced them throughout history. Yet, history has also shown that women and girls taught and learnt successful stress coping mechanisms. Insight into these universal truths may provide educational solutions to a universal problem / Educational Studies / D.Ed. (History of Education)

No description available.

Summaries in English and Afrikaans / Text in English / A modem "disease", stress is a universal and eternal problem in the pedagogic situation, where the child becomes an aduh, under adult supervision. Stress - a feeling of pressure or strain - is a problem for contemporary South African children, who automatically respond to stressors (causes of stress), in the same way as children of the past, since human beings have not changed psychobiologically over the millennia. Our bodies and minds should return to a calm state, after our initial stress reaction, but we often remain under stress, which results in emotional/ physical symptoms of distress. Yet history has shown that children can be helped to handle stress, making it a stimulus for growth. Although past societies were not directly conscious of the concept of stress, they taught coping mechanisms to their children. Some of these are generally valid, and provide us with solutions to the problem of stress in the pedagogic situation. / Die modeme "siekte", stres, is eintlik 'n universele en altyddurende probleem in die pedagogiese situasie - die· situasie waar die kind besig is om onder volwasse begeleiding 'n volwassene te word. Stres - 'n gevoel van druk en oorspanning - is 'n probleem vir hedendaagse Suid-Afrikaanse kinders wat maar, net soos die kinders in die verlede, outomaties reageer op "stressors" (faktore wat stres veroorsaak). Die afgelope millenniums het immers bewys dat die mens nie psigobiologies verander het nie. Ons liggaam en gees behoort mstig te word na 'n aanvanklike stres reaksie. Die probleem is dat ons meestal onder stres bly leef met emosionele/ psigiese simptome van angs as die resultaat daarvan. Tog het die geskiedenis bewys dat kinders gehe]p kan word om stres te hanteer en dit eerder as 'n stimulus vir ontwikkeling te benut. Ten spyte van die feit dat samelewings in die verlede nie so bewus was van die konsep van stres nie, het hulle tog sekere tegnieke aan hulle kinders oorgedra om hulle te he]p om hulle stres te hanteer. Sommige van hierdie tegnieke is algemeen geldig en voorsien ons dus van oplossings vir die probleem van stres in die pedagogiese situasie. / Educational Studies / M. Ed. (Educational Studies)

Summaries in English and Afrikaans / Text in English / A modem "disease", stress is a universal and eternal problem in the pedagogic situation, where the child becomes an aduh, under adult supervision. Stress - a feeling of pressure or strain - is a problem for contemporary South African children, who automatically respond to stressors (causes of stress), in the same way as children of the past, since human beings have not changed psychobiologically over the millennia. Our bodies and minds should return to a calm state, after our initial stress reaction, but we often remain under stress, which results in emotional/ physical symptoms of distress. Yet history has shown that children can be helped to handle stress, making it a stimulus for growth. Although past societies were not directly conscious of the concept of stress, they taught coping mechanisms to their children. Some of these are generally valid, and provide us with solutions to the problem of stress in the pedagogic situation. / Die modeme "siekte", stres, is eintlik 'n universele en altyddurende probleem in die pedagogiese situasie - die· situasie waar die kind besig is om onder volwasse begeleiding 'n volwassene te word. Stres - 'n gevoel van druk en oorspanning - is 'n probleem vir hedendaagse Suid-Afrikaanse kinders wat maar, net soos die kinders in die verlede, outomaties reageer op "stressors" (faktore wat stres veroorsaak). Die afgelope millenniums het immers bewys dat die mens nie psigobiologies verander het nie. Ons liggaam en gees behoort mstig te word na 'n aanvanklike stres reaksie. Die probleem is dat ons meestal onder stres bly leef met emosionele/ psigiese simptome van angs as die resultaat daarvan. Tog het die geskiedenis bewys dat kinders gehe]p kan word om stres te hanteer en dit eerder as 'n stimulus vir ontwikkeling te benut. Ten spyte van die feit dat samelewings in die verlede nie so bewus was van die konsep van stres nie, het hulle tog sekere tegnieke aan hulle kinders oorgedra om hulle te he]p om hulle stres te hanteer. Sommige van hierdie tegnieke is algemeen geldig en voorsien ons dus van oplossings vir die probleem van stres in die pedagogiese situasie. / Educational Studies / M. Ed. (Educational Studies)

Ciliary neurotrophic factor (CNTF) is produced by astrocytes which have been implicated in regulating stress responses. We found that CNTF in the medial amygdala (MeA) promotes despair or passive coping, i.e., immobility in an acute forced swim stress, in female mice, while having no effect in males. Neutralizing CNTF antibody injected into the MeA of wildtype females reduced activation of downstream STAT3 (Y705) 24 and 48 h later. In concert, the antibody reduced immobility in the swim test in females and only after MeA injection, but not when injected in the central or basolateral amygdala. Antibody injected into the male MeA did not affect immobility. These data reveal a unique role of CNTF in female MeA in promoting despair or passive coping behavior. Moreover, 4 weeks of chronic unpredictable stress (CUS) increased immobility in the swim test and reduced sucrose preference in wildtype CNTF+/+, but not CNTF-/- littermate, females. Following CUS, 10 min of restraint stress increased plasma corticosterone levels only in CNTF+/+ females. In males, the CUS effects were present in both genotypes. Further, CUS increased CNTF expression in the MeA of female, but not male, mice. CUS did not alter CNTF in the female hippocampus, hypothalamus and bed nucleus of stria terminalis. This suggests that MeA CNTF has a female-specific role in promoting CUS-induced despair or passive coping, behavioral anhedonia and neuroendocrine responses. Compared to CNTF+/+ mice, CNTF-/- mice did not show differences in CUS-induced anxiety-like behavior and sensorimotor gating function as measured by elevated T-Maze, open field and pre-pulse inhibition of the acoustic startle response. Together, this study reveals a novel CNTF-mediated female-specific mechanism in stress responses and points to opportunities for developing treatments for stress-related disorders in women.