<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>

<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>

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...

Thesis (M. A. (Clinical Psychology)) -- University of Limpopo, 2003 / Refer to document

Two distinct stress coping strategies, proactive and reactive, have been stated in various animal studies, each associated with a set of behavioural and physiological characteristics. In a given challenging situation, proactive animals show more aggression, a higher general activity and a predominant sympathetic reaction. In contrast, the reactive copers respond more with immobility and avoidance, and a predominant parasympathetic/hypothalamic activation. This divergence in coping has also been indicated in salmonid fish. Interestingly, many of the differences reported between sea-ranched and wild fish resembles characteristics that differentiate proactive and reactive copers. In the present thesis it is shown that individuals with divergent stress coping styles are identifiable in several brown trout (Salmo trutta) populations. Further, the results show that the distribution of individuals displaying these distinct stress coping strategies differs between populations. This strongly indicates that these traits are heritable and that the variation in selection regime in the native rivers influences these traits. In addition, the results show that populations with hatchery origin are biased towards having higher frequencies of trout displaying a proactive style than populations having wild origin. Also, even though the frequency of early sexual maturation, known as a viable alternative life history in salmonids, differs between populations of brown trout, no link between stress coping strategy and early sexual maturation were found. However, this thesis show that maternal contribution, in the form of egg size, is of major importance whether the progeny will sexually mature early and that it also might be of importance for stress coping strategy. Further, correlations of traits commonly associated with stress coping strategies and behavioural syndromes across context and over time is investigated. The results show that individuals with a strong sympathetic reactivity are more prone to change their behaviour than others.

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)