Transcript Facilitator Meeting

WELCOME!
SUFFOLK, NEW YORK - AUGUST 2013
The Academy for Leadership and Development
www.chairacademy.com
OVERVIEW
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Assess Your Stress Level
Examine the Impact of Stress
Understand our Physical Reaction to Stress
Explore Strategies for Managing Stress
SURVEY YOUR STRESS LEVEL
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30 Questions (YES or NO Response)
Add up the Yes Responses, compare to key
 Psychological Wellness Institute--2009
STRESS KEY
Score
Implications
1-10
MILD
Risk of developing the physical, mental, emotional, and
spiritual effects of negative stress is considered low.
You APPEAR to meet challenges in a positive way in
order to cope.
11-20
MODERA
TE
Risk is significant for developing the effects of
negative stress. Your body and mind are sending
messages to slow down and relax. You should examine
your priorities and engage in stress management
techniques.
21-30
SEVERE
Risk is HIGH od developing the effects of negative
stress. Your capacity to cope has been stretched and
needs to be managed more directly. If you can’t adapt
better coping mechanisms soon and/or eliminate the
source(s) of stress the impact could be significant.
WHERE ARE YOU ON THE CURVE?
TAKE 15 AND DISCUSS
Share the general results with a table mate.
 What do the results convey to you?
 Can you identify the source(s) of stress in
your life?
 Do you have a strategy for dealing with
stress?
 What technique do you feel works best to
help manage stress?
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COMMON IMPACT OF STRESS
... On your body
... On your mood
... On your behavior
• Headache
• Muscle tension
or pain
• Chest pain
• Fatigue
• Change in
sex drive
• Stomach upset
• Sleep problems
• Anxiety
• Restlessness
• Lack of
motivation or
focus
• Irritability or
anger
• Sadness or
depression
• Overeating or
under-eating
• Angry outbursts
• Drug or alcohol
abuse
• Tobacco use
• Social withdrawal
Source: American Psychological Association's "Stress in America" report, 2010
SCIENCE OF STRESS
The prefrontal cortex is located in the very front of the
brain, just behind the forehead. In charge of abstract
thinking and thought analysis, it is also responsible for
regulating behavior. This includes mediating conflicting
thoughts, making choices between right and wrong, and
predicting the probable outcomes of actions or events.
(Executive Functions)
Hippocampus is a part of the
limbic system, which is
responsible for emotion,
behavior, memory and
olfaction.
GLUCORTICOIDS
Glucocorticoid: A hormone (cortisol) that
predominantly affects the metabolism of
carbohydrates and, to a lesser extent, fats and
proteins (and has other effects). Glucocorticoids are
made in the outside portion (the cortex) of the
adrenal gland and chemically classed as steroids.
TOO MUCH OF A GOOD THING
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Lowered immune system (Immunosuppression)
High blood sugar
Weight gain
Easy bruising
Reduced bone density
Muscle breakdown, weakness
BODY REACTION TO STRESS
LONG TERM
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Less Glucose to brain.
Less Oxygen to brain.
Disrupt growth patterns and ability to reproduce.
Cause connection between neurons and hippocampus to
atrophy.
 Destroy neurons.
 Cause heart problems.
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Mobilize energy to muscle.
Increase HR, BP, and BR
Turn off long term projects
 Reproduction
 Growth
Enhance clotting.
Blunt pain perception.
Increase OXY and Glucose to brain.
Enhance learning, memory and recall.
TOO MUCH STRESS . . .
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We can handle a little.
At times we can handle a lot.
But left to permeate our life it can overwhelm us
WHAT WE SAY WE BELIEVE
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53% of us report
personal health problems
linked to stress.
83% of us believe stress
can have a strong impact
on health.
93% of us believe stress
can contribute to the
development of illness.
27% report stress level
has decreased in the
past 5 years—the rest of
us??
Source: American Psychological Association
STRESSORS IN ADULTS
Money
 Work
 Economy
 Relationships
 Family Responsibilities
 Family Health Issue
 Personal Health Concern
 Job Stability
 Housing Costs
 Personal Safety
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STRESSORS IN YOUTH
Managing school pressure
 Relationships w/siblings
 Relationships w/friends
 Getting along w/parents
 Family Finances
 Physical appearance
 Managing activities
 Peer pressure
 Getting into college
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SIGNS AND SYMPTOMS
Anxiety
 Poor school or work
performance
 Relationship problems
 Sadness
 Thoughts of suicide
 Worry
 Trouble sleeping
 Appetite
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EFFECTS OF STRESS ON WORKPLACE PERFORMANCE
Effect of Stress Workplace Impact
On Daily
Productivity
41% lose 15-30 minutes of
productivity/day;
36% lose 1 hour or more each day
On Attendance 55% miss 1-2 days a year to stress;
29% lose 3-6 days; 16% miss >6 days
On
Effectiveness
46% come to work 1-4 days per year
too stressed to be effective; 30% 5 or
more days
Source: HR Management, Business Management Daily, December 2012
HOW WE SPEND OUR TIME
 How
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do we spend the hours away from work?
Personal Care (sleeping) (9.49)
Leisure and sports (watching more than doing)
(5.37)
Household Activities (chores) (1.74)
Eating and Drinking (1.25)
Shopping (.72)
Caring for others (.51)
Civic/Religious activities (.32)
“After work and sleep, most of us have 8 hours left in
our day to spend as we please.”
Bureau of Labor Statistics, 2012
HOW WE COPE WITH STRESS
Listening to music.
 Exercise or walking.
 Reading.
 Time with friends and families.
 In decline as a stress
technique.
 Down from 46 to 38%.
 Napping
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In too many cases our stress management
technique involves sedentary activity.
WHAT CAN YOU DO?
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Physical Activity
Routine
 Variable
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Diet
Manage what you eat.
 Manage when you eat.
 Manage how much you
eat.
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Relaxation Techniques
Sleep
 Meditation
 Yoga
 Tai Chi
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DIET – STRESS BUSTING FOODS
Food
Potential impact
Complex
All carbs prompt the bran to make more
Carbs—cereals,, serotonin—feel-good chemical—can also help
breads, pasta,
stabilize blood sugar.
etc.
Oranges
Good source of vitamin c—curb levels of stress
hormones, strengthen immune system.
Spinach
Popeye never let’s stress get the best of him—
magnesium in spinach fights headaches and
fatigue.
Fatty fish
Omega 3 fatty acids (salmon, tuna, etc.) help
protect the heart and mood
disorders/depression/PMS.
Black tea
May help recover from stress more quickly, caffeine
in coffee boosts stress hormones, raises blood
pressure.
Raw Veggies
Munching on raw veggies eases stress, relives
clenched jaw, ward off tension.
Source: American Psychological Association
EMBRACE CHANGE
CHANGE IS HARD
 We
know what to do.
 So why don’t we?
STRESS MANAGEMENT PYRAMID
WHAT’S YOUR PLAN?
OUTLINE 2-3 STEPS
 What
steps might you take to help relieve the
impact of stress in your life?
 When can you start?
 How will you hold yourself accountable?
 What’s your measure of success?
ART OF POSSIBILITY
 It’s
all invented
 Step into a universe of
possibility
 Give an “A”
 Be a contribution
 Lead from any chair
 Lighten up!
CELEBRATE PROGRESS
The number one reason why people give up so fast is they
tend to look at how far they still have to go, rather than
how far they gotten.
MENTAL MUSCLE
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Obstacles to success—study of pro athletes
concluded the following were among the most
common obstacles to managing the stress of
achieving top performance.
Negative Thinking—If you don’t think you can, you
can’t.
 Rigid Goals—nothing short of your ultimate goal is
acceptable.
 Doubt—I though I could, now I’m not so sure.
 Unfair comparison to others—He/she can do it, why
not me, why not now, why not . . . .?
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Source: Runners World: Mind & Body, July 2013
SUMMARY
Stress is pervasive.
 Stress can be a positive if
managed.
 Constant stress and/or
extreme stress can take a
toll that may have both a
short and long term impact
on personal health and
professional well being.
 Stress can be managed,
 The more intentional you are
about stress the less adverse
impact.
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REFLECTION
Record 2-3 ideas, issues that came out of the
discussion that were most meaningful to you.
PERSONAL INVESTMENT PLAN (PIP)
Personal/Professional Investment Plan 2013-2014
Personal Object of My Desire
 Time to complete.
 Things to do.
 Why this matters to me.
Professional Object of my
Desire
 Time to complete.
 Things to do.
 Why this matters to me.
How will I know I’m done;
what does success look/feel
like?
 Journal
 Discussion with mentor/buddy.
 Objective assessment.
How will I know I’m done;
what does success look/feel
like?
 Journal
 Discussion with mentor/buddy.
 Objective assessment.