The Stress Institute » Stress Management http://www.stress-institute.com Stress Relief from Everyday Life Sat, 04 Feb 2012 09:01:24 +0000 en hourly 1 http://wordpress.org/?v=3.2.1 Port of Eastport Cuts 40% on Electricity Bills Since Teaming with FEL Power http://www.stress-institute.com/port-of-eastport-cuts-40-on-electricity-bills-since-teaming-with-fel-power/ http://www.stress-institute.com/port-of-eastport-cuts-40-on-electricity-bills-since-teaming-with-fel-power/#comments Sat, 21 Jan 2012 10:59:08 +0000 admin http://www.stress-institute.com/port-of-eastport-cuts-40-on-electricity-bills-since-teaming-with-fel-power/
  • Stress Management Seminar Offers Long-Term Stress Relief in the Workplace Stress Management Seminar Offers Long-Term Stress Relief in the Workplace...
  • Relax! It’s Good for Business. Relax! It’s Good for Business. ...
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    The new Port of Eastport bulk conveyor system (at lower left) costs 40% less to operate than it would have just months ago (James Lowe Photograph)


    Manchester, NH (PRWEB) January 21, 2012

    As evidenced by the successful mainline conveyor testing at the Port of Eastport January 19, almost $ 8 million in upgrades to the Port of Eastport are near completion. Even prior to an official ribbon-cutting though, the Port has complemented new equipment, capabilities and diversified accounts with old-fashioned Yankee frugality.

    Through the management services of FEL Power, the Port of Eastport has gone Direct to Grid to supply its own electricity and is seeing roughly 40% cut from every bill.

    While the Port of Eastport’s recent expansion, unique USDA permit to ship livestock, and fresh contracts with a more varied clientele bode well, Port administrators are aware that shippers choose ports that contribute to their bottom line. Even the charge of an additional penny per ton can lead to sizeable losses in profits. Direct to Grid electricity allows the Port to maintain its competitive edge.

    Says Gus Fromuth, Managing Director of FEL Power, who worked closely with Port of Eastport Director Chris Gardner on the Direct to Grid project, “The Port of Eastport is now better able to control the cost of one of its major expenditures: energy. In going Direct to Grid, it takes the middle man of a traditional utility out of the equation, and uses our management expertise to its advantage.”

    Gardner notes that FEL, was part of a “well-concentrated team” that worked with the Maine PUC to achieve a 40% cut on the Port’s electricity rates from Bangor Hydro. As soon as the Port of Eastport went Direct to Grid, he says, it saw 40% total savings on its total electricity bill.

    Gardner stresses the ease of the Direct to Grid process, saying, “I was a little naive about the opportunities of Direct to Grid” before Jack Cashman of Cashman Consulting in Bangor introduced the Port to FEL Power. “Some people think it’s more complicated than it really is. It’s really quite simple.”

    The expansion of the Port of Eastport is a transformative moment in its 34 years. Fromuth points to the Port Authority’s foresight in day-to-day operations as a harbinger of continued success. “Maine and Washington County are fortunate to have such a dynamic team working for their economic well-being.“

    FEL Power (felpower.com) provides high-end energy management services in electricity and natural gas. Its unique Direct to Grid (or Self-Supply) model guides large-scale users into New England’s wholesale electricity market, guaranteeing them access to electricity at the lowest available cost. It is a member of the Freedom Energy Logistics family of companies, dedicated to obtaining power at the lowest possible price for New England consumers.

    # # #





















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    ]]>     http://www.stress-institute.com/port-of-eastport-cuts-40-on-electricity-bills-since-teaming-with-fel-power/feed/ 0     The Relaxation & Stress Reduction Workbook (New Harbinger Self-Help Workbook) http://www.stress-institute.com/the-relaxation-stress-reduction-workbook-new-harbinger-self-help-workbook/ http://www.stress-institute.com/the-relaxation-stress-reduction-workbook-new-harbinger-self-help-workbook/#comments Thu, 09 Jun 2011 06:32:15 +0000 admin http://www.stress-institute.com/the-relaxation-stress-reduction-workbook-new-harbinger-self-help-workbook/
  • 10 Ways To Use Relaxation Techniques To Manage Your Relationship Stress Relationship stress can be really hard  and stresssful, especially when...
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    • ISBN13: 9781572245495
    • Condition: New
    • Notes: BRAND NEW FROM PUBLISHER! 100% Satisfaction Guarantee. Tracking provided on most orders. Buy with Confidence! Millions of books sold!

    The Relaxation and Stress Reduction Workbook broke new ground when it was first published in 1980, detailing easy, step-by-step techniques for calming the body and mind in an increasingly overstimulated world. Now in its sixth edition, this workbook, highly regarded by therapists and their clients, remains the “go-to” source for stress reduction strategies that can be incorporated into even the busiest lives.

    This new edition is updated with powerful relaxation techniques based on the latest research, and draws from a variety of proven treatment methods, including progressive relaxation, autogenics, self-hypnosis, visualization, and mindfulness and acceptance therapy.

    In the first chapter, you’ll explore your own stress triggers and symptoms, and learn how to create a personal plan for stress reduction. Each chapter features a different method for relaxation and stress reduction, explains why the method works, and provides on-the-spot exercises you can do to apply that method when you feel stressed. The result is a comprehensive yet accessible workbook that will help you to curb stress and cultivate a more peaceful life.

    Although the sheer size of this dense workbook might cause initial hyperventilation–280 full-size sheets of text–take heart (and a deep breath!): the many self-assessment tools and calming techniques presented in this fifth edition can help overcome anxiety and promote physical and emotional well-being. First introduced in 1980, the book received praise for presenting a comprehensive look at stress, its physical manifestations, and the multiple ways it can be managed. Twenty years later, its well-organized chapters on breathing, relaxation, meditation, thought stopping, and body awareness still guide the reader through copious self-help techniques to try and, eventually, master. Other chapters, including job stress management, goal setting and time management, and assertiveness training, focus on daily scenarios people often find distressing. Lessons in identifying key elements that trigger unpleasant responses and in reacting differently to these elements are designed to defuse perceived conflicts. For this edition, coauthors Martha Davis (psychologist in the Department of Psychiatry of Kaiser Permanente Medical Center, Santa Clara, CA), Elizabeth Robbins Eshelman (licensed clinical social worker with Kaiser Permanente Online), and Matthew McKay (clinical director of Haight-Ashbury Psychological Services, San Francisco, CA) have added topics on worry control, anger management, and eye-movement therapy. New diagrams and a more reader-friendly format should appeal to readers, despite a few typos and graphical mishaps. This is a valuable tool for therapists, their patients, and the stressed-at-large. –Liane Thomas

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    ]]>     http://www.stress-institute.com/the-relaxation-stress-reduction-workbook-new-harbinger-self-help-workbook/feed/ 0     SCHOOLS AND COLLEGES STRESS MANAGEMENT http://www.stress-institute.com/schools-and-colleges-stress-management/ http://www.stress-institute.com/schools-and-colleges-stress-management/#comments Fri, 21 Jan 2011 01:57:51 +0000 admin http://www.stress-institute.com/schools-and-colleges-stress-management/ Yet Another Related Posts Plugin.]]>  

     

     

     

     

     

     

     

     

     

    SCHOOLS AND COLLEGES

     

     

     

     

    STRESS MANAGEMENT

     

     

     

     

     

     

    Camspace Limited

     

    16 Bramblewood Close

     

    Grantham NG31 8QH

     

     

     

    T: 01476 572653

     

    M: 07939 845920

     

    E: enquiries@calmspace.co.uk

     

    W: www.calmspace.co.uk

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    © Calmspace Limited 2010                                                                                                  Page 1

     

    INTRODUCTION

     

     

     

    Teaching has been identified as a profession with one of the lowest levels of wellbeing according to a number of studies.

     

    Stress is one of the biggest problems facing teachers today and teacher stress is a priority for the National union of Teachers (NUT) who have worked with LEAs and the Health and Safety Executive since 1990 to tackle the problem. In 1999 the NUT published guidance for its members that:

     

    Analysed the causes, symptoms and effects of stress in schools and colleges, reaffirming the NUT position that stress was rooted in organisational causes Considered why employers needed to take action to tackle stress, including their legal obligations under health and safety legislation

     

    Set out a practical programme for NUT members in schools and colleges to promote discussion around stress, identify the problems and take up issues with managers and governing bodies in order to tackle the causes and effects of stress

     

    In 2002 a government working party was set up to develop ideas for cutting workload. A further report, commissioned by the government from the School Teachers Review Body and published in May 2002 recommended a number of ways schools could reduce the factors leading to stress e.g.:

     

    Reducing workload to an average of 45 hours a week within 4 years

     

    Dedicated time for teachers involvement in management

     

    Extra support, including a lap top

     

    More support staff

     

    Guaranteed teacher time for lesson planning and marking

     

    Professional help for head teachers

     

    At the 2010 NUT Conference delegates unanimously condemned their growing workload which has triggered a growth in stress-related illness and mental health problems. They vowed to take action to win a 35 hour week, smaller class sizes and an end to an inspection and management culture that makes growing demands on teachers ” in a more and more bullying way”.

     

     

     

    WHAT IS STRESS?

     

     

     

    The Health and Safety Executive defines stress as:

     

    “The reaction people have to excessive pressures or types of demand placed upon them. It arises when they worry they can’t cope.”

     

    Stress is not in itself an illness but it is a condition that can give rise to very real illness.

     

     

     

    © Calmspace Limited 2010                                                                                                  Page 2

     

     

    In the late 1990s a TUC survey found that stress was the main health and safety concern in four out of five schools and more than half of all ill-health retirements were stress-related.

     

     

     

    WHAT ARE THE CAUSES OF TEACHER STRESS?

     

     

     

    Although stress is very much a health and safety issue, many of the causes of stress are drawn from wider areas e.g. conditions of service and management. Research carried about by the NUT found the following as the main causes of teacher stress:

     

    Excessive working hours

     

    Excessive workload

     

    Rising class sizes

     

    Pressures due to OFSTED inspection

     

    Changes in curriculum and courses

     

    Changes to assessment and testing requirements

     

    Poor management

     

    Workplace bullying

     

    Crumbling schools

     

    Pupil behaviour

     

    Risk of violence

     

    Lack of support with bureaucracy

     

    Lack of job security due to redundancy and fixed term contracts

     

    Lack of control over the job

     

    Threat to early retirement arrangements

     

    Denigration of the profession by politicians and the media

     

    Lack of public self esteem

     

     

     

    Research investigating stress in teachers undertaken by Buckinghamshire Chilterns University College looked into the most stressful and most relaxing points of the day. They found the factors contributing to a dramatic rise in blood pressure included:

     

    Faulty photocopiers

     

    Inappropriate room allocation

     

    Insufficient equipment

     

    Interpersonal relationships were also found to be particularly stressful, especially where the reaction led to anger that had to be suppressed. Examples of this type of interaction included:

     

    Disciplining difficult pupils

     

    Dealing with parents on the phone

     

    Interactions with superiors in the presence of students

     

     

     

    © Calmspace Limited 2010                                                                                                  Page 3

     

     

    Some of the most relaxing events included the mid-morning tea break and lunchtime clubs with keen pupils.

     

     

     

    WHAT ARE THE EFFECTS OF STRESS?

     

     

     

    The effects of stress on the individual include physical effects e.g. raised heart rate. Muscle pain and lower resistance to infection. Over a long period stress may contribute to chronic health problems such as heart disease and ulcers. They may also include psychological and behavioural changes affecting work performance and interpersonal relationships, including poor concentration, overworking, irritability or aggression, becoming withdrawn or reluctant to accept constructive criticism.

     

    The Teacher Support Network was used by 12,000 in its first year ( 1999) It identified the top five issues raised by teachers seeking help as:

     

    Stress, anxiety and depression 27%

     

    Conflict with managers and colleagues 14%

     

    Pressures of workload and excessive changes 9%

     

    Loss of confidence and performance anxiety 9%

     

    Relationship, marital and family problems 5%

     

    Stress among teachers can also have a negative impact on schools e.g. the efficiency and quality of education delivered and increased vulnerability to legal action from employees who are harmed.

     

    Teacher Support Network found:

     

    The high level of clinical interventions were valuable for some, but missed the mark for many

     

    It had low to medium impact on the profession as a whole There was a low volume use of services

     

     

     

    WHAT MUST SCHOOLS AND COLLEGES DO?

     

     

     

    Schools and colleges have a legal obligation to take action on stress. Under the Health and Safety at Work Act 1974 schools and colleges must safeguard the health, safety and welfare of employees. Under the Management of Health and Safety at work Regulations 1992 they also have a specific duty to undertake risk assessments which seek to identify and eliminate or reduce risks to employee health, safety and welfare.

     

    Stress falls into this category which means that schools and colleges must:

     

    Consider the risk of stress among their workforce

     

     

    © Calmspace Limited 2010                                                                                                  Page 4

     

     

    Take steps to remove or reduce the risks by changes to working practices or introducing protective measures

     

     

     

    The NUT advises that the most effective schools/colleges stress policies include how to tackle the root causes of stress by encouraging group discussions and problem solving. They also stress the important role of their members in ensuring debate takes place, problems are identified and solutions are discussed and implemented. The

     

    NUT/Nottingham University ” Action Plan for Schools” was drawn up by Nottingham Trent

     

    University and looked at:

     

    Delivering education

     

    How problems were solved in schools and colleges

     

    The way in which personal and professional development were approached

     

     

     

    Delivering education

     

     

     

    Designing jobs and allocating duties so that teachers’ skills are better matched to the demands on them.

     

    Reducing time pressure and introducing time management training

     

    Providing more non-contact time for preparation and marking

     

    Making greater use of teaching and administrative assistants

     

    Improving the physical environment and providing more teaching resources

     

    Reducing class sizes

     

    Providing better training on the management of disruptive pupils and more support in dealing with them

     

    Working towards increased agreement on the “aims and objectives” of the schools

     

     

     

    Problem Solving Environment

     

    Developing a more co-operative and supportive culture

     

    Providing time and opportunities for staff to relax together

     

    Improving cohesiveness and quality of social environment

     

    Developing the idea of team problem solving and legitimising this by providing time for staff to discuss problems together

     

    Improving communication within school

     

    © Calmspace Limited 2010                                                                                                  Page 5

     

    Provide better feedback to teachers

     

    Requesting senior teachers to share information more readily

     

     

     

    The Development Environment

     

    Developing better person-centred management approaches

     

    Improving the leadership and management styles adopted by senior staff

     

    Making more frequent and better use of expressions of appreciation of teachers’ efforts and achievements

     

    Moving towards more frequent and better use of feedback

     

    Improving initial and in-service training for teachers, making it relevant to their real need

     

    Including management training for head teachers, stress and time management training, communications skills training and management of disruptive pupils

     

    Seeking to provide better support facilities for schools, including a broadly-based occupational health service, counselling and leisure facilities

     

    Making efforts to improve community and public health perceptions of the school and its teachers and pupils.

     

     

     

     

     

     

    THE BENEFITS OF MANAGING STRESS

     

     

     

    The benefits to a school or college managing stress include:

     

    Improved morale. Performance and motivation of staff

     

    Reduced staff absence leading to reduced costs of supply teachers Greater staff retention leading to reduced disruption

     

    Reduction in the communication of stress Reduction in health retirements

     

    Improvements in teaching standards due to reductions in turnover and use of supply teachers

     

    Greater involvement of staff in school/college led change processes Better support for head teachers and leaders in schools/colleges Invaluable data for schools self-evaluation for OFSTED

     

    Support for other initiatives e.g. Healthy Schools and Investor in People Less wasted management time

     

     

     

     

    © Calmspace Limited 2010                                                                                                  Page 6

     

    At the very least schools and colleges need to:

     

    Demonstrate organisational ” buy in” for managing stress

     

    Develop an awareness and understanding of the HSE Stress Management Standards

     

    Gather and analyse data Generate an action plan

     

    Establish a genuine dialogue with staff Implement and evaluate interventions Create sustainability by training staff

     

     

     

    WHAT CAN CALMSPACE DO TO HELP?

     

    We know from experience that keeping teachers in work, where possible, is a priority. Calmspace works in a sector specific way responding to the changing needs and habits of teachers:

     

    Providing training in Stress Management, Time Management, Communication Skills, Team Problem Solving and the Management of Disruptive Pupils

     

    Able to circulate, collate and analyse the NUT checklist of possible problems at work to identify problems that can then be taken forward to group discussions of stress Also able to provide independent facilitation of group discussions in order to:

     

    Raise awareness and understanding of issues and avoid problems being glossed over

     

    Gather evidence of the exact nature of the problem Identify steps which can be taken to address the problem Independently monitor and evaluate interventions

     

    Individual coaching

     

    We have adopted an holistic approach to working with individuals that involves looking at:

     

    Workload, work relationships, performance, pressure etc

     

    Common mental health problems

     

    Personal problems e.g. money, family and children

     

    For more information about Calmspace Limited’s stress management services or to book a

     

    FREE, no obligation, 30 minute consultation please ring 01476 572653 or e mail enquiries@calmspace.co.uk

     

    Sources of Information

     

    NUT Health and Safety Briefing : Tackling Stress ( published 1999)

     

    Buckingham Chilterns University College 2007

     

    Stress – Prevention is better than cure by Worklife Support

     

    Teachers Support

     

    © Calmspace Limited 2010                                                                                                  Page 7

     

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