Stress can be defined as a state of mental deprivation as a result of an adverse or demanding situation (Cotton, 2013). In most cases, stress is associated with unreasonable demands that wear and tear a person’s mental and physical wellbeing. Stress causes emotional and physical effects. If not managed early enough, stress can lead to psychological or medical complications. Severe stress leads to depression, anxiety, and cognitive disorders. Other than physical and emotional effects, stress can lead to relationship problems, poor work performance, suicide, criminal activities, and loss of work. Stress management refers to the techniques that are employed to control or reduce the tension that occurs as a result of stress. It aims at improving the emotional and physical wellbeing of stressed individuals. The individual stress management program is a commonly used method for stress management (Sawatzky et al. 2012).
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Psychiatrists have over the years developed therapeutic treatment regimens, in an attempt to manage stress. A number of people have managed to overcome the stress and live a stress-free life, after participating in these treatment regimens. However, the number of stress recurrence and its effects are devastating. Little has been done to manage stress and eliminate its recurrence and effects.
The research project will focus on producing outcomes that will enable psychiatrists and counselors to design stress management therapies that improve the quality of life for their clients. In addition, the project findings will assist employees to develop strategies that minimize employee stress in the workplace.
This project will explore the various societal definitions of stress. At the same time, it will evaluate the significance of stress in society. It will analyze the causes and effects of stress. The common stress phenomena such as stress-inducing thoughts, behaviors, and procrastination will be discussed further. In addition, the paper will seek to explore the traditional stress management programs. The traditional stress management programs will be compared to contemporary programs to evaluate critical similarities and differences.
Working conceptual framework
Stress will be explored by applying various behavioral theories in modern context and meaning. Previous research findings hold that stress is a product of certain historical happenings (Cotton, 2013). This will enhance the understanding of stress management in different contexts. The research will extensively rely on the stress of traditional literature from scholarly articles, to evaluate similarities and differences in the approaches used to manage stress. For instance, the Lazarus and transactional models of stress will be used to provide the definition of stress and the environmental factors that cause it.
Interviews will be used to collect data on the causes and effects of stress. Moreover, the interviews will be used to collect data on stress management. Structured questionnaires will be used to conduct face-to-face interviews with the sampled respondents. The interviews will be exploratory in nature, to enable the researcher to gain the required information without losing the focus of the project objectives. The interviews will be personalized, to make it easy for the interviewee to share his or her emotional ideas, opinions, and expectations. Two enumerators will facilitate the data collection exercise.
The selection of the project sample will be random. The sample size will consist of workers, supervisors, counselors, and psychiatrists. It will be a representation of the institutional population, where the research will be conducted.
The interview questions will seek to find the relationship between stress, and the external or internal factors. For instance, stress and personality questions will be used to evaluate the relationship between stress and a person’s skill set, or passion. The respondents will also be required to respond to workplace stress questions. Thirdly, the interview questions will establish the relationship between stress and organizational inefficiencies. At the same time, respondents will be asked to identify the organizational factors that can be used to cope with, or manage stress. The questions below will be administered.
- How do you associate stress and your personal life?
- What stresses you in the workplace?
- How do you overcome your work-related stress?
- Do you think organizational inefficiencies are a cause of stress?
- What can be improved to reduce job stress?
- What relevant stress management information are you aware of?
- Is the information sufficient for stress management?
The data collected will be analyzed through multiple regression analysis, to establish the correlation between the research variables. The analyzed data will be interpreted and presented in a well-written research report.
Limitations of the interviews
According to Mitchell & Jolley (2010), structured interviews have a number of shortcomings. First, they limit the scope of respondent responses. This implies that the respondent’s freedom to respond to the questions widely is limited. Secondly, a lot of time will be required to collect and analyze the respondent’s views, opinions, and perspectives. At the same time, the responses may be confusing to record for the enumerators.
Plan and Timetable
The following timetable represents the schedule of activities that will be undertaken during the implementation of the research project. This plan and timetable will act as a guide for the facilitation of the project. However, the timetable will be adjusted with time to match the changes in the implementation of the project.
|Activity||Expected date of completion|
|Preparation of the proposal|
|Evaluation of the project scope|
|Completion of a literature review|
|Preparation of the research instrument|
|Data interpretation and presentation|
|Preparation of draft report|
|Draft report approval|
|Preparation of the final research report|
Cotton, D. H. (2013). Stress management: an integrated approach to therapy. New York: Routledge.
Mitchell, M. L., & Jolley, J. M. (2010). Research design explained. Belmont, CA: Wadsworth.
Sawatzky, R. G., Ratner, P. A., Richardson, C. G., Washburn, C., Sudmant, W., & Mirwaldt, P. (2012). Stress and depression in students: the mediating role of stress management self-efficacy. Nursing Research, 61(1), 13-21.