2 tips to stop negative thinking

Hello my friends!

What are the typical ways in which you respond to the triggers you experience? When faced with a difficult situation, emotion, or decision, do you get caught up in thoughts that seem to seize control of your mind—for example, anxious, fearful or angry thoughts?

1. The key to changing your negative thoughts is to understand how you think now (and the problems that result) and then use strategies to change thoughts or make them have less effect.

Here is a more detailed explanation of the A-B-Cs of the systematic-thought-evaluation process, which lies at the core of CBT:

A—activating event: This refers to the objective situation or external stimulus—the event, occurrence, or specific incident— that triggers a cognitive response in the first place.

B—cognitive response: This refers to how you interpret and come to some conclusion—thoughts often manifested in the form of self-talk—about that event. This necessarily is a reflection of your personal belief system and the particular habit patterns of thought you have adopted and use instinctively every day.

C—emotional reaction: This refers to the distressing feelings that the thoughts in B automatically generate.

Research shows that you can rewire your brain to your advantage. This will lessen the possibility of ever experiencing a serious depression, or, should you have a relapse from a current situation, the odds are favorable it will be less intense and of shorter duration. It also shows you can rewire your brain to recover from traumatic brain injuries of various kinds. This ongoing research falls under the promising new science called neuro-plasticity. Neuroplasticity – or brain plasticity – is the ability of the brain to modify its connections or re-wire itself. Without this ability, any brain, not just the human brain, would be unable to develop from infancy through to adulthood or recover from brain injury.

In Stronger, George S. Everly Jr., Douglas A. Strouse, and Dennis K. McCormack compare humans undergoing stress and experiencing resilience to a rubber ball: In order to make it bounce back, you must put it under great pressure. The greater the pressure, the higher the ball will bounce back. Now to be clear, it’s not the pressure itself that causes the ball to bounce, but the construction and attributes of the ball under pressure. It’s what the ball is made of that really matters. The pressure serves as a catalyst for the rebound. We are like that rubber ball. Our character and attributes—our mental and emotional construction—determine how quickly and easily we will bounce back when challenges apply pressure to our life. And, yes, we can bounce back. Research on resiliency concludes that each person has an innate capacity for resiliency, a self-righting tendency. This capacity operates best when we have resiliency-building conditions in our life, but everyone, even those who grew up with hardships or who have dealt with prolonged or recurring stress, can harness their ability to bounce back.

One strategy that can help improve your outlook is to remind yourself of other challenges you’ve already faced and overcome. Writing down what you’ve learned about yourself from previous, difficult experiences, for example, how you’ve grown or what you’ve accomplished since, or perhaps even because of, a life crisis will empower you with belief that you can triumph in the face of adversity.  Thought diaries help you to identify your negative thinking styles and gain better understanding of how your thoughts (and not the situations you are in) cause your emotional reactions.

2. Learning to manage emotions and choose your thoughts through techniques such as yoga or meditation or by practicing mindfulness will empower you to maintain the perspective that you can survive or overcome. Research from Prof. Mark Williams from Oxford University showed that when difficulties arise in life many of us tend to get caught up in excessive unhelpful thinking. Sometimes people try to stop constant unhelpful thinking but we don’t have to try to stop our thoughts. A more effective way to ease all that internal noise, Prof. Williams teaches, is to pay attention to our direct sensory experience. In this way there’s simply little to no room left in our attention for all that excessive thinking. Coming to our senses calms the mind and grounds us in the present moment. To do this simply redirect your attention out of the thoughts in your head and bring your focus to your sense perceptions. Whether you’re in your home, at the office, in the park or on a subway, notice everything around you. Use your senses to their fullest. Don’t get into a mental dialogue about the things you see, just be aware of what you’re experiencing in this moment. Be aware of the sounds, the scents or the sensation of the air on your skin.

Love always,

Vassiliki xxxx

 

Teacher Stress

Hello my friends!

The National Union of Teachers (UK) indicates the ways in which stress manifests itself:

“The effects of stress can be manifested in many different ways including physical effects such as raised heart rate, headache, dizziness, palpitations, skin rashes, aching neck and shoulders and lowering of resistance to infection. Over a long period stress may contribute to chronic health problems such as heart disease and stomach ulcers. Various psychological and behavioural changes affecting work performance and interpersonal relationships may also be noticed by stressed individuals’ colleagues, including inability to concentrate, overworking, irritability or aggression, becoming withdrawn or unsociable, or reluctance to accept constructive criticism and advice”.

The main causes of stress in the workplace:

Balancing multiple demands

Work overload

Lack of time

Inadequate resources

Inadequate administrative support

Inclusive classes

Student misbehaviour

On-going changes

Inadequate professional development

Teaching unions are warning of an “epidemic of stress” as research revealed that 3.750 teachers were signed off on long term sick leave last year because of pressure of work, anxiety and mental illness (The Guardian, 2018).

Dr Mary Bousted joint general secretary of the National Education Union, warned of an “epidemic stress”: “Teachers work more unpaid overtime than any other profession. Classroom teachers routinely work 55 hours or over a week. School leaders routinely work over 60 hours a week”. She added that schools had been bombarded with constant changes to the curriculum and assessment regimes. “It has been a relentless policy onslaught which has left teachers rocking from stress and exhaustion” (Guardian, 2018).

Emma Mamo, head of workplace wellbeing at Mind, said the onus was on employers to support staff. “In small doses, stress can be a good thing, helping us focus and meet deadlines”, she said. “But prolonged exposure to stress, day in, day out, can lead to serious physical and mental health problems”.

What can be done to reduce teacher stress?

School leaders can help reduce teacher stress by cultivating working conditions that support teachers. The working conditions that lead to the most job satisfaction involve administrative and collegial support. Schools can also help reduce teacher stress by promoting effective teacher-student interactions. One way to accomplish this is by using strategies that reward positive student behaviours. Teachers in schools with that utilize positive strategies on a schoolwide basis to support behavior experience significantly lower levels of burnout. A comprehensive self-care plan may help teachers identify signs of stress and improve their stress management skills (The Conversation).

Are you stressed out? Do you feel trapped by your schedule? Do you feel exhausted? Are you constantly involved in power struggles with some students? Is there a lack of encouragement or practical support from colleagues?
This complete teacher emotional resilience course will show you exactly:
●How to enhance your self-awareness.
●How to dissolve negative emotions and irrational thinking patterns.
●How does self -talk affect your emotions.
●How to better manage stress and avoid burn out.
●How to manage your anger so you can relieve inner stress and experience more peace, better relationships and better health.

●How to manage your time.

Teacher Emotional Resilience Course includes:
– 6 videos
– 31 power point presentations with powerful relaxation techniques that teach you step by step how to relax in 5 or 10 minutes
– self-awareness questions
– emotional resilience and mindfulness exercises, worksheets
– certificate of completion.
Who is the Target Audience?
Anyone feeling stressed and overwhelmed at school or at home. Teacher Emotional Resilience Course is suitable for all school staff, teachers, teaching assistants, special needs teachers, school volunteers.
Live more peacefully by enrolling today!

Enroll in Course

https://teacher-emotional-resilience.thinkific.com

Best wishes,

Vassiliki Plomaritou

MA(Ed), BA (Hons), Adv.D.Sp.Ed., PGCert.Sp.Ed., Adv.D.C.S., CertCBT, S.A.C.Cert.

 

Stress Resilience

Hello my friends,

“The book of joy” is a wonderful, uplifting and inspirational book by two special people Dalai Lama and Desmond Tutu. I want to share with you the following excerpt:

“Psychologist Elissa Epel is one of the leading researchers on stress, and she explained to me how stress is supposed to work. Our stress response evolved to save us from attack or danger, like a hungry lion or a falling avalanche. Cortisol and adrenalin course into our blood. This causes our pupils to dilate so we can see more clearly, our heart and breathing to speed up so we can respond faster, and the blood to divert from our organs to our large muscles so we can fight or flee. This stress response evolved as a rare and temporary experience, but for many in our modern world, it is constantly activated. Epel and her colleague, Nobel Prize–winning molecular biologist Elizabeth Blackburn, have found that constant stress actually wears down our telomeres, the caps on our DNA that protect our cells from illness and aging. It is not just stress but our thought patterns in general that impact our telomeres, which has led Epel and Blackburn to conclude that our cells are actually “listening to our thoughts.” The problem is not the existence of stressors, which cannot be avoided; stress is simply the brain’s way of signaling that something is important. The problem—or perhaps the opportunity—is how we respond to this stress. Epel and Blackburn explain that it is not the stress alone that damages our telomeres. It is our response to the stress that is most important. They encourage us to develop stress resilience. This involves turning what is called “threat stress,” or the perception that a stressful event is a threat that will harm us, into what is called “challenge stress,” or the perception that a stressful event is a challenge that will help us grow.

The remedy they offer is quite straightforward. One simply notices the fight-or-flight stress response in one’s body—the beating heart, the pulsing blood or tingling feeling in our hands and face, the rapid breathing—then remembers that these are natural responses to stress and that our body is just preparing to rise to the challenge”.

Love always,

Vassiliki  xxxx