VMS1002 2024-25 Flipped Learning - Emotional Resilience PDF

EMOTIONAL RESILIENCE FLIPPED LEARNING P R E S E N TAT I O N Links with Day 1 Competences This week's teaching aligns to RCVS day one competences: Personal Leadership - Self-awareness & Self-Reflection 9: "Demonstrate situational awareness through navigating and responding to the economic...

EMOTIONAL RESILIENCE FLIPPED LEARNING P R E S E N TAT I O N Links with Day 1 Competences This week's teaching aligns to RCVS day one competences: Personal Leadership - Self-awareness & Self-Reflection 9: "Demonstrate situational awareness through navigating and responding to the economic and emotional context in which the veterinary surgeon operates." Personal Leadership - Adaptability 13: "Demonstrate ability to manage in situations where information is incomplete, deal with contingencies, and adapt to change." #uniofsurrey 2 Learning Objectives Describe what factors can contribute to stress in the veterinary profession Discuss the JD-R model and explain what circumstances can lead to burnout or demotivation Explain what is meant by the term ‘Emotional Resilience’ and what strategies can be put in place to develop this Discuss the practical, effective coping strategies that can be used in dealing with stress, what the maladaptive coping strategies are and why these are not helpful Describe what forms of mental health and wellbeing support are available to undergraduate veterinary students #uniofsurrey 3 29 Health and Wellbeing support Campus-based support: Centre for Wellbeing - Mon-Fri, 8am-5pm Email: [email protected] The Disability and Neurodiversity Team - Level 1, Library and Learning Centre, Stag Hill Campus Email: [email protected] Chaplaincy - Religious Life and Belief Centre, Stag Hill Campus Email: [email protected] Student's Union - The Support Zone Email: [email protected] Online Peer Supporters - Mon-Sun, 7pm-9pm Email: [email protected] Nightline - Mon-Fri, 7pm-7am Online chat service: https://ussu.co.uk/Nightline/Wellbeing Centre VetSoc Wellbeing Committee (includes initiatives such as Vet Families and the Wellbeing Garden) Health and Wellbeing support Support off-campus Samaritans - Guildford Town Centre, 12pm-9:30pm Free 24/7 telephone service: 116 123 Email: [email protected] Safe Haven - 101 Walnut Tree Close, Mon-Sun, 6pm-11pm, 365 days a year Mental Health Crisis Helpline: 0800 915 4644 Beat Eating Disorders - The UK's eating disorder charity Helpline (England): 0808 801 0677 Outline - LGBTQ+ specific support in Surrey Helpline, Tues/Thurs/Sun, 7:30pm-10pm: 01483 727 667 Email: [email protected] SWSDA - South West Surrey Domestic Abuse (including LGBTQ+ outreach workers) Email: [email protected] Buryfields Sexual Health Clinic - Guildford, Mon-Fri Helpline: 01483 675 389 RASASC - Rape & Sexual Abuse Support Centre, Mon-Thurs, 7:30pm-10pm Helpline: 01483 546400 Surrey SARC Solace Centre - Sexual violence and/or abuse Helpline: 0300 130 3038 Email: [email protected] Catalyst - Drug and alcohol abuse Helpline: 01483 590 150 Text: 07909 631623 Email: [email protected] Demystifying some terminology Stress (acute and chronic) Distress Burnout Compassion Fatigue Compassion Satisfaction Depression #uniofsurrey 7  8 Stress #uniofsurrey #uniofsurrey Stress events are any stimuli causing alteration in homeostasis to afford adaptation to the environment A physiological reaction Stress is a normal response and is important for our wellbeing Stress Stress isn’t bad in and of itself; a certain level of stress is required to promote motivation and performance An event may result in stress in one person but not in another This may be due to various factors, including how meaningful the event is to the individual 9 #uniofsurrey Acute stress (Acute = sudden onset or short term) may induce an individual's adaptive response to environmental demands (flight or fight). Chronic stress (Chronic = long-term; persistent) is a Stress risk factor for premature biological aging and early death as stressors exert cumulative physiological ‘wear and tear’ throughout one’s lifespan [Allostatic load (McEwan and Stellar, 1993)] 10 #uniofsurrey Negative feelings and emotions such as sadness, anger, irritability, fear, anxiety, helplessness, confusion, embarrassment For most people, distress is an ordinary and brief reaction to a negative or stressful event Unpleasant, but does not usually lead to serious problems Distress Frequent and intense episodes of distress should prompt professional attention as it may impact on functioning optimally in important areas of life e.g. work, human interactions. It may also lead to dangerous thoughts or behaviours 11  12 “Burnout” #uniofsurrey Burnout A psychological syndrome emerging as a prolonged response to chronic interpersonal stressors on the job Emotional and behavioral impairment that results from the exposure to high levels of occupational stress 1  Burnout – 3 dimensions Overwhelming emotional exhaustion Cynicism (depersonalization) Sense of reduced personal accomplishment (or professional efficacy). 1 #uniofsurrey “Compassion fatigue” 15 Compassion Fatigue Common in healthcare professions - aka “helper syndrome” Characterized by emotional and physical exhaustion leading to a diminished ability to empathize or feel compassion for others. 1 #uniofsurrey “Compassion Satisfaction” 17 #uniofsurrey Depression 18 Depression Up to 1 in 6 people affected in their lifetime Can co-exist with other disorders such as anxiety or eating disorders A complex medical condition caused by biological, social and psychological factors A risk factor for serious medical conditions Possibly linked with neurotransmission disturbances Core symptoms include: reduced energy, persistent low mood, lack of interest, no pleasure Can be accompanied by physical symptoms including sleep disorders and headaches More persistent and intense that transient sadness or low mood which most people experience at times. 1 #uniofsurrey So, let us consider the veterinary profession: 20 #uniofsurrey Meaningful; sense of purpose Helping animals as well as people Relationships with colleagues and clients Sense of accomplishment from positive clinical outcomes Some Problem-solving rewarding aspects of the Intellectually stimulating Veterinary Not monotonous- new challenges profession? Life-long learning. 21 #uniofsurrey High client expectations High workload Long working hours Client complaints Some stressful Unexpected clinical outcomes aspects of the The possibility of litigation veterinary Difficult conversations profession Lack of personal support Personality traits and coping styles of veterinarians 22 Jobs Demands- Resource Model Work stress can cause severe health problems. This model is used by HR managers to predict employee engagement. When job demands are low and resources low - potential for low motivation. When job demands are high and resources low - potential for burnout. When job demands high and resources high, then performance improves. (Bakker & Demerouti, 2006) 2 Some examples of resources in a working environment Mentoring Constructive feedback Development opportunities Clear goals Collegiate environment Organisational rules/benefits or processes that support and strengthen employees #universityofsurrey 24 Jobs Demands- Resource Model » Bakker and Demerouti 2006 2 Job Demands–Resources (JD-R) Theory (2011-2016) I Is it all down to the employer? November 21 26 Job Demands–Resources (JD-R) Theory Job crafting = the proactive changes employees make in their job demands and resources Authors have shown that employees can optimize their working environment and stay motivated (bottom-up approach) by: proactively ↑ their job resources (e.g., ask for feedback and help). challenge job demands (e.g., start a new project, learn to master a new skill). 2  So, what to do? Developing coping strategies Important to adopt proactive approach to mental wellbeing Personal and professional development Nurturing positive relationships #uniofsurrey 28 Coping Strategies #uniofsurrey 29 Bartram and Gardner (2008) Coping can be adaptive or maladaptive Coping strategies can be emotion focused or problem focused Bartram et al (2008) Coping with stress, In Practice, 30, 228-231 3 Adaptive Coping Mechanisms Humour Talking to somebody Physical Exercise Healthy diet Talking to your pet Write down your thoughts Challenge your feelings 3  Emotion-focused Adaptive Coping Mechanisms (for unchangeable aspects of a problem) Reframing the importance of the situation Talking to someone Practising relaxation or mindfulness techniques Engaging in physical exercise Identifying potential positive consequences of the situation. 3 Problem-focused Adaptive Coping Mechanisms (for changeable aspects of a problem) Creating a plan of action; Using your negotiation skills; Making constructive changes to a situation; Concentrating on the next step; Seeking practical advice from others; and Asking for help with tasks. 3 Maladaptive Coping Mechanisms Glass or two or wine when we Another cup of Binge watching Smoking / Vaping have had a coffee Netflix stressful day Eat a tub of ice cream of sharing Social withdrawal Self-criticism Gambling bag of sweet to ourselves Avoidance activities (e.g. sleeping, playing Procrastination computer games, over exercising) 34 #uniofsurrey Pause and A client you saw yesterday has complained you consider how did not explain the costs properly you might apply They are very angry adaptive They have phoned reception and- strategies in this They are going to complain to the RCVS about it case: Everyone in the practice knows and they are talking about it What are you going to do? 35 Strategies Coping has two main functions: addressing the problems that give rise to stress (problem- focused coping) and regulating the feelings that arise from stress, including anxiety, anger, and sadness (emotion-focused coping). Problem focused strategies- For problems where you can address things Emotion focused strategies – for things that you cannot change 36 Problem focused strategies Write a letter acknowledging their concerns Disuss it with a colleague Phone your insurer (VDS) Always own up to things that have gone wrong [Possible outcome –change in the client’s attitude; may drop the complaint] 37  Emotion Focused Strategies These are for aspects of the problem that cannot be changed, e.g. The time taken to deal with the complaint The embarrassment of the situation Social support Vetlife Distraction Put it down to experience 38  What is Emotional Resilience? #uniofsurrey 39 What is Emotional Resilience? Resilience is a term in psychological literature that initially referred to the human capacity to thrive after extremely adverse or traumatic events, such as the death of a close relation, or a violent or life-threatening situation (Bonanno, 2004) The capacity to withstand stress and catastrophe; adapt and overcome risk and adversity “…..a dynamic process that encompasses positive adaptation within the context of significant adversity” (Luther et al, 2000) 4  Emotional Resilience Optimism Self-belief Control of self Willingness to adapt Willingness to be flexible Ability to solve Problems Emotional Awareness Social Support Sense of humour #uniofsurrey 41  How to promote Mental Wellbeing Relate – connect with people. Nurturing supportive relationships Give – do things for others. Giving support more beneficial than receiving it. Take notice – be mindful. Challenge unhelpful thinking. (E.g. through CBT) Good nutrition, exercise, rest and sleep Engaging activities and learning- “flow” An “attitude of gratitude” #uniofsurrey 42 29 Health and Wellbeing support Campus-based support: Centre for Wellbeing - Mon-Fri, 8am-5pm Email: [email protected] The Disability and Neurodiversity Team - Level 1, Library and Learning Centre, Stag Hill Campus Email: [email protected] Chaplaincy - Religious Life and Belief Centre, Stag Hill Campus Email: [email protected] Student's Union - The Support Zone Email: [email protected] Online Peer Supporters - Mon-Sun, 7pm-9pm Email: [email protected] Nightline - Mon-Fri, 7pm-7am Online chat service: https://ussu.co.uk/Nightline/Wellbeing Centre VetSoc Wellbeing Committee (includes initiatives such as Vet Families and the Wellbeing Garden) Health and Wellbeing support Support off-campus Samaritans - Guildford Town Centre, 12pm-9:30pm Free 24/7 telephone service: 116 123 Email: [email protected] Safe Haven - 101 Walnut Tree Close, Mon-Sun, 6pm-11pm, 365 days a year Mental Health Crisis Helpline: 0800 915 4644 Beat Eating Disorders - The UK's eating disorder charity Helpline (England): 0808 801 0677 Outline - LGBTQ+ specific support in Surrey Helpline, Tues/Thurs/Sun, 7:30pm-10pm: 01483 727 667 Email: [email protected] SWSDA - South West Surrey Domestic Abuse (including LGBTQ+ outreach workers) Email: [email protected] Buryfields Sexual Health Clinic - Guildford, Mon-Fri Helpline: 01483 675 389 RASASC - Rape & Sexual Abuse Support Centre, Mon-Thurs, 7:30pm-10pm Helpline: 01483 546400 Surrey SARC Solace Centre - Sexual violence and/or abuse Helpline: 0300 130 3038 Email: [email protected] Catalyst - Drug and alcohol abuse Helpline: 01483 590 150 Text: 07909 631623 Email: [email protected] Learning Objectives Describe what factors can contribute to stress in the veterinary profession Discuss the JD-R model and explain what circumstances can lead to burnout or demotivation Explain what is meant by the term ‘Emotional Resilience’ and what strategies can be put in place to develop this Discuss the practical, effective coping strategies that can be used in dealing with stress, what the maladaptive coping strategies are and why these are not helpful Describe what forms of mental health and wellbeing support are available to undergraduate veterinary students #uniofsurrey 46 Bibliography Bakker AB, Demerouti E., 2017. Job demands-resources theory: Taking stock and looking forward. Journal of Occupational Health and Psychology. 22, 273-285. Hamilton, N., 2019. Coping with Stress and Burnout as a Veterinarian. Australian Academic Press Group Pty Ltd. Luthar, S. S., Cicchetti, D., & Becker, B., 2000. The construct of resilience: a critical evaluation and guidelines for future work. Child development, 71, 543–562. https://www.healthline.com/health/yerkes-dodson-law McEwen B, 1998. Protective and Damaging Effects of Stress Mediators. NEJM 338, 171-179 Maslach, C., & Leiter, M. P., 2016. Understanding the burnout experience: recent research and its implications for psychiatry. World Psychiatry, 15, 103–111. Van Mol, M. M., Kompanje, E. J., Benoit, D. D., Bakker, J., & Nijkamp, M. D.,2015. The Prevalence of Compassion Fatigue and Burnout among Healthcare Professionals in Intensive Care Units: A Systematic Review. PloS one, 10(8), e0136955. https://doi.org/10.1371/journal.pone.0136955 #universityofsurrey 47 48