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Depression and Stress Awareness

Make wellness a priority. Check out these tools and resources about Stress and Depression and the many resources UC offers to help you.

Depression Awareness Day

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Depression Awareness Day

Depression impacts 1 in 10 adult Americans every year. Join UC on October 11, 2012, in learning about depression and how to get support for yourself, your family, your coworkers, or someone else you care about. An educational webinar lasting approximately an hour will be repeated four times throughout the day, (see schedule below). Read the UCOP article regarding Depression Awareness Day.

This is a UCOP sponsored event, and you can view the webinar from your desktop. The Webinar will also be shown once at UCOP’s Franklin Building location with an opportunity for in-person discussions with clinicians from the Faculty and Staff Assistance Program (FSAP) (see schedule below).

No registration is necessary to attend the webinar hosted at UCOP.

Time and Location

3:00 PM – 4:15PM
Depression Awareness Webinar
Followed by Q&A with FSAP Clinicians
UCOP – 1111 Franklin St. – Room 9204

View Depression Awareness Day Webinars Online

No pre-registration is necessary. On October 11th, simply click the link to the webinar you are interested in right before the session is due to start:
09:00 AM - 10:00 AM
10:30 AM - 11:30 AM
1:30 PM - 2:30 PM
3:00 PM - 4:00 PM

Depression Awareness Resources

Faculty and Staff Assistance Program (FSAP)
Provides free, confidential problem assessment and referral for UCSF & UCOP employees.

National Institute of Mental Health (NIMH)
Offers information about depressive disorders and treatment.

Behavioral Health Benefits
Behavioral health benefits are provided by United Behavioral Health (UBH) for employees enrolled in Health Net HMO, Health Net Blue & Gold HMO, Western Health Advantage, Anthem Lumenos PPO with HRA, Anthem Blue Cross PLUS and Anthem Blue Cross PPO plans. Kaiser members have access to Kaiser’s integrated behavioral health services and to the UBH services and network that apply to the other plans.

For more information, please see: United Behavioral Health (UBH) - Depression Page
Use Access Code:11280 to log in, and select “Depression” from under the BeWell tab.

Kaiser Integrated Behavioral Health - Depression Page

Services Offered by FSAP

FSAP (Faculty & Staff Assistance Program) is the Employment Assistance Program of UCSF and UCOP. FSAP provides free, confidential, problem assessment and referral services for UCSF faculty and staff and for the staff of UCOP. Other services for individuals include the Elder Care Program, crisis intervention and workshops.

In addition to individual services, FSAP also provides free and confidential consultation and training services for supervisors and managers. FSAP clinicians address problems that impact the workplace, e.g., behavioral health issues such as mental illness, chemical dependency and interpersonal problems, and workplace issues such as employee deaths, threats of violence, work stress and change management.

Contact FSAP Services: Call 415-476-8279 or click here

Phone

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Phone

Alternately, you may call to schedule an appointment at (415) 476-8279, Monday through Friday, 8am-5pm.

If you haven’t received a response within 24 hours during our normal business hours, please call.

Online Appointment Request

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Online Appointment Request

To schedule an appointment, you may email us confidentially by clicking here. Please be aware that by doing this, you will be taken away from FSAP’s website.

Suicide/Crisis Prevention

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Suicide/Crisis Prevention

Contra Costa Crisis Center

24-Hour Suicide/Crisis Line: 1-800-833-2900

Crisis Support Services of Alameda County

24-Hour Suicide/Crisis Line: 1-800-309-2131

San Francisco Suicide Prevention

24-Hour Suicide/Crisis Line: (415) 781-0500
Spanish: (415) 989-5212

Mental Health - Low Cost Community

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Mental Health - Low Cost Community

The following local therapy clinics offer psychotherapy on a sliding scale.

Oak Creek Counseling Center

San Francisco Bay Area, (888) 637-7404 Berkeley Therapy InstituteBerkeley, (510) 841-8484

Feminist Therapy Connection

Berkeley, (510) 841-1261

Jewish Family & Children’s Services of the East Bay

East Bay, (510) 704-7475

Psychological Service Centers

San Francisco, Oakland, (510) 628-9065

The Psychotherapy Institute

Berkeley, (510) 548-2250

The Women’s Therapy Center

El Cerrito, (510) 524-8288

The Wright Institute

Berkeley, (510) 841-9230

Legal Resources

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Legal Resources

General Services and Referrals (Alameda County)

General Services and Referrals (San Francisco)

General Services and Referrals (Contra Costa County)

Insomnia

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Insomnia

American Psychological Association on Why Sleep is Important

National Heart, Lung, & Blood Institute

National Sleep Foundation

UHS on Sleeping Soundly

Gay/Lesbian/Bisexual/Transgender

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Gay/Lesbian/Bisexual/Transgender

Community United Against Violence

Human Rights Campaign

National Center for Lesbian Rights

The Pacific Center (Berkeley)

Financial Issues

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Financial Issues

Consumer Credit Counseling Service of San Francisco

Debtors Anonymous

Money Management International

Stepfamilies

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Stepfamilies

Stepfamily Association of America

Parenting Skills/Resources

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Parenting Skills/Resources

Bananas Childcare Resource and Referral Service

Family Paths (Alameda County)

Berkeley Parents Network

Internet/Child Safety

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Internet/Child Safety

Connect Safely

Get Net Wise

Net Family News

Safe Kids

Safe Teens

Safety and Security from Microsoft

Grief and Illness Support

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Grief and Illness Support

Circle of Care (East Bay)

Divorce

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Divorce

Kids’ Turn

Child/Adolescent and Family Counseling

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Child/Adolescent and Family Counseling

Alameda Family Services

Ann Martin Center (Oakland)

Catholic Charities of the East Bay

Catholic Charities CYO (San Francisco, San Mateo, Marin)

Family Service Agency of Marin

Family Service Agency of San Francisco

Jewish Family and Children’s Services of the East Bay

Jewish Family and Children’s Services of San Francisco, the Peninsula, Marin and Sonoma Counties

WestCoast Children’s Center (El Cerrito)

Autism

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Autism

Autism Resources

Attention Deficit Disorder

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Attention Deficit Disorder

Attention Deficit Disorder Association

Children and Adults with Attention Deficit/Hyperactivity Disorder

Families with Mental Illness

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Families with Mental Illness

Contra Costa Mental Health Division

Mental Health Association of Alameda County

National Alliance on Mental Illness

Eating Disorders

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Eating Disorders

National Eating Disorders Association

Overeaters Anonymous

Overeaters Anonymous East Bay Unity Intergroup

UHS Eating Disorders Resource

Domestic Violence

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Domestic Violence

Shelters/Crisis Lines

Aasra (South Asian Women) (Bay Area)
A Safe Place (Oakland)
Asian Women’s Shelter (San Francisco)
Center for Domestic Peace
Community United Against Violence, GLBT (San Francisco)
Domestic Violence Laws
La Casa de las Madres (San Francisco)
Narika (South Asian Women) (Berkeley)
National Domestic Violence Hotline
Safe Alternatives to Violent Environments (Fremont)
STAND! For Families Free of Violence (Concord)
Tri-Valley Haven (Livermore, Pleasanton, San Ramon)

Legal/Advocacy

Asian Pacific Islander Legal Outreach
Family Violence Law Center (Alameda County)
Woman, Inc. (San Francisco)
National Coalition Against Domestic Violence
Shimtuh, of the Korean Community Center of the East Bay (Berkeley)

Depression

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Depression

Learn About Depression

National Institute of Mental Health

Depression and Bipolar Support Alliance

Post-Partum Depression

UHS Signs of Depression

When Stress Becomes Depression

Chronic Pain/Illness

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Chronic Pain/Illness

American Chronic Pain Association

National Multiple Sclerosis Society

Women’s Cancer Resource Center

Bipolar Disorder

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Bipolar Disorder

Bipolar Disorders Information Center

Depression & Bipolar Support Alliance

National Institute of Mental Health

Bereavement

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Bereavement

Alameda County

Contra Costa County

Marin County

Solano County

Sonoma County

San Francisco

Anxiety

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Anxiety

Anxiety Disorders Association of America

National Institute of Mental Health

Sex

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Sex

Sex Addicts Anonymous

Sex & Love Addicts Anonymous

Internet

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Internet

Treatment for Internet Addiction

Gambling

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Gambling

Gamblers Anonymous

Gambling Addiction Resource

Office of Problem Gambling (California Dept. of Alcohol & Drugs)

Drugs (overall)

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Drugs (overall)

National Institute on Drug Abuse (NIDA)

Club Drugs

Resources (NIDA)

Cocaine

HIV & Drugs

Resources (NIDA)

Inhalants

Resources (NIDA)

Marijuana

Methamphetamines

Nicotine

Prescription Drugs

Drug Information (NIH)

Steroid Abuse

Teens & Drugs

Resources (NIDA)

Alcohol

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Alcohol

National Institute on Alcohol Abuse and Alcoholism

Alcoholism Information (NIH)

Alcoholics Anonymous

Community Resources

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Community Resources

These links to community resource websites are listed as a convenience. Their inclusion in this website does not constitute endorsement by the University of California.

Addiction

Anxiety

Bereavement

Bipolar Disorder

Chronic Pain/Illness

Depression

Domestic Violence

Eating Disorders

Families with Mental Illness

Families/Parenting

Financial Issues

Gay/Lesbian/Bisexual/Transgender

Insomnia

Legal Resources

Mental Health - Low Cost Community

Suicide/Crisis Prevention

Meet the Team

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Meet the Team

Andrew Parker, Ph.D., FSAP Manager

Andrew L. Parker, Ph.D., is a Clinical Psychologist with the Faculty and Staff Assistance Program at UC and in private practice in San Francisco and Mill Valley. Prior to Dr. Parker’s career as a psychologist, he was a professional mediator in the field of catastrophic injury litigation. He earned his Ph.D. from the University of Colorado at Boulder and interned at the San Francisco VA Hospital.

In addition to his private practice, he has worked as a therapist for the San Francisco Vet Center treating Vietnam combat veterans, and as Clinical Director for the Swords to Plowshares residential treatment program for homeless veterans coping with long-term addiction. Before coming to UC, he was Program Director for the Ohlhoff Outpatient Program in Marin County, which provides treatment for individuals and families dealing with chemical dependency and eating disorders. At UC, he also serves on the Physician’s Well-Being Committee, the Domestic Violence Response Team, and on the Threat Management Team.

Rob Starkey, Psy.D., Clinical Psychologist

Rob Starkey, Psy.D., is a Clinical Psychologist at the Faculty and Staff Assistance Program. He previously worked at UC Davis in their Employee Assistance Program where he served as an organizational consultant and clinician. Dr. Starkey completed his postdoctoral fellowship here at UCSF-FSAP where he counseled both faculty and staff in addition to providing organizational consultations to multiple departments around Campus and at the Medical Center. He also has previous clinical experience with college students, hospital patients, and agency clients. He earned his doctoral degree in Clinical Psychology at Alliant University/CSPP in San Francisco. His areas of expertise include anxiety, depression, trauma, destructive behavioral patterns, relationship issues, and personal growth. He has additional experience helping clients cope with substance abuse, grief, and personal medical issues.

Deborah Krupp, Ph.D., Counselor

Deborah Krupp, Ph.D., is a Counselor with the Faculty and Staff Assistance Program at UC. Dr. Krupp received her B.A. in Psychology from UC Davis, M.S. in Industrial/Organizational Psychology from San Francisco State University, and Ph.D. in Psychology from the Wright Institute in Berkeley, Calif.. She completed her internship at UC in the Department of Psychiatry working with patients at the Helen Diller Family Comprehensive Cancer Center and Osher Center for Integrative Medicine at UC, and her postdoctoral training in research at SFSU and clinical training at UC.

Prior to joining FSAP, Dr. Krupp worked in both the public and private sectors providing program development and consultation services. Dr. Krupp’s interests include nonverbal behavior, emotion regulation, cross-cultural psychology and pediatric obesity. Dr. Krupp serves on the staff subcommittee of the Chancellor’s Advisory Committee on Diversity.

Manuel Manotas, Psy.D., Counselor

Manuel Manotas, Psy.D., is a postdoctoral fellow with the Faculty and Staff Assistance Program. Dr. Manotas earned his doctoral degree in Clinical Psychology at the California Institute of Integral Studies in San Francisco, California.

Dr. Manotas works in an integrative way combining a psychodynamic conceptualization with mindfulness-based interventions. His interests include existential, transpersonal and psychodynamic psychological theories. Dr. Manotas is also interested in the role of mindfulness and acceptance of inner experience in emotional regulation and wellbeing. Dr. Manotas conducted his doctoral research in South America where he found reduced anxiety, depression and perceived stress levels in healthcare professionals after a brief training in mindfulness.

Dr. Manotas grew up in Colombia and immigrated to the United States as a young adult. He is able to provide counseling in his native language, Spanish, and is especially interested in issues related to immigration and acculturation.

Johanna Workman, Psy.D., Counselor

Johanna Workman, Psy.D. is a postdoctoral fellow with the Faculty and Staff Assistance Program. Dr. Workman earned her doctoral degree in Clinical Psychology at the California School of Professional Psychology of Alliant International University San Diego.

Dr. Workman’s therapeutic approach is eclectic, and includes psychodynamic, cognitive-behavioral, client centered, and mindfulness techniques. Her interests include body image, eating disorders, multiracial identity, cross-cultural psychology, and organizational psychology.

Deborah Baker-Reyes, Program Assistant

Deborah Baker-Reyes has returned as the Program Assistant for the Faculty & Staff Assistance Program (after supporting UC’s Office of Medical Education). She earned her BA in Communications from San Francisco State University. Deborah has over 15 years of human resources, recruiting and customer service experience, and over 10 ten years of experience as a property manager. Prior to joining UC, she was the Corporate Recruiting Manager for The Sharper Image corporate headquarters. Deborah’s primary duties include coordinating scheduling for our EAP unit (which includes individual and organizational counseling services), supporting the 5 clinicians and department, administering the emergency loan program, and designing and generating quarterly and monthly reports for analysis. She also analyzes and responds to service requests in reference to any and all counseling needs.

UC Office of the President Resources

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UC Office of the President Resources

GENERAL

FACULTY/STAFF

Articles for Better Health

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Articles for Better Health

Managing Uncertainty in Times of Change

Managing Ourselves During Difficult Global Times

A Personal Strategy for Engaging and Building Your Resilience

Achieving Good Mental Health

Balancing Your Internet Use

Basics of Anger Management

Beat Procrastination Now, Stop Putting It Off

Beginning to Understanding Our Emotional Intelligence

Elderly Caregiving: Choices, Challenges, and Resources for the Family

Foods and Moods During the Holiday Season

How We Change, Stages of Change

Liberate Yourself Through Forgiveness

Optimism - How It Can Work For You

Preventing Parental Burn Out: Coping Strategies for Parents of Children with Learning Disabilities

Re-Energize with Self-Care

Setting Healthy Workplace Boundaries

Using Exercise to Enhance Your Mood

Ways To Enjoy the Holiday Season

What Contributes to Your Self-Esteem: Part I

UCSF Resources

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UCSF Resources

General

Faculty/Staff

FSAP FAQ’s

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FSAP FAQ’s

Who is eligible to receive FSAP services?
FSAP services are offered to UCSF faculty and staff (including residents, fellows, and post-doctoral students).

How much do FSAP services cost?
All FSAP services are provided at no cost, as they are an employee benefit.

Can I be required to come to FSAP services or is the program voluntary?
All services at FSAP are provided on a strictly voluntary basis.

Are FSAP services confidential?
Your discussions with an FSAP counselor are confidential and will not become a part of your personnel file.

Who may request FSAP consultation services, and for what reasons?
Any management level faculty or staff (i.e. supervisor, MSO, department head, administrator) etc., may request FSAP consultation, in regard to any organizational concerns with a significant psychological or behavioral element (i.e. psychiatric symptoms, substance abuse, stress, transitions, safety, conflict, communication, grief) etc.

Who provides the counseling and consultation?
The FSAP team is comprised of licensed psychologists and postdoctoral trainees.

How do I contact FSAP and make an appointment?
Please call 415-476-8279 and we will schedule an appointment will for you as soon as possible.

Managing Uncertainty in Times of Change

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Managing Uncertainty in Times of Change

As we are all aware, UCSF is enduring budget cuts, which will have a significant impact our Campus and Medical Center faculty and staff. Many departments within the University are faced with changes that will significantly influence how we work together in the future to preserve our place as a leading institution” advancing health worldwide”. Successfully managing the uncertainty that accompanies any transformation, we know increases resilience, self - confidence, motivation and productivity.

Transition walks along side of change. The transition process contains a period where uncertainty reigns, as we simultaneously evolve to a new state of solidity, growth, and renewal. While the outcome of this process ultimately moves us forward, adjusting positively can also be challenging to many individuals psychologically, emotionally, and behaviorally. Periods of uncertainty are known to increase levels of stress in some individuals and workgroups going through this experience.

As human beings, we often become attached to our, roles, responsiblities, work group, and historical / current structures within the organization. Reorganization requires thoughtful, hard, and timely decisions. We understand that some employees may fear potential job loss, changes in work responsibilities that can leave one feeling little control over possible outcomes resulting from change. Such circumstances can trigger transient feelings including frusturation, a sense of powerlessness, and anxiety. Expect throughout this transition, a time of letting go of the old ways as you begin to appreciate, embrace, and integrate the new.

Change as we know, is an inevitable part of life. Impermanence is a given. In order to managing change effectively means not fearing or resisting change and challenges, but instead empowering onseself with the necessary skills to navigate through uncertainty. Preparing oneself for inevitable change and understanding the normal range of responses to stress, can help you to feel more confident and leads to sustained /increased organizational performance. Below is a list of normal reactions to change, and some strategies that lead to resilience.

Normal Reactions to Significant Change

• Shock, numbness, and withdrawal
• Fear, and insecurity
• Frustration, resentment, and anger
• Sadness, depression, and guilt
• Unfairness, betrayal, and distrust
• Relief, and optimism, excitement
• Lack of interest in activities
• Unusally quiet
• Preoccupied, unable to focus
• Sarcasm, cynicism

Strategies for Resilience

• Simply acknowledge your current situation, and be aware that normal reactions to the transtional period are to be expected.
• Take charge and plan in advance how you will respond to the changed workplace environment. Prioritize steps that will aid in minimizing your anxiety and stress levels.
• When change occurs, both positive and negative feelings will often emerge often at the same time. It’s important to talk and confide in a few people you trust about current changes and pressures associated with the transition. Don’t isolate yourself with your concerns. Seeking out individuals who have a sense of hope and who can help you strategize about managing your current situation is helpful.
• Seeking out lines of communication. Clear communication and information in times of uncertainty can aid in minimzing stress and anxiety levels. Acknowledging ambiguity and what you don’t know is equally important.
• Develop adaptable coping skills. Examples include excersise even if it’s for thirty minutes a day. Maintaing a schedule such as waking up the same time every morning, or going to bed at a predicatable time. Calm the mind through the practice of yoga, or meditation. Bringing awareness to your present moment can have calming effects.
• Think back to challenging times in your life and draw upon how you coped, managed to get through the transition period successfully, and thrive.
• Develop positive emotions that include gratitude, happiness, compassion towards self and others. Positive emotions increase optimism and resilience.
• Laughter and humor are important tools in times of stress. Laughter can break up seriousness in a conversation and trigger the release of endorphines such as serotonin in your body which helps relieve tension and reduce stress.
• Be proactive. Each individual has the capacity to cope and deal with situations effectively. If you find yourself having a difficult time managing stress (work related or personal) that may be affecting your well-being, please contact the Faculty and Staff Assistance Program.
FSAP at UCSF provides confidential assessment, counseling, referral, and consultation services that support the well-being of both the individual and the organization.

Please contact us at (415) 476-8279 or visit our HR website at:
FSAP - http://www.ucsfhr.ucsf.edu/assist

UCSF Employee Emergency Loan Program

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UCSF Employee Emergency Loan Program

**Please note the recent change to the program effective Nov. 15, 2012: UCSF Employee Emergency Loan Program is now limited to UPTE-HX employees only. Please refer to this complete listing of titles for all Health Care Professional Unit (HX) career employees.

The UCSF Employee Emergency Loan Program is administered by the Faculty & Staff Assistance Program (FSAP). This is intended to provide loans to University Professional and Technical Employees (UPTE)-Health Care Professional Unit (HX) career employees. The employees must have an immediate need for funds as the result of an unplanned emergency and are unable to obtain a loan from a credit union or comparable lending institution.

Who is eligible for a loan?: Currently, the UCSF Employee Emergency Loan Program is limited to UPTE-HX employees only. Only career staff and academic employees who hold an appointment at 100% time (full-time), and have been employed by the University at 100% time for at least one year or more, are eligible. Part-time, Casual, Contract, Student and Leased employees are not eligible.

How much is the loan?: The maximum loan amount is $1,000 in any 12-month period. Documentation provided determines the amount granted. It is an interest bearing loan.

How many loans can I take out?: Only one loan can be taken out in the same twelve-month period. An employee can be granted only three loans within a seven-year period, and only three loans can be in process (including loans with a balance) within any seven year period.

Do I qualify?: The loan program is for career employees who are experiencing an unplanned, emergency financial situation. Qualifying situations are limited to:

death or terminal illness of an immediate family member
payment of security deposit for an apartment necessary as a result of any of the following: divorce, domestic violence, sudden eviction
emergency or non-elective surgery

The following types of situations are, in general, not eligible:

Employee is behind in bills, mortgage, taxes, insurance or legal fees: You may wish to contact your creditors directly and request payment arrangements or call Consumer Credit Counseling Service of San Francisco, a not-for-profit organization which provides money management information and assistance, at 1-800-777-PLAN.
Delinquent rent, except in cases of catastrophic emergency: For assistance in rental property issues, you may wish to call: San Francisco Rent Board at (415) 252-4600, San Francisco Tenant Union at (415) 282-6622, Berkeley Rent Stabilization Board at (510) 981-7368, SEEDS Community Resolution Center (SEEDS) at 510-548-2377 or Marin Mediation Services for (Landlord/Tenant rent dispute issues) at (415) 499-7454.
Bringing relative to the US from a foreign country: Contact your country’s embassy for programs that may be available.
Tuition for the employee or a member of their family: Contact the student’s Financial Aid Office for information on loans, grants or work-study plans.

How do I apply?: Applications for Emergency Loans are not faxed or e-mailed. To ensure against fraud, employees may make an appointment to apply in person at the Faculty & Staff Assistance Program at (415) 476-8279. You will need to bring a valid State of California ID or Driver’s License, your UCSF Employee ID and your most recent paycheck statement, as well as any documentation substantiating your need for a loan.

How is the loan re-paid?: Repayment of loans is made by regular payroll deduction over a 12-month period. You must sign a promissory note prior to the disbursment of any monies. If you leave University employment for any reason during the repayment, the full and remaining amount of the loan plus interest is due and payable from your final paycheck.

How We Change, Stages of Change

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How We Change, Stages of Change

The one constant in life is change, and those changes come in a variety of ways. Often we focus on changes that happen to us and how we are going to adapt or cope with something new. Other times, we initiate a change ourselves.

Often, starting a change can be an anxious undertaking. We are afraid what the consequences might be if we do change, and also wary of how things will be if we don’t. Some changes are small and don’t require much thought or effort, like buying a new pair of pants or going to a new restaurant for dinner. These don’t inspire much anxiety in most people. Other changes however, the scarier ones, are ‘Life Changes’ that will have a more profound effect upon us and maybe those around us. We make these changes anyway, because we feel that they are for the better, whether it is quitting smoking, getting more exercise, applying for a new job, moving, or any goal that we think and feel will benefit us.

Maybe you are thinking about making a change, or want to encourage someone else with their efforts. It is helpful to have a model of how people begin to change and how they see it through to the conclusion. There is a very useful model of the stages of change that can be applied to almost any context, developed by Prochaska (1992):

Precontemplation: The initial stage, where there is no thought about changing. In this beginning stage, people are likely to resist the idea of changing as they aren’t motivated to do so.

Contemplation: In this stage, people begin to think about changing, and are weighing pros and cons, considering if the long term benefits will surely outweigh the short term costs. Usually in this stage people will state their intention to change within six months.

Preparation: In this stage, people actually begin to look into what steps they could take to make the change. They gather information about what resources are available. Usually when someone is in the preparation stage they are intending to make an effort within the next 30 days.

Action: This is the stage where we actually do something for the sake of change. This can take many forms, but probably will be using one or several of the available resources discovered in the preparation phase. This stage can also represent significant one-time changes but more likely reflects a series of actions and behaviors toward a long-term goal.

Maintenance: In this stage, people try to consolidate and maintain gains from the actions taken in the previous stage. It can be viewed as trying to preserve the momentum of any changes.

It is important to note that while these stages are presented and discussed in a linear fashion; one does not necessarily have to proceed through them in order. It is entirely possible and natural to jump around and shuffle back and forth. People certainly start at ‘Precontemplation’ and move to ‘Contemplation’ to ‘Preparation’ back to ‘Contemplation’ to jump up to ‘Action.’ Especially if the first attempts at change fail, people move back into ‘Preparation’ and ‘Contemplation,’ hopefully to try again with a better plan.

Knowing these stages can help us with our peers, especially when trying to encourage a change in someone else, because then we can tailor our interactions. If someone is in the Precontemplation stage we know that they are likely to resist a change, so we’ll not spend hours trying to convince them. If in the ‘Contemplative,’ we can join them with thinking about all the aspects of a possible change ahead. During ‘Preparation’ we can help add information and point out resources. We can be supportive during the ‘Action’ phase, and help someone execute their change. And lastly, during the ‘Maintenance’ stage, we can help someone stay on their chosen path by continuing to be supportive, reminding them of everything they are accomplishing.

At some point after ‘Maintenance’, the changed behaviors become the norm and the person is through the stages of change. Sometimes there is a relapse, where old ways of behaving resurface. An example could be an addict who after a long period of abstinence relapses, or someone who has worked hard at overcoming depression having severe negative feelings again . This is a natural part of life, and is not so much as starting over as it is continuing a process. Sometimes changes happen to us and we have to adapt in order to incorporate something new into our lives. Other times, we are the instruments of our change, going beyond reaction to action in order to better ourselves and our environment. One of the great things about being who we are is that we can always simply choose to change but those changes don’t happen all at once – they unfold in stages, which we can learn to work our way through.

The Faculty and Staff Assistance Program (FSAP) at UCSF provides confidential assessment, counseling, referrals, and consultation services that support the well being of both the individual and the organization. Please contact us at (415) 476-8279 or visit the HR web site at: FSAP - /assist

References:
Prochaska, J. O., DiClemente, C. C., & Norcross, J. (1992). In search of how people change. American Psychologist, 47, 1102-1114.

Beat Procrastination Now, Stop Putting It Off

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Beat Procrastination Now, Stop Putting It Off

Procrastination can stop you from achieving things of which you are capable and hinder growth in your personal and career development. Unfortunately, even though it can be destructive, procrastination is common. By recognizing when and why you procrastinate and being proactive by developing time management skills, you can overcome procrastination and increase your productivity, as well as improve how you spend your time. Besides reducing stress in your daily life, overcoming procrastination can heighten your sense of self efficacy. In this article we will explore what procrastination is and why it happens. Watch for Time Management: Procrastination Part II in next week’s HR Update for some ideas of how to beat procrastination and rearrange your life to be more relaxed and less stressful.

Simply put, procrastination is putting of something that needs attention for another activity that is either more enjoyable or with which you are more comfortable. People who procrastinate spend just as much, and sometimes even more, time working than those who don’t, but they invest their time and energy in inefficient or un-useful ways. There are multiple causes of procrastination. Sometimes people procrastinate because of fear or anxiety and other times procrastination is simply a matter of poor organization. In some instances, just one hurdle can hinder your progress, while for others there are multiple challenges to overcome to beat procrastination. By understanding why you’re putting off a particular task, you can begin to remedy the situation and take back control.

Many people don’t start projects because they are afraid of finishing them. Fear of failure or success is quite common and frequently gets in the way of career and personal development. Think, for example, of a nurse who procrastinates while applying for a promotion because he is afraid of the added responsibilities that come with leading a team, or an analyst that procrastinates working on a project because she is afraid that successful completion will mean higher expectations will be placed on her in the future. In these examples, the employees’ discomfort is getting in the way of their opportunities. Once they over come their fears of development or growth, they will be more comfortable at work and have more options open to them, whether they choose to take those options or not.

Perfectionism can be a further culprit in procrastination. Many people think that if they don’t have the skills or tools do to a job perfectly, then they shouldn’t do it at all. It’s important to note that not everything needs to be done perfectly to be done well. By making the demands on yourself and the expectations of your coworkers realistic, instead of perfectionistic, you might find that projects suddenly become less daunting and are therefore easier to tackle.
Many people tend to shy away from things that are new or unknown. While this is a natural response, it is also important to remember that there is often some level of discomfort inherent in growth. Procrastinating new tasks could involve an anxiety response toward going outside of one’s comfort zone, or it may simply be a matter of poor organization. There is something to be said for jumping in and getting your feet wet when venturing onto new ground, but before charging too far ahead, make sure to stop long enough to assess the project. Once you are familiar with it, developing a realistic plan for success can help prevent future delays due to procrastination.

Procrastination can be a tool for avoiding stress caused by disorganization. While it might be effective in the moment, it usually serves to create even more stress in the long run. Not understanding which tasks are most important, loosing sight of the end goal or not having a goal in the first place can make a project seem laborious or more stressful, thus increasing the chances that it get put off. Frequently people think that by acting quickly and jumping right in to a project that they are being proactive, when it is more likely to be a methodical, well planned approach that achieves the desired results. Such tactics make projects more manageable and decreases the motive for procrastination.

Sometimes people have a goal in mind but are so overwhelmed that they don’t know where to start, which can tempt them to avoid the task all together. Work driven by which ever demand is most pressing in the moment, as opposed to the ones that are most important in the long run, creates significantly more stress as well. For example, you might find that when you are disorganized, you end up working on the most accessible task, instead of the most important one, which can cause frustration and delay progress.

The higher the stress level associated with a project is, the more motivation there will be to avoid it. The inverse is also true: The more organization and direction involved in a task the lower the stress level becomes and the less likely one will be to avoid it. Providing, of course, that the project isn’t so restricted that it becomes boring, which also opens the door for procrastination.

Other causes of procrastination are waiting for the right moment or the right mood before you begin. If you put off a task until the circumstances are exactly right, you may never start at all. Or, you may find yourself facing a fast approaching deadline which doesn’t accommodate flexibility to stimulate creative juices.

It may not be natural at first to develop new time management skills or reorganize how you spend your day. However, as you practice and learn new ways of beating procrastination and staying on top of your schedule you might surprise yourself by finding more time than you thought you had, or by being more relaxed and in control.

If you are facing the challenges that come with procrastination, or if you notice that you tend to put things off, the Faculty and Staff Assistance Program can assist you. The Faculty and Staff Assistance Program (FSAP) at UCSF provides confidential assessment, counseling, referrals, and consultation services that support the well being of both the individual and the organization. Please contact us at (415) 476-8279 or visit the HR web site.

References:

www.Mindtools.com

Coping with Tragedy

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Coping with Tragedy

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Coping with Tragedy

The death of faculty, staff, and students at Virginia Tech campus is horrific. Such events can be experienced as highly traumatizing. These events can lead to individuals experiencing a range of emotional reactions and accompanying symptoms occur at varying levels of severity. You may find yourself shocked, scared or traumatized by this experience. Most of us experience at least one trauma in the course of our lives. A traumatic event can be a natural disaster or caused by humans, as widespread as an earthquake or as personal as a death in the family. Other examples include a physical assault, a burglary in your home, a death in your department, or a fire in your neighborhood. For widespread or very public traumas, such as this one, even those who don’t have direct connections to Virginia Tech, may be affected. Understanding the nature and impact of the experience can help us cope. Many people will experience some emotional and/or physical after-effects.

Common Reactions to Trauma

• Denial, shock, numbness
• Feeling vulnerable, unsafe
• Anxiety, panic, worry
• Difficulty concentrating
• Withdrawal, isolation
• Remembering other life traumas
• Headaches, fatigue, sleep disturbances
• Helplessness, hopelessness
• Sadness, crying, despair
• Irritability, anger
• Appetite changes
• Being hyper-alert

Reasons for Feeling Troubled During and After a Tragic Event:

• The death of a loved one
Traumatic events often include injury and death. You may have known someone who died during a tragic event or this event may remind you of other deaths or losses. Even the death of a pet can be traumatic. Symptoms of grief and loss are similar to the post-trauma symptoms listed above, and many of the coping strategies listed below can help for grief as well.

• Post-trauma at the workplace.
After a traumatic event, your colleagues and co-workers may also experience some of the reactions listed above. Worksite group meetings to discuss individual experiences and plans for the future can be very helpful. Remember that each person can experience trauma differently. By extending patience and understanding you can support yourself and others in readjusting to life after a crisis.

• The effects of cumulative trauma.
Psychologically, we connect traumas. If you experience a new trauma before you’ve had enough time to heal from previous trauma, you may experience the separate events as related. This can lead to intensified symptoms and prolonged recovery time. As a result of multiple traumatic incidents, you may experience a greater sense of disconnectedness from yourself, others, and your work. Seek out support from a friend or counselor to help restore your sense of order and control.

• Traumatized children
Children who have experienced a trauma first or second-hand need special attention. Children’s symptoms may include excessive fears, unwillingness to go to school, nightmares, and increases in regressive behaviors such as bedwetting and thumb sucking. Give your child an opportunity to ask questions, and respond in age-appropriate ways. Remember that your child may hear others talk about the trauma, and that without clear information, s/he can gain a distorted view of the crisis. Reassure your child by increasing physical contact, keeping in touch, and making plans to do things together.

Coping Strategies

Whatever your specific situation, there are several ways to help yourself cope with your feelings and reactions.

• Talk about your feelings.
Even when the trauma is something that is being talked about publicly, it’s important to talk to others about how you feel and are affected.

• Take care of yourself.
Feeling threatened can make you feel more impulsive. Take care of your body by watching what/how much you eat; your use of alcohol, drugs, caffeine, nicotine, sugar, and medicine; and by practicing safe sex. Be sure to do some regular exercise and be more attentive when driving.

• Take action.
Find ways to express your feelings about the trauma. Suggestions include political action, community service, and spiritual/religious practice.

• Take time.
This includes time to relax, reflect, and replenish in ways that are comfortable for you. Give yourself and others permission to experience post-trauma reactions. You may need time alone to pamper yourself or you may need to be with family or friends. Ask for emotional support from people you trust.

• Moderate your news intake.
If the trauma is widely publicized, be mindful of how the media reports affect you. While having information is helpful for some crises, some people may want to limit how much they read, listen to, or watch the news.

Located at the Laurel Heights campus (3333 California Street), The Faculty & Staff Assistance Program (FSAP) provides voluntary, confidential, individual counseling services to the employees of the University of California, San Francisco. The FSAP team consists of licensed counselors who provide consultation and brief counseling services.

Other Resources for Coping with Trauma:

Managing Stress after Traumatic Events
More Coping Resources
http://apa.org/

Coping With Traumatic Events
http://www.nimh.nih.gov/healthinformation/traumaticmenu.cfm

What Contributes to Your Self-Esteem: Part I

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What Contributes to Your Self-Esteem: Part I

Setting Healthy Workplace Boundaries

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Setting Healthy Workplace Boundaries

When we talk about interpersonal or workplace boundaries, it can sometimes be a difficult concept to grasp because it isn’t something that we can see. But just because we can’t see a boundary, it doesn’t mean that it isn’t there or that it isn’t important. Boundaries are present whenever a person or department interfaces with another person or department. The definition of a boundary is the ability to know where you end and where another person begins. When we talk about needing space, setting limits, determining acceptable behavior, or creating a sense of autonomy, we are really talking about boundaries. It is a general misconception that having good boundaries will distance you from others. However, the truth is that when you know where you end and others begin, you can then closely engage with others because you won’t feel overwhelmed or unprotected. Having a sense of autonomy prevents the need to distance our self from others with a barrier.

Professional boundaries are important because they define the limits and responsibilities of the people with whom you interact in the workplace. When workplace boundaries are clearly defined, the organization works more efficiently because redundant work assignments are eliminated and task performance is accountable. When everyone in an organization is made aware who is responsible for what, healthier workplace environments are created. It then becomes very difficult for someone to blame others for their failed or inadequate performance and good job performance can clearly be identified.

Establishing and Maintaining Boundaries

An individual’s professional boundaries can be defined in terms of a job description, as long as it clearly outlines basic responsibilities and reporting relationships. However, many times job descriptions define work responsibilities in terms that are too broad and general. In such cases, specific clarification of an individual’s duties and responsibilities will be required before an effective and efficient workplace can be created.

Your professional boundaries become more clearly defined when you can answer all of these questions:

Who gives you your assignments?
To whom do you report?
Who gives you feedback?
Who sets your work priorities?
How are your company and client personal information kept secure?
Do you know how to treat all staff members fairly without positive or negative feelings influencing your decisions?

When professional boundaries and priorities have been clearly defined, it’s very likely that a group can function effectively, even in the absence of its leader. If everyone on your team understands what to do, how to do it, and when to do it, then team members will feel safe in their roles. A smooth functioning organization is a tangible demonstration of their team leader’s commitment to their success, which creates trust in leadership. It is the responsibility of every team leader to set the tone of the group by clearly defining acceptable and unacceptable workplace behavior. An effective leader understands that failing to define boundaries, having no boundaries, or having inappropriately rigid boundaries can have an unfavorable impact on their organization and employees. In some cases boundaries need to be firm. For example, lying, stealing, or verbally or physically abusing others is never allowed. It may sound as if the responsibility to create a smooth functioning organization falls only upon the team leaders; however every team member has a role to play as well. It is the responsibility of every individual team member to be willing to speak up to a colleague or supervisor and clearly define their problem and help find a resolution that works for everyone.

Another important area that should be negotiated is interpersonal boundaries, because professional and interpersonal boundaries substantially impact workplace productivity and the quality of social environment. Interpersonal boundary parameters include:

The tone people use with each other.
The attitude and approach co-workers use with each other.
The ability to focus on work objectives even with people you don’t like or with whom you are having personal conflict.
The ability to effectively set limits with others who have poor boundaries.
Clearly defining the consequences when a boundary is violated and sticking to it.

Boundaries will have no meaning if your actions don’t back up your words.

Where to Start

Ideally, workplace boundaries are carefully negotiated in an open discussion about responsibilities, goals, and priorities prior to starting a new job or beginning a project. Even if this type of understanding wasn’t reached beforehand, it’s never too late to improve your interactions with your team members. Here are three core skill areas to help you get started:

1. Know your limits: what you can do well within the allotted timeframe.
Don’t exaggerate your ability by overselling it. Give accurate estimates. Delivering a good product on time will improve your credibility, while missing deadlines or delivering a substandard product will only hurt your reputation.

2. Tactfully and openly communicate about goals and limitations.
Don’t try to undersell or misrepresent your ability. Underselling artificially prevents you from being able to demonstrate your professional skills, which might affect your career advancement. When discussing your limitations, focus on what you want and what you are willing to do to get it. Keep your focus on your positive intentions; ask for help when it’s needed to ensure good quality work; actively engage in problem solving, and don’t complain about the problem. Ensure that others are receiving the message you intended by asking for feedback when it’s not forthcoming.

3. Be available to discuss differences and reach agreements.
Reflect back your understanding of the other person’s needs, interests, and concerns. Attempt to negotiate win-win solutions.

Establishing boundaries and priorities go hand in hand because they both help manage interpersonal relationships in the workplace. Together they go a long way toward establishing productive work environments based on trust. Competent and credible leaders understand these principles and consistently model them for their staff.

The Faculty and Staff Assistance Program (FSAP) at UCSF provide confidential assessment, counseling, and referral services that support the well being of both the individual and the organization. Please contact us at (415) 476-8279 or visit the HR web site at:
FSAP - /assist

REFERENCE LIST

Grazly M.S., LMFT, J., Is that the reason I get abused?: Learn how to create and
maintain healthy boundaries in your relationships.
[http://www.asktheinternettherapist.com/is-that-the-reason-i-get-abused.html]

International Women’s Media Foundation: Online Training Center, Leadership Development Series: Managing Relationships. [http://www.iwmf.org/training/t_module2/page4.php]

Robin & Associates, David, Making Workplaces Work Better: Exploring the inner Frontier, Parts 1-3, [http://www.abetterworkplace.com/boundaries.html]

Sabey, M., Gafner. G., (1996, September). Boundaries in the workplace. Health Care Supervisor, 15(1), 36-40. Veterans Affair Medical Center, Tucson, AZ, PMID: 101059638, [PubMed – indexed for Medline].

Setting Personal Boundaries – protecting self, [http://joy2meu.com/Personal_Boundaries.htm]

Ways To Enjoy the Holiday Season

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Ways To Enjoy the Holiday Season

The weather has turned chilly, and the calendar on your desk is getting thinner. All clues that the end of another year is upon us and that the holiday season has arrived in full force. For all of us, this is the time of year that we have come to look forward to and/or to dread. It is a time for
special gatherings with family, friends, and co-workers. Or, maybe this is a time of year when one remembers a loved one who is no longer among us. Still, maybe this is a time of year when being alone and the feeling of loneliness is a concern. The holiday season is also a time of added pressures to do more with the same amount of time and sometimes less energy to do it with.

In any case, this is the time of year when many of us become susceptible to holiday stress that may lead to depression. But it doesn’t have to be that way. There are practical strategies you can follow
that can help manage the stress and overwhelm, and ultimately reduce the incidence of depression. Following are a few helpful ideas to assist you with making the most of the holiday season.

Manage Holiday Stress—Don’t Let Stress Manage You

Keep expectations for the season realistic; therefore, set goals that are reasonable for you. Before beginning a task, make a list and prioritize the important activities.
Recognize your own limitations and don’t over-do it. There is no need to attend every social gathering or to create the perfect social event.
Learn to delegate the holiday chores. It is not necessary to try to do everything by yourself.
Know your spending limit and stay on budget. With today’s economy and cutbacks, it is important to respect one’s financial limitations.
Take a time out. After completing a holiday task, take time to relax and make sure to get enough rest.
Remember to eat healthy, nutritious food, as you would do any other time of the year. Also, drink plenty of water and juices. Maintaining a healthy diet will help support your immune system, reduce fatigue, and fight illness.
Try to maintain an exercise routine. Researchers have found that exercise is an excellent treatment to alleviate depression.
The holiday season does not mean that you will not have difficult feelings. It is important to acknowledge one’s feelings, even if you keep them to yourself.
Try to look to the future with an optimistic perspective despite difficulties of the past. Find ways to see the good in challenging experiences.
Participate in holiday activities that are free and light-hearted. Plan to attend festive activities that do not require large amounts of travel time.
Volunteer for a charitable organization(s) that reach out to the needy. Or contribute to community food drives in your neighborhood.
Spend time with supportive and caring friends and/or family, if possible. Yet, should you find yourself alone, then be certain to schedule enjoyable activities into your free time.
In conclusion, try a little laughter. Research psychologists have found that humor improves one’s sense of overall well being.

Sometimes it is necessary to ask for assistance in order to get through difficult times.

References and Resources

American Psychological Association, 1996-1997.
National Mental Health Association, 2001.
Pollock, K. M., Exercise In Treating Depression: Broadening the Psychotherapist’s Role, Journal of Clinical Psychology/In Session, Vol. 57 (11), 2001, pp. 1289-1300.
Goldstein, J.H., Therapeutic Effects of Laughter. Fry, W.F. and Salameh, W.A. (Eds.), Handbook of Humor and Psychotherapy—Advances in the Clinical Use of Humor, 1987, pp. 1-19.

Using Exercise to Enhance Your Mood

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Using Exercise to Enhance Your Mood

With the advent of a New Year, many of us are preparing our annual resolutions. And, as can be predicted the promise to exercise more or to begin an exercise routine is a vow made by many of us whose waistlines have expanded over the last few months. Why do we make such promises to ourselves every year? Most likely, because most of us know that exercise has a definite physiological benefit. Physicians have prescribed exercise as the treatment for a broad range of medical disorders such as cardiovascular disease, hyperlipidemia, osteoarthritis, fibromyalgia, and diabetes. Other benefits are improved breathing, reduced joint stiffness, and increased physical energy. Yet, perhaps not everyone is fully aware of the long-term psychological benefits of exercise.

Mood problems can be present for many different reasons and causes, and they can affect all aspects of our lives, including the workplace. A study by the RAND Corporation found that patients with depression spend more days in bed than those patients with other medical disorders, such as diabetes, arthritis, back or lung problems. Researchers have spent more than 25 years systematically investigating the relationship between exercise and mood problems. Researchers investigating the effects of exercise on volunteers with depression found that “exercise therapy is feasible and is associated with significant therapeutic benefit,” particularly if the exercise program is continued over time. They believe that systematic exercise may have a positive psychological benefit, because it seems to increase the development of a sense of personal mastery and positive self-regard. Yet, it can be a challenge to plan, initiate, and maintain an exercise regimen.

STRATEGIES FOR ESTABLISHING AN EXERCISE PROGRAM

As with any major undertaking to create change and bring about benefit, a carefully thought out and comprehensive assessment of one’s life circumstances should be established. If possible, seek professional assistance with this task. There are a number of psychotherapists who are specially trained to work with individuals around the issue of formulating an exercise regimen to manage mood problems. Listed below are some steps taken in this highly collaborative endeavor:

First, a collaborative assessment of your concerns is identified within the areas of emotions, thoughts, behaviors, interpersonal, social systems, and biological elements. The focus here is to identify your strengths and weaknesses within these categories.
The therapist and you have a collaborative discussion of research results regarding the influence of exercise on mood problems. At this point, it is important to be informed about what kind and how much exercise is effective; in addition, it is important to know why people do not start or cannot maintain an exercise routine.
The therapist then assists you with determining the high-priority elements within the assessment process. In other words, which of the previously identified concerns will get in the way of or even end your exercise program?
Then you will have a collaborative discussion about how to develop a few strategies to reduce the most difficult obstacles in establishing an exercise regimen. This discussion focuses on your strengths and clarifies the ways you can use them to maintain your exercise routine.
The therapist will ask you to identify your exercise preferences with regard to specific elements. For example—the content (aerobic or non-aerobic), the logistics (at home or at a fitness center), the social (alone or group activity), or structural (music or no music) elements that are most appealing to you are noted.
Next, a collaborative exercise plan is written that combines all of the logistical components previously identified which will include establishing a starting date and subsequent review date(s). Depending on your interests and limitations, you can be a creative as you like with your plan.
Finally, periodic discussions are scheduled in order to make plan modifications, to review setbacks, and to develop new plans, as needed. This supportive strategy will be critical in assisting you with managing the difficulties and the “bumps-in-the-road” as you progress.

This approach strongly encourages a highly collaborative problem-solving relationship with a therapist which can prove to be a powerful component in the success of enhancing your mood through the medium of exercise. An important consideration is to always consult with your physician prior to implementing a new exercise regimen, especially if you have any pre-existing health conditions.

Establishing a healthy lifestyle can be a challenge; therefore, feel free to contact the UCSF FSAP (Faculty and Staff Assistance Program).

References and Resources

Babyak, M. et al, Exercise Treatment for Major Depression: Maintenance of Therapeutic Benefit at Ten Months. Psychosomatic Medicine, 2000, pp. 62, 633-638.
National Institute of Mental Health, 1999.
Pollock, K. M., Exercise in Treating Depression: Broadening the Psychotherapist’s Role. Journal of Clinical Psychology/In Session: Psychotherapy in Practice. 57(11), 2001, pp. 1289-1300.

Re-Energize with Self-Care

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Re-Energize with Self-Care

Taking care of yourself is probably one of the most important things you can do. Caring for yourself and feeling good about yourself are intertwined, so stay motivated and keep up your self-care practices! Here are some helpful tips from recent research (remember to consult your physician before doing items 1-3):

The importance of exercise cannot be overstated—research shows that exercise may be an effective way of preventing or decreasing depressive symptoms. For maximum benefit, make your exercise routine fun and purposeful.
Modest weight loss can improve your health—losing as little as 5 percent of your body weight has been shown to reduce the risk of certain diseases. The best way to lose pounds is to monitor your weight, your food intake, and your exercise. Simple diet changes can make a big difference, for example, by burning 100 calories more than you take in each day, you could lose 10 pounds in a year.
Give yourself a massage. Use a tennis ball in your office, place it between your shoulder blades and the wall, and do deep knee bends to give yourself a back massage. Research shows that massage lessens stress, depression, and anxiety, and can be helpful with reducing pain associated with migraines or lower back stress. You can also treat yourself to a professional massage on occasion.
Explore the benefits of meditation. A major focus of meditation is letting go and letting be. Much of our emotional and physical distress comes from pursuing things we want, and avoiding what we don’t want. Meditation helps you focus away from physical attachments and relax into the present moment, with an awareness of your breath, body, and emotions. With practice, meditation can be very helpful for staying centered and lowering anxiety and distress.
Finding work-life balance is a good way to take care of yourself. Ways to obtain the most of both settings include: maintaining an adequate time balance between work and family, and finding ways to reduce your stress in either or both settings.

Be creative! Develop self-care and renewal strategies to use when you’re feeling overwhelmed, burned out, or bored. What will you do to re-energize?

References

(1) Angelis, T. If You Do Just One Thing, Make It Exercise. Monitor on Psychology, 2002, 33(7), pp. 49-51.

(2) Daw, J. Get the Massage! Monitor on Psychology, 2002, 33(7), p. 55.

(3) Martin, S. Don’t Think Thin, Think Realistic. Monitor on Psychology, 2002, 33(7), pp. 52-53.

(4) Murray, B. Finding the Peace Within Us. Monitor on Psychology, 2002, 33(7), pp. 56-57.

(5) Smith, D. Making Work Your Family’s Ally. Monitor on Psychology, 2002, 33(7), pp. 58-60.

Preventing Parental Burn Out: Coping Strategies for Parents of Children with Learning Disabilities

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Preventing Parental Burn Out: Coping Strategies for Parents of Children with Learning Disabilities

When a child is diagnosed with learning disabilities, all of the attention is focused on helping the child. However, parents also need assistance in coping with their own feelings and frustrations.

Research has shown that parents of children with learning disabilities had very elevated scores on the Parenting Stress Index, signifying that they perceived far more stress in their role as parents than did parents of children without learning problems. By increasing coping skills, parents can reduce their own stress and can become effective in reducing stress in their children.

Internal Stress
Expectations of parents about their child lie at the root of burnout. When expectations about parenting are not met, the first thought is “What did I do wrong?” Therefore, parents must learn how to develop realistic expectations and how to recognize when negative self-talk defeats effective
coping.

Management Strategies
Identify your own self-defeating assumptions and think of alternative messages. Be kind to yourself and accept yourself and child as fallible. Note and use personal strengths and talents.

External Stress
Neighbors, friends, and relatives don’t understand why such a normal-acting child is having academic problems. Teachers frequently don’t fully understand the ramifications of a child’s problem. Parents are called upon by the school to help make decisions about the child’s academic program, but often feel helpless because of their own lack of understanding. External stressors are those that are situational, and often involve relationships with others.

Management Strategies
Problem-solving techniques, time management, and goal setting are helpful when dealing with stressors associated with raising children and running a household. Since coping with a child with learning disabilities is so emotionally draining, parents also are encouraged to develop assertiveness skills, intimacy skills, and a support system.

Know your limits and be realistic about what you can accomplish. Say no to unreasonable demands. Learn about your child’s problems and needs, so that you can be an active participant in school and resource meetings.

Physiological Stress
Parents of children with learning disabilities need to recognize that children with learning disabilities require exceptional amounts of energy. In order to replenish energy, parents need to be sure they get sufficient rest, eat well-balanced meals, and exercise regularly. Make recreation and relaxation a priority, so that you have some time off during the week. (Studies have shown that psychologically healthy families have less-than-perfect house keeping!)

Parenting children with learning disabilities presents special challenges, not only with the child’s everyday problems, but also the associated social and emotional problems of school failure. Better coping strategies and parent groups can provide both skill training and emotional support for parents of children with learning disabilities.

Reference:

Latson, S .R. Preventing Parent Burn Out: Model for Teaching Effective Coping Strategies to Parents of Children with Disabilities. Learning Disabilities Association of America Newsbrief, 1995, Volume 1-2.

Optimism - How It Can Work For You

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Optimism - How It Can Work For You

“An optimist is the human personification of spring.”
Susan J. Bissonette

Many of us have been challenged by the question of “is the glass half-full or half-empty,” with the accepted understanding that those who see the glass as half-full are optimists and those who see the glass as half-empty are pessimists. Modern western society has encouraged the optimistic point of view as the preferred option. The popularity of the “power of positive thinking” movement is an example of that sentiment. Yet, if you are an individual who has been trained to use skepticism or maybe your approach to life is to use pessimism (or realism depending on your point of view), then what? Well, researchers have found that there are benefits to using varying degrees of optimism.

Over the last 30 years psychologists have intently studied the effect of optimism and pessimism on the individual’s quality of life. After over 30 years of study, researchers have found that people with a pessimistic focus were more susceptible to depression and frequent health problems. Seligman attributes this to the “learned helplessness” response “that follows from the belief that whatever you do doesn’t matter.” “Learned helplessness” is influenced by one’s “explanatory style, which is the manner in which you habitually explain to yourself why events happen.” Therefore, having an optimistic explanatory style prevents depression, while a pessimistic explanatory style increases helplessness. Seligman determined that “learned optimism” could be used to improve an individual’s mood and health. This type of learned thought process has been found to work very well for young and middle aged adults. Following are some strategies on how to think about your situation and how to talk to yourself when you experience setbacks.

Situations for Choosing How to Use Optimism

“If you are in an achievement situation (getting a promotion, selling a product, writing a difficult report, winning a game), use optimism.
If you are concerned about how you will feel (fighting off depression, keeping up your morale), use optimism.
If the situation is apt to be protracted and your physical health is the issue, use optimism.
If you want to lead, if you want to inspire others, if you want others to vote for you, use optimism.
If your goal is to plan for a risky and uncertain future, modify optimism with realism.

According to Seligman, the fundamental guideline for understanding when to use optimism is to ask yourself what is the cost of failure in a particular situation. The decision to employ optimism should be based on if the cost of failure is high, in that one’s life or one’s important relationship(s) are endangered. Therefore, “learned optimism” is founded on the principle of seeing life situations accurately, hence reducing catastrophic explanations for everyday circumstances.

Sometimes life events, whether negative or positive, can become overwhelming.

The Faculty Staff and Assistance Program (FSAP) provides confidential assessment, counseling, and referral services that support the well being of both the individual and the organization. Please contact us at (415) 476-8279 or visit the HR web site at FSAP

References and Resources

American Psychological Association, Learned Optimism Yields Health Benefits, 1995 -1996.
Maruta, T., Colligan, R.C., Malinchoc, M., and Offord, K.P., Optimists Verses Pessimists: Survival Rate Among Medical Patients Over a 30-year Period, Mayo Clinic Proceedings, 75(2), 2000.
Seligman, M.E.P., Learned Optimism: How to Change Your Mind and Your Life, 1998.
University of Pennsylvania, Learned Helplessness
http://www.noogenesis.com/malama/discouragement/helplessness.html, 1998.

Liberate Yourself Through Forgiveness

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Liberate Yourself Through Forgiveness

All of us have been hurt by something that has been done to us, or when our expectations have not been met. Forgiveness is a gift you give to yourself. Forgiving means living in the present instead of the past. When you choose to forgive, you choose to release feelings of anger and resentment. You choose to live in peace. When we don’t forgive others, we keep ourselves shackled to unhealthy thoughts; we are imprisoned in our own minds.

When people forgive they decrease their desire to harm their transgressor. Studies report that forgiving thoughts prompts a sense of increased control and decreased physiological stress responses. Other benefits to forgiveness include: a reduction in symptoms of anxiety, depression, and an increase in hopefulness and self-esteem.

Forgiveness is letting go of the pain in order to regain your life. Forgiveness is a skill that becomes easier by practicing with small hurts. The ability to forgive is a manifestation of the personal control that we have over our lives. Forgiveness is a decision to start with a clean slate…..it is a destination.

Steps to Facilitate Forgiveness:

Educate yourself—the more you know about forgiveness, the easier you will know how to achieve it.
Conduct an inventory of painful thoughts and memories. Dispose of hurtful thoughts that keep you imprisoned. Practice forgiving small hurts inflicted by strangers, friends, etc. This will prepare you for forgiving major hurts.
Challenge your expectations—“He shouldn’t have done this.” Remind yourself it is unrealistic to expect others to act the way you want. People make mistakes.
Understand that hostile and hateful thoughts are destructive. Be aware of the harm that resentment can do, and let that awareness motivate you to forgive and let go.
Write a letter to the person and express all your feelings fully. Conclude with a declaration that you have forgiven him or her, then destroy it.
Now that you have chosen to release yourself from anger and resentment, feel yourself growing lighter and freer. Now you will be free to move on with your life without the burden of bitterness.

“Forgiveness is not an occasional act. It is a permanent attitude.” Martin Luther King

Foods and Moods During the Holiday Season

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Foods and Moods During the Holiday Season

For many of us, our food intake may be a way of suppressing or soothing particular thoughts or feelings. Research over the past two decades has demonstrated that many people increase their food intake during particular times of the year, hoping to relieve the intensity of emotions and states such as anger, boredom, sadness, and loneliness. The Mayo Clinic reports psychological factors are significant throughout the year and that some people may overeat to cope and deal with problems. For example, during the holiday season there are many opportunities to indulge ourselves in a wide variety of foods. From Halloween candies to tasty Thanksgiving meal leftovers to company Christmas parties, we have much to feast and not famine. Unfortunately, too much snacking and not being mindful of eating patterns during the holiday season may lead to unplanned and unneeded weight gain that we may later regret.

So, how do we enjoy the vast array of foods and moods that await us this holiday season more sensibly?
Become aware of your emotional triggers for eating. Recall what you’ve eaten over the past week and observe yourself. Note patterns of when you eat. What happens just prior to eating and how you feel after eating? What type of foods do you eat?
Drink a glass of water. Sometimes our bodies mistake the feeling of dehydration for hunger.
If you slip, don’t be over-critical of yourself. Mistakes happen. Forgive yourself and try to learn from it. Make a plan for how you can prevent it from occurring in the future.
Don’t completely deprive yourself. Find healthier substitutes for what you’re craving. Perhaps allow yourself a small portion of a dessert that you love so much.
Be mindful of what you are consuming rather than grazing all day. A food journal has been helpful for many. Some may be surprised to list everything we consume from morning to bedtime.
Alternative to snacking…..Exercise. Exercise stimulates the “feel-better” chemicals (endorphins and improves your mood). Take the stairs—not the elevator; park in the farthest spot in the parking lot; walk or bike to work or to the store; walk during your lunch hour; play with your children instead of watching them play; walk with your family after dinner; do weekend chores the physical way—use a push mower to mow the lawn or wash your car manually; buy an exercise bike and pedal during TV shows or while talking on the telephone; use a pedometer and try to increase the number of steps you walk each day.
Lastly, talking to your doctor openly and honestly about your weight or possible health/medical concerns related to your food intake is one of the best things you can do for your health. Ask about weight-related medical conditions, such as hypertension, high blood cholesterol, diabetes, and arthritis. These health conditions may improve if you talk to your doctor about weight loss and are able to lose weight.

Changing your lifestyle is more than choosing different foods and putting more activity into your day. It also involves changing your approach to eating and activity, which means changing how you think, feel and act. Here are some suggestions:

Motivate yourself. No one can make you lose weight. In fact, increased external pressure—often from people close to you—may only make matters worse. Likewise, trying to lose weight to satisfy someone else rarely works either. Make diet and exercise changes to please yourself.
Make lifestyle changes a priority. As you’re planning to launch new weight-related lifestyle changes, make sure you’ve resolved other pressing problems in your life. It takes a lot of energy to change habits, and you want to be sure you’re focused on the matter at hand.
Have a plan. Work out a strategy that will gradually change the habits and attitudes that may have undermined your past efforts to lose weight. Choose a definite start date. Consider how often and how long you will exercise. Determine a realistic eating plan that includes plenty of water, fruits and vegetables. Write everything down: When and where will you do the steps in your plan? How will your plan fit into your schedule? What are the potential roadblocks, and how will you deal with them?
Set small goals. Remember that you’re in this for the long haul. You’re making lifestyle changes, and the goals you’ve written down are your first baby-steps in that direction. Anything you undertake too intensely or too vigorously will quickly become uncomfortable, and you’re more likely to give it up.
Surround yourself with good examples. As you set your goals, it helps to surround yourself with good examples. Magazines such as Health, Shape, and Cooking Light include plenty of real-life stories, healthy and easy recipes, exercise tips and interesting facts about fitness. Even if you eat meat, a publication such as Vegetarian Times can provide a wealth of low-fat recipes.
Avoid food triggers. Distract yourself from your desire to eat with something positive, such as calling a friend. Practice saying no to unhealthy foods and big portions. Eat when you’re actually hungry—not when the clock says it’s time to eat. When you eat, focus on eating. Serve your meals on smaller plates to make less food seem like more. In general, store food out of sight, and don’t keep junk foods around.
Focus on the positive. Rather than focusing on what you can’t eat, focus on what you can eat. Look at what new tastes, and activities you can discover that will enhance your health.
Don’t give up. So much in American culture conspires to make and keep you overweight. You will have setbacks. Don’t expect perfection. But don’t give up. Use relapses to get back on track. Motivate yourself with healthy rewards when you reach goals.

FSAP

References and Resources

Benton, D., Donohoe, R. T. The Effects of Nutrients on Mood. Public Health Nutrition, September, 2, 3A, 1999, pp. 403-409.
Bruinsma, K., Taren, D. L., Chocolate: Food or Drug? Journal of the American Dietary Association, October, 99, 10, 1999, pp. 1249-1256.
Herraiz, T. Tetrahydro-Beta-Carbolines—Potential Neuroactive Alkaloids in Chocolate and Cocoa. Journal of Agriculture Food and Chemicals, October, 48, 10, 2000, pp. 4900-4904.
Lyons, P. M., Truswell, A. S. Serotonin Precursor Influenced by Type of Carbohydrate Meal in Healthy Adults. American Journal of Clinical Nutrition, 47, 3, 1988, pp. 433-439.
Mayo Foundation for Medical Education and Research – http://www.mayoclinic.com

Enhance Your Well-Being Through Creativity

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Enhance Your Well-Being Through Creativity

Is personal creativity something that is mutable or is it a finite ability with discreet boundaries and limitations? Early life experiences as children may cause us to think of ourselves as creative or not; yet, within the last 3 decades psychologists and other social scientists are exploring the concept that perhaps we can learn the essential elements of creativity and use them to improve our lives and psychological well-being; also, defined as happiness by the following author.

Psychologist and author Mihalyi Csikszentmihalyi (professor and former chairman of the Department of Psychology at the University of Chicago), believes that although creative persons are different from one another in a variety of ways; they all have one thing in common: “They all love what they do.” They are not driven by dreams of fame or making lots of money; instead, it is the opportunity to do the work that they find most enjoyable. He found that it is not the career that determines the level of happiness; it is how these individuals perform their work. They derive a certain level of enjoyment from their work.

Through interviews with many people of various skills; such as, architects, athletes, chemists, engineers, historians, musicians, physicists, sociologists, and writers; Csikszentmihalyi has identified some commonly mentioned key elements of an enjoyable experience:

There is a balance between challenges and skills.
Action and awareness are merged.
Distractions are excluded from consciousness.
There is no worry of failure.
Self-consciousness disappears.
The activity becomes an end in itself.

Inherent Motivations that Can Enhance Creativity

According to Csikszentmihalyi, people focus their life activities in
accordance with two powerful motivations. One is the ability to enjoy being
creative for the sake of exploration and invention which has over generations
enhanced human society’s ability to survive in an unpredictable world. The other
is to derive pleasure from comfort and relaxation which allows us to rejuvenate
ourselves and to recover our energy in order to maintain overall health and
well-being. A balance of these two motivations can lead to enhanced
creativity.

Csikszentmihalyi offers some suggestions for enhancing our own creative
energy which he believes may enhance an individual’s well-being or
happiness:

Try to be surprised by something every day.
When something strikes a spark of interest, follow it.
Recognize that if you do anything well it becomes enjoyable.
To keep enjoying something, increase its complexity.
Make time for reflection and relaxation.
Look at problems from as many viewpoints as possible.
Produce as many ideas as possible.
Try to produce unlikely ideas.

Although the use of creativity is believed by some psychologists to contribute to the experience of well-being or happiness, the connection between creativity and well-being is quite complex. In that, during a creative activity an individual may not necessary feel a sense of well-being or happiness; instead, the individual’s focus is on the activity. The opportunity to experience well-being occurs after the experience or during a moment of distraction within the activity.

Csikszentmihalyi suggests that we focus on ways improve the opportunity for creativity to be experienced in our everyday lives. In general, many social scientists researching creativity encourage society to promote and to pursue creativity in all age groups as a way to enhance societal well-being. Additional information on creativity can be obtained through the following references.

The UCSF Faculty Staff and Assistance Program (FSAP) provides confidential assessment, counseling, and referral services that support the well being of both the individual and the organization. FSAP is located at the Laurel Heights campus at 3333 California Street, Suite 293. Please contact us at (415) 476-8279 or visit the HR web site at:

Employee Assistance

References and Resources

Csikszentmihalyi, M., (1996). Creativity: Flow and the Psychology of Discovery and Invention. HarperCollins Publishers, Inc.
Csikszentmihalyi, M., (1997). “Happiness and creativity.” The Futurist, Sep/Oct: 31(5).

Elderly Caregiving: Choices, Challenges, and Resources for the Family

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Elderly Caregiving: Choices, Challenges, and Resources for the Family

By many estimates, the group of American citizens 65 years and older will quadruple in the next three decades. With this expected population growth many of us in the upcoming years will be faced with primary or secondary caregiving for a loved one.

Numerous gerontological research studies report that family members provide nearly 82 percent of the necessary care for an elder family member. Oftentimes there is one primary caregiver. This person is most frequently the elder’s child/children or spouse. There may also be a secondary group of individuals offering support to the elder and the primary caregiver. They could be extended family members, as well as friends.

The Caregivers
The caregivers must often provide care under complex circumstances, often balancing the concerns of their own immediate families, their careers, and their responsibility for elderly caregiving. In fact, caregiving can often be defined as providing unpaid assistance for the physical and emotional needs of another person, ranging from partial assistance to round-the-clock 24-hour care. Caregivers can also be considered primary and secondary. Several studies report the primary is most often a daughter or spouse. The secondary caregivers are most often other family and close friends, as well as those who are not relatives. Secondary caregivers tend to be less frequently involved in the personal care, although help with support of the elder and respite of the primary caregiver.

Feelings and Experience of the Caregiver
Often as the illness or disability condition progresses in aging, the amount of caregiving increases rapidly with little warning. Along this journey of caring also comes a wide range of emotions and circumstances that may be confusing or appear conflictual by the caregiver. For example:

Chronic emotional and physical fatigue.
Internalized guilt.
Issues of death, dying, and other end of life concerns.
Not fully understanding the course or prognosis of the illness.
Anger towards self, the elder, and other caregivers.
Social isolation.
Sadness and grief.
Unexpected and increasing financial burdens.
Complex legal issues.
Stress on one’s own immediate family and relationships.
Denial and lack of preparation for the possibility of a difficult course of illness.

Care for the Caregiver

All things considered, one can imagine the incredible importance of the caregivers being attuned to caring for themselves. Many studies report that when there is a strong bond among the caregivers and the elderly that the caregivers feel less stress. However, this may not necessarily be the case at particular points in providing care; therefore, taking care of oneself is important to the entire process. All too frequently caregivers are unwilling, perhaps ashamed to ask for help because they perceive this to be a sign of inadequacy, perhaps even failure. The caregivers cannot be expected to do it all and it is imperative to set limits. To provide effective care, one needs to maintain one’s own health. In fact, neglecting your own care may have long-term consequences, not only for you, but also for the person who needs your care. The following items are often neglected by caregivers:

Getting adequate sleep.
Periodic exercise and nutritious meals.
Taking regular short and longer-term breaks from providing care.
Allowing others and/or agencies to take over for you (or collaborate with a co-partner).
A good awareness of knowing and acting upon when you need to rest.

Possible Resources for the Elderly

There are numerous private, community, and government sponsored resources for the elderly and their caregivers. Home delivered meals (often called “Meals on Wheels”), adult day care centers, group living facilities, multicultural centers, religious programs, geriatric social workers, and home health care agencies are examples. The American Association of Retired Persons (AARP), the National Council on Aging (NCOA), the local community senior and cultural centers are also fine examples of resources. At UCSF there is also the Goldman Institute on Aging at the Mount Zion Medical Center, and the UCSF Auxiliary Services that offers elder care consultation and referral services.

Ten Tips for Family Caregivers

Caregiving is a job and respite is your earned right. Reward yourself with respite breaks often.
Watch out for signs of depression, and don’t delay in getting professional help when you need it.
When people offer to help, accept the offer, and suggest specific things that they can do.
Educate yourself about your loved one’s condition and how to communicate effectively with doctors.
There’s a difference between caring and doing. Be open to technologies and ideas that promote your loved one’s independence.
Trust your instincts. Most of the time they’ll lead you in the right direction.
Grieve for your losses, and then allow yourself to dream new dreams.
Stand up for your rights as a caregiver and a citizen.
Seek support from other caregivers. There is great strength in knowing you are not alone.
Caregivers often do a lot of lifting pushing and pulling. Be good to your back.

As our elderly population increases more rapidly than ever before, and the large numbers of us become caregivers at some point in our life, potentially stressful experiences may await us. However, caring for an elderly individual can be highly rewarding. It may strengthen relationships among family members with numerous opportunities to work together. It is an opportunity to express love and appreciation for the support the elder has given you. Take good care of the elderly, as well as take great pride in yourselves, family, and friends.

Being Happy During Difficult Times

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Being Happy During Difficult Times

What is happiness and how does one find it in life? According to Dr. M. Csikszentmihalyi “happiness is not something that happens,” it is not something that is the result of good luck or random occurrences, nor is it a result of a monetary purchase or power. Rather “happiness is a condition that must be prepared for, cultivated, and defended privately by each person.” The definition of happiness has as many variations as there are individuals. One particular definition states that “happiness as a feeling of contentment created when all of one’s physical, emotional, psychological, intellectual, and spiritual needs have been gratified.”

Personal problems, local, national, and international events can keep us mired in the sorrows and hardships of the human condition. We all experience personal challenges in our relationships, our jobs, our finances, or maybe with our health. When watching or listening to the news, we are besieged with reports of crime, of natural disasters, and of war. Just knowing of these events or experiencing them can make it difficult to be happy. In recognizing that the current state of the nation, the world, and our personal lives is less than optimal, why consider the subject of happiness? Interestingly, building and strengthening one’s capacity for happiness is fundamental to building social resources and improving community with others. In his research, Dr. M. Seligman found that happy people tend to be more altruistic than sad people. He found that happy people are less self-focused, display more empathy, like others more, and are willing to share their good fortune more, even with strangers. In addition, he found that “looking out for number one is more characteristic of sadness than of well-being.”

This finding causes the author to wonder, would increasing individual happiness lead to a more peaceful world? While an intriguing question, there are a few practical changes that each of us can make to improve our lives and the lives of those connected to us. Following are some suggestions that can be used to create more happiness in your personal world.

Research Based Suggestions for Building a Happier Life

Realize that enduring happiness doesn’t come from success. People adapt to changing circumstances whether the circumstance is wealth or a physical disability. So, wealth is similar to health; in that, the utter absence of either one breed misery, but having them doesn’t guarantee happiness.
Take control of your time. Happy people feel in control of their lives. One can master her/his use of time by setting goals and breaking them into daily objectives. Though we often overestimate how much we can accomplish in a day, we generally underestimate how much we can accomplish if we work on it bit by bit.
Act happy. Sometimes we can act ourselves into a frame of mind. Just by smiling, one can begin to feel better; just as scowling can result in feeling negative. So, put on a happy face and see if you can trigger the happiness emotion.
Seek work and leisure that engage your skills. Happy people are often in a zone called “flow”—an absorption in a task that challenges them without overwhelming them.
Join the “movement” movement. A large amount of research has revealed that aerobic exercise, as well as yoga and meditation, not only promotes health and energy, it also helps to alleviate mild depression and anxiety.
Give your body the sleep it wants. Happy people tend to live active, vigorous lives, yet, reserve time for rejuvenating sleep and solitude. Sleep deprivation can result in fatigue, diminished alertness, and gloomy moods.
Give priority to close relationships. Close, intimate friendships with those who care deeply about you can help you get through difficult times. Resolve to nurture your closest relationships by not taking them for granted, show kindness to them, affirm them, and share time together.
Focus beyond the self. It is important to reach out to those in need. While happiness can increase helpfulness, doing good also makes one feel good.
Keep a gratitude journal. Taking time each day to pause and to reflect on some positive aspect of one’s life; such as friends, family, health, freedom, education, natural surroundings, and so on, increases one’s experience of well-being.
Nurture your spiritual self. For many, focus on spirituality and religion provide a support community, a way to look beyond self, and a sense of purpose and hope. Research has shown over and over that people who nurture their religious or spiritual interests tend to be happier and cope better with crises.

While this research based guide to build more happiness into your life is helpful, sometimes the need to seek professional psychological advice arises. References and Resources

Csikszentmihalyi, M., Flow: The Psychology of Optimal Experience, Harper Perennial, 1990.
Myers, D.G., The Pursuit of Happiness, Avon Books, 1993.
Selgiman, M.E.P., Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment, Free Press, 2002.

Beginning to Understanding Our Emotional Intelligence

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Beginning to Understanding Our Emotional Intelligence

Only in recent years has there emerged a scientific model of the emotional mind that explains how so much of what we do can be emotionally driven. How we can be so reasonable at one moment and so irrational the next? Is there the sense in which emotions have their own reasons and their own logic? Perhaps the two best assessments of the emotional mind are offered independently by Professor Paul Ekman, head of the UCSF Human Interaction Laboratory and by Seymour Epstein, a Clinical Psychologist at the University of Massachusetts.

Leading writer on Emotional Intelligence (EI), Daniel Goleman (1995) defines EI “As the capacity for recognizing your own feelings and those of others, and for managing emotions well in ourselves and in our relationships.” In his seminal book—Emotional Intelligence: Why It Can Matter More Than IQ, Goleman (1995) discusses the core concepts needed to begin understanding and assessing our emotional intelligence. He discusses the important skill of self-awareness, which includes the two key concepts of personal competence and social competence.

First of all, what is self-awareness? Self awareness involves having an accurate understanding of how you behave; how other people perceive you; recognizing how you respond to others; being sensitive to your feelings; intents and general communication style at any given moment; and being able to accurately disclose this awareness to others. Here are some examples of self-awareness:

Know when you are thinking negatively.
Know when your “self talk” is helpful
Know when you are becoming defensive.
Know how you are interpreting events.
Know what senses you are currently using.
Know the impact you behavior has on others.

Personal competence involves self-awareness, self-regulation, and motivation. Goleman describes each as follows:

Self Awareness—Knowing one’s internal states, preferences, and intuitions.
Self Regulation—Managing one’s internal states, impulses, and resources.
Motivation—Emotional tendencies that guide or facilitate reaching goals.
Social Competence—Having and using empathy and social skills.
Empathy—Awareness of others’ feelings, needs, and concerns.
Social Skills—Adeptness at inducing desirable responses in others.

The following are suggested readings for more in depth readings of Emotional Intelligence:

Descartes’ Error: Emotion, Reason, and the Human Brain
By Antonio R. Damasio (1994)

The Nature of Emotion: Fundamental Questions
By Paul Ekman and Richard J. Davidson (1994, Ed)

Emotional Intelligence: Why It Can Matter More Than IQ
By Daniel Goleman (1995)

Credibility: How Leaders Gain and Lose It; Why People Demand It
By James M. Kouzes and Barry Z. Posner (1993)

The Leadership Challenge: How to Keep Getting Extraordinary Things Done in Organizations
By James M. Kouzes and Barry Z. Posner (1993)

Successful Intelligence: How Practical and Creative Intelligence Determine Success in Life
By Robert J. Sternberg (1997)

Managing as a Performing Art: New Ideas for a World of Chaotic Change
By Peter B. Vail (1989)

In closing, keep in mind that in addition to your family, friends, and community supports, professional counseling and other assistance are available here at UCSF, as well as the local community. Knowing when to seek help for you and your loved ones and doing so ahead of time can make a world of a difference.

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Basics of Anger Management

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Basics of Anger Management

Anger is a feeling that is among the most frequently verbalized emotion for both children and adults. It’s a completely healthy and normal human emotion. However, how do we self-monitor ourselves and know when we are expressing our anger inappropriately? What strategies can we employ to better manage the verbal and physical expression of our anger?

Expression of Anger

According to the American Psychological Association, anger serves as a natural adaptive response to threats; it inspires powerful, often aggressive, feelings and behaviors, which allow us to fight and defend ourselves when we are attacked. A certain amount of anger; therefore, is necessary to our survival. However, we cannot simply lash out at every person, object, or situation we come across that angers us. Workplace codes of conduct, laws, social norms, and common sense place firm limits on how far our anger can take us.

People use a variety of both conscious and unconscious processes to deal with their angry feelings. Three most often cited approaches are expressing, suppressing, and calming as follows:

Expressing —your angry feelings in an assertive—not aggressive—manner is the healthiest way to express anger. To do this, you have to learn how to make clear and talk about what your needs are and how to get them met, without physically and/or verbally hurting others. Being assertive does not mean being pushy or demanding; it means being respectful of others while expressing your thoughts and feelings.

Anger can also be suppressed and then converted, sublimated, or redirected. This happens when you hold in your anger, stop thinking about it, and focus on something positive and not hurtful of yourself or others. The primary aim is to inhibit or bury your anger and convert it into more constructive behavior. The danger with this type of response is that if it isn’t allowed outward expression, your anger can turn inward—on yourself. Several decades of research by the American Medical Association, the American Psychological Association, and the American Psychiatric Association have demonstrated that anger turned inward may lead to hypertension, high blood pressure, and depression, among many other outcomes.

Calming —and monitoring ourselves throughout the process is fully possible for both adults and children. This means not just controlling your outward behavior, but also controlling your internal responses, taking steps to lower your heart rate, possibly removing yourself from the situation or source of anger, and letting your feelings of anger deescalate. Simple relaxation tools, such as deep breathing and relaxing imagery can help calm down angry feelings. Here are some simple steps you can try:

Breathe deeply, from your diaphragm; breathing from your chest typically has less of an effect.
Slowly repeat a calm word or phrase such as “relax,” “take it easy.” Repeat it to yourself while breathing deeply.
Use imagery: visualize a relaxing experience from either your memory or your imagination, perhaps a recent calming vacation or a pleasant memory from your childhood.
Non-strenuous, slow, yoga-like exercise can relax your muscles and make your feel much calmer.
Meditation is also known to have calming effects.

Practice one or more of these techniques in situations where you feel that you may not be able to express you anger appropriately.

Do you need help such as counseling? If you feel and believe that your anger is out of control—whether several incidents within a period of time, or a specific time at home or work each year (i.e., anniversaries), or simply put, even just from one incident, you may consider counseling to learn how to better manage your anger. A licensed mental health professional such as the counselors at the UCSF Faculty and Staff Assistance Program can work with you in developing a range of techniques for changing your thinking and your behavior. When you speak to a prospective counselor, tell them that you have concerns and problems with anger or perhaps that others may also have difficulties with your anger. Tell the counselor that you want to work on better managing your anger and ask how they can help you.

References

Davis, M., McKay, M., Eshelman, E. R, The Relaxation and Stress Reduction Workbook (5th Ed.), Oakland, CA, New Harbinger Publications, 2000.
McKay, M., Fanning, P., Paleg, K., Landis, D., When Anger Hurts Your Kids: A Parent’s Guide, Oakland, CA, New Harbinger Press, 1996.
McKay, M., Rogers, P. D., McKay, J., When Anger Hurts: Quieting the Storm Within, Oakland, CA, New Harbinger Press, 1989.

Balancing Your Internet Use

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Balancing Your Internet Use

We spend a lot of time on our computers while at work, but what about at home? The Internet has provided communication tools that have opened a new domain in social interaction. It is now possible to publish personal thoughts or ideas from the privacy of your own home, to a vast audience of hundreds or even thousands of individuals. It is now possible to chat with people from around the globe, and to maintain instant messaging relationships with strangers.

Research on Internet use is limited, but it is growing. There is controversy about whether or not Internet use can become an addiction. Dr. Kimberly Young (1), an Assistant Professor of Psychology at the University of Pittsburgh, coined the phrase “Pathological Internet Use,” to describe the condition she studied in 396 cases. Dr. Young presented her findings at the American Psychological Association convention in 1996, in which the symptoms of problematic Internet use were matched to those of pathological gambling. These and other questions about problematic Internet use will remain unanswered, until more controlled studies are done.

How many individuals are likely to be effected? A 1998 study of 18,000 Internet users, who logged onto the ABC News Web Site, found that 5.7 percent of the sample met the criteria for compulsive Internet use (2). The majority of those who become “addicted” to the Internet do so in their first six months of exposure, after which their use levels subside.

If you are concerned about how much you use the Internet, consider these suggestions (3):

Ask yourself, “What am I missing out on when I spend so much time on the “Net?” Write these activities down and decrease your Internet time to do some of these activities.
Set reasonable Internet use goals and stick to them. Take frequent breaks, at least 5 minutes each hour, and do some other activity.
Alter your routine to break your usage patterns. If you spend evenings on the Internet, start limiting your use to mornings, or alternate your morning/evening usage.
Find other people to talk to. Many people become hooked on the Internet through talking with others online. Find people in “real life” to talk to by joining a club, going to a concert, dining out with friends, or attending a training class.
Examine the underlying issues. Frequently, Internet overuse is a symptom of some other problem, such as feelings of emptiness or self-doubt. Seek assistance for what’s going on underneath your Internet use.
Seek out friends and acquaintances, who “couldn’t care less” about the Internet. Instead of trying to convert them to the power and magic of the “Net,” take time to appreciate the reality that all life is not yet online.
Stay connected to the offline world. Visit newsstands, book and music stores, and participate in entertainment such as dance, museums, music, and live theater. Long novels and poetry readings are hard to experience online.
Treat the Internet as a tool. Stay focused on the fact that the Internet is a means to an end. Plan your strategy—whether you’re looking for information or entertainment—with the end in mind and you’ll save valuable time.

References:

(1) Young, K. “Pathological Internet Use: the Emergence of a New Clinical Disorder.” Paper presented to the American Psychological Association, Toronto, 1996.

(2) DeAngelis, T. “Is Internet Addiction Real? More Research is Being Conducted to Explore the Way People Use—and Misuse—the Internet.” Monitor on Psychology, Volume 31 (4), 2000.

(3) Self-help strategies adapted from Goldstein, D. and Flory, J. Best of the Net Online Guide Book Series. Toronto, Canada: Irwin Professional Publishing, 1998, and from Jonathan Kandell, Ph.D., Psychologist and Assistant Director of the University Counseling Center, University of Maryland—College Park, 1996.

Achieving Good Mental Health

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Achieving Good Mental Health

Most Americans believe that good emotional health is just as important as good physical health. In fact, the majority of Americans feel psychological health is important for overall good health. Indeed, research has shown that psychological health affects physical health.

“We’ve been told for so long to get physical checkups, but taking care of our emotional well being has been sorely overlooked,” said Dorothy Cantor, Psy.D., former president of the American Psychological Association. “We are whole people—whole in the sense that our minds and bodies are connected. If we only take care of our physical well-being and not our emotional well-being, it could come back to haunt us.”

“When you have good emotional health, you’re able to experience feelings, share them appropriately, and not be overwhelmed by them. That doesn’t mean you can never be angry or sad. It means finding a balance and expressing your feelings appropriately,” said Dr. Cantor.

Good psychological health means having the mental energy to function well at home, at work, and at play. It means being able to eat, sleep, and relax without feeling anxious, depressed or worried.

Some ways to achieve good mental health:

Talk to people you trust about what’s bothering you.
Try not to turn a bad day into a major catastrophe—we all have bad days once in a while.
Find time to do things you enjoy.
Spend time exercising and eating well.
Do not put yourself last on the priority list when caring for others.
Do not ignore signals that something is distressing you.
Seek professional help if your feelings seem overwhelming.

Dr. Cantor adds “People may need professional help to maintain good psychological health in much the same way that they need a dentist to examine a toothache, a physician to set a broken bone, and a lawyer to answer legal questions. When you have a question about your emotional health, psychologists and other mental health professionals can be a great resource to help you resolve your problems and help you find solutions you may not have known existed. However, many people don’t know when it’s appropriate to see a mental health professional, and don’t know how to find a mental health professional to help them.”

A Personal Strategy for Engaging and Building Your Resilience

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A Personal Strategy for Engaging and Building Your Resilience

How do we deal with difficult events that change our lives such as the loss of a job, serious illness, loss of a loved one, and other challenging life experiences? Many people react with a flood of strong emotions and a sense of uncertainty. Yet, people generally adapt well over time to life—changing situations and stressful conditions. What enables them to do so? It involves “resilience,” an ongoing process that requires time and effort, and engages people in taking a number of steps.

RESILIENCE

The American Psychological Association reports that “resilience” is the process of adapting well in the face of adversity, trauma, tragedy, threats, or even significant sources of stress—such as family and relationship problems, serious health problems, or workplace and financial stressors. Resilience is “bouncing back” from difficult experiences. Research has shown that resilience is ordinary not extraordinary and that people commonly demonstrate resilience. One example is the response of many Americans to the September 11, 2001 attacks and people’s efforts to rebuild their lives. Being resilient does not mean that a person doesn’t experience difficulty or stress. Emotional pain and sadness are common in individuals who have suffered major adversity or trauma in their lives. In fact, the road to resilience is likely to involve considerable emotional distress. Resilience is not a trait that people either have or do not have. The National Institute of Mental Health reports that resilience involves behaviors, thoughts, and actions that can be learned and developed in anyone.

FACTORS REGARDING RESILIENCE

Many factors contribute to one’s resilience. Many studies demonstrate that the primary factor in resilience is having caring and supportive relationships within and outside the family. Relationships that create love and trust provide role models, and offer encouragement and reassurance help bolster a person’s resilience. The American Psychological Association reports the following factors regarding resilience:

The capacity to make realistic plans and to take steps to carry them out.
A positive/optimistic view of yourself and confidence in your strengths and abilities.
Skills in communication and problem solving.
The capacity to manage strong feeling, emotions and impulses.

STRATEGIES FOR BUILDING RESILIENCE

Developing resilience is a personal journey. Individuals do not all react the same way to traumatic and stressful life events. An approach to building resilience that works for one person might not work for another. People use varying strategies with some variations that may reflect cultural differences. An individual’s culture might have an impact on how he or she communicates feelings and copes with adversity—for example, whether and how a person connects with significant others, including extended family members and community resources. With growing cultural diversity, the public has a greater access to a number of different approaches to building resilience. Some or many of the ways to build resilience discussed may be appropriate to consider in developing your personal strategy. Below are guidelines towards building your resilience:

Take Care of Yourself—Pay attention to your own needs and feelings. Engage in activities that you enjoy and find relaxing. You should exercise regularly. Taking care of yourself helps to keep your mind and body primed to deal with situations that require resilience.
Establish and Maintain Connections—Good relationships with close family members, friends, and others are important. Accepting help and support from those who care about you and will listen to you strengthens resilience. Some people find that being active in civic groups, faith-based organizations, or other local groups provides social support and can help with reclaiming hope. Assisting others in their time of need also can benefit the helper.
Monitor Your Exposure to Media Coverage of Violence—Staying informed of current events is important; however, avoid overindulging yourself and be able to note when you have heard (radio), seen (television), and read (newspaper) the same horrific story over and over again. Take needed breaks from the media.
Avoid Viewing Problems as Impossible—You can’t change the fact that highly stressful events occur, but you can change how you interpret and respond to these events. Try looking beyond the present to how future circumstances may be a little better. Note any subtle ways in which you might already feel somewhat better as you deal with difficult situations.
Accept Changes as Part of Life—Certain goals may no longer be attainable as a result of adverse situations. Accepting circumstances that cannot be changed can help you focus on circumstances that you can alter.
Progress Towards Your Goal—Develop some realistic goals for yourself. Do something regularly—even if it seems like a small accomplishment, which enables you to move toward your goals. Instead of focusing on tasks that seem unachievable, ask yourself, “What’s one thing I know I can accomplish today that helps me move in the direction I want to go?”
Take Clear Actions—Act on adverse situations as much as you can. Take decisive actions, rather than detaching completely from problems and stressors and wishing they would just go away.
Maintain a Hopeful Outlook—Optimism is learned and nurtured over a period of time. An optimistic outlook enables you to expect that good things will happen in your life. Try visualizing what you want, rather than worrying about what you fear.
Keep Things in Perspective and Avoid “Catastrophizing”—Even when facing very painful events, try to consider the stressful situation in a broader context, and keep a long-term perspective. Avoid blowing the event out of proportion, such as catastrophizing everything. Noted mental health researcher and clinician Aaron Beck describes “catastrophizing” as fortune telling, meaning you predict the future negatively without considering other, more likely outcomes. For example—“I’ll be so upset, I won’t be able to function at all.”
Nurture a Positive View of Yourself—Developing confidence in your ability to solve problems and trusting your instincts helps build resilience.
Engage in Opportunities of Self-Discovery—People often learn something about themselves and may find that they have grown in some respect as a result of their struggle with loss. Many people who have experienced tragedies and hardships have reported better relationships; a greater sense of personal strength even while feeling vulnerable; increased sense of self-worth; a more developed spirituality; and heightened appreciation for life.

STAYING FLEXIBLE IS THE KEY

Resilience involves maintaining flexibility and balance in your life as you deal with stressful circumstances and traumatic events. This happens in several ways, including:

Letting yourself experience strong emotions, and also realizing when you may need to avoid experiencing them at times in order to continue functioning.
Stepping forward and taking action to deal with your problems and meet the demands of daily living, and also stepping back to rest and reenergize yourself.
Spending time with loved ones to gain support and encouragement, and also nurturing yourself.
Relying on others, and also relying on yourself. Remember, you are not an island.

RESOURCES FOR HELP

Getting help when you are in need is crucial in building and maintaining your resilience. Beyond caring family members and friends, individuals often find it helpful to seek prompt and specialized assistance from the following:

UCSF Faculty and Staff Assistance Program (FSAP).
A licensed mental health professional:

Psychologist (PsyD, PhD, EdD, DMH).
Clinical Social Worker (LCSW).
Marriage and family therapist (MFT).
Psychiatrist (MD, DO).
Self-help groups.
Online resources and books.

“Resilience”…..an ongoing process that requires time and effort and engages people in taking a number of steps.

Academic Personnel

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Office of the Ombuds

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Effects of Depression in the Workplace

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Effects of Depression in the Workplace

What to do when an Employee is Depressed

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What to do when an Employee is Depressed

American Psychological Association’s “Psychology at Work”

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American Psychological Association’s “Psychology at Work”

Overeaters Anonymous

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Overeaters Anonymous

Narcotics Anonymous

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UCSF Police Department

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Office of Sexual Harassment Prevention & Resolution

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Campus Administrative Policies

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Office of Affirmative Action/ Equal Opportunity/Diversity

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House Staff

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Distinction between Organizational Counseling Interventions and Organizational Development

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Distinction between Organizational Counseling Interventions and Organizational Development

What follows is intended to clarify the mutual distinctions and complementarity of traditional Organizational Development (OD) services, such as those provided by UCSF’s Development & Training unit, and Organizational Counseling Interventions (OCI) that are offered by Faculty and Staff Assistance Program.

-The expansion of EAP Core Technology over the past 50 years reflects and parallels a development within Psychology as a discipline, from exclusive focus on the individual to the embrace of a systems view of human groups (families, nations, sub-cultures, commercial and academic organizations, etc.). This expanded scope of services is practiced by EAPs throughout the UC and CSU systems, as well as by other major universities such as Harvard, Stanford and Johns Hopkins

-Within the systems perspective, the individual is understood to exist within a larger network of relationships; in fact, every individual exists within multiple, interlocking systems of relationship.

-From the systems perspective, while some problems may be dealt with more or less successfully by working with individual, a greater majority of problems exist within a context of relationships and thus cannot be resolved apart from the larger whole within which the individual lives and works.

-Organizational Development (OD) and Organizational Counseling Interventions (OCI) are two natural extensions of systems thinking within the larger discipline of Psychology.

-Given the fact that OD and OCI technologies have a common origin within Psychology as a discipline, and the development of the systems perspective in particular, it is necessary to identify the core distinctions between these two approaches to serving the organization:

-Group > Individuals vs. Individuals > Group Interventions: In general, OD interventions address and work with the group (department, staff, faculty, etc.) as a whole, within which individual employees function in various capacities; their focus is on how the larger whole can be altered, restructured, or otherwise improved. In contrast, OCI interventions address individuals and employee groups who may be suffering from a variety of intrapsychic or interpersonal problems, and behaviors, which in turn affect the larger group or department within which they work.OCI interventions are generally brought about because a manager, supervisor, faculty chair, etc., perceives a problem with one or more individuals within their group or department. Both OCI and OD interventions are designed to improve overall organizational health and effectiveness, which in turn improve the working conditions of individual employees.

-(Psychological) Functionality vs. Dysfunctionality: In general, OD interventions are made in response to organizational units experiencing change, needing to resolve problems in productivity, or where there are performance issues related to workplace climate, employee morale, skill level, use of technology, etc., but where what is at issue is the normal functionality of the department, not the (psychological) dysfunctionality of the individuals within it. On the other hand, OCI interventions assume, and are appropriate in cases where the presenting problem is abnormal behavior, psychiatric symptoms, or stress-induced dysfunctionality of whatever kind. These problems may be primarily personal (such as a substance abuse problem or depression), or primarily interpersonal (such as personality conflicts, aggression and chronic incivilatizity, or antagoiziom habitual disrespect). Either way, they also have an adverse impact on the functionality of the group as a whole.

Some of the typical areas of focus and expertise where OD and OCI differ are listed below, and these may be used as decision-making criteria when it comes to deciding whether a management request for intervention should be referred to D&T or to FSAP.

Organizational Development	Organizational Counseling
Leadership development	Personality dysfunction (substance abuse, psychiatric symptoms, etc.)
Departmental (re)organization	Stress/Change Management
Poor Morale	Grief reaction to loss or death
Group retreats	Critical Incident Stress Management
Skills development and technology usage	Employee/patient safety issues
Team - building	Communication breakdown within teams
Workplace climate	Entrenched interpersonal conflict
Promoting improved/increased organizational performance	Promoting organizational wellness

UCSF Threat Management Team

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UCSF Threat Management Team

Introduction

In 1994, UCSF established a Threat Management Team (TMT) for the Campus and Medical Center. This cross organizational team was established to ensure the safety of faculty, staff, and students, by reducing and containing to the extent possible, intimidating or threatening workplace behaviors. TMT members provide consultation and education on violence risk assessment, threat management, Zero Tolerance, and Violence in the Workplace training. The TMT was instituted in response to an increase of violence in the workplace nationally, and UCSF’s commitment to intervene when such incidents may compromise the safety of personnel and students.

The Team wishes to communicate to all key stakeholders, managers, supervisors, and administrators at UCSF, our ongoing commitment to provide the highest level of threat management possible, to our clients. For TMT consultation services and further information, please contact any unit or department on the TMT for consultation purposes.

UCSF Threat Management Team is comprised of:

UCSF Police Department (415-476-1414)
Faculty and Staff Assistance Program (415-476-8279)
Campus Labor and Employee Relations ( 415- 476-3908)
Medical Center Labor and Employee Relations ( 415-514-4946 )
Office of Legal Counsel (415-476-5003)
Medical Center Security Services (415-885-7890)

Roles:

UCSF Police Department: The role of the UCPD in the TMT is to investigate possible criminal background and activity, determine weapons ownership, provide security in situations of violence and imminent risk, and contribute its expertise to the risk assessment process. In all cases of actual or imminent violence, call 9-911 immediately.
Medical Center - Department of Security Services: The role of Security in the TMT is to ensure the safety of Medical Center employees and facilities, work in conjunction with the UCPD in areas shared with Campus, and contribute its expertise to the risk assessment process.
Faculty & Staff Assistance Program: The role of FSAP on the TMT is to advise on all relevant psychological and behavioral signs, symptoms, and risk factors of actual or potential violence that necessitate threat management. In addition, FSAP arranges Fitness for Duty and Return to Work procedures when indicated, and provides individual assessment, counseling and group debriefings for employees impacted by such situations.
Legal Affairs: The role of Legal Affairs in the TMT is to ensure that all UC (as well as relevant state and federal) laws and regulations are duly discussed and observed in the course of Team deliberations, recommendations and interventions, as well as to manage liaisons with outside legal counsel.
Labor & Employee Relations: The role of Labor & Employee Relations in the TMT is to keep the Team cognizant of, and compliant with, UC labor policy and procedure, collective bargaining and employment-related legal issues, investigate relevant employment history, and ensure that disciplinary and other recommended actions are handled with appropriate autonomy from the TMT process itself.

Introduction

The UCSF Zero Tolerance Standard for Workplace Violence states in part:

UCSF is committed to maintaining a safe workplace that is free from threats and acts of intimidation and violence. When faced with these situations UCSF has taken swift and remedial action to protect the rights of employees, faculty and students. The Standard is intended to bring awareness to all on campus that threats or acts of violence and intimidation are taken seriously and will be investigated.

The Threat Management Team (TMT) was established by UCSF in response to concerns about workplace violence and as a means to implement the Zero Tolerance Standard. The TMT coordinates responses to concerns raised by Campus and Medical Center administrators, faculty, staff and students. The team is intended to augment existing University systems and is convened whenever departments need help responding to a potentially dangerous situation. It is comprised of several campus units (see below) with special expertise and professional training in assessing and handling violence in the workplace. These units work together systematically to assess and address behavior perceived as disruptive, intimidating, threatening, or violent.

Definitions:

Any act of intimidation, threat of violence, or act of violence committed against any person on the property of the University of California, San Francisco is prohibited.

Intimidation: A physical or verbal act toward another person, the result of which causes that person to reasonably fear for his/her safety or the safety of others. A physical or verbal act which threatens bodily harm to another person or damage to the property of another. A physical act, whether or not it causes actual bodily harm to another person or damage to the property of another.
Threat of Violence:
Act of Violence:
- No person shall possess or have control of any firearm, deadly weapon, or prohibited knife, as legally defined, while on the property of the University of California, San Francisco, except as required in the lawful course of business or as authorized by the UCSF Police Department.

Procedures:

Some Warning SignsManagers and supervisors are urged to respond EVERY time to threats, intimidation, and/or actual violence, but to use common sense when assessing potentially violent behavior. Even though this section lists some behaviors that may indicate a potential for violence, it is important to keep in mind that these characteristics do not necessarily predict violence and that some violent people may display no symptoms at work. Keep in mind that some of these characteristics may apply to otherwise productive employees, most of whom would never commit a violent act. In cases where a person’s behavior is ambiguous, ask yourself and train your staff to consider, these two questions:

Any UCSF faculty member, student or employee who is the subject of, or a witness to, a suspected violation of this standard should report the violation to a supervisor, manager or person in authority who is not involved in the conduct.
Any UCSF supervisor, manager, or person in authority who receives a report of a suspected violation of this standard shall document the incident, and notify an appropriate UCSF official.
Any emergency, perceived emergency, or suspected criminal conduct shall be immediately reported to the UCSF Police Department. Sexual violence is also criminal conduct and shall be immediately reported to the UCSF Police Department.
Any UCSF faculty member, student or employee found to be in violation of this standard may be subject to criminal prosecution as well as discipline up to and including dismissal pursuant to applicable University Personnel Policies or Collective Bargaining Agreements.

Commonly identified behaviors that may signal the potential for violence:

Might the behavior(s) be potential or actual acts of intimidation or threat?
Might other individuals informed of the behavior(s), consider them potential and, or actual acts of intimidation or threat?
Has outbursts of rage and anger and may intimidate others.
Cooperates poorly with others.
Blames others for own problems.
Displays changes in work patterns such as tardiness or absenteeism.
Demonstrates extreme or bizarre behavior, or deep depression.
Is known to abuse alcohol or drugs.
Has had a recent loss.
Is disgruntled more than usual about work and is fixated on perceived injustices.
Exhibits low self-esteem.
Engages in sabotage behavior.
Has a history of violent behavior.
Shows an extreme interest in or obsession with weapons, e.g., paramilitary training, weapons collections, compulsive reading of gun magazines.
Discusses weapons excessively at work, carries a concealed weapon, or flashes a weapon to test reactions.
Makes either direct or veiled verbal threats of harm (e.g., predicts that bad things are going to happen to a co-worker or supervisor).
Intimidates or instills fear in co-workers or supervisors. (This includes verbal as well as physical intimidation.) Examples include harassing phone calls and stalking.
Has an obsessive involvement with the job, often with no apparent outside interests. (This trait is usually coupled with failed or strained outside relationships; the workplace becomes the person’s sole source of identity.)
Is a loner who has little involvement with co-workers, with the possible exception of a romantic interest in another employee. This interest is frequently so intense that the targeted employee will feel threatened and may want to report the unwanted attention as sexual harassment.
Is fascinated with recent incidents of workplace violence and openly approves of the use of violence under similar circumstances.
Shows an escalating propensity to push the limits of normal conduct, disregarding the safety of co-workers.
Is highly suspicious or paranoid, and often believes that the whole world is against him or her.
Handles criticism poorly and has problems with people in authority; holds grudges, especially against a supervisor, and often verbalizes a hope for something to happen to the person against whom the employee has a grudge.
Expresses extreme desperation over recent family, financial, or personal problems.

What you can do:

Do not ignore or downplay direct or indirect threats from any person, as they could escalate into serious incidents later on. To prevent the escalation of such incidents, every member of the campus community should learn to recognize and report behavior that is disruptive, intimidating, or could potentially lead to violence. All managers and supervisors are encouraged to take the Violence in the Workplace training offered periodically by the TMT. You should also ensure that employees in your department are familiarized with the Zero Tolerance Standard, including its Procedures for reporting any events covered by it. As a supervisor, you should take immediate steps to address problem behavior and ensure the safety of your employees. In addition to careful documentation of the incident, your primary responsibility is to notify a member of the TMT immediately.
Conduct a workplace security survey. (The UCSF Police Department - Crime Prevention Unit is available to assist you, as well as the Security Department for all Medical Center departments). Train staff, students, and faculty to safely respond to hostile individuals. Communicate the Zero Tolerance Standard to all staff, students, and faculty. Establish a departmental procedure for reporting harassment, threats, or acts of violence; train all to report all such incidents rather than retaliate. Where possible, limit access to the workplace by non-employees. Follow the appropriate campus policy for taking disciplinary and discharge/dismissal actions with consultation from appropriate campus resources. Never ignore threats! Consult and document where appropriate. If there is a threat, consider temporarily relocating the threatened employee’s workstation to a more secure area, screening incoming phone calls, providing an escort, and other protective measures. Be aware of potential conflicts between employees and take action to resolve them before they grow. If someone enters your workplace with a weapon, 1) immediately contact UC Police at 9-911; 2) leave the area with as many others as possible; if not possible, hide and protect yourself; 3) do not try to negotiate with the assailant. Plan for responding to staff needs after an incident by using available resources such as FSAP. Retain evidence ? voice mail, email and/or any other written messages perceived to be threatening.
Planning & Prevention: Managers and supervisors in your department might wish to discuss and plan for preventing and responding to such issues, including educating staff, students, and faculty. You should take into account the nature of your work, your location, staffing, and other unique features such as whether your unit handles cash or is responsible for issues that people feel passionate about.

Conclusion:

The cooperation of everyone is a crucial part of keeping our campus and medical center safe. Your full commitment and assistance is required to ensure that the essential University mission can be achieved in a safe and healthy environment.

Available Violence in the Workplace training: TMT members provide consultation and education on Zero Tolerance, violence risk assessment, threat management intervention, and violence in the workplace training. Please contact any unit or department on the TMT for consultation and further information about their services.

UCSF Threat Management Team:

UCSF Police Department

Faculty and Staff Assistance Program

Campus Labor and Employee Relations

Medical Center Labor and Employee Relations

Problem Resolution Center

Faculty and Staff Assistance Program

Environment, Health, and Safety

Center for Gender Equity

Office of Legal Counsel

Medical Center Department of Security Services

Other Resources:

Departmental Consultation and the Zero Tolerance for Violence Policy

The Faculty & Staff Assistance Program, in conjunction with other units within the University, assists in the investigation of threats and violent acts within the workplace pursuant to the University’s Violence in the Work Place policy 150-27, which states:

"UCSF is committed to maintaining a work place free from threats and acts of intimidation and violence and has adopted a zero tolerance standard for this campus. Therefore, any act of intimidation, violence, or threat of violence (see definitions below) should be reported immediately to an appropriate UCSF official. All reported incidents will be investigated.

Act of violence: A physical act, whether or not it causes actual bodily harm to another person or damage to the property of another.

Intimidation: A physical or verbal act toward another person, the result of which causes that person to reasonably fear for his/her safety or the safety of others.

Threat of violence: A physical or verbal act which threatens bodily harm to another person or damage to the property of another.

Any act of intimidation, threat of violence, or act of violence committed against any person on UCSF-owned properties is prohibited.

No person shall possess or have control of any firearm, deadly weapon, or prohibited knife, as legally defined, while on UCSF-owned properties, except as required in the lawful course of business or as authorized by the UCSF Police Department.

Any UCSF faculty member, student, or employee, who is the subject of, or a witness to, a suspected violation of this policy should report the violation to a supervisor, manager, or person in authority who is not involved in the conduct.

Any UCSF supervisor, manager, or person in authority who receives a report of a suspected violation of this policy shall document the incident, and notify an appropriate UCSF official.

Any emergency, perceived emergency, or suspected criminal conduct shall be immediately reported to the UCSF Police Department.

Sexual violence is also criminal conduct and shall be immediately reported to the UCSF Police Department.

Any UCSF faculty member, student, or employee found to be in violation of this policy may be subject to criminal prosecution as well as discipline up to and including dismissal pursuant to applicable University personnel policies or collective bargaining agreements."

Management should report any acts which violate this policy by first, contacting the UCSF Police Department at (415) 476-1414 to report the incident and then calling FSAP at (415) 476-8279. We will assist you and those effected by the incident with counseling and assistance in conjunction with the University’s Threat Management Team. You may also report an incident to Labor & Employee Relations (for the Medical Center at (415) 514-4909 or for the Campus at (415) 476-3905) or the Office of Legal Affairs at (415) 476-5003.

Resources and Support Available to UCSF Community Members Coping with the Events of 9/11/2001

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Resources and Support Available to UCSF Community Members Coping with the Events of 9/11/2001

In the wake of Tuesday, September 11’s tragic events, the UCSF Faculty and Staff Assistance Program (FSAP) is available to provide supportive services and effective coping strategies for employees. Finding hope and strength in the aftermath of such an overwhelming tragedy is vital to all of us within our UCSF community. The range of emotional reactions one may experience can include, shock, sadness, anger, disbelief, and transient feelings of helplessness and anxiety.

FSAP has compiled a list of resources below that you may find of assistance. Individuals may also seek individual counseling and support by contacting us directly at (415) 476-8279 or, by email, at .(JavaScript must be enabled to view this email address).

UCSF-Based Counseling Resources, in Addition to FSAP:

Langley Porter Psychiatric Institute- Mental Health Services: (415) 476-7500. Langley Porter is available for crisis counseling
Student Health Services- Counseling for UCSF students only: (415) 476-1281.
UCSF Child Life Services- Counseling for children: (415) 353-1203

To Make Donations for Relief Efforts:

American Red Cross- For blood or cash donations: Call 1-(800) HELP-NOW or visit http://www.redcross.org/

Internet Coping Resources:

National Institute of Mental Health - NIMH has compiled a list of resources and articles to for helping cope and appropriately respond to the events of September 11, which can be found online at: http://www.nimh.nih.gov/outline/responseterrorism.cfm (Please note: this site is currently experiencing a very high volume and you may need to try repeatedly.)
American Psychiatric Association - They have posted a list of resources and media advisories on their home page, which can be found at http://www.psych.org
Help Talking with Children - Parent Center and the National Mental Health and Education Center offer parents advice on talking with children about the terrorist attack at: http://www.parentcenter.com/refcap/parenting/raising/34843.html
Tips for Teaching Tolerance - The National Association of School Psychologists has made available a useful paper entitled “Promoting Tolerance and Peace in Children - Tips for Parents and Schools”, which can be found at: http://www.nasponline.org/neat/tolerance.html
American Psychological Association - The APA has posted links and resources for services to aid in coping and helping others cope in response to the events of September 11, 2001 at: http://www.apa.org/psychnet/coverage.html. They also offer a brochure entitled “Managing Traumatic Stress: Tips for Recovering from Disasters and other Traumatic Events” at: http://helping.apa.org/therapy/traumaticstress.html
Center for Mental Health Services - “After Disaster: What Teens Can Do” http://www.mentalhealth.org/schoolviolence/teens.htm
www.trauma-pages.com - This website offers a compendium of links for information and support relative services to cope with a variety of issues related to disasters.
U. S. Army Community and Family Support Center (USACFSC) - The USACFSC website, at http://www.armymwr.com offers information on innumerable topics, from coping with Military mobilization and deployment, to Army Family Team Building, to child and youth service, to relocation assistance.

National Institutes of Mental Health

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Mental Help.Net’s Self-Help Pages

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PsychologyInfo

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NYU Department of Psychiatry Public Information Page

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Mental Help.Net

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Psychology.com

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Drug-Free Workplace Kit

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American Psychiatric Association

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Personal Coaching - Dreamlife

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Articles & Resources: Stress & Coping In Uncertain Times

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Articles & Resources: Stress & Coping In Uncertain Times

In the year and a half leading up to March 3, 2003, many tragic national, international, and local events have followed. Finding hope and strength in the aftermath of the slew of tragic events is vital to all of us within our UCSF community. The range of emotional reactions one may experience can include, shock, sadness, anger, disbelief, and transient feelings of helplessness and anxiety. Whether one promotes more peaceful resolutions or in contrast believe military action is the only solution to reduce conflicts, one cannot deny that many of the experiences over the past few years alone have affected our mental and physical health in some way. At the same time, local issues such as budget deficits may also impact our feelings of uneasiness. As we all move through the series of troubling events, many of us may have witnessed our resiliency diminish to some extent as stress levels appear to increase, only to continue to focus on the reality of the future and living in uncertain times.

FSAP has compiled a list of resources below that you may find of assistance with supportive services and effective coping strategies during these uncertain global times. UCSF faculty and staff may also seek individual and confidential professional counseling and support by calling FSAP directly at (415) 476-8279, by email at .(JavaScript must be enabled to view this email address).

ARTICLES

MANAGING OURSELVES DURING DIFFICULT GLOBAL TIMES, Brian S. Andres, PsyD, UCSF Faculty and Staff Assistance Program (FSAP)

MANAGING OURSELVES THROUGH TROUBLED TIMES, Bonnie McKenzie, IPS Worldwide Employee Assistance
http://www.eap.com.au

COPING WITH UNCERTAINTY: A 4-STEP PLAN, Mayo Clinic
http://www.mayoclinic.com

LIVING YOUR LIFE DURING TERORRIST THREATS AND OTHER CHALLENDING TIMES, National Mental Health Association
http://www.nmha.org

TALKING TO CHILDREN ABOUT TERRORISM AND WAR, American Academy Of Child & Adolescent Psychiatry
http://www.aacap.org

FEELING SECURE IN AN UNCERTAIN WORLD, Mayo Clinic
http://www.mayoclinic.com

HELPING CHILDREN AND ADOLESCENTS COPE WITH VIOLENCE AND DISASTERS, National Institute of Mental Health
http://www.nimh.nih.gov

WHEN DISASTER STRIKES: MANAGING MENTAL HEALTH IN THE WORKPLACE, The National Partnership for Workplace Mental Health
http://www.workplacementalhealth.org

MANAGING TRAUMATIC STRESS: TIPS FOR RECOVERING FROM DISASTERS AND OTHER TRAUMATIC EVENTS, American Psychological Association

DISASTER PREPAREDNESS FOR PEOPLE WITH DISABILITIES, American Red Cross
http://www.redcross.org/services/disaster/beprepared/disability.html

ADDITIONAL RESOURCES

UCSF STUDENT MENTAL HEALTH SERVICES - Counseling for UCSF students only: (415) 476-1281

UCSF CHILD & ELDER CARE CONSULATION & REFERRAL SERVICE - A variety of services children and elders: (415) 502-7696

AMERICAN PSYCHOLOGICAL ASSOCIATION - The APA has posted links and resources for services and resources for coping and stress at http://www.apa.org/psychnet/coverage.html.

THE AMERICAN RED CROSS - has several brochures and many resources on a variety of disaster and trauma relief. http://www.redcross.org [Available in Chinese, English, Japanese, Korean, Spanish, Tagalog, & Vietnamese)

CENTER FOR MENTAL HEALTH SERVICES- "After Disaster: What Teens Can Do" http://www.mentalhealth.org/

WWW.TRAUMA-PAGES.COM - This website offers a compendium of links for information and support relative services to cope with a variety of issues related to disasters

AMERICAN PSYCHIATRIC ASSOCIATION - They have posted a list of resources and media advisories on their home page, which can be found at http://www.psych.org

HELP TALKING WITH CHILDREN - Parent Center and the National Mental Health and Education Center offer parents advice on talking with children about the terrorist attack at: http://www.parentcenter.com/refcap/parenting/raising/34843.html

TIPS FOR TEACHING TOLERANCE - The National Association of School Psychologists has made available a useful paper entitled "Promoting Tolerance and Peace in Children - Tips for Parents and Schools", which can be found at: http://www.nasponline.org/resources/crisis_safety/tolerance_general.aspx

NATIONAL INSTITUTE OF MENTAL HEALTH - NIMH has compiled a list of resources and articles to for helping cope and appropriately respond to the events of September 11, which can be found online at: http://www.nimh.nih.gov/nimhhome/index.cfm. (Please note: this site is currently experiencing a very high volume and you may need to try repeatedly.)

NATIONAL ASSOCIATION OF SOCIAL WORKERS - NASW offers of variety of reading and referral resources. http://www.naswdc.org/

TO MAKE DONATIONS FOR RELIEF EFFORTS

AMERICAN RED CROSS- For blood or cash donations: Call 1-(800) HELP-NOW or visit http://www.redcross.org>

Langley Porter Psychiatric Institute

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Student Health Services

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Center for Gender Equity

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UCSF Library

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Managing Ourselves During Difficult Global Times

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Managing Ourselves During Difficult Global Times

With a brief survey of the tragic national and international events covered by the media over the past few years, one can easily note strong themes of living in a world of troubled times and uncertainty. A longtime television anchor recently noted “? since the horrific events of September 11th, there has not been a day in the life of any US television station or newspaper bureau, which has not mentioned the possibility of impending war, increased terrorism alerts, or more international conflict”. Whether one promotes more peaceful resolutions or in contrast believe military action is the only absolute solution to reduce conflicts, one cannot deny that many of the experiences over the past two years alone have affected our viewing choices and access to more live news.

With these uncertain and troubled times, several mental health and consumer studies have noted a growing dependence upon watching television for news in comparison to radio, the Internet, or newspapers. Studies report that a preference for live-action footage is among the primary reasons for the rapid increase in television viewing. As one long-time talk television talk show host so aptly noted, “We want live action television and to be in the courtroom, in people’s homes, with police beats, and adventure rides with others. We want to watch people find a spouse.” Following such events on television allows us observe first hand emotions. However, with our rapid increase in becoming dependent upon television for entertainment, relaxation, and at times as the only primary source of daily news updates, many medical and mental health professionals continue to be alarmed with the television viewers ability to manage their exposure to the media. It is imperative to frequently assess and find a healthy balance of our exposure to the media, particularly disturbing live footage.

MANAGING DISTURBING EVENTS AND NEWS

Reactions to disturbing local and global events can be unique and different for each individual. How do we act rationally and “normally” in these challenging times? For some, we become more nervous and begin to increase our television news viewing exponentially. For some, feelings of fear or anger are so profound and there is little room for other feelings. Other feelings such as sorrow, hopelessness, mistrust, or perhaps an inability to feel may lie beneath the initial feelings and reactions to news. Regardless, an array of feelings may arise and one can share them with colleagues, friends, family, and with professional help. Listed below are some tips on having a better perspective and balance on ones health and viewing of television:

Develop and continue life affirming activities (i.e., spending time with family and friends, enjoying hobbies, volunteerism), while keeping note on what is appropriate for your children whether you should include them
Limit your viewing of news broadcasts. Some are watching 3 to 4 broadcasts a day. Particularly when watching 24-hour news coverage stations, notice when you have watched the same broadcast more than once in a day
When a crisis and/or disturbing event occurs, set firm limits on how many times you watch such updates on television. Take breaks from news coverage
Strictly limit your children’s viewing and allow time to have them initiate their views, and disclose possible fears, and confusion
Differentiate between terrorism and war
Notice how you and your family may take away time from other pleasurable and relaxing activities simply to watch television
Notice how viewing television is easily equated with “relaxation” for you and your family
Notice how news events may strongly influence and at times dominate the subjects of conversation with your family and friends
Maintain your mental health and watch for signs of depression and anxiety
Notice loss of focus of what was previously important to you and your family
Be aware of excessive alcohol and other drug use
Give guidance and support to children and other vulnerable people in your life (i.e., ailing relatives)
Take necessary precautions (i.e., emergency home kit), but recognize when you may be overdoing it
Monitor your eating habits and appetite
Maintain your physical health. Strengthen your daily routine of staying physically fit
Give yourself permission to feel and grieve the losses of others involved in disturbing news
Talk to others close to you, which can help keep fears realistic
Highly consider creative and stress relieving outlets such as hobbies, creative arts, perhaps exercise in contrast to watching television
Consider and actively seek professional help when needed
Be optimistic and solution focused
Provide support to others and possibly other organizations
Realize there are contrasting attitudes about war and conflict
Monitor feelings of hopelessness and a sense of loss of control of one’s life
Notice any heightened sense of concern for the well being of your loved ones and what is most realistic for you and them

In closing, keep in mind that in addition to your family, friends, and community supports, professional counseling and other assistance are available here at UCSF as well as the local community. Knowing when to seek help for you and your loved ones and doing so ahead of time can make a world of a difference.

The UCSF FSAP (Faculty and Staff Assistance Program) provides professional and confidential assessment, counseling, and referral services that support the wellbeing of both the individual and the organization. For an appointment or more information contact FSAP at (415) 476-8279 or visit the website www.ucsfhr.ucsf.edu/assist. FSAP is located at the Laurel Heights campus at 3333 California St., Suite 293.

References and Resources

1. American Academy of Child and Adolescent Psychiatry
2. American Medical Association
3. American Psychiatric Association
4. American Psychological Association
5. Baum, A. (1986). Toxins, technology, disasters. In (Ed.) Cataclysms, crisis, and catastrophes: Psychology in action. Washington, DC: American Psychological Association.
6. Bloch, D. A., Silber, E., Perry, S. E. (1956). Some factors in the emotional reactions of children to disaster. American Journal of Psychiatry. 113, 416-422.
7. CNN News
8. Mayo Clinic for Medical Education and Research
9. National Mental Health Association

Services to the Organization: Managers, Supervisors, and Departments

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Services to the Organization: Managers, Supervisors, and Departments

In addition to individual counseling, FSAP provides professional consultation and Organizational Counseling Intervention (OCI) services to managers and supervisors of individuals, departments, and workgroups.

OCI services are based on the principles of Organizational psychology and behavior, and are designed to restore or enhance the functioning of employees in their jobs and strengthen the organization. Workgroups and departments that function cohesively promote higher productivity and organizational resilience.

FSAP does not provide OD services Organizational Development (OD) services are provided by Development and Training (D&T). For (OD) services please contact D&T 415-476-4841 or visit their website at : http://ucsfhr.ucsf.edu/index.php/training

For distinction between FSAP-OCI and Development and Training (OD), please the click on the following link: Distinction between Organizational Counseling Interventions and Organizational Development

FSAP services to Departments include:

Organizational Consultation

Psychiatric symptoms or behavioral problems in the workplace
Substance Abuse Intervention Assistance
Interpersonal and departmental conflict
Employee or patient safety concerns
Organizational transitions
Professional Coaching: Improving Management Approaches and Skills

Organization Counseling Interventions

Stress Management
Critical incident debriefing and management
Problematic communication
Team building
Informal conflict resolution

For more information on departmental consultation services, managers and supervisors are encouraged to call FSAP at (415) 476-8279 or email us at .(JavaScript must be enabled to view this email address).

Threat Management Team Services

In conjunction with other units at UCSF and at UCOP, FSAP assists in the investigation of intimidation, threats and violent behavior within the workplace, pursuant to the University’s Violence in the Work Place policy 150-27. FSAP’s role on the TMT at UCOP is to assess the risk of violence to a particular targeted individual or group, and to advise management on how to interrupt escalation and reduce risk. FSAP will also assist those affected by the incident with counseling and referrals.

Services for Faculty and Staff

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Services for Faculty and Staff

(including residents, postdocs, and clinical fellows)

Personal

Depression
Substance abuse (alcohol or drugs)
Anxiety
Traumatic events
Domestic violence
Crisis situations
Parenting issues
Stress
Coping with disabilities
Partnership concerns
Anger management problems
Elder or dependent care
Grief and loss

Work-related

Problems with job performance
Interpersonal conflict (with supervisors, peers, or subordinates)
Competing professional and personal demands
Organizational transitions
Changes in roles and responsibilities
Layoffs

Our program provides short-term assistance (up to three sessions). We do not provide ongoing treatment, however, when appropriate FSAP will provide referrals under your insurance plan, or to other community/health care resources, depending on your needs.

The Faculty & Staff Assistance Program is entirely voluntary; we are a resource to help you resolve problems. Utilizing FSAP does not, however, relieve you of the responsibility to provide good work performance.

All discussions with FSAP counselors are confidential and will not become part of your personnel file. The counselor will not release information to other individuals unless you authorize them to do so.

To schedule an appointment to meet with an FSAP counselor, please contact us at (415) 476-8279. Appointments are not made via email. We look forward to assisting you.

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