Tbc Health

Do you work with a tornado? You know the kind of person who always seems surrounded by drama in their personal and professional lives?  Any attempt by their colleagues to get them to change their ways falls on deaf ears.  Can you see them heading for burnout in a couple of year’s time?

Research from the Institute of Chartered Accountants in England and Wales found that 45 per cent of people questioned say they have suffered from stress, citing unattainable targets, poor management and bad work-life balance as the causes.  Employees claim their work stress levels also affecting their home life, with half saying it impacted on their health and 41 per cent reporting it was detrimental to their social life.  The expert highlights those in the financial sector as being renowned for being stressed.

Therefore employers have a duty of care to protect their staff.  Staff who perform well become an asset not a burden.

Believe it or not some people actually love a crisis.  In fact when things get too predictable they get bored!  But how do you tackle someone who thrives under stress, but for whom this habit is beginning to damage their health and effectiveness?

Here are 10 Top Tips on how to recognise and cope with stress

Performance management and stress could be discussed at an annual Appraisal.  An employee may not realise the impact stress could have on their performance.  If their needs lie at the heart of their behaviour, this may subconsciously drive their choices and decisions.  These needs may include a need to be in control, a need to be liked or a strong need for perfection, all of which could create scenarios with stressful outcomes.  Offer them one2One coaching or mentoring support, this will help them identify what behaviour or habits they need to change and what new approaches they can adopt.  This could then be progressed through an action plan, reviewed periodically.  A Personal Coach or Mentor will hold them accountable to take some action. Recommend that they have a health check with their GP, and to start taking responsibility for their own stress management.  Stress related illnesses are avoidable, and therefore a complete lifestyle assessment would be beneficial with the emphasis on reducing alcohol intake, eating a sensible diet, and avoidance of junk food. Encourage them to delegate, prioritise and become personally more organised, e.g. by using a task list, setting realistic deadlines, proper diary and time management Provide some opportunities for them to do some strategic planning and to allocate time for this in their schedule Encourage them to learn some relaxation techniques, e.g. by taking up a relaxing hobby like fishing or Tai Chi.  These will have a beneficial effect on their health by reducing stress hormones, lowering blood pressure, creating a happier state of mind leading to better sleep, more energy and resilience to stress. Provide options for them to look into their own work-life balance, i.e. by not taking work home/on holiday and using technology to make this easier for them with remote working for instance Discuss setting realistic goals and not to over commit themselves Introduce some coaching techniques to help them pause and  reflect on the consequences of their behaviour.  They should be encouraged to adopt new ways of handling stressful situations, handling themselves in a crisis, and conflict management – perhaps by attending workshops focussed on emotional intelligence. Help them to identify the warning signs of stress, i.e. binge eating or drinking, poor sleep patterns, aggressive behaviour, or stress related illnesses, e.g. migraine, eczema, IBS. The overall recommendation being that sensible stress management is a long term solution, which although it requires commitment provides a viable solution much more effective than the short-term solution, i.e. going sick and being put on medication.

Setting realistic expectations and identifying if your staff are under stress will save money and improve staff retention and morale in the longer term.

Anyone losing weight should be encouraged to base snacks and meals from whole food, which refers to food that has not been processed or manipulated with preservatives and chemicals. The food on your plate should resemble its source as closely as possible, like fresh chicken breasts instead of crispy chicken fingers with ranch dipping sauce.

I know what you are thinking. Whole foods taste kinda bland at first, right? And sweeteners add more calories so what is the point? Your first instinct would be to use something like Sweet & Low, or a similar sweetener that claims to be a healthier alternative to refined sugar. Even though it is not thought of as a food on your plate, it still goes into your body. You need to know how to sweeten your food safely.

Refined white sugar is harmful for any diet simply because it is so devoid of nutritional value of its own, it actually robs your body of nutrients to metabolize it evenly. Just like anything else, a little bit will not hurt too much, but your health will greatly improve with a significant reduction of white sugar in your diets.

How do you sweeten food safely without it being detrimental to your health and weight loss efforts?

Sweeten Food Safely Tip #1: Use Natural Sugars

Nutritionally complex natural sugars such as honey, molasses, and syrup are healthy alternatives to using any kind of sugar or artificial sweetener. Remember, these things come from the earth just like fruits and vegetables, and we all know how good those foods are for us on a daily basis.

Honey is sugar, but since it is natural and unrefined, it contains a host of nutrients and enzymes that have a multitude of beneficial attributes.  It will not cause the rapid rise and fall of blood sugar levels as does white sugar, and there are many varieties and flavors to choose from.

Sweeten Food Safely Tip #2: Choose Nature’s Candy

Ever wonder why you do not have to pour sugar over apples, grapes, blueberries, strawberries or raisins? It is because these foods are the candy of the produce department. They can be used as sweeteners in a variety of foods such as soy-based protein shakes, cereal, yogurt and oatmeal.

Just like everything else, unfortunately, our diets are often compromised by our willingness to bring these natural foods down to the American diet level. Dipping fruits into high-fat chocolate and caramel will not help your weight loss. It is no healthier to eat a Raisinet than it is to eat any other candy, despite the claim on the wrapper that is contains antioxidants. Stop falling for these sales gimmicks. Keep your foods natural and your taste buds will eventually revert back to the days before these altered snack foods even existed.

Sweeten Food Safely Tip #3: Limit Artificial Sweeteners

Anything containing aspartame is not a healthy choice for sweetening your food or drinks. Studies show that products containing aspartame can lead to poisoning, seizures, blackouts, headaches, memory loss, blindness, nausea, and gastrointestinal disorders. With even just one of these potential side effects, why risk your health let alone your weight loss efforts?

Just as drinking alcohol will not solve any of your emotional problems, fake sugar will not feed your body’s needs. Your body needs proper nutrition in order to perform at optimum performance, and that includes weight loss. The more you focus on working toward healthy nutrition, the more you will find your cravings for junk foods disappearing.

Even worrying about sweetening your food is not really the kind of mindset you need to live a healthy lifestyle. It is useful when trying to change your eating habits, but your long term goal is getting to the core of the problem by avoiding sweet foods altogether. But if you must sweeten… sweeten food safely! Keep a bowl of fresh ripe fruit nearby at all times to snack to to relieve your sugar cravings.

If you are craving something sweet, do not feel guilty. Over the years the American diet has slowly made us become dependent on sweet treats. The more time rolls on, the sweeter we want our food. This would be alright if becoming overweight was not a side effect, but it is taking its toll on society. Losing weight is about making small changes on a daily basis toward a healthier lifestyle…and for things to change, you have got to change.

All students in special education are required by law to have a complete evaluation every three years to determine eligibility for special education services. The following case study is about a student named “Adam”. Adam is seven years old and has autism. He is in a Special Day Class setting in a public school. The case study includes details of Adam’s three-year educational evaluation.

The student in this case study has autism. His name is Adam. Adam is seven years old. He is in a Special Day Class for Severely Handicapped students. Adam’s 3-year evaluation needed to be completed to determine eligibility for his special education services. Adam has an advocate and parents who are intensely involved with his education. When the assessment plan was presented to the parents, they requested additional assessments including a functional analysis, occupational therapy and an assistive technology assessment. A copy of the signed assessment plan was given to the appropriate specialists: psychologist, occupational therapist, speech therapist, speech therapist, nurse and special education teacher.

The school psychologist observed Adam on several occasions before administering the psycho-educational profile revised (PEP-R). The PEP-R covers a variety of developmental areas. The test items are presented with simple, concrete instructions and most of the expected responses are nonverbal. The PEP-R provides information on developmental functioning in imitation, perception, fine motor, gross motor, eye-hand integration, cognitive performance and cognitive verbal areas. The PEP-R consists of a set of toys and learning materials that were presented to Adam within structured play activities. The psychologist recorded Adam’s responses to the test. His scores were then distributed among seven developmental and four behavioral areas. The resulting profile revealed Adam’s strengths and weaknesses in the different areas of development and behavior.

Adam’s portfolio was used as an assessment tool. Included in his portfolio were work samples, progress reports, behavior reports, notes from parents and daily reports. The teacher sent home daily reports that included performance, compliance and prompt levels on Adam’s tasks and goals/benchmarks. His parents signed and returned the daily reports and became part of his portfolio. The daily reports were used to assist in the assessment of Adam.

The school psychologist also conducted the functional analysis to determine why Adam was exhibiting disruptive behaviors. Questionnaires were sent home for the parents to complete. Screaming and biting were behaviors his parents and teacher were concerned about. The classroom teacher was responsible for collecting data on the behaviors. The psychologist and the teacher created a data collection form. The teacher recorded the occurrence of the undesired behaviors. The information from the parents, psychologist observations and teacher were compiled by the psychologist and the report was written.

The occupational therapist observed Adam, assessed him and wrote a report. The school nurse tested Adam with a special device. She was able to determine that his hearing appeared to be normal. Adam’s parents reported no problems with his vision and hearing. The speech therapist, who worked with him over the past year, also assessed him.

Other tests that can be used to diagnose and assess students with autism are the Autism Behavior Checklist (ABC), Autism Diagnostic Interview-Revised (ADI-R), Childhood Autism Rating Scale (CARS) and Pre-Linguistic Autism Diagnostic Observation Schedule (PL-ADOS). These tests are individual autism assessment instruments that have been specifically designed to assess children with autism. Furthermore, these tests rely on either historical information about the child’s behavior (usually provided by a parent), direct observation of the child by a professional or a combination of these methods.

Adam’s assessment for his 3-year evaluation was extensive and comprehensive. This assessment gave the team information on Adam’s development, behavior, communication, health, coordination and cognitive levels. With this information, the Individualized Education Plan (IEP) team determined that his placement was appropriate. Occupational Therapy (OT) services were recommended. The occupational therapist wrote several goals and will provide services for Adam. The functional analysis concluded that Adam’s undesired behaviors occurred during transitions. The assistive technology assessment revealed that Adam excelled in this area. No recommendations were needed. Although Adam’s assessment was extensive and required hard work for the IEP team, valuable information was provided that assisted the team in making recommendations for Adam’s education. The assessment also revealed that Adam was making great progress in his special day class setting.