Andragogy by Jeff Kushel

 Jeff Kushel, Assignment 2, ECAC634 

Name: Jeff Kushel 

Project Name: Recognizing and Reducing Stress For a 911 Dispatcher 

Goal:  The goal of this training is for 911 dispatchers to learn how to recognize and reduce stress when working in a dispatch call center. 

Objectives: Upon completion of the training, participants will be able to: 

1. Understand what causes stress in a dispatch center environment. 

2. Understand the different stress reducing techniques. 

3. Implement the same stress reducing techniques into their daily shifts 

4. Reduce their overall stress. 

Rationale: Andragogy states there are 6 adult learning principles which Knowles saw as “foundational to designing programs for adults” (Merriam, S. B., & Baumgartner, L. (2020). Chapter 5 Knowles’s Andragogy and McClusky’s Theory of Margin. In Learning in adulthood: A comprehensive guide (p. 119). essay, Jossey-Bass a Wiley Brand.)  The assumptions that will be used in this program are of the following: 

Motivation to Learn:   Stress levels in participants continue to increase leading to mental and health issues which are exacerbated by the increased levels of stress and anxiety in dealing with the myriad of difficulties that many call centers experience.

Life Experiences:  Participants work in a 911 center and deal with stress in their careers.  They will bring their own ideas of what causes stress as well as ideas on how to deal with those stressors in order to remain healthy.

Immediate Problem Solving:  Using the varied techniques to reduce stress, the participant will find their 911 career more satisfactory, using fewer sick days, and even saving financially by not having to consult a doctor or therapist for their mental and physical health.

 

Design: Three modules will be created which addresses the causes and signs for both mental stress and physical stress. The third module will deal with tools and exercises that can be used to reduce those stressors.  Each module will provide time for group discussion and activities designed to give each participant an opportunity to discuss what is causing stress in their work environment, and to discover new tools to relieve stress.  Activities will also include personal studies in hopes that a participant may recognize stress in themselves and utilize self-learning in the future. 

 

Module 1: Recognizing and Understanding Signs of Mental Stress  Content: Participants will be introduced to studies and learn of on-the-job issues which are leading factors in causing stress in a 911 dispatch center. They will be introduced to and learn how to recognize signs of mental stress in themselves, and in their peers.  Activity: Participants will take the Perceived Stress Scale survey, a self-stress assessment instrument. The Perceived Stress Scale (PSS) is the most widely used psychological instrument for measuring the perception of stress.  ("Perceived Stress Scale: Measuring the self-perception of stress". 2005. Retrieved 29 March 2011.)  After taking the survey, the participants will discuss their results in class.

Module 2: Recognizing and Understanding Signs of Physical Stress  Content: Participants will be introduced to studies and articles relating to the effects stress has on the physical body. Participants will be introduced to the concepts of “burnout” and loss of desire to continue their work in a 911 dispatch center.  Activity: After reviewing the articles, participants will complete a short paragraph detailing physical changes they have noticed since working at the dispatch center, and whether this is related to stress.

Module 3: Reducing Stressors  Content: Participants will be introduced to techniques, exercises, and apps that will help them cope with stress. These will include apps and exercises to assist in meditation and breathing, as well as diets that can assist in relieving physical stress. Other techniques will be discussed based on student experience.  Activity: Since participants sit for long periods of time, they will be introduced and perform several exercises. These exercises can be performed from a sitting position without interfering with their duties. Participants will also discuss and conduct meal planning for their work week, introducing a healthier diet.

 

References: 

Cohen, S. and Williamson, G.  Perceived Stress in a Probability Sample of the United States.  Spacapan, S. and Oskamp, S. (Eds.)  The Social Psychology of Health.  Newbury Park, CA:  Sage, 1988. 

Rigden, K. (2017, December 19). Stress management: Stress and the 911 dispatcher. AEDR Journal. https://www.aedrjournal.org/stress-management-stress-and-the-911-dispatcher 

Harvard Health Publishing. (2021, February 15). Protect your brain from stress - Harvard Health. Harvard Health; Harvard Health. https://www.health.harvard.edu/mind-and-mood/protect-your-brain-from-stress 

‌ American Psychological Association. (2023, March 8). Stress Effects on the Body. American Psychological Association. https://www.apa.org/topics/stress/body 

‌Naidoo U. Eat to Beat Stress. Am J Lifestyle Med. 2020 Dec 8;15(1):39-42. doi: 10.1177/1559827620973936. PMID: 33456419; PMCID: PMC7781050. 

6 Muscle-Building Exercises You Can Do at Your Desk. (2023, January 19). Cleveland Clinic. https://health.clevelandclinic.org/desk-exercises/