Counselling Services
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What is Counselling? |
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Life can be stressful. Relationships can be stressful. Many people find themselves with anxious thoughts and worries. There are problems in relationships, difficulties at work, issues with children, conflict in marriages; all of which can lead to feelings of despair, disappointment and anger. |
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We provide a confidential service and a safe place where counsellors listen empathetically to clients, encouraging them to tell their stories and express their feelings. |
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Couple Counselling |
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This is for couples experiencing difficulties in their marriage or relationships. Couples counselling can also be used to enhance a marriage or relationship. The couple attends most of the sessions together; at times they have individual sessions. |
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Couple counselling assists couples to: |
 Improve communication |
| Clarify issues that are causing misunderstandings |
| Explore the realities of each other’s expectations |
| Gain insight into their own personality and needs |
| Improve their parenting skills |
| Focus on what is positive in the marriage or relationship |
| Learn to constructively resolve conflict |
| Gain insight and understanding of their partner |
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Individual Counselling |
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Anyone can attend counselling on his or her own to discuss a worrying issue. Individual counselling can also be for people who are experiencing problems in relationships. Individual counselling means taking time to talk about you, your fears, needs and goals in life. |
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Family Counselling |
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Families come together "to tell you our troubles and hope for the best" as described by an 8 year old girl. All family members join with the counsellor and the family counselling team to share their family stories and to work out alternate stories for the family to consider. Everyone’s ideas and opinions are important and contribute to the family picture, which has its own unique patterns. During the family session, a possibility may arise to introduce a new dimension to the patterns, and this is what will make the difference to achieve a new picture in the family. |
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Counselling for Single Parents |
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There is little or no preparation for being a single parent. The responsibility of parenting which may have once been shared becomes complicated when one has to make decisions and carry out parenting tasks on one’s own. A Single Parent may feel sad, angry, helpless, frustrated, despairing at the loss of a partner. |
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Questions which may arise in counselling: |
| Do you have problems concerning the custody and access of your children? |
| Do you have doubts concerning your ability as a parent? |
| Do you think your child exhibits behavioural problems as a result of having experienced a divorce/death of a parent? |
| Do you experience difficulty in coping with your finances? |
| How well do you cope with stress? Can you handle a crisis? |
| Would you like to improve your relationship with your ex-spouse and perhaps other ex-family members? |
| How do you deal with the challenge of starting new relationships? |
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Counselling for Adolescents |
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Adolescents are encouraged to discuss their own personal difficulties and any family problems, which may be a concern to them. Adolescents may want to talk about feelings of loneliness, not being respected, not heard and misunderstood in the family, or they may want to discuss feelings of alienation caused by not belonging to a peer group or difficulties with friendships. |
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In separation/divorce/step families, adolescents sometimes ask themselves: |
| What will happen to me? |
| Will there be a place for me in the new family? |
| How will I cope with step-parents? |
| Who will be on my side? |
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Trauma De-Briefing |
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Our mission is to help trauma survivors re-establish a sense of safety and predictability in their world. |
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Trauma de-briefing can be a two-step process: |
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First Step: De-briefing after the event. |
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Second Step: Talking about a trauma evokes painful feelings from the past and may lead to on-going counselling to mover from victim to survivor. |
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Statements made during trauma de-briefing: |
| "I am struggling to cope with the effects of a violent attack. I am angry all the time" |
| "People minimise what I am feeling" |
| "I feel so depressed. It's as if I do not want to go on living" |
| "Why me? Goes round and round in my head" |
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Trauma Counselling (individual and groups) |
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One of our fields of specialisation is trauma counselling. The treatment is usually very brief, and negative long-term effects can mostly be prevented if dealt with correctly. The exception is if the recent trauma brings up old traumatic incidents, which have never been dealt with. In those cases, clients need to allow more time for therapy. Ideally, trauma counselling should be sought shortly (a few days) after a traumatic event. Symptoms of post-traumatic stress disorder (PTSD) include anxiety, nightmares, intrusive recollections of the event, sleeplessness, irritability, concentration problems, feelings of detachment, hyper-vigilance, aggression or depression. It is important to remember that these symptoms are normal responses to an abnormal event!
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Secondary trauma is just as real (when a family member or a close friend has been the victim) and people who experience symptoms often need some kind of intervention as well. Trauma debriefing allows relief from the immediate negative effect of a traumatic event. But there is also another side to trauma. When we are confronted with the real possibility of death, existential questions arise. Do I live the life I really want to? How do I deal with loss and pain? What is the meaning of my life? Am I happy with my spirituality? Am I in relationships, which are meaningful and supportive? In addition to the absolute horror of having been victims of violence, many people find that the experience has moved them to make fundamental changes in their lives.
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HIV Services
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HIV Counselling |
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Counselling in HIV and AIDS has become a core element in a holistic model of health care, in which psychological issues are recognised as integral to patient management. HIV and AIDS counselling has two general aims: (1) the prevention of HIV transmission and (2) the support of those affected directly and indirectly by HIV. It is vital that HIV counselling should have these dual aims because the spread of HIV can be prevented by changes in behaviour. One to one prevention counselling has a particular contribution in that it enables frank discussion of sensitive aspects of a patient's life; such discussion may be hampered in other settings by the patient's concern for confidentiality or anxiety about a judgmental response. Also, when patients know that they have HIV infection or disease, they may suffer great psychosocial and psychological stresses through a fear of rejection, social stigma, disease progression, and the uncertainties. |
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HIV pre- & post- test counselling |
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The purpose of pre-test counselling is to provide you with information on the technical aspects of testing and the possible personal, medical, social, psychological, legal and ethical implications of being diagnosed as either HIV positive or HIV negative. The purpose of pre-test counselling is further to find out why you want to be tested, the nature and extent of your previous and present high-risk behaviour, and the steps that need to be taken to prevent you from becoming infected or from transmitting HIV infection. |
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The counsellor will usually follow the following guidelines in pre-test counselling: |
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Reasons for testing |
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The counsellor will explore the reasons why you want to be tested:
Is it for insurance purposes, because of anxiety about lifestyle, or because you have been forced by somebody else to take the test? What particular behaviour or symptoms are causing concern to you? Have you been tested before, and, if so, when? For what reason? And with what result? |
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These questions provide the counsellor with an opportunity to ascertain your perceptions of your own high-risk behaviour, and with allows you to assess whether you intend to be tested and whether your fears are realistic or if you are unnecessarily concerned. The following are some of the reasons that clients who want to be tested often give: |
| Their partner has requested it |
| They want to determine their HIV status before starting a new relationship |
| They want to be tested prior to being married |
| They feel guilty and concerned about having multiple sex partners |
| They have had recent sexual encounters in which they did not use condoms |
| They are manifesting symptoms that are giving them cause for concern |
| They are been referred by a STI or TB clinic because the client has tuberculosis or a sexually transmitted infection |
| They have come to re-confirm a positive HIV test |
| Their current partner is HIV positive, or they were once involved with a partner who was HIV positive |
| They plan to become pregnant and want to check their HIV status before they do so |
| They have been raped or assaulted |
| They need to be tested after an occupational exposure (i.e. a needle stick) |
| There are simply curious |
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The reason why a client wants to be tested is important because it sets the scene for the rest of the pre-test counselling session. |
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Assessment of risk |
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The counsellor will assess the likelihood of whether you have been exposed to HIV by considering how much and how frequently you have been exposed to the following risk factors and lifestyle indicators: |
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What is your sexual risk history in terms of frequency and type of sexual behaviour? Have you been involved in high-risk sexual practices such as vaginal or anal intercourse with more than one sex partner without the use of condoms? In the case of anal sex, was it anal-receptive or anal-insertive sex? Did you have sex with a sex worker (or prostitute) without a condom? Or is your sex partner HIV positive? |
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Are there any other risks involved? Are you an intravenous drug user, a prisoner who is exposed to rape or unprotected sex in prison, a migrant worker, a refugee or a sex worker? Have your been raped or coerced to have sex with another person? Do you have another sexually transmitted infection or tuberculosis? |
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Did you receive a blood transfusion or body products in a developing country where testing blood for HIV is not standard practice? Note: All blood supplies in South Africa are tested for HIV, and are very safe |
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Have you been exposed to possibly non-sterile invasive procedures such as tattooing, piercing or traditional invasive procedures such as male or female circumcision and scarification for the application of medicines? |
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Have you been exposed to HIV-infected blood in the work situation? (i.e. injuries with large volumes of blood involved, or needle stick injuries.) |
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Beliefs and knowledge about HIV infection and safer sex |
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The counsellor will determine exactly what you believe and know about HIV infection and Aids and he or she will correct errors or myths by providing accurate information about transmission and prevention |
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The counsellor may also ask you about your past and present sexual behaviour and provide information about safer sex practices and a healthier lifestyle. He or she should find out if you know how to practise safer sex and how to use a condom correctly. They will also supply you with condoms. Sex is natural and nothing to be ashamed of. Allow the counsellor to ask these questions; because that is the only way he or she can give you empowering information to enjoy sex safely |
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Information about the test |
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The counsellor will ensure that you know exactly what the HIV test entails. |
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The counsellor will explain the following points to you, and if he or she does not, you now know what questions to ask: |
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There is a difference between being sero-positive and having Aids. The HIV antibody test is not a "test for Aids". It indicates that a person has HIV antibodies in the blood and that the person is infected with HIV. It does not say when or how the infection occurred, or in what phase of infection the person is. |
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The presence of HIV antibodies in the blood does not mean that the person is now immune to HIV. It means that he or she has been infected with HIV and that he or she can pass the virus on to others. |
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The meaning of a positive and a negative test results. |
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The meaning of the concept of the "window period". The need for further testing will be emphasised if the person practises high-risk sexual behaviour and tests negative. |
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The reliability of the testing procedures. A positive HIV antibody test result is always confirmed with a second test and the reliability of test results is usually high. False-positive or false-negative results may, however, occasionally occur despite the general reliability of HIV tests (i.e. a false negative test result because the person is in the window period). |
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The testing procedure. Many clinics in South Africa use HIV antibody rapid tests, which means that the finger will be pricked to get a drop of blood. The results are available within 15 to 30 minutes. The counsellor will explain how blood is drawn for the Elisa test (if rapid testing is not available), where it is sent (if a rapid test is not used), when the results will be available and how the person will be informed of the outcome. |
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The implications of an HIV test result |
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The counsellor will discuss the possible personal, medical, social, psychological, ethical and legal implications of a positive test result with you prior to testing. He/she will inform you about all the advantages and disadvantages of testing. |
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The following advantages can accrue from taking the test: |
| Knowing the result may reduce the stress associated with uncertainty |
| One may begin to make rational plans for preparing oneself emotionally and spiritually to live with HIV |
| Symptoms can be confirmed, alleviated or treated |
| Prophylactic (preventative) treatment can be considered, for example for tuberculosis |
| Anti-retroviral treatment can be considered |
| Adjustments to one’s lifestyle and sex life can protect oneself and one's sex partners from infection |
| One can make decisions about family planning and new sexual relationships |
| One can plan for future care of one’s children |
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The disadvantages that might accrue from taking an HIV test (especially if its result is positive) include: |
| Possible limitations on life insurance and mortgages |
| Having to endure the social stigma associated with the disease |
| Possible problems in maintaining relationships and in making new friends |
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A possible refusal on the part of uninformed medical and dental personnel to treat an HIV-positive person. (A refusal to treat HIV-infected individuals of course goes against the provisions of the South African Constitution.) |
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| Possible dismissal from work (although it is illegal to dismiss people because they are HIV-positive) |
| Possible rejection and discrimination by friends, family and colleagues |
| Emotional problems and a disintegration of one's life |
| Increased stress levels and uncertainty about the future |
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The stress and negative effects of maintaining a secret if the person decides not to disclose his or her test results. The counsellor will tell you about medical treatments that are available which can help to keep you healthier for longer |
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| The counsellor will tell you about medical treatments that are available which can help to keep you healthier for longer |
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Anticipate the results |
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It is important to anticipate a positive HIV antibody result and to talk about how the client will deal with a positive test outcome. Anticipating a positive result helps the counsellor to ascertain the client's ability to deal with, and adjust to, a positive result. The counsellor also gains insight into some of the potential problems associated with a positive test outcome. Preparation for the possibility of a positive test result, paves the way for more effective post-test counselling. |
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In order to prepare you as client for the test result, the counsellor should ask the following questions: |
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How would you feel if you tested negative? How would you feel if the test were to be negative but you were advised to be tested again because you may still be in the window period? |
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What would your reactions and feelings be to a positive test? Would a positive test change your life? How? What negative changes would you anticipate? What positive changes can you imagine? |
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Do you intend to tell others if you test positive? Who would you tell? Why that person? How would you tell them? Why would you tell them? Clients must be warned about people's possible reactions. Often those closest to the client cannot cope with such news. The counsellor must help clients to think not only of themselves but also of those who are to be told. (For example, if the client says to you: "The news will surely kill my old and frail mother", you may ask: "Why do you want your mother to know?"). Clients must also be warned that some people may not keep the information to themselves, and that this might have harmful effects for the client. |
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How would you tell your sexual partner? If the test result is positive, the sexual partner also needs to be tested. |
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How would a positive test result change the circumstances of your job, your family and your relationships? Would your relationships be improved or hindered by telling people you were HIV positive? What do you believe their reactions would be? |
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Where would you seek medical help? How do you feel about a disease that requires a lot of care, lifestyle changes, commitment and discipline? Do you have members of your family or friends who could help you to be disciplined about your health? Could you take medication every four hours if necessary? |
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Who could provide (and is currently providing) emotional and social support (family, friends, others)? |
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The choice to be tested remains the client's prerogative. The advantages of testing can be explained to clients, but clients should not be forced to be tested if they feel that they will not be able to deal with the results. The mere knowledge of people's HIV status will not necessarily protect them, or their loved ones, from infection. People who prefer not to be tested should, however, live as if they are infected and practise safer sex at all times. People who suspect they are HIV infected should also refrain from donating blood. |
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Confidentiality of test results |
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The counsellor should stress the confidentiality of test results. The client's right to confidentiality must be respected at all times. If individuals choose to remain anonymous, they must be reassured that no information will be communicated without their prior permission to anyone. The client's consent must be obtained before anyone can pass on any information about his or her HIV status to any other health care professional who also treats the client. If the counsellor explains why other health care professionals need to know about the client's HIV status, most clients will consent to this information being given out. |
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Informed consent |
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The decision to be tested can only be made by the client and their informed consent must be obtained prior to testing. Consenting to medical testing or treatment has two elements: information and permission. Before an HIV test can be done, the client must understand the nature of the test, and he/she must also give verbal or written permission to be tested. A client may never be misled or deceived into consenting to an HIV test. |
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Information about giving the results and ongoing support |
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The counsellor will explain to you when, how and by whom the results of the test will be given. The counsellor will assure you of personal attention, privacy, confidentiality and ongoing support and advice if needed. |
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The waiting period |
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Waiting for the results of an HIV antibody test can be an extremely stressful period for the client. This waiting period (in cases where the rapid HIV antibody test is not being used) can last from two to 14 days, depending on where the test was done (whether by a private practice, a governmental health service or a rural clinic). The results of rapid HIV antibody tests are, of course, available within 30 minutes. |
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However, if the client has to wait for the test results, the counsellor should anticipate this difficult waiting period by discussing the following points with the client: |
| Find out the names of people whom the client might contact for moral support while he or she waits for the results |
| Encourage the client to contact you or a colleague if they have any questions |
| Counsel the client on how to protect sex partners (i.e. to use condoms) in the waiting period |
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Encourage the client to do something enjoyable to keep himself or herself occupied while waiting for the results (i.e. hiking, going to the movies or playing soccer with friends) |
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The pre-test discussion |
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This discussion should cover: |
| The benefits of testing to the individual |
| Clear details of how the result will be given |
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The discussion might also cover: |
| Why the test might be particularly recommended in some patients (see "Who should be offered the test?" above) |
| Issues raised by the patient about the test and HIV infection. Written information can help. Such issues often include: |
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Risk and lifestyle |
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Benefits of knowing HIV status and treatment possibilities |
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What tests are available and which is recommended |
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The window period for testing |
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Seroconversion |
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The difference between HIV and AIDS |
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Confidentiality |
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There are particular situations which require more time and explanation. These include: |
| High risk behaviour (multiple partners, drug injection, HIV symptoms, positive partner) |
| Patient refusing the test |
| Some patients may need additional help to make a decision. Examples include: |
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Language difficulties when English is not the first language |
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Children and young people |
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Those with learning difficulties or mental health problems |
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Training Services
| Systems based coaching |
| Being a good leader can be an isolating experience. It is lonely at the top! Executives often feel overwhelmed by the huge responsibility they carry without having the possibility to offload their concerns in the tea-room. We coach executives and other leaders using a client-centred approach. With our excellent understanding of the dynamics and rules governing complex systems, we assist our clients in getting a clear understanding of the environment in which they have to function. We assist them in aligning their personal and corporate visions and goals with a congruent, strong and effective leadership style. These is no one-size-fits-all solution. Having to be comfortable in many different contexts, leaders need to be flexible when applying their leadership style. We are experts in helping clients to identify and understand various patterns of interaction and the impact they have on others. This invaluable tool can make all the difference in managing and motivating a diverse team of people. With a good understanding of their company's system (its history, structure, patterns, place in the context of others organisations, transformational challenges, etc.) leaders can avoid common pitfalls and achieve greater satisfaction from their work. We are creative in our approach and base our interventions on the individual needs of the clients and their organisations. These include "non-traditional" approaches like systemic and organisational constellation work, PNI diagnostics (looking at the health of an organisation and individuals within organisations) and NLP. |
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Assessment Services
| Assessments |
| We offer the following psychometric assessments: |
| Testing for children with suspected learning difficulties (and intervention or referral to other professionals) |
| Career testing and counselling |
| Emotional assessments of children |
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Developmental Services
| Self-Esteem Workshops |
| What Is Self-Esteem? |
| To understand self-esteem, it helps to break the term into two words. Let's take a look at the word esteem (say: ess-teem) first. Esteem is a fancy word for thinking that someone or something is important or valuing that person or thing. For example, if you really admire your friend's dad because he volunteers at the fire department, it means you hold him in high esteem. And the special trophy for the most valuable player on a team is often called an esteemed trophy. This means the trophy stands for an important accomplishment. And self means, well, yourself! So put the two words together and it's easier to see what self-esteem is. It's how much you value yourself and how important you think you are. It's how you see yourself and how you feel about your achievements. Self-esteem isn't bragging about how great you are. It's more like quietly knowing that you're worth a lot (priceless, in fact!). It's not about thinking you're perfect — because nobody is — but knowing that you're worthy of being loved and accepted. |
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Child Services
| Play therapy |
| Essentially play therapy is psychotherapy for children. As children communicate by means of play, this is the most effective form to assist them with their feelings and understand what is concerning them. Play therapy however, does not mean that the child goes to the therapist to just play and have "fun" and neither does it necessarily mean that the child has to talk to the therapist in the conventional way. Children don't have the necessary skills to have an in depth discussion with a therapist about what is bothering them, much like adolescents and adults are able to. Play therapy is thus a means for the child to 'talk' and/or communicate via playing and for the therapist to understand and to ultimately assist the child heal. Play therapy is a researched supported, well thought – out, and developmentally based approach to helping children cope with and overcome difficulties that may arise in their lives. Play therapy therefore encompasses psychotherapy through various methodologies. What that means is that in order to help the child various methods are used, which are based on diverse theoretical schools of thought, for example, cognitive behavioural therapy, psychoanalysis, and gestalt therapy, to name a few. |
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| ADD/ADHD |
| ADD/ADHD has been one of the most controversial diagnoses in recent times especially in terms of the diagnosis and treatment of the condition. Whilst many children have been misdiagnosed or "over-diagnosed" in the past, it still remains a condition which affects many children. It thus remains critical that an accurate and thorough diagnosis is made. When looking at the possibility that a child may be suffering from ADD or ADHD it is also important to look at peripheral concerns in the management of the condition, for example, does the child have any learning difficulties, how are they coping on an emotional level, what parents can do at home to further assist their child, and are there any other conditions present that could be mistaken for ADD/ADHD. |
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Adolescence Services
| Eating Disorders |
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Eating disorders involve a serious disturbance in eating habits, including: |
| Not consuming enough food/drastically reducing calorie consumption |
| Constantly eating too much in a brief period of time |
| Taking radical measures to clear the body of calories consumed (purging through vomiting, overuse of diuretics or laxatives, excessive exercise or fasting) |
| Being persistently concerned about body size and shape |
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All eating disorders usually have an underlying emotional cause that is expressed through an unhealthy relationship with food. An eating disorder is not a 'diet' and as such individual's with an eating disorder see losing weight as a panacea to improve everything such as one's life, relationships, and self-image. Controlling food and weight becomes a means of hiding sorrow, anger, fear and other worrying emotions. |
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| The different types of eating disorders |
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Anorexia nervosa |
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Anorexia is characterised by: |
| Refusal to maintain a normal weight for one's height, body type, age, and activity level by significantly reducing calorie intake |
| Intense fear of gaining weight or becoming 'fat'; extreme concern with body weight and shape |
| A skewed body image perception; for example, feeling and believing they are 'fat' despite being underweight |
| Loss of menstrual periods |
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Bulimia nervosa |
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Bulimia is characterised by: |
| Preoccupation with food and weight |
| Binges (the consumption of a very large amount of food in a short period of time) |
| Compensation for binges with one or more of the following unhealthy measures: |
| Self-induced vomiting (purging) |
| Misuse of laxatives or diet pills (another type of purging) |
| Excessive exercise |
| Fasting |
| Being secretive and embarrassed about the bingeing and purging |
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Binge eating disorder |
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Binge eating disorder is characterised by: |
| The binges occur when there are periods of uncontrolled, impulsive, or continuous eating to the point of being uncomfortably full |
| Feelings of shame and self-hatred about the bingeing |
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| Warning signs and symptoms of eating disorders |
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By their very nature, eating disorders are secretive as individuals will attempt to hide the symptoms and the 'after-effects' of the disorder such as covering up drastic weight loss with multiple layers of clothing or hiding 'binge' foods and brushing teeth after a purging session). The symptoms can be difficult to recognise until the problem has become serious. Symptoms in adolescents especially, can be even harder to detect because some warning signs (like moodiness) look like normal adolescent behaviour. Some individuals exhibit many of the following warning signs and symptoms, while others may exhibit only a few. |
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Mental and Emotional symptoms of eating disorders: |
| Preoccupation with body appearance or weight |
| Moodiness, irritability, confusion or shakiness |
| Reduced concentration, memory, and thinking ability |
| Depression and suicidal thoughts |
| Anxiety, especially around meal times |
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Behavioural symptoms of eating disorders: |
| Dieting or making frequent excuses not to eat, overeating or hoarding food |
| Obsessive rituals such as drinking only out of certain cup, eating certain foods only, being allergic/intolerant to certain foodstuffs |
| Wearing baggy clothes, or a change in clothing style |
| Going to the bathroom after each meal |
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Social symptoms of eating disorders: |
| Social withdrawal or isolation |
| Avoidance of social situations which involve food |
| Decreased interest in hobbies |
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Physical symptoms of eating disorders: |
| Dramatic recent weight loss unrelated to an illness |
| In women, missing three consecutive menstrual periods |
| No energy or complaints about feeling cold all the time |
| Dry, lifeless hair, brittle nails, poor skin tone |
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| Self-Harming Behaviour |
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Self-harm, self-mutilation or self-injury behaviour all mean an action that is deliberate on the part of the adolescent to hurt or injure themselves. Self-harming behaviour is usually not an attempt from the adolescent to commit suicide, however does suggest that the teenager is struggling with underlying emotional issues. Depression and suicidal ideation, should however, never be discounted as for some teenagers this is a real concern. Teenagers who engage in this behaviour may partake in other risky behaviours such as alcohol and drug use. |
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One particular phenomena related to self-harming behaviour is that is can become contagious in that it is common for teenagers to 'copy' or try fit in with their peers. It thus becomes 'cool' or trendy and self-harming behaviour can occur more prolifically when others in the peer group start engaging in this type of behaviour. There is not one particular reason why teenagers self-harm. |
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It generally suggests emotional turmoil brought about by several factors such as the following: |
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Inability to deal with emotional difficulties, such as relationship difficulties or problems within the family (such as not getting on with siblings, parent(s), step-parents etc.) |
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| Feelings of distress, anger, frustration, guilt |
| Feelings of having 'no control' over their lives |
| Poor self-esteem and feelings of worthlessness |
| Clinical disorders such as depression, anxiety or obsessive compulsive disorder |
| Inability to deal with stress |
| Feelings of pressure (academics, sports or from peers) |
| Inability to express feelings in a healthy way |
| Loneliness and feelings of isolation |
| Wanting the attention of people who can help them |
| Spending with time with individuals who self-harm |
| History of abuse or of having experienced a traumatic event |
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Self-injury can become addictive and progressively serious. Teenagers who self-harm have difficulty asking for help. It is therefore important for caregivers and teachers to look out for this behaviour and seek help. |
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Adult Services
| Stress |
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Stress is, unfortunately abundant in our daily lives. It would be unusual to talk to friends and colleagues who say they are not stressed. Stress has been implicated as a contributing factor to many physical ailments. In addition, stress has an adverse effect on one's mental and emotional wellbeing. Some even believe that stress has an adverse effect on the spiritual well-being of individuals. Stress can affect individuals differently and essentially each individual can have different things that they're stressed about. Stress can be divided into two categories. One is basically "bad stress" or distress that can be acute (happening immediately such as getting retrenched) or chronic (which is stress over a long period of time). The other is "good" stress also known as eustress, such as getting married or building a house which are positive occurrences in one's life but nonetheless stressful. |
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Signs of stress are varied as it can affect each individual in a different manner. Some signs are as follows: |
| A lowered immunity which can make individuals more vulnerable to illness such as colds and flus |
| Headaches which come in the form of "tension headaches" |
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Other physical symptoms, such as backache, muscle cramps, neck and shoulder pain, skin disorders such as getting a rash, as well as other general aches and pains |
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| Depression |
| Sleep difficulties: stress can have adverse effects on sleep such as still feeling tired after a night's sleep or insomnia |
| General anxiety: stress can make one feel that you're anxious or on edge most of the time |
| Fatigue and lack of energy |
| Gastrointestinal difficulties such as constipation and/or diarrhea |
| Frustration and irritability: A person may get easily frustrated or irritated over things that didn't bother them before |
| Lowered libido |
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