Creating a healthy and positive work environment

 

       All too often we look to the leaders of an organization to be responsible for a healthy work environment and while it is true that they enjoy the benefits of it and should correct roadblocks for a healthy environment the truth is EVERYONE is responsible.  Organizations should foster a healthy work environment because the opposite can lower productivity and decrease employee motivation. Employee motivation is the drive that leads employee to complete tasks (Heathfield, 2019). However, every employee has a responsibility for creating an atmosphere that allows for trust, communication, appreciation and positivity.
        A good leader should exercise authentic leadership. Authentic leadership makes way to a positive work environment that provides with psychological security. Psychological security leads to self-expression and fosters an environment in which mistakes can be made without fear of retaliation and thus new ideas and ways of doing things are explored (Meng, Cheng, & Guo, 2016). Because employee motivation is negatively affected by bad leadership (Jackson, & Williams, 1985) and work atmosphere affects creativity (Meng, Cheng, & Guo, 2016), I believe  in engaging staff in the decision making process we can create an atmosphere of committed and loyal employees. As it is widely known replacing an employee can be costly for the organization, instead we should be aiming at growing professionally those who have dedicated their skills to the organization.  

                                                  

Here are a few key important factors to consider when creating a positive work environment;

1. When creating a healthy work environment trust plays a key role. The staff must be able to trust their superiors, and vice versa. Trust helps people show confidence in abilities and allows for new ideas to be proposed (Meng, Cheng, & Guo, 2016). To build up trust we must ensure staff are not being reprimanded for mistakes, but rather encouraged to explore their creativity. 
2. Feedback is provided and suggestions presented in a positive work atmosphere (Meng, Cheng, & Guo, 2016). Not only is welcoming the feedback important but listening and considering the feedback is critical. Some of the best ideas of how to handle a situation come from the people who often face them. 
3. Showing staff your appreciation for their work is also very important when fostering a healthy positive environment. Experts agree that achievement and recognition is a bigger motivator for staff than salary (Matsundaira, 2019).  
4. Communication is an important factor for any relationship and it’s not different at the work setting (Sims, 2014). For communication to be effective it must be honest, timely and opened. Be transparent in your communication to the staff and they will return the favor. Be timely in relaying messages, as you never want to allow the opportunity for doubt to settle in their minds before they hear your side of the story. Finally, be willing to listen to their reaction. Be ready to hear what they have to say without judging or having your guard up ready to rebuke what they have to say.  
5. Celebrate the milestones! Remember, the paycheck gets them to work, but recognition will keep them motivated (Sims, 2014). Make sure to acknowledge their efforts and reward them for those. Rewards can be as simple as recognizing in public their accomplishments, sending thank you notes or even a handshake and telling them how proud of them you are.  
6. Be happy! Being happy will project a positive attitude to the staff and create an environment of positivism and union (Sims, 2014). Say good morning in a cheerful way and soon they will all be happy to see you! If a leader shows up only to reprimand and usually in a bad mood, it won’t be long before everyone is dreading him coming around.  

                                                                  

If you are a leader  consider implementing these recommendations and reviewing them with the senior leadership team. In doing so you will be creating a work environment that will allow you to reach the staff’s potential and become a productive and profitable organization that will be able to retain their workforce avoiding the costs associated with a high turnover rate. In addition to creating an environment that will facilitate creativity it will encourage the staff to commit themselves to the team and its success in achieving the company’s goals.  

References  

HAO MENG, ZHI-CHAO CHENG, & TIAN-CHAO GUO. (2016). Positive Team Atmosphere Mediates the Impact of Authentic Leadership on Subordinate Creativity. Social Behavior & Personality: An International Journal, 44(3), 355–368. Retrieved from https://search-ebscohost-com.proxy1.ncu.edu/login.aspx?direct=true&db=s3h&AN=114485096&site=eds-live 

Heath, S.M. (2019). What exactly is employee motivation? The Balance Careers. May 12, 2019. 

Jackson, J. M., & Williams, K. D. (1985). Social loafing on difficult tasks: Working collectively can improve performance. Journal of Personality and Social Psychology, 49(4), 937–942. https://doi-org.proxy1.ncu.edu/10.1037/0022-3514.49.4.937 

MATSUDAIRA, K. (2019). How to Create a Great Team Culture (and Why It Matters). Communications of the ACM, 62(6), 42–44. https://doi-org.proxy1.ncu.edu/10.1145/3316778 

Platania, J., & Moran, G. P. (2001). Social Facilitation as a Function of the Mere Presence of Others. Journal of Social Psychology, 141(2), 190–197.https://doiorg.proxy1.ncu.edu/10.1080/00224540109600546 

SIMS Jr., B. (2014). How to Create a Positive Work Culture. BusinessWest, 30(21), 53. Retrieved from https://search-ebscohost-com.proxy1.ncu.edu/login.aspx?direct=true&db=bwh&AN=95534970&site=eds-live 

Screen time and how experts are saying it's affecting your child's development

 

      

Developmental science is the scientific study of the psychological progression humans endure (Hartup, & Silbereisen, 2002). The developmental experts look at the changes a human being goes through in their entire life span aiming to describe, explain and optimize development (Hartup, & Silbereisen, 2002). A main focus of the field has been the nature vs. nurture notion with most experts agreeing that a human’s development is essentially influenced by both genes and the environment in which the grow. One of the defining assumptions of developmental science is that children can be molded during the formative years (Hartup, & Silbereisen, 2002). While it is true that children will show their unique personalities during the first seven years of life, the reality is that individual characteristics interacting with the experiences they encounter through their childhood, is what forms the personality (Hartup, Silbereisen, 2002). After all, new experiences may change the lessons we have learned in the past, and this is true for adults as well. In addition, other things may influence a personality including our parent’s rearing practices. While the idea of children being able to be “molded” into a desirable state it’s still debatable, the truth is the experiences and habits our children have during those crucial years, may affect life as adults. 

Thus, the increase in use of technology by young children and adolescents is causing concerns among experts. With an increase in mental disorders reported among youth (Knoujaa, Munato et al), it is no wonder scientists have increase their desire to learn of a possible association between screen time and mental health conditions. Screen time refers to the use of television, computer, or smart portable device such as a cell phone, iPad, or tablet. Sedentary behaviors such as those just mentioned, are associated with anxiety and depression levels  (Knoujaa, Munato et al).

                    

In a study conducted in the UK a group of adolescents and teenagers were surveyed. Those surveyed were asked regarding the time they spent either watching TV, texting or web surfing. Once the same group of kids turned 18 years of age, they were once again surveyed this time to assess their depression and/or anxiety levels. The study found a positive correlation between screen time use and  depression and anxiety symptoms( Knoujaa, Munato et al). In another study conducted in the USA, researchers have concluded that as little as 2 hours daily of exposure to screen time can be enough for an adolescent to show symptoms of depression or anxiety (Zinkk, Belcher, et al) later on in life. International data shows that screen time increases over time with adolescents showing the longest times of upwards of 6 hours daily (Mutzz, Mulher, & Goring, 2019). 

Behaviors that lack physical activity have been known to increase the risks associated to cardiovascular disease and in instances being correlated to high body mass index (Zinkk, Belcher et al). In fact, 13.7% of children between the ages of 2-5 in the United States are considered obese (Staianoo, Kipling, et al). Furthermore, more recent studies have shown screen time may potentially delay a child’s social skills as well (Zinkk, Belcher et al) and may cause cognitive delays (Zinkk, Belcher et al). Children who spend most of their days in front of a screen, become socially isolated and lack the socialization abilities that will help them develop conflict resolutions skills useful later in life. As a result of their lack of social skills these children may grow to find themselves being judged by a sociable society and can be subjected to bullying, leading to depression in adults (Multzz, Mulher, & Goring, 2019). On the contrary, previous research has shown that outdoor physical activity has a positive impact in self esteem (Multzz, Muljer, & Goring, 2019) for young adults.  
                    

It is recommended children and youth limit their screen time to less than 2 hours of it daily (Multzz, Mulher, & Goring, 2019) depending on the age. See chart above by OhioHealth on what's appropriate based on your child's age.  Alarmingly enough however, pediatricians are reporting that while pre-preschoolers are behind in their physical activity recommendations, they are exceeding the screen time recommend by experts (Staianoo, Kipling, et al). Nevertheless, in an era in which 80% of children in the US between the ages of 3-5 are in “non parental” care (Staianoo, Kipling, et al) attending child/education centers many times for a whole day, limiting the screen time may present a challenge for families across the world. 

References

Hartup, W. W., & Silbereisen, R. K. (Eds.). (2002). Growing Points in Developmental Science: An introduction. New York, NY: Psychology Press.

Knouja, J. N., Munato, M. R., Tilling, K., Wiles, W. J., Joinson, C., Etchells, P. J., & Cornish, R. P. (2019). s screen time associated with anxiety or depression in young people? Results from a UK birth cohort. BMC Public Health, 19(1), 82. Retrieved from http://://doi-org.proxy1.ncu.edu/10.1186/s12889-018-6321-9

Mutz, M., Muller, J., & Goring, A. (2019). Outdoor adventures and adolescents’ mental health: daily screen time as a moderator of changes. Journal of Adventure Education & Outdoor Learning, 19(1), 56.

Staiano, A. E., Kipling, E. W., Allen, A. T., Jarrell, A. R., & Martin, C. K. (2018). Screen-Time Policies and Practices in Early Care and Education Centers in Relationship to Child Physical Activity. Childhood Obesity, 14(6), 341.

Zink, J., Belcher, B. R., Kechler, A., Stone, M. D., & Leventhal, A. M. (2019). Reciprocal associations between screen time and emotional disorder symptoms during adolescence. Preventive Medicine Reports, 13, 281.

Why as a parent you should be concerned with your child's access to social media?

Why as a parent you should be concerned with your child's access to social media? 

Social media is causing mass contagion among our youth. Contagion according to the Meriam-Webster dictionary, is an influence that spreads rapidly. It’s a rapid communication of an influence such as a doctrine or emotional state. In the healthcare world it’s used to describe a disease going from one individual to another until it reaches epidemic levels. However, social psychologists who have long examined this influence in emotional state are growing worried of the effects it may have on our youth.  

              A few decades ago, suicide contagion was a concerned and traditional media was careful when reporting suicide for fear of the “copycat” effect (Ortiz, & Khin Khin, 2018) or suicide contagion. In today’s technology advanced world, social media is now a primary social interaction form among most adolescents (Ortiz, & Khin Khin, 2018). Word of a suicide or mass tragedies costing the lives of many can spread through the world in minutes rather than hours or days. Our youth competes for attention on the social platforms making videos as is the case of You Tube or posts that can go viral or reach the biggest audience possible, as is the case with Snap Chat. The need for more likes and views is drawing youngster all over the world in starting the latest trend. Unfortunately, the riskier the behavior the more likes and the bigger the audience. Thus, suicide contagion should be a concern to parents who often find out of these trends a bit too late.  

           A Japanese study found evidence of increased suicide rates after the suicide of a celebrity was widely shared on Twitter (Ortiz, & Khin Khin, 2018). Because adolescence is a key period of social development (Reiter, Suzuki et al) and this period is especially characterized by the “susceptibility to social influence” (2019) it is imperative parents monitor their adolescent's behavior to prevent them from copying dangerous behavior. Adolescence is a period in the child’s life known for the increase in risky behavior such as; binge drinking, unprotected sex, and smoking, furthermore the risky behavior increases in the presence of their peers more than when they are alone (Reiter, Suzuki et al). The social influences adolescents encounter is learned through peer observations (Reiter, Suzuki et al).  

         When an individual conforms to the norms of the culture they are immersed in, it’s known as normative social influence (Cruwys, Bevelander, et al). This form of influence has helped make the social media the most common form of communication for our youth. Even when at school with their peers they choose to communicate electronically via text or instant messaging rather than by a face to face conversation. This has created the perfect atmosphere for social media to influence our youngsters' thinking, making them prey of the latest trend or viral challenge. Challenges such as the blue whale challenge that caused commotion all over the world back in 2016 where adolescents who took part in the challenge were dared to self-harm with the last demand in the game encouraging them to commit suicide (Mahadeviaiah & Nayak, 2018).  This is why it's important for parents to reiterate to their children their norms and values at the time of permitting access to social media.

When someone makes decisions based on what their beliefs and values are, rather than on what others are doing, it’s called informational social influence (Cruwys, Bevelander, et al). These are the folks who will do what they believe it’s right, regardless of what others may think of them in the process.  

                                             

            With social media and its demands for attention we have seen teenagers recording someone in distress rather than offering help to get the most likes in an attempt to go viral. As a result of it, the price we are paying as a society is too high.Those who are controlled by the normative social influence will continue to record if others are recording, however the informational socially influenced will do what’s right, rather than what’s popular.  

Given all this, how can we as parents prevent our children from becoming preys of social media?  

To begin, monitor your child’s access to social media by mediating their smartphone use. In his book, The Smartphone Paradox: Our Ruinous Dependency in the Device Age, Reid tells us how the use of smartphones can be liberating, but at the same time controlling for some (2018). The reason for it being, while the smart device can get you access to just about anything in the world by clicking a few times, it may also cause you to grow so dependent on it, you may be connecting to it on a constant basis. For a child whose yet to develop their social skills, it’s important that parents mediate their smartphone access so they can work on developing their social abilities. Social abilities, such as those needed to determine whether they will conform to the norms of the world they live in, or the values they have been taught at home. To do this, some parents have created ‘phone free’ zones where the child is not allowed to bring the device to the table, or their bedrooms. In other instances, families have small device boxes at the entrance of their houses for all visiting to put their devices down upon entering and take them when leaving but restricting their access while they are in the house. Finally, for other technology savvy parents, there are applications available to restrict your child’s access to the internet, where you can set limits and after they have used the device for that length of time, the device is no longer able to connect to the internet until the following day.  

Another way to keep your children safe is by restricting their social media access altogether. Depending on their age, and the level of maturity for your child, you may start by giving them access to one platform first. If the child is wanting to stay in touch with friends, you may consider allowing them access to the one platform they feel they like the most, and again monitor it. Some parents who have allowed their child access to Snap Chat for example, they have created their own account in order to monitor their child’s activity on it. For a young adolescent there’s no need for them to have access to all social media platforms and having one will make it easier for the parent to monitor.  

Before the child even has access to the social media world, they should have a conversation with the parents about what’s permitted and what’s not. For example, parents must teach children about stranger danger and how that can easily go wrong in times where you don’t know for sure who’s on the other side of the screen. For example, teach children never to use their real data, and never to share any pictures, or information that can be used for identification purposes. Finally, even when communicating with people you may know there are certain things you should never do, such as sharing pictures of your body with anyone and parents should be ready to lay out the consequences of these actions.  

                                                            

Finally, parents must teach children the importance of balancing responsibilities and setting priorities in place. For example, while children may be allowed to have an hour a day of access to the internet, if the child is significantly behind in schoolwork, that child should be taught schoolwork is a priority and therefore, social media will need to wait. Parents should encourage children to access their social media account only when they have completed all their schoolwork and have also done their chores. This will teach them responsibility and to see social media as an entertainment and not depend on it so much.

In conclusion, as parents we need to be aware of the latest trend our children are having to deal with and give them the support and skills, they need to surpass those. Furthermore, we need to lay down some rules when it comes to social media access as they have yet to develop the social skills, they need to be able to make some decisions on their own. Adolescence is a period of uncertainty for many of our children and they must have the guidance from us to make the right decisions. We can do this by monitoring and mediating their access to their social network platforms. When providing guidance about the use of internet to our children, we must discuss internet safety and what’s allowed or not when making use of it. By helping them prioritize their responsibilities we are helping them understand that there’s more to all of us than just social media.  

  

References  

Cruwys, T., Bevelander, K. E., & Hermans, R. C. J. (2015). Social modeling of eating: A review of when and why social influence affects food intake and choice. Appetite, 86, 3–18. https://doi-org.proxy1.ncu.edu/10.1016/j.appet.2014.08.035 

Effects of mass medias on the dynamics of social contagions. (2016). 2016 12th International Conference on Natural Computation, Fuzzy Systems and Knowledge Discovery (ICNC-FSKD), Natural Computation, Fuzzy Systems and Knowledge Discovery (ICNC-FSKD), 2016 12th International Conference On, 311. https://doi-org.proxy1.ncu.edu/10.1109/FSKD.2016.7603192 

Mahadevaiah, M., & Nayak, R. (2018). Blue Whale Challenge: Perceptions of First Responders in Medical Profession. Indian Journal of Psychological Medicine, 40(2), 178–182. https://doi-org.proxy1.ncu.edu/10.4103/IJPSYM.IJPSYM_399_17 

Ortiz, P., & Khin Khin, E. (2018). Traditional and new media’s influence on suicidal behavior and contagion. Behavioral Sciences & the Law, 36(2), 245–256. https://doi-org.proxy1.ncu.edu/10.1002/bsl.2338 

Reiter, A. M. F., Suzuki, S., O’Doherty, J. P., Li, S.-C., & Eppinger, B. (2019). Risk contagion by peers affects learning and decision-making in adolescents. Journal of Experimental Psychology: General, 148(9), 1494–1504. https://doi-org.proxy1.ncu.edu/10.1037/xge0000512.supp