TM4T Stress Armoury 15 - Considering relative deprivation

Perspective is subjective

We can reduce the likelihood of stress by changing our individual views of our own lives.

Of course many teachers suffer from stress, but many teachers are also happy to declare that it is the best job in the world. It is, in other words, subjective. We all want to be happy, and we all care about our professional well-being. However, that agreement is illusory. People very rarely agree on what happiness is or what well-being involves. Some focus on honesty and positive outlook; others stress spiritual and emotional dimensions; others stress the value of challenging and rewarding work; others simply focus on the money. Not teachers, obviously.

The point is that we can all have different ideas about what it means to have a fulfilling life, even if we have all chosen the same career path, and espouse a common set of values. This is what we call subjective well-being (SWB). This is a big topic, which is explained more fully here:

http://en.wikipedia.org/wiki/Subjective_well-being

This psychological concept can be compared to the sociological idea of relative deprivation. The idea of relative deprivation is really simple: we decide how well off we are by comparing ourselves with those around us. This notion has been proven in a number of contexts, the best known of which involved the attitudes of US soldiers last century. When asked about their personal promotion prospects, individual military policemen were more positive than individual fighter pilots, even though they had much worse prospects than the pilots. Why? Because the military policement didn't compare themselves with fighter pilots; they compared themselves to other military policemen. As the promotion prospects of military policemen as a whole were pretty poor, the individual's view was relatively positive. The opposite argument applied for the flyers. Pilots as a group had great promotion prospects; compared to this formidable 'norm', individual pilots rated their own prospects negatively. Another big topic, explained here:

http://en.wikipedia.org/wiki/Samuel_A._Stouffer

Subjective Well-Being (SWB)

SWB considers how each individual thinks about their own state of happiness, fulfillment, and satisfaction. This state of well-being goes deeper than being happy (happy is a transient emotion). It includes your health, professional career, spiritual and emotional development, family life, romantic relationships, social life and friendships, your wealth and income, and much more.

In Western society, there are typically three main things that contribute to subjective well-being. These are:

1. Not having negative emotions and moods.

2. Having pleasing emotions and moods (this is very different to not having unpleasant moods, and it is possible to have both negative and pleasing emotions).

3. Experiencing satisfaction – satisfaction can be derived from personal belongings (house, clothes), from relationships, from career achievements, or a range of other things.

This sense of satisfaction is itself influenced by some key moods (optimism, for example) and can change over the course of a lifetime. Typically, young adults gain satisfaction from family, career, and possessions; while older people gain satisfaction from health and freedom...

… Which is not very helpful at all, is it? If it's all subjective and it depends on our moods and preferences, how does that help us to be happy or to cope with stress? Well, there are no guarantees of course, but there are some generally accepted ways to improve your SWB and minimise your sense of relative deprivation.

How to Achieve High Subjective Well-Being

No guarantees, I'm afraid- after all, this is the secret of happiness - but you can increase your chances by doing these things:

1. Defining your values

When you live you live your life in accordance with your core values and personal ideals, you tend to feel good about yourself. You might expect this to work at a vague subconscious level, but it tends to work much better if you are explicit about it - this means putting your core values into words, and ideally writing them down... and then matching your ideas to action. Not always easy, but you can rest easy at the end of school, because you know in your heart that you didn't compromise on the things that you know are right. Don't e-mail me; I know this isn't easy.

2. Find the right role

I'm being picky here; in HR a job is different to a role. 'Teacher' is a job. 'Deputy Head of General Studies at Beech Comprehensive, Dulltown' is a role. You need to find the right role for you. You should take enough time as you need to figure out what gives you most pleasure from teaching. Is it really the challenge (like you said at the interview)? Do you crave variety? Make sure that you are in the right role, at the right school, and be prepared to move if necessary.

2a. Acknowledge relative deprivation

Teachers tend to stick together. Each teacher's self-assessment is therefore frequently based on other teachers: their status, their achievements, their contribution. Often we beat ourselves up based on this comparison. This is entirely illogical. Compared to most other jobs, teaching is a fine occupation. Just because your own role is a little below the norm, that does not mean you do not have a lot to be thankful for.

2b. Compare yourself with others.

This may seem advice steeped in jealousy, but it has a purpose: you should actively avoid the trap of relative deprivation by broadening your outlook now and again. You might think your job involves a lot of boring form-filling and dealing with difficult people; chat to someone who works in a call centre. You might think your job is repetitive; consider the supermarket cashier. Don't give yourself airs and graces based on your university degree; count your blessings for having such a job as yours, occasionally.

4. Remember your purpose

When you started teaching, you almost certainly had a purpose in mind. It wasn't the glamour. Remind yourself what that was - again, do this consciously and explicitly; write it down if possible. Remind yourself that you are helping your students to improve their life choices (or whatever and however you express it). Then make sure what you do in your everyday work reflects that purpose.

5. Strive to live a healthy life

Not all of us can elect to be healthy, but many teachers can. Health and fitness is an important contributor to subjective well-being, and you should seek as many opportunities as possible to enhance your bodily well-being. People who are physically healthy have more energy; they are happier (by the best measures we have); and consistently better able to deal with stress and change. It isn't easy but find some way to fit exercise into your schedule. Get the basics right: as much sleep as you need, and sensible hydration.

6. Seek positive relationships

Having trusting relationships with others is another key factor in high SWB. Be prepared to spend time developing and maintaining good relationships. This applies both inside and outside school. Treasure your family and keep in touch with your friends; but also respect the school maintenance staff and your students. In fact, anyone you come into contact with, strive to make your relationship as positive as you can.

7. Strive to have a positive attitude.

This, of course, is a circular argument, but worth considering. Of course, if you treat problems as challenges and laugh in the face of adversity, you will appear happier than a person who sees problems as... er, problems. The fact is, though, that people who simply try to think more positively in their life tend to report that it works. Just by telling yoruself that things are better, to a certain extent, it is.