Work Environment Priming Curriculum – How to reduce work-related stress and trauma

BACKGROUND 

We all want to experience the best scenarios to our lives, we want a straight line that never curved or even stopped. In the real world that’s not likely to happen, there always boundaries, limitations, and problems. We often fall, stumble, and even crashed. The problem is we are not likely to be trained that way, we are not trained to fall and work in pressured condition. Sometimes if we fall, we couldn’t go back up.

From the first day of school, our teacher taught and gave problems and illustrations only the best scenario. We all believe in a paradigm that the world is perfect, without boundaries and without limitations, a paradigm that evolves unproductive, stressful, traumatic, even suicidal experience. This paradigm is like our deliberate fallacy that we carry on from generations to generations.

DISCUSSION & PROPOSAL

If we trained our future generation to a curriculum that prime students to understand the real world rather than the perfect world paradigm, our future generation will way more productive, less stressful, and more adaptive. I am not saying that children must be pressured with assignments and obstacles. But my opinion is by giving students series of gradual priming stages before goes into the real work environment. Because that could really help students to develop and maintain a high performance at work.

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Many employees going through hard times adapting to the work environment because of the real pressure given, the limitations, and sudden changes. So rather than going through hard and shocking adaptation and being not productive at work, we could adjust our whole curriculum to train and prime our future generation. So our future generation will not going through that hard and shocking adaptation and will be less likely to be stressed and traumatized.

Below are the examples of the gradual priming stages. Each stage of priming has its own meaning and purpose:

  1. Age 6 – 8 = Creating handicraft items with limited resources and tools. The student must be creative to substitute the limited resources and tools. This challenge is basically giving the young student the big picture of the real world, that sometimes you don’t have the tools to perform the given task.
  2. Age 9 – 10 = Students given a sudden test with unexpected materials. This will train the student to be more responsive, be a quick learner. Because the world is full of sudden and unexpected changes.
  3. Age 11 – 12 = Testing learned materials with real field case, supervised by the teacher. This help student to understand how materials that student has learned could be implemented to real cases, and the differences the real case compared by the activities and questions given in school.
  4. Age 13 – 16 = Students need to make a real project with limited information, required to gain the information on their own and need to accomplished specific objective. This will give students a brief experience of real working scenario.
  5. Age 16 – 18 = Students need to make a real research project given by real employers from real organizations, and will be reviewed and evaluated by employers that give the task. This stage of priming will give students real working conditions and the real pressure of evaluated by the employers.

So how this method works? With this method, student’s body and emotional response will be conditioned to work environment, this process is called habituation. The real definition of habituation is “The diminishing of a physiological or emotional response to a frequently repeated stimulus”.

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The response of going to real work environment without the priming stages are stressful, traumatic, and shocking adaptation. The stimulus to reduce the response is the gradual priming stages. So with gradual priming stages, students will habituate to work environment.

Why this is method should be implemented? The main reasons are gradual priming stages is way less stressful and traumatic, because it will be performed gradually and slowly with controlled variables, but if it does stressful, there are still student’s parents and teacher who supervised the process of priming, so parents and teacher could monitor the student changes in characters, traits, behaviors.

The other reason is that gradual priming is more long-term and has more permanent impact. When you are adapting to a new work environment you probably just adapt yourself only when you are in your work environment so you could work normally, but gradual priming will change your entire character and traits, and that traits and character will be long-lasting or even forever.

Do you agree with this idea? If you do, please share this idea with you friend so we could help our future generation adaptation process when going from school to work. Tell us your opinion and your experience in the comment below!

REFERENCES AND SUPPORTING ARTICLES

Habituation. (2017, July 13). Retrieved July 28, 2017, from https://en.wikipedia.org/wiki/Habituation

Workplace stress. (n.d.). Retrieved July 28, 2017, from http://www.apa.org/helpcenter/workplace-stress.aspx

Chad Brooks, Business News Daily Senior Writer. (2017, February 03). Stressed Out! Unrealistic Expectations Put the Pressure on Workers. Retrieved July 28, 2017, from http://www.businessnewsdaily.com/8486-effects-workplace-stress.html

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