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Training Manual of Specialised Course for Prison Warders
(Warder to Chief Head Warder)
on
Stress Management
(One Week)
2022
Bureau of Police Research and Development
Ministry of Home Affairs
NH-48, Mahipalpur
New Delhi- 110037
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© 2022, BPR&D. New Delhi
Published by Bureau of Police Research & Development, Ministry of Home Affairs, Mahipalpur, New Delhi,
India
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Page 4 of 81
Page 5 of 81
Patron
Shri Balaji Srivastava, IPS, Director General, BPR&D
Guidance
Shri Neeraj Sinha, IPS, ADG, BPR&D
Members of the Committee for preparing the Training Manual
Chairperson
Smt. Anupama Nilekar Chandra, IPS, IG/Director (R&CA)
Members
1. Shri Mukesh Prasad, IAS, Addl. IG Prisons, Delhi
2. Smt. Aditi Majumdar, IG Prisons, Tripura
3. Shri P. Vijay Kumar, DIG Prisons (South Zone) & Director, SICA, Kerala
4. Shri Neeraj Kumar Jha, Director, BICA, Bihar
5. Shri Rohan Anand, IPS, Superintendent, Ahmedabad Central Prison, Gujarat
6. Shri Paras Mal Jangid, Principal, Prison Training Institute, Ajmer, Rajasthan
7. Prof. Dr. Vijay Raghavan, Tata Institute of Social Sciences (TISS), Mumbai
8. Smt. Rajni Sehgal, Principal ICS, Mishriwala & Superintendent, Kathua,
District Prison, Jammu & Kashmir
9. Shri Manoj Kumar Sinha, Superintendent, Chapra, District Prison, Bihar
10. Shri Vaibhav Sudhakar Aage, Superintendent, Chandrapur, District Prison,
Maharashtra
11. Shri S. Touthang, Addl. Superintendent, Central Prison Sajiwa, Manipur
Consultant (Content)
Dr. M. Jayanthi Psychologist, Central Prison Madurai, Department of prison
correctional services Tamil Nadu
Consultant (Format)
Shri Inder Jeet Mittal, Master Trainer, DoPT
Secretarial Assistance (Research & Correctional Administration Division,
BPR&D)
1. Shri Mainul Islam Mondal, IPS, DIG/ Deputy Director (R&CA)
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2. Shri Kamal Kishor Meena, Assistant Director (CA)
3. Shri Rattan Chand, Assistant Director ( Legal)
4. Smt. Anu Shree, Research Assistant (CA)
5. Dr. Nirpat Patel, Research Assistant (Res)
6. Smt. Puloma Basu, Research Assistant (Res)
7. Shri Mukesh Kumar, Personal Assistant
8. Shri Sanjay Pal, Personal Assistant
9. Smt. Ravinder Kaur, Personal Assistant
10. Shri Manoj Kumar Meena, Personal Assistant
11. Shri Shareeq Wali Khan, Junior Investigator (Res)
12. Shri Ashok Kumar, Junior Investigator (CA)
Page 7 of 81
TABLE OF CONTENT
PART-A
CONTENTS PAGE
1. INTRODUCTION
- Emergence of Course 9
- Introduction to Course 9
2. Course Guide 11
3. Trainer Guide 21
PART B
COURSE GRID 31
LEARNING EVENT 34
DAY-1
Learning Unit (LU)
LU 1: Stress Concept and General Adaptations Syndrome (GAS)
LU 2: Causes/ Reasons for Stress
DAY-2
LU 3: Sources of stress with special reference to Prison warders
LU 4: Signs and Symptoms of Stress
LU 5: Effects of stress
DAY-3
LU 6: Stress Management Techniques
LU 7: Relaxation Techniques
DAY-4
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LU 8: Work-life balance
DAY-5
LU 9: Healthy Lifestyle
PART C
1. RESOURCE MATERIAL 46
2. REFERENCE MATERIAL 67
3. APPENDICES 71
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Emergence of the Course
The BPR&D has prepared 50 Prison Training Manuals for various ranks of Staff and Officers
in Prison Administration under the categories viz., 05 Basic Courses, 08 In-Service Courses, 30
Specialized Courses, 02 Vertical Interaction Courses and 05 Handbooks for improving the quality
and standardizing training of all Prison Officers and Staff across the country and to augment
professional competency and capacity building of Prison Officers and Staff.
These Prison Training Manuals are objective oriented, learner centric and are outcome of
several brainstorming sessions, consultative meetings (Online and Offline) and workshops for
conceptualizing the drafts. Comments of the Monitoring Committee, Reports of Training Needs
Analysis (TNA) for Prisons & Correctional Administration, National Training Policy (2012) have
also been taken into account. In addition, various national and international practices, MHA
Advisories, Landmark Judgements of the Apex Court and the High Courts, Statutory Acts/Rules
have also been referred to in course of preparation of these training manuals. The design perspective
of the Department of Personnel & Training, Government of India, has been adopted.
Introduction
Warders who are able to manage stress at work are more likely to be satisfied with
their jobs. They respect peers and feel valued and respected in turn. They are more productive,
and positive, helping to maintain strong, healthy workplace culture. Their approach towards
prisoners is conductive and this enables them to focus more on rehabilitation.
The objective of this one-week specialized course for the rank of prison warders is to impart
knowledge and skills about the causes of and coping strategies for stress.
The Course has nine learning units and is designed in a manner as to impart necessary
knowledge about stress, sources, effects, management techniques, etc., and focuses more on group
discussion and practicing stress management and relaxation techniques.
.
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Page 11 of 81
(For Trainers & Participants)
COURSE GUIDE
Training Manual of Specialised Course for Prison Warders
(Warder to Chief Head Warder)
on
Stress Management
(One Week)
2022
Page 12 of 81
Page 13 of 81
INTRODUCTION
Organizations need to continuously grow, and develop and must be prepared to face
the ever-emerging challenges. The Prison Department and the role of Prison Officers
is no exception to this. Training is an instrument to help the Prison Administration in
meeting the twin challenges of continuous improvement and demands of change.
AIM OF THE COURSE
To impart knowledge and skills about causes of stress and coping strategies for stress
management from Warders to Chief Head Warders
DESIGNED FOR
Warder to Chief Head Warder
FACILITATORS
In-House Faculty, Guest Faculty. The Guest Faculty can include retired or serving
senior prison officers, Legal experts, Psychologists, Social Workers/Probation Officers
and NGOs.
STYLE OF THE COURSE
This course encompasses a series of practical learning activities. The Course is
-directed learning
d-based situations and sharing of best practices
in prison management. Therefore, participants are expected to take responsibility, both
for their own learning and in helping the development of other participants.
Participants will be encouraged to share their learning experience with others, and to
give and receive support and feedback.
OBJECTIVES At the end of the training, the participants will be able to
Unit 1
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Training Objective
Explain the concept of stress and General Adaptation Syndrome
Enabling Objectives
1. Explain the definition, concept, and importance of stress
2. List the types of stress
3. Describe General Adaptation Syndrome (GAS)
Unit 2
Training Objective
Explain the causes of stress in day-to-day life
Enabling Objective
1. List the stressors
Unit 3
Training Objective
Explain the stress experienced by Prison Officers
Enabling Objectives
1. Explain the sources of stress experienced by Prison Officers
2. Explain the nature of stress experienced by them personally
Unit 4
Training Objective
State the signs and symptoms of stress
Enabling Objective
1. Identify the signs and symptoms of stress experienced by Prison Officers
Unit 5
Training Objective
Explain the effects of stress
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Enabling Objectives
1. Describe the consequences of stress experienced by prison officers
2. Explain the effects of stress at all levels
Unit 6
Training Objective
Demonstrate the coping mechanism and therapeutic techniques
Enabling Objectives
1. Explain stress management techniques in their life
2. Demonstrate the techniques to cope with stress positively in the workplace
Unit 7
Training Objective
Demonstrate the relaxation techniques to combat everyday stress
Enabling Objective
1. Explain the relaxation techniques
2. Demonstrate the relaxation techniques step by step
Unit 8
Training Objective
Demonstrate the strategies to maintain balance work-life balance
Enabling Objectives
1. Explain the importance of the concept of work-life balance
2. Identify the reasons for the imbalance
3. Demonstrate the strategies to maintain work-life balance
Unit 9
Training Objective
Explain the components of a healthy lifestyle
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Enabling Objectives
1. Explain the concept of a healthy lifestyle and its importance
2. Display the components of a healthy and stress-free life
ASSESSMENT: -
The priority during the Course is to assist participants to develop their skills.
Assessment is, therefore, concerned with informal feedback and advice to individual
participants.
Page 17 of 81
TIME TABLE
DAY/TIME
(Hrs.)
CONTENT OBJECTIVES
DAY-1
0915-1030 Registration
Inauguration of the Course
1045-1200 -Stress: Concept and its importance 1.1
1215 -1330
- Types of Stress
- Acute, Episodic, Chronic, Eustress, Distress
-General Adaptation Syndrome
1.2
1430-1530 -Causes/reasons of Stress
- Personal
- Physical
- Emotional
- Psycho-social
- Environmental
- Family.
2.1
2.2
2.3
1545-1645 - Discussion: Stress a good thing or a bad thing?
DAY-2
0915-1030 - 3.1
1045-1200 - Panel Discussion: Addressing prison of
stress
3.2
1215 -1330 - Symptoms and Signs of Stress
- Physical
- Psychological
- Cognitive
- Emotional
- Behavioral
4.1
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- Imagery
1430-1530 - Symptoms, Signs, effects: Discussion cum Video
show
4.2
1545-1700 - Effects of stress
- In the mind (thinking/feeling)
- In behavior (how we act)
- In the body (physical response)
- In the workplace setting
5.1, 5.2, 5.3
DAY-3
0915-1030 - Stress Management Techniques 1
- Yoga
- Breathing
- Meditation
- Mindfulness
6.1, 6.2
1045-1200 - Stress Management Techniques 2
- Action-oriented approach
- Emotion-oriented approach
- Acceptance-oriented approach
6.3
1215 -1330 - Stress Management Techniques 3
- Art and music therapy
- Aromatherapy
- Clapping and Laughing therapy
- ABC technique, etc.
6.4
1430-1530 - Relaxation Techniques 1
- Concept, importance
- Jacobson progressive muscle relaxation
- Benson Relaxation Response
7.1
1545-1700 - Self-analysis
DAY 4
0915-1030 - Relaxation Techniques 2
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- Guided Imagery Meditation
- Body scan meditation
- Mindfulness meditation
7.1
1045-1200 - Work-life balance
- Concept
- Benefits
- Reasons for imbalance
8.1, 8.2
1215 -1330 - Methods to manage work-life balance 8.3, 8.4
1430-1530 - Case presentation
1545-1700 - Article Analysis
DAY-5
0915-1030 - Healthy lifestyle
- Definition
- Importance
9.1, 9.2
1045-1200 - Components of a healthy lifestyle
- Sleep
- Healthy and nutritious diet
- Exercise
- Substance usage
- Gadgets/media
- Positive approach towards life
9.3
1215 -1330 - Poster presentation 9.4
1430-1530 Feedback Session
1545-1700 Valediction
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Note:
Session I 0915 1030
Session II 1045 1200
Session III 1215 1330
Session IV 1430 1530
Session V 1545 1645
Yoga 0630 0730
Library 1700 1730
Sports 1730 1830
Tea Break 1030 1045
1200 1215 (Break)
1530 1545
Breakfast 0800 0845
Lunch 1330 1430
Dinner 1930 2100
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(For Trainers Only)
TRAINER GUIDE
Training Manual of Specialised Course for Prison Warders
(Warder to Chief Head Warder)
on
Stress Management
(One Week)
2022
Page 22 of 81
Page 23 of 81
TRAINER GUIDE
INTRODUCTION
the Course. It is designed in a structured format that presents the assembled
information and the planned activities with learning outcomes. Trainer Guide serves
The Trainer Guide also: -
Helps continuous recall
Provides scope for storing illustrations, faculty questions, anticipated
questions and appropriate responses
Contains details of points for briefing & debriefing of case study,
exercises, Films, etc.
Serves as a reminder to administer exercises and
Guides on the use of media
Pre-Course Preparation:
1. Get an idea on number and list of participants from the course coordinator
2. Resource Kit, Name plates, Name badges of participants
3. Photocopies of Handout, exercises for participants should be kept separately
and distributed before the session.
4. Brief introduction about Resource Persons / Guest Speakers
5. Permissions for field visit to prison
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For Trainer:
a. Trainer Guide
b. Glossary of Terms
c. References
For Participants
Course Guide
Resource kit Tools, Checklists, Recommended Notes, Exercise, Case Studies,
Soft Skills Material
Project
MCQs
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DAY-WISE TIME TABLE
DAY 1
Time (Hrs.) Content Remarks
0915 0930 Registration
Registration form-1
Distribute Course
Guide to participants
0930 1000 Inauguration
1000 1030 Session -I: Ice Breaking Session and
Course Objectives
Detailed Introduction
Name, Designation, Years of
Service, Place of Posting
Ice-Breaking
Activity Name Tags
and Name Plates of
Participants. They
should get to know
each other.
1030 1045 Tea Break
1045 1200 Session- II: Stress and its concept
1200 1215 Break
1215 1330 Session-III: Types of stress and General
Adaptation Syndrome
Ask participants to
share one type of
stress experienced
last week
Distribute
HO 01
1330 1430 Lunch
1430 1530 Session- IV: Causes/reasons of stress
Distribute
HO - 02
1530 1545 Tea Break
1545 1645 Session-V:- Stress a good thing or a bad
thing?
Group discussion
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DAY 2
Time (Hrs.) Content Remarks
0900 0915 Recap of Day 1
0915 1030 Session -I: Sources of stress with special
reference to Prison warders
Distribute
HO - 03
1030 1045 Tea Break
1045 1200 Session- II: Panel Discussion: Addressing
Prison warders
Invite Prison
officer &
correctional staff
as resource person
1200 1215 Break
1215 1330 Session-III: Symptoms and Signs of Stress Ask them to list 2
symptoms at all
levels
1330 1430 Lunch
1430 1530 Session- IV: Effects of stress
Distribute
HO 04
Discussion with
Psychiatrist and
Psychologist
1530 1545 Tea Break
1545 1645 Session- V: Signs, symptoms, effects:
discussion cum video show
Video to be
arranged by trainer
Page 27 of 81
DAY 3
Time (Hrs.) Content Remarks
0900 0915 Recap of Day 2
0915 1030 Session -I: Stress Management Techniques
1
Yoga, breathing, meditation, mindfulness
Distribute
HO - 05
1030 1045 Tea Break
1045 1200 Session II: Stress Management
Techniques 2
Action, emotion, acceptance-oriented
approaches
Role play
1200 1215 Break
1215 1330 Session-III :- Stress Management
Techniques 3
Art, music, aroma, clapping, laughing
therapy, ABC techniques, etc.
Ask them to
identify their
specific way of
coping
1330 1430 Lunch
1430 1530 Session- IV: Relaxation Techniques 1
Concept, importance
Jacobson progressive muscle relaxation
Benson relaxation response
Distribute
HO - 06
1530 1545 Tea Break
1545 1645 Session-V: Self-analysis
Each one of the participants takes one
source of stress, and explain in detail how it
affects personal and family life
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DAY 4
Time (Hrs.) Content Remarks
0900 0915 Recap
0915 1030 Session I: Relaxation Techniques 2
Guided Imagery meditation, Body scan
meditation, Mindfulness meditation
Practice one
technique, video
show
1030 1045 Tea
1045 1200 Session II: Work-life balance:
Concept and reasons for the imbalance
Distribute HO 7
1200 1215 Break
1215 1330 Session-III: Methods to manage work-life
balance
Ask them to
identify any 2
strategies used by
them for
balancing
1330 1430 Lunch
1430 1530 Session- IV: Case presentation
Interact with
colleagues and
present how they
balance
1530 1545 Tea Break
1545 1645 Session- IV: Article Analysis Article to be
distributed earlier
and ask the
trainees to read
Page 29 of 81
DAY 5
Time (Hrs.) Content Remarks
0900 0915 Recap
0915 1030 Session - I: Defining and importance of a
healthy lifestyle
Distribute HO 8
1030 1045 Tea Break
1045 1200 Session- II: Components of healthy
lifestyle
Write one
component which
drains your
energy
1200 1315 Session-III: Poster presentation Distribute
required materials
1315 1430 Lunch
1430 1530 Session IV:
Assessment: Perceived Stress Scale
Post evaluation, Feedback, Summarizing
the learnings
1530 1730 Session- V: Valedictory Address &
Distribution of Certificates
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DAY WISE TASKS
5-DAYS COURSE
Day 1
Registration
Inauguration
Detailed Introduction
Expectations of the course
Course Overview
Ground Rules
Course Guide
Distribution of the training kit (Training material, name badges, note pads, etc.)
Training
Group Discussion
Day 2
Recap of Day-1
Training
Post Lunch
Signs, symptoms, and effects (playing of YouTube clips or videos)
Day 3
Recap of Day-2
Training
Post Lunch
Self-analysis
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Day 4
Recap of Day-3
Practising relaxation techniques
Post Lunch
Case presentation
Article analysis
Day 5
Recap of Day-4
Learning points of all sessions
Training
Poster presentation
Feedback session
Post Lunch
Valediction
Certificate
Group Photo with Chief Guest
The course coordinator should compile the feedback of the participants and
submit to the Head of Training Institute.
End of Course
**********************************
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PART B
1. COURSE GRID
2. LEARNING EVENTS
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COURSE GRID
Page 34 of 81
COURSE GRID
Stress Concepts and
General Adaptation
Syndrome (GAS)
Causes/Reasons of Stress
Sources of stress with
special reference to Prison
Warders
Signs and Symptoms of
Stress
Effects of Stress
Stress Management
Techniques
Relaxation Techniques
Work-Life Balance
Healthy Lifestyle
02 03
01
04 05 06
07 08 09
Page 35 of 81
LEARNING EVENTS
Page 36 of 81
SPECIALISED COURSE FOR PRISON WARDERS
(WARDER TO CHIEF HEAD WARDER)
ON STRESS MANAGEMENT
(ONE WEEK)
LEARNING EVENT
Unit 1
Learning Unit Stress Concept and General Adaptation Syndrome (GAS)
Training
Objective
At the end of the training, participants will be able to explain the concept of Stress and General Adaptation
Syndrome
Enabling Objectives
At the end of the
training, participants
will be able to -
Content Method Media Time
(Mins)
Trainer Performance
Aid
Assessment
1. Explain the
definition, concept,
and importance of
stress
- Stress and
its nature
- Benefits of
stress
Lecture-cum-
Discussion
White Board,
Marker,
Projection
System
60 Life Skills
Trainer
2. List the types of
stress
- Acute
- Episodic
- Chronic
- Eustress
- Distress
Lecture-cum-
Discussion
White Board,
Marker,
Projection
System
60 Life Skills
Trainer
3.Explain the
General Adaptation
Syndrome (GAS)
- Three stages
- Alarm
- Exhaustion
- Resistance
Lecture-cum-
Discussion
White Board,
Marker,
Projection
System
60 Life Skills
Trainer
Page 37 of 81
LEARNING EVENT
Unit 2
Learning Unit Causes/Reasons of Stress
Training
Objective
At the end of the training, participants will be able to explain the causes of stress in day-to-day life
Enabling Objectives
At the end of the
training, participants
will be able to -
Content Method Media Time
(Mins.)
Trainer Performance
Aid
Assessment
1. List the stressors Stressors
- Personal
- Physical
- Emotional
-Psycho-social
- Environmental
- Family
Lecture-cum-
Discussion
White Board,
Marker,
Projection
System
90 Life
Skills
Trainer
Page 38 of 81
LEARNING EVENT
Unit 3
Learning Unit Sources of stress with special reference to Prison warders
Training
Objective
At the end of the training, participants will be able to analyse the stress experienced by
Prison warders
Enabling Objectives
At the end of the
training, participants
will be able to -
Content Method Media Time
(Mins)
Trainer Performance
Aid
Assessment
1. Explain the sources
of stress experienced by
Prison warders
-Related factors
-Higher
officials
- Colleagues
- Inmates
Lecturecum-
Discussion
Colour card,
Display
board,
Projector
60 Correctional
Officers in
prison
2.Explain the nature of
stress experienced by
them personally
- Personal
experience
Sharing,
Discussion
White Board,
Marker,
Projection
System
30 Correctional
Officers in
prison
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LEARNING EVENT
Unit 4
Learning Unit Signs and symptoms of stress
Training
objective
At the end of the training, participants will be able to explain the signs and symptoms of stress
Enabling Objectives-
At the end of the
training, participants
will be able to
Content Method Media Time
(Mins.)
Trainer Performance
Aid
Assessment
1. Identify various signs
and symptoms of stress
experienced by
correctional officers
- Physical
- Cognitive
- Emotional
- Behavioral
- Mental
- Imagery
Group
Discussion
White Board,
Marker,
Projection
System
90 Psychologist Checklist
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LEARNING EVENT
Unit 5
Learning
Unit
Effects of Stress
Training
Objective.
At the end of the training, participants will be able to explain the effects of stress
Enabling
Objectives
At the end of the
training,
participants will
be able to -
Content Method Media Time
(Mins)
Trainer Performance
Aid
Assessment
1. Describe the
consequences of
stress
experienced by
Prison warders
Consequences
-Prison
warders
Gallery
walk,
Discussion
Display
Board,
Marker
45 Psychiatrist
Doctor
Q/A
2. Explain the
effects of stress at
all levels
- Physical
- Psychological
- Cognitive
- Behavioral
- Workplace
Lecturecum-
Discussion
White
Board,
Marker,
Projection
System
45 Psychiatrist
Doctor
Checklist
Page 41 of 81
LEARNING EVENT- 6
Unit 6
Learning Unit Stress Management Techniques
Training
Objective
At the end of the training, participants will be able to demonstrate the coping mechanism and therapeutic
techniques
Enabling Objectives
At the end of the
training, participants
will be able to -
Content Method Media Time
(Mins)
Trainer Performance
Aid
Assessment
1. Explain the stress
management techniques
in their life
-Stress
management
techniques
Lecturecum-
Discussion
White Board,
Marker,
Projection
System
60 Psychologist Q/A
2. Demonstrate the
techniques to cope with
stress positively in the
workplace
- Coping
mechanisms
- Breathing
exercises
- Mindfulness
Role play White Board,
Marker,
Projection
System
30 Yoga
Instructor
Page 42 of 81
LEARNING EVENT
Unit 7
Learning Unit Relaxation Techniques
Training
Objective
At the end of the training, participants will be able to demonstrate the relaxation techniques to combat
everyday stress
Enabling
Objectives
At the end of the
training,
participants will be
able to -
Content Method Media Time
(Mins)
Trainer Performance
Aid
Assessment
1. Explain the
relaxation
techniques
-Jacobson
Progressive Muscle
Relaxation
-Benson Relaxation
Response
- Guided
Imagery Meditation
-Body Scan
Meditation
-Mindfulness
Meditation
Lecture-cum-
Discussion
White Board,
Marker,
Projection
System
30 Experts
2. Demonstrate the
relaxation
techniques step by
step
Videos,
Demonstration
Projection
System, Yoga
mat
120 Experts
Page 43 of 81
LEARNING EVENT
Unit 8
Learning
Unit
Work-Life Balance
Training
Objective
At the end of the training, participants will be able to demonstrate and explain the strategies to maintain
balance work-life balance
Enabling Objectives
At the end of the
training, participants
will be able to -
Content Method Media Time
(Mins)
Trainer Performance
Aid
Assessment
1. Explain the
importance of the
concept of work-life
balance
-Healthy
work-life
balance
- Benefits
Lecture-cum-
Discussion
White Board,
Marker,
Projection
System
30 In-house/
Guest
faculty
Q/A
2. Identify the
reasons for
imbalance.
- Reasons for
imbalance
Lecture-cum-
Discussion
White Board,
Marker,
Projection
System
30 In-house/
Guest
faculty
3. Demonstrate the
strategies to
maintain work-life
balance
- Techniques
to maintain
work-life
balance
Demonstration White Board,
Marker,
Projection
System
30 In-house/
Guest
faculty
Page 44 of 81
LEARNING EVENT
Unit 9
Learning Unit Healthy Lifestyle
Training
Objective
At the end of training, participants will be able to explain the components of healthy lifestyle
Enabling Objectives
At the end of the
training, participants
will be able to -
Content Method Media Time
(Mins)
Trainer Performance
Aid
Assessment
1.Explain the concept
of a healthy lifestyle
and its importance
Healthy Lifestyle
- Concept
- Benefits
Lecture,
Gallery
walk,
Discussion
White Board,
Marker,
Projection
System
90 In-house/
Guest
faculty
2.Explainthe
components of a
healthy and stress-free
life
- Sleep
- Healthy diet
- Exercise
- Substance usage
- Gadgets/media
- Positive approach
towards life
Poster
presentation
Chart,
Colours,
Display
Board
90 In-House/
Guest
faculty
Page 45 of 81
PART-C
RESOURCE MATERIAL
Section-1 Handouts
Section 2 Checklist
Section 3 Story
Section 4- Article
Section 5 Exercises
Page 46 of 81
LIST OF RESOURCE MATERIAL
Section-1 Handouts
HO - 1 General Adaptation Syndrome (GAS)
HO - 2 Causes/Reasons/Sources of stress
HO - 3 Sources of warders
HO - 4 Effects of Stress
HO - 5 Tips to manage stress
HO- 6 Relaxation Techniques: Steps to follow
HO - 7 Strategies to improve work-life balance
HO - 8 Healthy Lifestyle
Section 2 Checklist
CL 1 Signs & Symptoms of stress
Section 3 Story
Section - 4 Article
Peter Finn (1998). Correctional Officer Stress: A Cause for Concern and
Additional Help. Washington, DC: U.S. Department of Justice, National Institute
of Justice.
https://www.uscourts.gov/sites/default/files/62_2_9_0.pdf
Section 5 Exercises
EX 1 Perceived Stress Scale
EX 2 Personal Life Events Analysis
Page 47 of 81
HANDOUTS
Page 48 of 81
HO-1
General Adaptation Syndrome (GAS)
General Adaptation Syndrome is the three-stage process that describes the
physiological changes the body goes through when under stress. The three stages
are alarm, resistance, and exhaustion.
Alarm
perceive something as stressful, and then the body initiates the fight-or-flight
response which is a physiological response to stress. This natural reaction
prepares you to either flee or protect yourself in dangerous situations.
Resistance The resistance stage is when your body tries to repair itself after
the initial shock of stress. If the perceived stress continues, the body stays
activated at a higher metabolic level in an effort to offset the persistent
stress. If the stressful situation comes to an end, during the resistance stage, the
body will then return to normal. However, if the stressor remains, the body will
stay in a state of alert, and stress hormones continue to be produced. This
physical response can lead to a person struggling to concentrate and becoming
irritable.
Exhaustion Prolonged exposure to the stressor will result in the depletion of
system and drain your physical, emotional, and mental resources to the point
where your body no longer has the strength to fight stress. This can lead to a
variety of health issues and illnesses, including heart disease, digestive
problems, depression, and diabetes.
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HO- 2
Stress: Causes/Reasons
Causes/Reasons/Sources of stress
Personal stressors
o Everyday challenges
o Abuses (physical, verbal, sexual)
o Type A personality and stress
o Poor sleep, lack of nutritious diet
o Moving to a new home
o Taking care of an elderly or sick
family member
Psycho-social stressors
o Emotional problems (frustration,
depression, anxiety, anger, grief,
guilt, low self-esteem)
o Conflicts
o Internal pressures
o Social pressures
o Retiring
Physical Stressors
o Illness or injury
o Headaches, fatigue, indigestion
o long-term health problems
o Pregnancy and becoming a parent
o Menstruation period and
menopause stage
Workplace Stressors
o Starting a new job/loss of a job
o A long hour and increased demand
o Conflict among co-workers
o Lack of support from a supervisor
o Unexpected/unwanted transfer of
work location
Family-related stressors
o Family separations (due to work
relocations or other reason)
o Marital conflict
o difficult relationships with parents,
siblings, friends or children
o Illness or death of a family
member
o Parenting or child care challenges
Environmental Stressors
o Reminders of war
o Poor housing conditions
o Pollution and noise
o Political conflict in the community
o Natural disasters
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HO - 3
Role ambiguity
Rotating shift work
Understaffing
Overtime
Supervisor demands
Threat of inmate violence and actual violence
Problem with coworkers/colleagues
Family problem
Health issues, etc.
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HO 4
Effects of Stress
Lack of sleep or appetite, anxiety, irritation, inability to concentrate,
physical illness, behavioral issues, addiction to abuses, anger, depression,
lacking energy, lack of teamwork, absenteeism, emptiness, distancing
themselves from friends, family, loss of pleasure in regular activities, etc.
Brainstorming (Trainer asks)
Questions for discussion
1. How does this stress impact us?
2. What are some of the consequences you notice in yourself when you are in the
workplace?
3. How does it affect your thoughts and feelings?
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HO 5
Tips to manage stress:
Identify the sources of stress in your life
of stress management
Make time for fun and relaxation
Maintain balance with a healthy lifestyle
Learn to manage your time more effectively.
Be assertive instead of aggressive. Assert your feelings, opinions, or beliefs instead of
becoming angry, defensive, or passive.
Set limits appropriately and say no to requests that would create excessive stress in
your life.
Use Quick Stress Relievers (deep breathing, walking, listening to music, etc.)
Develop Stress-Relieving Habits (regular exercise, meditation, self-care, etc.)
Eliminate Stressors When You Can
Questions for discussion
1. What are some of the positive ways you are following to manage stress?
2. Share some of your ideas to deal with stress in the workplace in positive ways.
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HO 06
Relaxation Techniques
The relaxation response is the opposite of the stress response. It's a state of
profound rest that can be elicited in many ways. With regular practice, you create
a well of calm to dip into as the need arises.
Steps for relaxation techniques
Jacobson Progressive Muscle Relaxation
www.juniperpublishers.com/jojnhc/pdf/JOJNHC.MS.ID.555726.pdf
Benson Relaxation Response
www.hnfs.com/content/dam/hnfs/tw/common/pdf/WellnessProgramMaterials/
StressManagement/PF1110x077RelaxationResponse.pdf
Guided Imagery Meditation
www.smithcenter.org/wp-content/uploads/files/downloads/special-placeguided-
imagery(1).pdf
Body Scan Meditation
www.ggia.berkeley.edu/?ACT=141&path=practicebody_scan_meditation pdf
Mindfulness meditation
https://www.bowdoin.edu/counseling/pdf/beginning-mindfulnessmeditation.
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HO 7
Work-Life Balance
Work-life balance is a state of equilibrium in which a person prioritises both
his and her professional and personal obligations equally. It refers to the level of
Work-life balance involves minimization of work-related stress and establishing a
stable and sustainable way to work while maintaining health and general wellbeing.
Strategies to improve work-life balance
Accept that there is no 'perfect' work-life balance.
Find a job that you love.
Prioritize your health.
Don't be afraid to unplug.
Take time off from work
Make time for yourself and your loved ones.
Set boundaries and work hours.
Set goals and priorities (and stick to them).
Creating a work leisure plan
Leaving out activities that waste time and energy
Outsourcing and Delegating work
Set enough time for relaxation
Prioritizing work
Avoid the trap of perfectionism.
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HO 8
Healthy life style
A healthy lifestyle keeps you fit, energetic, and at reduced risk for disease.
According to WHO, Healthy living is a way of living that helps you enjoy more
aspects of your life. It is a way of living that lowers the risk of being seriously ill
or dying early. Health is not just about avoiding a disease or illness. A healthy
lifestyle simply means doing things that make you happy and feel good. For one
person, that may mean walking 2 km five times a week, eating fast food once a
week, spending time with the family, etc.
o A way of living that lowers the risk of being seriously ill or dying early
o A way of living that helps you enjoy more aspects of your life
o A way of living that helps your whole family. When you adopt a healthy
lifestyle, you provide a more positive role model for other people in your
family, especially children
Page 56 of 81
Section 2
CHECKLIST
Signs, symptoms, stress management
http://www.covenantcc.co/sovlib/external_articles/stress_assessment_mana
gement_checklist.pdf
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Section 3
Stress story: A glass of water
A lecturer was giving a lecture to his student on stress management. He raised a
you hold
it.
If I hold it for a minute, it is OK.
If I hold it for an hour, I will feel an ache in my arm.
If I hold it for a day, my arm will feel numb and paralyzed.
If we carry our worries/burdens all the time, the burden becomes increasingly
heavier and we will feel paralyzed or incapable of doing anything
Moral:
Page 58 of 81
Section 4
Article:
Peter Finn (1998). Correctional Officer Stress: A Cause for Concern and
Additional Help. Washington, DC: U.S. Department of Justice, National
Institute of Justice.
https://www.uscourts.gov/sites/default/files/62_2_9_0.pdf
Page 59 of 81
Section 6
Assessment tool:
Individual Self-assessment Personal Life Events Analysis
Perceived Stress Scale
Page 60 of 81
Personal Life Events Analysis
The life events are summarized, please read carefully. To know the level of stress
(distress) in your life, circle the value (number) at the right of each of the
following events if it has occurred within the past 12 months:
Events Value
Death of spouse 100
Violence at home 95
Divorce 73
Marital separation 65
Conflict or violence in the community 65
Death of family member 63
Personal injury or illness 53
Marriage 50
Fired from job 47
Marital reconciliation 45
Retirement from job 45
Change in family member's health 44
Pregnancy 40
Addition to family (for e.g., new baby, relative moves in, etc.) 39
Significant change in job duties 39
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Change in financial status 38
Death of close friend 37
Career change 36
Change in number of marital arguments 35
Loss of housing due to lack of finances 30
Physical relocation/housing changes to work requirements 29
Change in work responsibilities 29
Son or daughter leaving home 29
Trouble with in-laws 29
Outstanding personal achievement 28
Spouse begins or ceases working 26
Starting or finishing school 26
Change (decline) of living conditions 25
Revision of personal habits 24
Trouble with boss 23
Change in work hours or conditions 20
Change in residence 20
Change in schools 20
Change in recreational habits 19
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Change in religious activities 19
Change in social activities 18
Change in sleeping habits 16
Change in number of family gatherings 15
Change in eating habits 15
Vacation 13
Celebration of a major holiday 12
How to analyse your score:
After finishing ask the participants to add the values which they are circled.
Ask to write down the total score: ______
If the total score is more than 150, then the stress level is high
Guide them to practice the coping skills which are suitable for them to reduce
stress in day-to-day life. Also, consistent practice doesn't increase the level of
stress.
The higher the score, the harder you need to work at staying physically well.
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Perceived Stress Scale
The questions in this scale ask you about your feelings and thoughts during the
last month. In each case, you will be asked to indicate by circling how often you
felt or thought a certain way.
Name ____________________________________ Date _________ Age
________ Gender : M/ F Education: ___________
Designation: _____________________________________
For each question choose from the following alternatives:
0 - never 1 - almost never 2 - sometimes 3 - fairly often 4 - very often
S. No Statement 0 1 2 3 4
In the last month how often:
1. Have you been upset because of something
that happened unexpectedly?
2. Have you felt that you were unable to control
important things in your life?
3. Have you felt nervous and stressed?
4. Have you felt confident about your ability to
handle your personal problems?
5. Have you felt that things were going your
way?
6. Have you found that you could not cope with
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all the things that you do?
7. Have you been able to control irritations in
your life?
8. Have you felt that you were on top of things?
9. Have you been angered because of things that
happened that were outside of your control?
10. Have you felt difficulties were piling up so
high you could not overcome them?
Reference: Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure
of perceived stress. Journal of Health and Social Behaviour, 24, 385-396
Calculating Your PSS Score
You can determine your PSS score by following these directions:
change the scores like this:
0 = 4, 1 = 3, 2 = 2, 3 = 1, 4 = 0.
___________.
indicating higher perceived stress.
Scores ranging from 0-13 would be considered low stress.
Scores ranging from 14-26 would be considered moderate stress.
Scores ranging from 27-40 would be considered high perceived stress.
Page 65 of 81
REFERENCE MATERIAL
Page 66 of 81
LIST OF REFERENCE BOOKS/JOURNALS/REPORTS
1. DE! Stress your life, Darren Wicher
2. Emotional Intelligence - Daniel Goleman
3. Life Matters: Creating a Dynamic Balance of Work, Family, Time, and
Money, Stephen R. Covey
4. Master Your Time, Master Your Life, Brain Tracy
5. Stress Management Tips, Techniques, and Ideas to Find Peace and Get
Rid of Stress and Anxiety for Life, Matt Burton, 2019
6. Mindfulness for Stress Management: 50 Ways to Improve Your Mood and
Cultivate Calmness, Dr. Robert Schachter, 2019
7. How to reduce workplace conflict and stress, Anna Maravelas, 2005.
8. Progressive Muscle Relaxation, Edmund Jacobson
9. Stress management for beginners, Mark Madison
10.The Relaxation Response, Herbert Benson
11.www.health.harvard.edu/mind-and-mood/six-relaxation-techniques-toreduce-
stress
12.www.positivepsychology.com/stress-management-techniques-tips-burn-out
13.https://en.wikipedia.org/wiki/The_Relaxation_Response
14.www.worklifebalance.com
15.https://www.mindtools.com/page6.html
Page 67 of 81
Note for the Facilitator for the Panel Discussion:
Instructions to Course Coordinator
Invite a member from each of the agencies to have a panel discussion
While conducting the panel discussion, faculty should act as a Moderator
The Moderator should introduce the theme and then the panellists. Each
panellist can be given around 15 time to speak and discuss the role of
their agencies and areas where coordination is required. After all panellists have
spoken, the panel should be open for discussion with question from the
participants. The key points of each speaker should be summed up by the
moderator and the discussion should be concluded by the moderator well within
time. The participants should be instructed to ask specific questions to the
panellists.
Group Discussion:
Each Participant should be encouraged to participate. Establish Ground Rules first.
Cull out the important points that emerge from the discussion
Role Play
Develop and Present your Scenario
As a group, come up with a scenario (or case study) that illustrates stress
management techniques. Make your situation as realistic as possible. Develop this
brief scenario together, assigning a role to each person in your group
In your role play, you must include/demonstrate the following:
o Healthy ways of coping to stress
o Unhealthy ways of coping to stress
o Stress management in different situations
o Coping both positive and negative stress
o Simple techniques to be used in walks of the life
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Activity: Gallery walk (Effects of Stress)
o Allow participants to walk around the room, posting their thoughts on how stress
affects them on these various levels. List your reactions/thoughts on the flip chart
pages posted throughout the room.
o After they have all had an opportunity to write down their contributions, ask
participants to observe all the responses by walking around the room (gallery
walk). Ask for volunteers to read the cumulative group responses on each flip
chart page.
o Observe that this exercise shows us that there are many ways that stress can
affect us on so many levels.
Page 69 of 81
APPENDICES
1. REGISTRATION FORM
2. PRE-COURSE ASSESSMENT
3. POST-COURSE ASSESSMENT
4. FEEDBACK FORM
5.
6. FIELD-VISIT FORMAT
7. ASSESSMENT MCQ
8. NOTE FOR THE FACILITATOR ON PANEL DISCUSSION
9. PRISON STATISTICS, 2021 (IN BRIEF)
Page 70 of 81
APPENDIX- 1
(Name of the Training Institute)
(Name of the Course)
(Dates)
REGISTRATION FORM
___________________________________________________________________
PARTICIPANT DETAILS
ORGANIZATION DETAILS
RESIDENTIAL DETAILS
Page 71 of 81
APPENDIX- 2
PRE-COURSE ASSESSMENT EXERCISE
Answer the following
________________________________________________________________________________
S. No. Name of Unit Pre-Assessment
(As given in the Course Grid) (Knowledge-level before training)
Absolutely Yes Not Sure No knowledge
____ _____________________________ ____________ _______ ___________
1. Are you aware of......
2. Do you have an understanding of.....
..... ...... ...... ...... ......
______________________________________________________________________________
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APPENDIX- 3
POST-COURSE ASSESSMENT EXERCISE
Answer the following
________________________________________________________________________________
S. No. Name of Unit Post-Assessment
(As given in the Course Grid) (Knowledge-level after-training)
Absolutely Yes Not Sure No knowledge
____ _____________________________ ____________ _______ ___________
1. Are you aware of......
2. Do you have an understanding of.....
..... ...... ...... ...... ......
______________________________________________________________________________
Page 73 of 81
APPENDIX- 4
FEEDBACK FORM
.
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Substantially
4
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Date: Name:
Designation:
Place: Organisation:
Page 78 of 81
APPENDIX- 5
on
(Name of the Training Course)
(Duration)
________
1. Name of the Training Institution :
2. Whether the Course was conducted :
In
3. Title of the Course :
4. Duration of the Course :
5. Number of participants :
(Attach final list of participants)
6. Details of Training Facilitators :
(Name/Designation/Organization)
(In-House/Guest)
7. States/UTs represented :
8. Details of Sessions with working hours :
9. List of Training Material distributed :
10. Details of Methods/Methodology used:
11. Feedback of participants :
(Attach copies of Feedback Forms)
12. Summary of the Feedback :
13. Summary of the Pre/Post Assessments :
14. Any areas of improvement noticed :
15. Overall impression of the Course :
Coordinator
Signature
(Name of the Course Coordinator)
Designation
Date
Page 79 of 81
APPENDIX 6
FIELD VISIT REPORT FORMAT
Format of Field Visit Report
Name of the trainee officer :
Batch No. :
Officer in charge of the visit :
Name of the Institute/organization visited :
Time and Date of visit :
Subject for which visit is made :
Signature of the trainee
Signature of the officer in charge of the visit
Structure of the Report
Introduction about the institute
Origin and history of the institute
Primary duties and functions of the institute
Officer with whom interacted
Report of the Visit [write summary of learnings from the visit] \
Any other Comments/ remarks about the visit and the
learnings from the visit.
Page 80 of 81
APPENDIX 7
NOTE FOR THE FACILITATOR ON THE PANEL DISCUSSION
Instructions to Course Coordinator
Invite a member from each of the agencies to have a panel discussion
While conducting the panel discussion, faculty should act as a Moderator
The Moderator should introduce the theme and then the panellists. Each
panellist can be given around 15 time to speak and discuss the role of
their agencies and areas where coordination is required. After all, panellists have
spoken, the panel should be open for discussion with question from the
participants. The key points of each speaker should be summed up by the
moderator and the discussion should be concluded by the moderator well within
time. The participants should be instructed to ask specific questions to the
panellists.
Group Discussion:
Each Participant should be encouraged to participate. Establish Ground Rules first.
Cull out the important points that emerge from the discussion
Action Plan: Group Work Activity
Prison based Rehabilitation programs
Participants should be divided into groups of 5-6 members of all ranks (warder, to
Superintendent) and all should brainstorm and discuss what goals to set for prisoner
rehabilitation programs in a particular prison. Action Plan should be time bound and
can be short term, medium term and long term. Work Sheets, Flip chart sheets and
sketch pen should be distributed to all the groups and facilitator should ensure that all
contribute their ideas. Each goal should make clear the responsibility-what you can do
at your level (e.g. at Deputy Superintendent level), what can be done by others (e.g. at
headquarters). Further review of action is essential. Make clear that there is a start and
end date to the action, so the Plan is time bound.
Page 81 of 81
APPENDIX - 8
PRISON STATISTICS INDIA 2021
Total Number of Prison Inmates as on 31.12.2021
Male : 5,31,025
Female : 22,918
Transgender : 91
Prison Population : 5,54,034
Prisoner Types and Demography
Convicts Undertrials Detenues Others
Male 117846 Male 409346 Male 3381 Male 452
Female 4990 Female 17745 Female 88 Female 95
Transgender 16 Transgender 74 Transgender 01 Transgender 00
Total 122852
Total 427165
Total 3470
Total 547
Number of Jails, Capacity, Population and Occupancy Rate in India at the end of 2021
Type of Jail Number Authorized
Capacity
Population of
Inmates
Occupancy
Rate (%)
Central Jail 148 193536 239311 123.7
District Jail 424 163606 254214 155.4
Sub Jail 564 45436 46736 102.9
Special Jail 41 7473 6582 88.1
Open Jail 88 5953 2178 36.6
Women Jail 32 6767 3808 56.3
Borstal School 19 1775 745 42.0
Others 03 1063 460 43.3
Total 1319 425609 554034 130.2
Source : NCRB, MHA (2021) https://ncrb.gov.in/en/prison-statistics-india-2021
