Enhancing the Skills and Qualities of Resilience – Stress Tolerance

Enhancing the Skills and Qualities of Resilience – Stress Tolerance

Stress Tolerance

Tolerating a certain amount of stress is a normal part of everyday work and presents a challenge that everyone must cope with. There should be sufficient challenge for people to feel stretched in order to develop, and balanced so that they can cope. Levels of stress will vary from individual to individual. Too much stress leads to health issues and burn out, whilst too little leads to frustration and boredom.

Examples of questions you might use when coaching around Tolerance

– How do you build your tolerance in stressful situations?

– How do you cope when things become very stressful? What can you do to prevent things becoming too stressful? How do you go about prioritising things?

– How do you view stress?

– How do you feel when you are out of your comfort zone? How much stress challenges and stretches you? What situations drain you and reduce your tolerance? What is your reaction to too little stress?

– How do you manage your stress? What do you do to reduce stress?

– How do you relax? What makes you calm and contented? How can you use these in stressful situations?

– How aware are others of your levels of stress?

– What is the impact on others when you experience too much stress? What happens when you become intolerant of other people? When do you let your manager and others know that you are experiencing too much stress?

One of a series of 18 images from the coaching toolbox – Images of Resilience – available from RSVP Design.

Images of Resilience is a collection of metaphor cards representing a range of experiences and emotions linked to the theme of resilience. They explore different facets and connections with stress, change, challenge and learning.

Each image is accompanied with a range of suggested coaching questions to explore situations where resilience is needed, and the qualities or skills that can be developed to strengthen resilience.

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