MGT502 Business Communication Assignment Help

MGT502 Business Communication Assignment Solution

Introduction

For managers of business organisations, contact is important so that the organisational roles and obligations can work properly. The outbreak of the new coronaviral disease COVID-19 was declared to be an international public health emergency by the World Health Organisation (WHO). WHO has reported that COVID-19 is extremely risky to spread to other nations worldwide. WHO assessed in March 2020 that the pandemic could be identified as COVID-19. But the whole people are stressed at this time of crisis. The WHO Department of Mental Health and Consumer Usage has established the factors in this paper as a set of message that can be used for interactions in various target populations to promote mental and psychosocial wellness during the outbreak.

This report will tell about the effect of corona virus pandemic on the mental health of employs and the student. 

Impact on Mental Health of Employees and Students

Feeling under pressure for students and many of employees is a likely experience. In the current situation, it’s very natural to feel this way. Stress and emotions are not mirrored in persons inability to do job or their weakness. It’s just as necessary to control psychosocial and mental wellbeing during this point as to control physical health (Fisher, et., al. 2020). 

At this time take care of yourself. Individual should try to use effective coping mechanisms such as maintaining proper rest to rest at work or during shifts. They should eat enough nutritious food, engage in physical activities and keep in touch with friends and family. Individuals must stop using unhelpful coping measures such as tobacco smoking , alcohol use, etc (Fisher, et., al. 2020). This can exacerbate physical and mental health in the long term. The COVID-19 outbreak is unique and unprecedented for many staff and students , particularly if they did not react in a similar way. 

Unfortunately, some health workers can be discouraged by their families or communities because of stigma or fear (Fisher, et., al. 2020). This can make a situation even more complicated already. Staying close to family is one way of maintaining communication with your loved ones, even by digital methods. Turn your friends, boss or other trusted people to social help –friends can experience you in the same way. Using meaningful ways of engaging with people with intellectual, cognitive and psycho-social impairments. Include contact forms that do not rely on written information alone, wherever possible (Fisher, et., al. 2020).

Mental health & COVID-19

Fear, concern, and stress are natural responses to actual or perceived threats and, often, human face confusion or unknown factors. It is therefore natural and understandable that in the sense of the COVID-19 pandemic people are feeling fear (Yao, et., al. 2020). 

In addition to the fear of pandemics such as COVID-19, the main improvements in everyday lives are minimal, as movements help to control the spread of the virus. In view of new conditions such as homework, temporary unemployment, children’s home education and lack of physical interaction with other members of our families , colleagues, and associates, our minds as well as our physical health must be taken into consideration (Yao, et., al. 2020).

Such closures are a lack of access to services, typically accessible through schools, for children or adolescents with mental health needs. 83% indicated that the pandemic had worsened their situation in a survey carried out by Young Minds, an organisation which included 2111 participants under the age of 25 who have a history of mental illness in the UK. 26% said that they could not obtain help to mental health; peer groups and face-to – face programmes were cancelled and mobile or online help for a number of young people can prove difficult (Rajkumar, et., al. 2020).

Not much is known about the long-term mental health effect on children and staff of large-scale disease outbreaks. While some research is being conducted on the psychological impact of extreme ARS on both patients and healthcare staff, the impact on average people are not much understood (Rajkumar, et., al. 2020). Evidence in children and teenagers in particular is scarce. “This is a major research void,” Au said. COVID-19 is much larger than SARS and other global epidemics. In the course of the pandemic, it is important to promote the deprivation of children and adolescents and issues related to child unemployment or household income loss. It is also important to track the psychological status of young people in the longer term and research the impact of extended school closures and strict social distance-reducing interventions and the pandemic on children and adolescents (Chen, et., al. 2020).

Staff and Students: how to cope with job tension and improve resilience throughout the pandemic COVID-19 

The COVID-19 pandemic undoubtedly changed the way the person work, whether they go out to work or are working or from home (Carmassi, et., al. 2020). This new condition and other intense emotions can lead to extreme fear and anxiety and tension at work. How students and staff deal with these feelings and pressures will have an effect on well-being, workplaces and the society they care about. During this pandemic, understanding the stress, taking measures to create resilience and managing work stress and knowing where to go if support is required is essential (Carmassi, et., al. 2020).

How universities can assist students with Covid-19 mental health crisis 

It is the recognition of risk students that is the most significant starting point. There are some factors that can help us know what these students are, but when operating remotely, these factors need to be adapted (Moreno, et., al. 2020). 

For instance, can you say who did not register for online lectures, so who stopped participating? Who is worried about the lack of time limits or has applied for mitigation? If you do not have a system of learning management, I would recommend that academics create their own system that track this information and that the university should find a way to track how students attend online courses (Moreno, et., al. 2020). 

It’s important to know which students you’ve spoken about your mental health. Often recognise caregivers or students who are alien to their families or who cannot return home due to travel problems (Ratten, et., al. 2020).

Finally, allow students and teachers to talk to someone after coping with a dangerous student for debriefing. Make sure staff and students know how to contact a reassuring chat or email in the student service departments of the university after having approached the students (Ratten, et., al. 2020). 

In addition, staff and educators can hold daily meetings in order to provide emotional support. Remember it’s going to be impossible to look after someone else if you don’t care after yourself. Both of us are in an unusual and strange time, so it’s all right to not always get the right answer and ask for help from colleagues (Ratten, et., al. 2020).

Recommendations for Staff and Students

Share and take official advice from reliable sources from

  • England Public Health 
  • Scottish health and safety 
  • The Wales Public Health 
  • Encourage staff not to exchange details on the virus unnecessarily. There is a lot of speculation that should be spread in the world only papers from credible sources. 

Talk to yourself and your loved ones

  • You should retain frequent everyday contact, probably with your staff-both the general public and managers and supervisors. 
  • Try to be honest and begin by understanding the vulnerability and tension that it entails. Be ready to say that you don’t know and that you’re back with answers to strangers. 
  • Whether people are at work or at home, this is significant. Make sure that you interact with line managers in accordance with daily contact with all workers.

Everyone’s mental wellbeing-remember the overall effect 

We also have a mental wellbeing that can influence how we feel about ourselves and the world we live in, whatever the circumstances. Good work is great for our mental wellbeing and the ability to benefit from work wherever we can is significant. 

Some individuals are at higher risk of mental illness. Consider how the response impact the safety of workers (sex, age , disability , ethnicity, sexual orientation) or any other challenges (e.g. how Asian or Italian people may face discriminatory behaviour). Try to work, first and foremost in order to maintain the staff’s physical and psychological wellbeing.

Notice that vulnerability has multiple faces 

There is a lot of talk in connexion with coronavirus of physical vulnerabilities. However, senior managers often feel insecure in rare situations to show leadership. Enable each other to remain motivated and remind each other of how much work they do. 

For people with pre-existing or previous mental health issues, this may be especially difficult. Staying at home can lead people who have had depression or trauma to memories of bad times. Know your people and do a bit more about those who are more insecure when you see their actions changing. 

This may contribute to people disclosing mental health issues they have not addressed before in the workplace. Provide respect and compassion for new disclosures and make adaptations.

Encourage access to help 

If you do, make sure that these are well informed and find out that relevant services related to your outbreak are available via your work place. 

Make sure people know where they are going and who they are talking with internally. If you have advocates, supporters or first aid workers in mental health, make sure they have the latest information, and if you change work practises, this network of help for mental health continues if possible. 

Encourage the growth and self-care of people 

Encourage the people to prepare how they will handle themselves or quarantine. Consult our regularly updated guidance and urge individuals to speak to line managers on their plans. If people are at home, they remain socially disconnected or self-segregated by symptoms.

References

Carmassi, C., Foghi, C., Dell’Oste, V., Cordone, A., Bertelloni, C. A., Bui, E., & Dell’Osso, L. (2020). PTSD symptoms in healthcare workers facing the three coronavirus outbreaks: What can we expect after the COVID-19 pandemic. Psychiatry research, 113312.

Chen, Q., Liang, M., Li, Y., Guo, J., Fei, D., Wang, L., … & Wang, J. (2020). Mental health care for medical staff in China during the COVID-19 outbreak. The Lancet Psychiatry7(4), e15-e16.

Fisher, C. B., Tao, X., & Yip, T. (2020). The Effects of Coronavirus Victimization Distress and Coronavirus Racial Bias on Mental Health Among Black, Indigenous and Latinx Young Adults in the United States. medRxiv.

Moreno, C., Wykes, T., Galderisi, S., Nordentoft, M., Crossley, N., Jones, N., … & Chen, E. Y. (2020). How mental health care should change as a consequence of the COVID-19 pandemic. The Lancet Psychiatry.

Rajkumar, R. P. (2020). COVID-19 and mental health: A review of the existing literature. Asian journal of psychiatry, 102066.

Ratten, V. (2020). Coronavirus (Covid-19) and the entrepreneurship education community. Journal of Enterprising Communities: People and Places in the Global Economy.

Yao, H., Chen, J. H., & Xu, Y. F. (2020). Patients with mental health disorders in the COVID-19 epidemic. The Lancet Psychiatry7(4), e21.