In recent years, stress in the workplace has become a paramount concern for both employees and employers alike. The onus to address and lessen said stress has increasingly been put on the employer, thus causing workplace wellness programs to become an important factor when considering potential work opportunities for in-demand professionals (Casserly 2013). This chapter presents a qualitative study of six work group members. The findings suggest that in implementing discourse analysis as a tool to understand workplace stress, human resources staff or third-party consultants may be able to create a cost- and resource-effective supportive workplace environment which encourages employees to be heard. In allowing employee narratives to be acknowledged, workplace stress may be reduced (Lepore, Ragan, and Jones 2000), and productivity may be increased (Allen 2015).
Baumeister and Leary's (1995) seminal work on the 'Belonging Hypothesis' proposed an important theory which catalyzed an abundance of research predicated on the hypothesized essential need for humans to establish and preserve interpersonal relationships. However, this premise cannot fully explain certain human phenomena that have historically occurred, including the existence of psychopathology, self-selected seclusion, and unrequited love. Thus, the need to belong is unlikely to be a vital motivation capable of encompassing the needs of all human beings. Instead, this paper proposes the need to meaningfully matter, or, to find meaning within one's life, regardless of one's relation to others, as a primary motivation from which the need to belong emerges.
The rise of mass communications technology has made accessibility to all kinds of information available to virtually everyone in the developed world today. As is well known, the late Marshall McLuhan referred to this world already in the late 1950s as the Global Village (McLuhan, 1962). This has created a veritable dependency on electronic technologies in every sphere of life, including the educational one. This chapter analyzes Nathan, a 9-year old boy with clinical anxiety, in his interaction with technology in the classroom.