SlideShare a Scribd company logo
1 of 11
Download to read offline
Chapter 3 – Personal Stress Management
3
Personal Stress Management
LectureOutline
I. What is Stress?
Dr. Hans Selye defined stress as “the non-specific response of the body to any
demand made upon it.” Stressors are the things that trigger a state of arousal,
either in a positive or negative way.
A. Eustress and Distress
1. Eustress refers to the positive stress in our lives. Eustress challenges us to
grow, adapt, and find creative solutions in our lives.
2. Distress refers to the negative effects of stress that can deplete or even
destroy life energy.
B. Stress and the Dimensions of Health
1. From a holistic perspective, stress can have an impact on every dimension
of well-being.
a. Physical – Stress triggers molecular changes within your body that
affect your heart, muscles, immune system, bones, blood vessels, skin,
lungs, gastrointestinal tract, and reproductive organs.
b. Psychological – Chronic stress affects thoughts and feelings; however,
positive emotions and attitudes can buffer the ill effects of stress and
enhance satisfaction and genuine happiness.
c. Spiritual – Stress can sidetrack us from achieving our full potential; but
our spirit, when nurtured, can help resist and recover from stress.
d. Social – Your relationships with your family, friends, coworkers, and
loved ones affect and are affected by the stress in your life.
e. Intellectual – Even mild stressors can interfere with your brain’s
functioning.
f. Environmental – External forces such as pollution, noise, natural
disasters, exposure to toxic chemicals, and threats to your safety can
cause or intensify the stress in your life.
2. Types of Stressors
a. Acute time-limited stressors: situations that cause feelings of anxiety,
such as having to speak in public or work out a math problem while
under pressure.
Chapter 3 – Personal Stress Management
b. Brief naturalistic stressors: more serious challenges (e.g., taking the
SAT or meeting a deadline for a project).
c. Life change events: include planned and predictable occurrences, such
as graduation or marriage, as well as unexpected ones, such as the loss
of a home in a fire or flood. The death of a partner or parent ranks high
on the list.
d. Chronic stressors: ongoing demands caused by life changing
circumstances, such as permanent disability from an accident or caring
for a parent with dementia.
e. Distant stressors: traumatic experiences that occurred long ago, such as
child abuse or combat, which have an emotional and psychological
impact.
II. Stress in America
A. Stress on Campus
1. About nine in ten students rate the overall level of stress they experienced
in the last 12 months as “average,” “more than average,” or
“tremendous.”
2. In addition to its impact on health, stress can affect students physically,
emotionally, academically and socially.
3. Students say they react to stress in various ways:
a. Physiologically
b. Emotionally
c. Behaviorally
d. Cognitively
4. Stress on students include the following documented effects:
a. Difficulty paying attention and concentrating.
b. Poor or inadequate sleep.
c. Lack of exercise.
d. Increased consumption of junk food.
e. Greater risk of anxiety and depression.
f. Lessened life satisfaction.
B. Gender Differences
1. More female than male students reported feeling hopeless, overwhelmed,
or exhausted (but not from physical activity).
2. Neither gender necessarily handles stress better.
C. Students under Age 25
1. The stage of life between the ages of 18 and 25 is termed “emerging
adulthood.”
Chapter 3 – Personal Stress Management
2. During this potentially risky transition period, young men and women of
every racial and ethnic group are more likely to engage in behaviors that
can increase stress and imperil health.
D. Students over age 25
1. The number of older undergraduates is skyrocketing, with an estimated
increase of 21 percent from 2005 to 2016.
2. Many of these students, often parents with full- or part-time jobs, find
themselves playing multiple roles and facing multiple stressors.
3. Veterans may be processing their experiences in distant and dangerous
lands.
4. Family typically emerges as the greatest source of both stress and support
for women returning to school.
E. Minority Students
1. Minority stress refers to negative experiences in the campus environment
that students perceive to be linked to the social, physical, or cultural
attributes characteristic of their racial or ethnic group.
2. Among the forms of minority stress are:
a. University social climate stress
b. Intergroup stress
c. Discrimination stress
d. Within-group stress
e. Achievement stress
f. Acculturative stress
3. While many minority students say that overt racism is rare and relatively
easy to deal with, subtle racial expressions—sometimes termed
microaggressions—may undermine their academic confidence and their
ability to bond with the university.
4. Researchers have identified three common types of microaggressions:
a. Microassaults – conscious and intentional actions or slurs
b. Microinsults – verbal and nonverbal communications that subtly
convey rudeness and insensitivity and demean a person’s racial
heritage or identity
c. Microinvalidation – communications that subtly exclude, negate, or
nullify the thoughts, feelings, or experiential reality of a person of color
F. Entering Freshmen
1. The first year of college is the most stressful for all undergraduates, even
when they begin with positive expectations and attitudes.
2. First-generation college students encounter more difficulties with social
adjustment and lack of social support that adds to their stress levels.
G. Test Stress
Chapter 3 – Personal Stress Management
1. For some students, test anxiety provokes a marked elevation in blood
pressure.
2. The students most susceptible to exam stress are those who believe they’ll
do poorly and who see tests as extremely threatening.
3. Negative thoughts often become a self-fulfilling prophecy.
4. You can overcome test stress by knowing – even mastering – the subject
and by controlling the way you think about and talk to yourself about
tests.
III. Other Stressors
A. The Anger Epidemic
1. The three primary culprits for the anger epidemic are: time, technology,
and tension.
2. For years therapists encouraged people to “vent” their anger. However,
research now shows that letting anger out only makes it worse.
3. While stress alone doesn’t cause a blowup, it makes you more vulnerable
to overreacting.
B. Economic Stress
1. Unemployment is a serious stressor.
2. Although money cannot buy happiness, it does buffer the ill effects of
stress.
C. Job Stress
1. More today than ever before, many people find that they are working
more and enjoying it less.
2. High job strain is defined as high psychological demands combined with
low control or decision-making ability over one’s job.
D. Burnout
1. Burnout is a state of physical, emotional, and mental exhaustion brought
on by constant or repeated emotional pressure.
E. Illness and Disability
1. A common source of stress for college students is a learning disability,
which may affect one out of every ten Americans.
IV. Traumatic Life Events and Stress
About 39 to 74 percent of all people experience at least one potentially traumatic
event during the course of their lives.
A. Acute Stress Disorder
1. In acute stress disorder, disabling symptoms occur within three days to a
month after exposure to a traumatic event.
2. Symptoms of acute stress disorder may include:
Chapter 3 – Personal Stress Management
a. Recurrent, involuntary, and intrusive distressing memories of the
trauma
b. Recurrent distressing dreams related to the trauma
c. Dissociative reactions, such as flashbacks, in which an individual feels
that the traumatic event is recurring
d. Persistent inability to experience happiness, satisfaction, or other
positive emotions
e. Altered sense of the reality of one’s surroundings or oneself, such as
time slowing down
f. Inability to remember an important aspect of the traumatic event
g. Efforts to avoid distressing memories, thoughts, or feelings related to
the trauma
h. Efforts to avoid reminders, such as certain people, places, activities,
objects, or situations, which arouse distressing feelings or thoughts
i. Sleep disturbances, including difficulty falling or staying asleep and
restless sleep
j. Irritable behavior and angry outbursts
k. Hypervigilance
l. Problems with concentration
m. Intensified startle response
3. Acute distress disorder causes significant distress and interferes with a
person’s ability to work, study, relate to others, and maintain usual
routine and social activities.
B. Posttraumatic Stress Disorder (PTSD)
1. In the past, posttraumatic stress disorder (PTSD) was viewed as a
psychological response to out-of-the-ordinary stressors, such as captivity
or combat. However, other experiences can also forever change the way
people view themselves and their world.
2. An estimated 9 percent of all college students suffer from PTSD.
3. Symptoms of PTSD, which usually begin within the first three months
after a trauma, include:
a. Recurrent, involuntary, and intrusive distressing memories of the
traumatic event
b. Recurrent distressing dreams related to the trauma
c. Persistent avoidance of external reminders and distressing memories
of the trauma
d. Persistent feelings of guilt, shame, anger, horror, fear, or other negative
emotions
e. Hypervigilance and other changes in arousal and alertness
Chapter 3 – Personal Stress Management
4. Individuals with PTSD may require different types of help at different
stages. Behavioral, cognitive, and psychodynamic therapy, sometimes
along with psychiatric medication, can help individuals suffering with
PTSD. Mind–body practices, such as exercise, mindfulness, meditation,
and deep breathing, also have proven effective.
5. Without recognition and treatment, PTSD can last for decades, with
symptoms intensifying during periods of stress.
6. When identified and treated, more than half of affected persons achieve
complete recovery.
7. Mental health professionals have found that no single approach to
treatment works for all trauma victims.
V. The Stress Response
The stress response refers to a cascade of internal changes that mobilize the body’s
resources for action.
A. General Adaptation Syndrome (GAS)
1. A biological theory of stress developed by Hans Selye.
2. Our bodies constantly strive to maintain a stable and consistent
psychological state called homeostasis.
3. Adaptive response is the body’s attempt to restore homeostasis.
a. Alarm - As it becomes aware of a stressor, the body mobilizes various
systems for action.
b. Resistance – If the stress continues, the body draws on its internal
resources to try to sustain homeostasis, but this requires greater and
greater effort.
c. Exhaustion - If stress continues long enough, normal functioning
becomes impossible. Even a small amount of additional stress at this
point can lead to a breakdown.
B. Cognitive Transactional Model
1. A nonbiological theory developed by Richard Lazarus, based on the
interrelationship between stress, which has a powerful impact on well-
being, and health, which affects a person’s ability to cope with stress.
2. When individuals confront a challenge, they make immediate judgments
about whether it poses a threat and whether they will be able to respond
to it.
3. Lazarus identified four stages in this process:
a. Primary appraisal – individual judges the severity of a threat; if not
perceived as dangerous, no stress develops
b. Secondary appraisal – if the situation is perceived as threatening,
individual assesses whether they have the power and resources to act
Chapter 3 – Personal Stress Management
c. Coping stage – individual does whatever they can to deal with the
challenge
d. Reappraisal – individual evaluates whether the original stressor has
been eliminated or whether they need to try again or use a different
approach
C. Yerkes-Dodson Law
1. Increasing stress can boost performance—but only up to a certain point.
VI. The Impact of Stress
Stress triggers molecular changes throughout the body that make us more
susceptible to many illnesses.
A. Stress and the Heart
1. One way in which stress increases the risk of heart attack and other
cardiovascular problems is by pushing people toward bad habits.
B. Stress and Immunity
1. Acute time-limited stressors, the type that produce a fight-or-flight
response, prompt the immune system to ready itself for the possibility of
infections resulting from bites, punctures, or other wounds.
2. Long-term or chronic stress creates excessive wear and tear, and the
system breaks down.
3. The longer the stress, the more the immune system shifts from potentially
adaptive changes to potentially harmful ones.
4. Traumatic stress can impair immunity for as long as a year.
C. Stress and the Gastrointestinal System
1. The “brain–gut axis” links the brain with the organs involved in digesting
food.
2. Stress can:
a. Decrease saliva so your mouth becomes dry (a frequent occurrence
when under the stress of speaking in public)
b. Cause contractions in the esophagus that interfere with swallowing
c. Increase the amount of hydrochloric acid in the stomach
d. Constrict blood vessels in the digestive tract
e. Alter the rhythmic movements of the small and large intestines
necessary for the transport of food (leading to diarrhea if too fast or
constipation if too slow)
f. Contribute to or exacerbate GERD (gastroesophageal reflux disease)
g. Lead to blockage of the bile and pancreatic ducts
h. Increase the risk of pancreatitis (inflammation of the pancreas),
ulcerative colitis, and irritable bowel syndrome
Chapter 3 – Personal Stress Management
3. For many years stress alone was blamed for causing stomach ulcers, but
scientists have discovered that a bacterium, Helicobacter pylori, infects the
digestive system and sets the stage for ulcers.
4. Stress may increase susceptibility by reducing the protective gastric
mucus that lines the stomach so ulcers develop more readily.
5. Stress directly affects what researchers call our “drive to eat.”
6. Even if they don’t consume more calories, some people, perhaps
especially sensitive to cortisol, put on “belly,” or visceral, fat when
stressed.
D. Stress and Cancer
1. Among the latest findings from psycho-oncology, the field that combines
medical and psychological approaches to cancer, are:
a. Stress-related abnormalities in cortisol, inflammation, and the
sympathetic nervous system can affect cancer growth.
b. Stressful life experiences and depression are associated with poorer
survival and greater mortality from various types of cancer, including
breast, lung, and head and neck tumors.
c. Psychosocial support and improved coping skills help even terminally
ill patients to live better at the end of life—and in some cases to live
longer as well.
VII. Managing Stress
Various approaches, including online stress management interventions, have
proven effective in reducing perceived stress and symptoms of anxiety,
depression, and stress.
A. Journaling
1. College students that wrote in their journals about traumatic events felt
much better after-ward than those who wrote about superficial topics.
B. Exercise
1. Regular physical activity can relieve stress, boost energy, lift mood, and
keep stress under control.
C. Cognitive Restructuring
1. Cognitive restructuring is a technique of cognitive-behavioral therapy that
helps people examine negative thoughts, challenge them, and rewrite the
negative thinking that lies behind them.
D. Routes to Relaxation
1. Relaxation is the physical and mental state opposite that of stress.
2. Relaxation techniques may alter brain chemistry such as increasing the
levels of pleasure-inducing chemicals in the brain.
Chapter 3 – Personal Stress Management
a. Progressive relaxation works by intentionally increasing and then
decreasing tension in the muscles.
b. Visualization or guided imagery involves creating mental pictures that
calm you down and focus your mind.
c. Biofeedback is a method of obtaining information about some
physiological activity occurring in the body.
E. Meditation and Mindfulness
1. Meditation activates the sections of the brain in charge of the autonomic
nervous system.
2. Meditation may be particularly helpful for people dealing with stress-
related medical conditions.
3. There is no right way to meditate.
4. Mindfulness is “an awareness that emerges by paying attention
deliberately in the present to an experience as it happens moment by
moment.”
5. Psychological benefits of mindfulness include greater self-compassion and
decreased absent-mindedness, difficulty regulating emotions, fear of
emotion, worry, and anger.
6. Mindfulness benefits individuals suffering from chronic pain,
fibromyalgia, cancer, anxiety disorders, depression, and the stresses of
everything from prison life to medical school.
F. Yoga
1. Yoga is defined as a union of mind, body, and spirit.
2. Yoga eases conditions such as lower-back pain, migraine, asthma, and
hypertension and has been proven to reduce anxiety and cortisol levels in
those with moderate levels of stress.
3. Yoga may lower harmful compounds associated with stress that increase
inflammation.
G. Resilience
1. Adversity—whether in the form of a traumatic event or chronic stress—
has different effects on individuals.
2. Various factors that enable individuals to thrive in the face of adversity
include:
a. An optimistic attitude
b. Self-efficacy
c. Stress inoculation
d. Secure personal relationships
e. Spirituality or religiosity
Chapter 3 – Personal Stress Management
VIII. Stress Prevention: Taking Control of Your Time
Symptoms of poor time management include rushing, chronic inability to make
choices or decisions, fatigue or listlessness, constantly missed deadlines, not
enough time for rest or personal relationships, and a sense of being overwhelmed
by demands and details.
A. Time Management
1. Schedule your time.
2. Develop a game plan.
3. Identify time robbers.
4. Make the most of classes.
5. Develop an efficient study style.
6. Focus on the task at hand.
7. Turn elephants into hors d’oeuvres.
8. Keep your workspace in order.
B. Overcoming Procrastination
1. Procrastinators reported more health-related symptoms, more stress, and
more visits to health care professionals than non-procrastinators.
2. The three most common types of procrastination are putting off
unpleasant things, putting off difficult tasks, and putting off tough
decisions.
3. To overcome procrastination: do what you like least first; build time into
your schedule for interruptions, unforeseen problems, and unexpected
events; establish ground rules for meeting your own needs; and learn to
“Just do it”.
Key Terms
biofeedback
burnout
distress
eustress
holistic
homeostasis
meditation
microaggression
microassaults
microinsults
microinvalidations
mindfulness
posttraumatic stress disorder (PTSD)
progressive relaxation
stress
stress response
stressor
tend and befriend
visualization, or guided imagery
Chapter 3 – Personal Stress Management

More Related Content

What's hot

Health & well-being
Health & well-beingHealth & well-being
Health & well-beingbutcher665
 
Mental Health Awareness quiz
Mental Health Awareness quizMental Health Awareness quiz
Mental Health Awareness quizAbbie_CommsSWBH
 
Factors Affecting Health
Factors Affecting HealthFactors Affecting Health
Factors Affecting Healthnicholegio
 
Change of Life style due to covid 19
Change of Life style due to covid 19 Change of Life style due to covid 19
Change of Life style due to covid 19 bhabajyoti
 
Mental health awareness presentation
Mental health awareness presentationMental health awareness presentation
Mental health awareness presentationAtiqur Rahman
 
Suicide faculty presentation
Suicide faculty presentationSuicide faculty presentation
Suicide faculty presentationbillbucklew
 
Mental Health and Mental Illness
Mental Health and Mental IllnessMental Health and Mental Illness
Mental Health and Mental IllnessEva Ruth
 
Promoting mental health and prevent mental illness
Promoting mental health and prevent mental illnessPromoting mental health and prevent mental illness
Promoting mental health and prevent mental illnesskumar mahi
 
Lifespan Psychology Lecture 5.1
Lifespan Psychology Lecture   5.1Lifespan Psychology Lecture   5.1
Lifespan Psychology Lecture 5.1kclancy
 
Lupus And Depression
Lupus And DepressionLupus And Depression
Lupus And DepressionLupusNY
 
Mental health and well being in middle and late adolescene
Mental health and well being in middle and late adolesceneMental health and well being in middle and late adolescene
Mental health and well being in middle and late adolesceneajgazzingan1
 
2 mental health and disorders mental health and di
2 mental health and disorders mental health and di2 mental health and disorders mental health and di
2 mental health and disorders mental health and dismile790243
 
Attitudes Toward Mental Health Dissertation
Attitudes Toward Mental Health DissertationAttitudes Toward Mental Health Dissertation
Attitudes Toward Mental Health DissertationMichelle Rodriguez
 
Depression in reproductive age women
Depression in reproductive age womenDepression in reproductive age women
Depression in reproductive age womenNirsuba Gurung
 
concept of mental health
concept of  mental healthconcept of  mental health
concept of mental healthchetraj pandit
 

What's hot (20)

Mental health psychology
Mental health psychologyMental health psychology
Mental health psychology
 
Mental health
Mental health Mental health
Mental health
 
Health & well-being
Health & well-beingHealth & well-being
Health & well-being
 
Mental Health Awareness quiz
Mental Health Awareness quizMental Health Awareness quiz
Mental Health Awareness quiz
 
Mental health
Mental healthMental health
Mental health
 
Factors Affecting Health
Factors Affecting HealthFactors Affecting Health
Factors Affecting Health
 
Change of Life style due to covid 19
Change of Life style due to covid 19 Change of Life style due to covid 19
Change of Life style due to covid 19
 
Unit 2 Mental and Emotional Health (MEH)
Unit 2 Mental and Emotional Health (MEH)Unit 2 Mental and Emotional Health (MEH)
Unit 2 Mental and Emotional Health (MEH)
 
Mental health awareness presentation
Mental health awareness presentationMental health awareness presentation
Mental health awareness presentation
 
Suicide faculty presentation
Suicide faculty presentationSuicide faculty presentation
Suicide faculty presentation
 
Mental Health and Mental Illness
Mental Health and Mental IllnessMental Health and Mental Illness
Mental Health and Mental Illness
 
Promoting mental health and prevent mental illness
Promoting mental health and prevent mental illnessPromoting mental health and prevent mental illness
Promoting mental health and prevent mental illness
 
Mental health lecture ppt
Mental health lecture pptMental health lecture ppt
Mental health lecture ppt
 
Lifespan Psychology Lecture 5.1
Lifespan Psychology Lecture   5.1Lifespan Psychology Lecture   5.1
Lifespan Psychology Lecture 5.1
 
Lupus And Depression
Lupus And DepressionLupus And Depression
Lupus And Depression
 
Mental health and well being in middle and late adolescene
Mental health and well being in middle and late adolesceneMental health and well being in middle and late adolescene
Mental health and well being in middle and late adolescene
 
2 mental health and disorders mental health and di
2 mental health and disorders mental health and di2 mental health and disorders mental health and di
2 mental health and disorders mental health and di
 
Attitudes Toward Mental Health Dissertation
Attitudes Toward Mental Health DissertationAttitudes Toward Mental Health Dissertation
Attitudes Toward Mental Health Dissertation
 
Depression in reproductive age women
Depression in reproductive age womenDepression in reproductive age women
Depression in reproductive age women
 
concept of mental health
concept of  mental healthconcept of  mental health
concept of mental health
 

Viewers also liked (6)

Chapter 15 lecture outline
Chapter 15 lecture outlineChapter 15 lecture outline
Chapter 15 lecture outline
 
Chapter 14 lecture outline
Chapter 14 lecture outlineChapter 14 lecture outline
Chapter 14 lecture outline
 
Chapter 10 lecture outline
Chapter 10 lecture outlineChapter 10 lecture outline
Chapter 10 lecture outline
 
Chapter 11 lecture outline
Chapter 11 lecture outlineChapter 11 lecture outline
Chapter 11 lecture outline
 
Chapter 12 lecture outline
Chapter 12 lecture outlineChapter 12 lecture outline
Chapter 12 lecture outline
 
Chapter 15 power point
Chapter 15 power pointChapter 15 power point
Chapter 15 power point
 

Similar to Chapter 3 lecture outline

stress and its management.pptx
stress and its management.pptxstress and its management.pptx
stress and its management.pptxpreetpreet0488
 
Adaptation and maladaptation, Crisis, stress and defense mechanism
Adaptation and maladaptation, Crisis, stress and defense mechanismAdaptation and maladaptation, Crisis, stress and defense mechanism
Adaptation and maladaptation, Crisis, stress and defense mechanismRuppaMercy
 
unit.3 Meeting Life Challenges psychology.pdf
unit.3 Meeting Life Challenges psychology.pdfunit.3 Meeting Life Challenges psychology.pdf
unit.3 Meeting Life Challenges psychology.pdfSivapriyaHR1
 
MEETING LIFE CHALLENGES_PSYCHOLOGY
MEETING LIFE CHALLENGES_PSYCHOLOGYMEETING LIFE CHALLENGES_PSYCHOLOGY
MEETING LIFE CHALLENGES_PSYCHOLOGYBhawna Maurya
 
Stress Management.ppt
Stress Management.pptStress Management.ppt
Stress Management.pptRyanCapuchino
 
08 stress, coping, trauma, resilience
08   stress, coping, trauma, resilience08   stress, coping, trauma, resilience
08 stress, coping, trauma, resilienceDickson College
 
What Is Stress
What Is StressWhat Is Stress
What Is Stresssgonyea
 
pathophysiological mechanism of a diseadse.pptx
pathophysiological mechanism of a diseadse.pptxpathophysiological mechanism of a diseadse.pptx
pathophysiological mechanism of a diseadse.pptxJyotiBhagat31
 
LP ON CRISIS INTERVENTION.docx
LP ON CRISIS INTERVENTION.docxLP ON CRISIS INTERVENTION.docx
LP ON CRISIS INTERVENTION.docxbeminaja
 
UNDERSTANDING STRESS33333333333333333333
UNDERSTANDING STRESS33333333333333333333UNDERSTANDING STRESS33333333333333333333
UNDERSTANDING STRESS33333333333333333333sunnyamar2
 
Differentiating Among Stress, Acute Stress Disorder, Acute Crisis Episodes, T...
Differentiating Among Stress, Acute Stress Disorder, Acute Crisis Episodes, T...Differentiating Among Stress, Acute Stress Disorder, Acute Crisis Episodes, T...
Differentiating Among Stress, Acute Stress Disorder, Acute Crisis Episodes, T...research gate
 
Ch8stress anxiety
Ch8stress anxietyCh8stress anxiety
Ch8stress anxietyjazz2011
 
Psychological resilience
Psychological resiliencePsychological resilience
Psychological resilienceSara Dawod
 
2. Coping and stress management (2).pptx
2. Coping and stress management (2).pptx2. Coping and stress management (2).pptx
2. Coping and stress management (2).pptxnuradinman89
 
PSY 150 403 Chapter 11 SLIDES
PSY 150 403 Chapter 11 SLIDESPSY 150 403 Chapter 11 SLIDES
PSY 150 403 Chapter 11 SLIDESkimappel
 
Mental disorders and their treatments
Mental disorders and their treatmentsMental disorders and their treatments
Mental disorders and their treatmentsindianeducation
 

Similar to Chapter 3 lecture outline (20)

stress and its management.pptx
stress and its management.pptxstress and its management.pptx
stress and its management.pptx
 
Adaptation and maladaptation, Crisis, stress and defense mechanism
Adaptation and maladaptation, Crisis, stress and defense mechanismAdaptation and maladaptation, Crisis, stress and defense mechanism
Adaptation and maladaptation, Crisis, stress and defense mechanism
 
unit.3 Meeting Life Challenges psychology.pdf
unit.3 Meeting Life Challenges psychology.pdfunit.3 Meeting Life Challenges psychology.pdf
unit.3 Meeting Life Challenges psychology.pdf
 
MEETING LIFE CHALLENGES_PSYCHOLOGY
MEETING LIFE CHALLENGES_PSYCHOLOGYMEETING LIFE CHALLENGES_PSYCHOLOGY
MEETING LIFE CHALLENGES_PSYCHOLOGY
 
Stress Management.ppt
Stress Management.pptStress Management.ppt
Stress Management.ppt
 
08 stress, coping, trauma, resilience
08   stress, coping, trauma, resilience08   stress, coping, trauma, resilience
08 stress, coping, trauma, resilience
 
What Is Stress
What Is StressWhat Is Stress
What Is Stress
 
pathophysiological mechanism of a diseadse.pptx
pathophysiological mechanism of a diseadse.pptxpathophysiological mechanism of a diseadse.pptx
pathophysiological mechanism of a diseadse.pptx
 
LP ON CRISIS INTERVENTION.docx
LP ON CRISIS INTERVENTION.docxLP ON CRISIS INTERVENTION.docx
LP ON CRISIS INTERVENTION.docx
 
UNDERSTANDING STRESS33333333333333333333
UNDERSTANDING STRESS33333333333333333333UNDERSTANDING STRESS33333333333333333333
UNDERSTANDING STRESS33333333333333333333
 
Differentiating Among Stress, Acute Stress Disorder, Acute Crisis Episodes, T...
Differentiating Among Stress, Acute Stress Disorder, Acute Crisis Episodes, T...Differentiating Among Stress, Acute Stress Disorder, Acute Crisis Episodes, T...
Differentiating Among Stress, Acute Stress Disorder, Acute Crisis Episodes, T...
 
Stress Management.pptx
Stress Management.pptxStress Management.pptx
Stress Management.pptx
 
Ch8stress anxiety
Ch8stress anxietyCh8stress anxiety
Ch8stress anxiety
 
Psychological resilience
Psychological resiliencePsychological resilience
Psychological resilience
 
2. Coping and stress management (2).pptx
2. Coping and stress management (2).pptx2. Coping and stress management (2).pptx
2. Coping and stress management (2).pptx
 
PSY 150 403 Chapter 11 SLIDES
PSY 150 403 Chapter 11 SLIDESPSY 150 403 Chapter 11 SLIDES
PSY 150 403 Chapter 11 SLIDES
 
Mental disorders and their treatments
Mental disorders and their treatmentsMental disorders and their treatments
Mental disorders and their treatments
 
Conflicts And Frustrations
Conflicts And FrustrationsConflicts And Frustrations
Conflicts And Frustrations
 
Stress and-coping-notes
Stress and-coping-notesStress and-coping-notes
Stress and-coping-notes
 
Coping-with-Stress.pptx
Coping-with-Stress.pptxCoping-with-Stress.pptx
Coping-with-Stress.pptx
 

More from Macomb Community College (20)

Chapter 14 power point
Chapter 14 power pointChapter 14 power point
Chapter 14 power point
 
Chapter 13 power point
Chapter 13 power pointChapter 13 power point
Chapter 13 power point
 
Chapter 12 power point
Chapter 12 power pointChapter 12 power point
Chapter 12 power point
 
Chapter 11 power point
Chapter 11 power pointChapter 11 power point
Chapter 11 power point
 
Chapter 10 power point
Chapter 10 power pointChapter 10 power point
Chapter 10 power point
 
Chapter 9 power point
Chapter 9 power pointChapter 9 power point
Chapter 9 power point
 
Chapter 8 power point
Chapter 8 power pointChapter 8 power point
Chapter 8 power point
 
Chapter 7 power point
Chapter 7 power pointChapter 7 power point
Chapter 7 power point
 
Chapter 6 power point
Chapter 6 power pointChapter 6 power point
Chapter 6 power point
 
Chapter 5 power point
Chapter 5 power pointChapter 5 power point
Chapter 5 power point
 
Chapter 4 power point
Chapter 4 power pointChapter 4 power point
Chapter 4 power point
 
Chapter 3 power point
Chapter 3 power pointChapter 3 power point
Chapter 3 power point
 
Chapter 2 power point
Chapter 2 power pointChapter 2 power point
Chapter 2 power point
 
Chapter 1 power point
Chapter 1 power pointChapter 1 power point
Chapter 1 power point
 
Chapter 9 lecture outline
Chapter 9 lecture outlineChapter 9 lecture outline
Chapter 9 lecture outline
 
Chapter 7 lecture outline
Chapter 7 lecture outlineChapter 7 lecture outline
Chapter 7 lecture outline
 
Chapter 6 lecture outline
Chapter 6 lecture outlineChapter 6 lecture outline
Chapter 6 lecture outline
 
Chapter 5 lecture outline
Chapter 5 lecture outlineChapter 5 lecture outline
Chapter 5 lecture outline
 
Chapter 4 lecture outline
Chapter 4 lecture outlineChapter 4 lecture outline
Chapter 4 lecture outline
 
Chapter 12 lecture outline
Chapter 12 lecture outlineChapter 12 lecture outline
Chapter 12 lecture outline
 

Recently uploaded

Protein Structure - threading Protein modelling pptx
Protein Structure - threading Protein modelling pptxProtein Structure - threading Protein modelling pptx
Protein Structure - threading Protein modelling pptxvidhisharma994099
 
Riddhi Kevadiya. WILLIAM SHAKESPEARE....
Riddhi Kevadiya. WILLIAM SHAKESPEARE....Riddhi Kevadiya. WILLIAM SHAKESPEARE....
Riddhi Kevadiya. WILLIAM SHAKESPEARE....Riddhi Kevadiya
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...Nguyen Thanh Tu Collection
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 
SOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptx
SOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptxSOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptx
SOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptxSyedNadeemGillANi
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptxmary850239
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfMohonDas
 
3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptxmary850239
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdf10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdfJayanti Pande
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxraviapr7
 
A gentle introduction to Artificial Intelligence
A gentle introduction to Artificial IntelligenceA gentle introduction to Artificial Intelligence
A gentle introduction to Artificial IntelligenceApostolos Syropoulos
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17Celine George
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfMohonDas
 
Department of Health Compounder Question ‍Solution 2022.pdf
Department of Health Compounder Question ‍Solution 2022.pdfDepartment of Health Compounder Question ‍Solution 2022.pdf
Department of Health Compounder Question ‍Solution 2022.pdfMohonDas
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.EnglishCEIPdeSigeiro
 
Vani Magazine - Quarterly Magazine of Seshadripuram Educational Trust
Vani Magazine - Quarterly Magazine of Seshadripuram Educational TrustVani Magazine - Quarterly Magazine of Seshadripuram Educational Trust
Vani Magazine - Quarterly Magazine of Seshadripuram Educational TrustSavipriya Raghavendra
 

Recently uploaded (20)

Protein Structure - threading Protein modelling pptx
Protein Structure - threading Protein modelling pptxProtein Structure - threading Protein modelling pptx
Protein Structure - threading Protein modelling pptx
 
Riddhi Kevadiya. WILLIAM SHAKESPEARE....
Riddhi Kevadiya. WILLIAM SHAKESPEARE....Riddhi Kevadiya. WILLIAM SHAKESPEARE....
Riddhi Kevadiya. WILLIAM SHAKESPEARE....
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 
SOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptx
SOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptxSOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptx
SOLIDE WASTE in Cameroon,,,,,,,,,,,,,,,,,,,,,,,,,,,.pptx
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptx
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdf
 
3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdf10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdf
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptx
 
Prelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quizPrelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quiz
 
A gentle introduction to Artificial Intelligence
A gentle introduction to Artificial IntelligenceA gentle introduction to Artificial Intelligence
A gentle introduction to Artificial Intelligence
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdf
 
Department of Health Compounder Question ‍Solution 2022.pdf
Department of Health Compounder Question ‍Solution 2022.pdfDepartment of Health Compounder Question ‍Solution 2022.pdf
Department of Health Compounder Question ‍Solution 2022.pdf
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.
 
Vani Magazine - Quarterly Magazine of Seshadripuram Educational Trust
Vani Magazine - Quarterly Magazine of Seshadripuram Educational TrustVani Magazine - Quarterly Magazine of Seshadripuram Educational Trust
Vani Magazine - Quarterly Magazine of Seshadripuram Educational Trust
 

Chapter 3 lecture outline

  • 1. Chapter 3 – Personal Stress Management 3 Personal Stress Management LectureOutline I. What is Stress? Dr. Hans Selye defined stress as “the non-specific response of the body to any demand made upon it.” Stressors are the things that trigger a state of arousal, either in a positive or negative way. A. Eustress and Distress 1. Eustress refers to the positive stress in our lives. Eustress challenges us to grow, adapt, and find creative solutions in our lives. 2. Distress refers to the negative effects of stress that can deplete or even destroy life energy. B. Stress and the Dimensions of Health 1. From a holistic perspective, stress can have an impact on every dimension of well-being. a. Physical – Stress triggers molecular changes within your body that affect your heart, muscles, immune system, bones, blood vessels, skin, lungs, gastrointestinal tract, and reproductive organs. b. Psychological – Chronic stress affects thoughts and feelings; however, positive emotions and attitudes can buffer the ill effects of stress and enhance satisfaction and genuine happiness. c. Spiritual – Stress can sidetrack us from achieving our full potential; but our spirit, when nurtured, can help resist and recover from stress. d. Social – Your relationships with your family, friends, coworkers, and loved ones affect and are affected by the stress in your life. e. Intellectual – Even mild stressors can interfere with your brain’s functioning. f. Environmental – External forces such as pollution, noise, natural disasters, exposure to toxic chemicals, and threats to your safety can cause or intensify the stress in your life. 2. Types of Stressors a. Acute time-limited stressors: situations that cause feelings of anxiety, such as having to speak in public or work out a math problem while under pressure.
  • 2. Chapter 3 – Personal Stress Management b. Brief naturalistic stressors: more serious challenges (e.g., taking the SAT or meeting a deadline for a project). c. Life change events: include planned and predictable occurrences, such as graduation or marriage, as well as unexpected ones, such as the loss of a home in a fire or flood. The death of a partner or parent ranks high on the list. d. Chronic stressors: ongoing demands caused by life changing circumstances, such as permanent disability from an accident or caring for a parent with dementia. e. Distant stressors: traumatic experiences that occurred long ago, such as child abuse or combat, which have an emotional and psychological impact. II. Stress in America A. Stress on Campus 1. About nine in ten students rate the overall level of stress they experienced in the last 12 months as “average,” “more than average,” or “tremendous.” 2. In addition to its impact on health, stress can affect students physically, emotionally, academically and socially. 3. Students say they react to stress in various ways: a. Physiologically b. Emotionally c. Behaviorally d. Cognitively 4. Stress on students include the following documented effects: a. Difficulty paying attention and concentrating. b. Poor or inadequate sleep. c. Lack of exercise. d. Increased consumption of junk food. e. Greater risk of anxiety and depression. f. Lessened life satisfaction. B. Gender Differences 1. More female than male students reported feeling hopeless, overwhelmed, or exhausted (but not from physical activity). 2. Neither gender necessarily handles stress better. C. Students under Age 25 1. The stage of life between the ages of 18 and 25 is termed “emerging adulthood.”
  • 3. Chapter 3 – Personal Stress Management 2. During this potentially risky transition period, young men and women of every racial and ethnic group are more likely to engage in behaviors that can increase stress and imperil health. D. Students over age 25 1. The number of older undergraduates is skyrocketing, with an estimated increase of 21 percent from 2005 to 2016. 2. Many of these students, often parents with full- or part-time jobs, find themselves playing multiple roles and facing multiple stressors. 3. Veterans may be processing their experiences in distant and dangerous lands. 4. Family typically emerges as the greatest source of both stress and support for women returning to school. E. Minority Students 1. Minority stress refers to negative experiences in the campus environment that students perceive to be linked to the social, physical, or cultural attributes characteristic of their racial or ethnic group. 2. Among the forms of minority stress are: a. University social climate stress b. Intergroup stress c. Discrimination stress d. Within-group stress e. Achievement stress f. Acculturative stress 3. While many minority students say that overt racism is rare and relatively easy to deal with, subtle racial expressions—sometimes termed microaggressions—may undermine their academic confidence and their ability to bond with the university. 4. Researchers have identified three common types of microaggressions: a. Microassaults – conscious and intentional actions or slurs b. Microinsults – verbal and nonverbal communications that subtly convey rudeness and insensitivity and demean a person’s racial heritage or identity c. Microinvalidation – communications that subtly exclude, negate, or nullify the thoughts, feelings, or experiential reality of a person of color F. Entering Freshmen 1. The first year of college is the most stressful for all undergraduates, even when they begin with positive expectations and attitudes. 2. First-generation college students encounter more difficulties with social adjustment and lack of social support that adds to their stress levels. G. Test Stress
  • 4. Chapter 3 – Personal Stress Management 1. For some students, test anxiety provokes a marked elevation in blood pressure. 2. The students most susceptible to exam stress are those who believe they’ll do poorly and who see tests as extremely threatening. 3. Negative thoughts often become a self-fulfilling prophecy. 4. You can overcome test stress by knowing – even mastering – the subject and by controlling the way you think about and talk to yourself about tests. III. Other Stressors A. The Anger Epidemic 1. The three primary culprits for the anger epidemic are: time, technology, and tension. 2. For years therapists encouraged people to “vent” their anger. However, research now shows that letting anger out only makes it worse. 3. While stress alone doesn’t cause a blowup, it makes you more vulnerable to overreacting. B. Economic Stress 1. Unemployment is a serious stressor. 2. Although money cannot buy happiness, it does buffer the ill effects of stress. C. Job Stress 1. More today than ever before, many people find that they are working more and enjoying it less. 2. High job strain is defined as high psychological demands combined with low control or decision-making ability over one’s job. D. Burnout 1. Burnout is a state of physical, emotional, and mental exhaustion brought on by constant or repeated emotional pressure. E. Illness and Disability 1. A common source of stress for college students is a learning disability, which may affect one out of every ten Americans. IV. Traumatic Life Events and Stress About 39 to 74 percent of all people experience at least one potentially traumatic event during the course of their lives. A. Acute Stress Disorder 1. In acute stress disorder, disabling symptoms occur within three days to a month after exposure to a traumatic event. 2. Symptoms of acute stress disorder may include:
  • 5. Chapter 3 – Personal Stress Management a. Recurrent, involuntary, and intrusive distressing memories of the trauma b. Recurrent distressing dreams related to the trauma c. Dissociative reactions, such as flashbacks, in which an individual feels that the traumatic event is recurring d. Persistent inability to experience happiness, satisfaction, or other positive emotions e. Altered sense of the reality of one’s surroundings or oneself, such as time slowing down f. Inability to remember an important aspect of the traumatic event g. Efforts to avoid distressing memories, thoughts, or feelings related to the trauma h. Efforts to avoid reminders, such as certain people, places, activities, objects, or situations, which arouse distressing feelings or thoughts i. Sleep disturbances, including difficulty falling or staying asleep and restless sleep j. Irritable behavior and angry outbursts k. Hypervigilance l. Problems with concentration m. Intensified startle response 3. Acute distress disorder causes significant distress and interferes with a person’s ability to work, study, relate to others, and maintain usual routine and social activities. B. Posttraumatic Stress Disorder (PTSD) 1. In the past, posttraumatic stress disorder (PTSD) was viewed as a psychological response to out-of-the-ordinary stressors, such as captivity or combat. However, other experiences can also forever change the way people view themselves and their world. 2. An estimated 9 percent of all college students suffer from PTSD. 3. Symptoms of PTSD, which usually begin within the first three months after a trauma, include: a. Recurrent, involuntary, and intrusive distressing memories of the traumatic event b. Recurrent distressing dreams related to the trauma c. Persistent avoidance of external reminders and distressing memories of the trauma d. Persistent feelings of guilt, shame, anger, horror, fear, or other negative emotions e. Hypervigilance and other changes in arousal and alertness
  • 6. Chapter 3 – Personal Stress Management 4. Individuals with PTSD may require different types of help at different stages. Behavioral, cognitive, and psychodynamic therapy, sometimes along with psychiatric medication, can help individuals suffering with PTSD. Mind–body practices, such as exercise, mindfulness, meditation, and deep breathing, also have proven effective. 5. Without recognition and treatment, PTSD can last for decades, with symptoms intensifying during periods of stress. 6. When identified and treated, more than half of affected persons achieve complete recovery. 7. Mental health professionals have found that no single approach to treatment works for all trauma victims. V. The Stress Response The stress response refers to a cascade of internal changes that mobilize the body’s resources for action. A. General Adaptation Syndrome (GAS) 1. A biological theory of stress developed by Hans Selye. 2. Our bodies constantly strive to maintain a stable and consistent psychological state called homeostasis. 3. Adaptive response is the body’s attempt to restore homeostasis. a. Alarm - As it becomes aware of a stressor, the body mobilizes various systems for action. b. Resistance – If the stress continues, the body draws on its internal resources to try to sustain homeostasis, but this requires greater and greater effort. c. Exhaustion - If stress continues long enough, normal functioning becomes impossible. Even a small amount of additional stress at this point can lead to a breakdown. B. Cognitive Transactional Model 1. A nonbiological theory developed by Richard Lazarus, based on the interrelationship between stress, which has a powerful impact on well- being, and health, which affects a person’s ability to cope with stress. 2. When individuals confront a challenge, they make immediate judgments about whether it poses a threat and whether they will be able to respond to it. 3. Lazarus identified four stages in this process: a. Primary appraisal – individual judges the severity of a threat; if not perceived as dangerous, no stress develops b. Secondary appraisal – if the situation is perceived as threatening, individual assesses whether they have the power and resources to act
  • 7. Chapter 3 – Personal Stress Management c. Coping stage – individual does whatever they can to deal with the challenge d. Reappraisal – individual evaluates whether the original stressor has been eliminated or whether they need to try again or use a different approach C. Yerkes-Dodson Law 1. Increasing stress can boost performance—but only up to a certain point. VI. The Impact of Stress Stress triggers molecular changes throughout the body that make us more susceptible to many illnesses. A. Stress and the Heart 1. One way in which stress increases the risk of heart attack and other cardiovascular problems is by pushing people toward bad habits. B. Stress and Immunity 1. Acute time-limited stressors, the type that produce a fight-or-flight response, prompt the immune system to ready itself for the possibility of infections resulting from bites, punctures, or other wounds. 2. Long-term or chronic stress creates excessive wear and tear, and the system breaks down. 3. The longer the stress, the more the immune system shifts from potentially adaptive changes to potentially harmful ones. 4. Traumatic stress can impair immunity for as long as a year. C. Stress and the Gastrointestinal System 1. The “brain–gut axis” links the brain with the organs involved in digesting food. 2. Stress can: a. Decrease saliva so your mouth becomes dry (a frequent occurrence when under the stress of speaking in public) b. Cause contractions in the esophagus that interfere with swallowing c. Increase the amount of hydrochloric acid in the stomach d. Constrict blood vessels in the digestive tract e. Alter the rhythmic movements of the small and large intestines necessary for the transport of food (leading to diarrhea if too fast or constipation if too slow) f. Contribute to or exacerbate GERD (gastroesophageal reflux disease) g. Lead to blockage of the bile and pancreatic ducts h. Increase the risk of pancreatitis (inflammation of the pancreas), ulcerative colitis, and irritable bowel syndrome
  • 8. Chapter 3 – Personal Stress Management 3. For many years stress alone was blamed for causing stomach ulcers, but scientists have discovered that a bacterium, Helicobacter pylori, infects the digestive system and sets the stage for ulcers. 4. Stress may increase susceptibility by reducing the protective gastric mucus that lines the stomach so ulcers develop more readily. 5. Stress directly affects what researchers call our “drive to eat.” 6. Even if they don’t consume more calories, some people, perhaps especially sensitive to cortisol, put on “belly,” or visceral, fat when stressed. D. Stress and Cancer 1. Among the latest findings from psycho-oncology, the field that combines medical and psychological approaches to cancer, are: a. Stress-related abnormalities in cortisol, inflammation, and the sympathetic nervous system can affect cancer growth. b. Stressful life experiences and depression are associated with poorer survival and greater mortality from various types of cancer, including breast, lung, and head and neck tumors. c. Psychosocial support and improved coping skills help even terminally ill patients to live better at the end of life—and in some cases to live longer as well. VII. Managing Stress Various approaches, including online stress management interventions, have proven effective in reducing perceived stress and symptoms of anxiety, depression, and stress. A. Journaling 1. College students that wrote in their journals about traumatic events felt much better after-ward than those who wrote about superficial topics. B. Exercise 1. Regular physical activity can relieve stress, boost energy, lift mood, and keep stress under control. C. Cognitive Restructuring 1. Cognitive restructuring is a technique of cognitive-behavioral therapy that helps people examine negative thoughts, challenge them, and rewrite the negative thinking that lies behind them. D. Routes to Relaxation 1. Relaxation is the physical and mental state opposite that of stress. 2. Relaxation techniques may alter brain chemistry such as increasing the levels of pleasure-inducing chemicals in the brain.
  • 9. Chapter 3 – Personal Stress Management a. Progressive relaxation works by intentionally increasing and then decreasing tension in the muscles. b. Visualization or guided imagery involves creating mental pictures that calm you down and focus your mind. c. Biofeedback is a method of obtaining information about some physiological activity occurring in the body. E. Meditation and Mindfulness 1. Meditation activates the sections of the brain in charge of the autonomic nervous system. 2. Meditation may be particularly helpful for people dealing with stress- related medical conditions. 3. There is no right way to meditate. 4. Mindfulness is “an awareness that emerges by paying attention deliberately in the present to an experience as it happens moment by moment.” 5. Psychological benefits of mindfulness include greater self-compassion and decreased absent-mindedness, difficulty regulating emotions, fear of emotion, worry, and anger. 6. Mindfulness benefits individuals suffering from chronic pain, fibromyalgia, cancer, anxiety disorders, depression, and the stresses of everything from prison life to medical school. F. Yoga 1. Yoga is defined as a union of mind, body, and spirit. 2. Yoga eases conditions such as lower-back pain, migraine, asthma, and hypertension and has been proven to reduce anxiety and cortisol levels in those with moderate levels of stress. 3. Yoga may lower harmful compounds associated with stress that increase inflammation. G. Resilience 1. Adversity—whether in the form of a traumatic event or chronic stress— has different effects on individuals. 2. Various factors that enable individuals to thrive in the face of adversity include: a. An optimistic attitude b. Self-efficacy c. Stress inoculation d. Secure personal relationships e. Spirituality or religiosity
  • 10. Chapter 3 – Personal Stress Management VIII. Stress Prevention: Taking Control of Your Time Symptoms of poor time management include rushing, chronic inability to make choices or decisions, fatigue or listlessness, constantly missed deadlines, not enough time for rest or personal relationships, and a sense of being overwhelmed by demands and details. A. Time Management 1. Schedule your time. 2. Develop a game plan. 3. Identify time robbers. 4. Make the most of classes. 5. Develop an efficient study style. 6. Focus on the task at hand. 7. Turn elephants into hors d’oeuvres. 8. Keep your workspace in order. B. Overcoming Procrastination 1. Procrastinators reported more health-related symptoms, more stress, and more visits to health care professionals than non-procrastinators. 2. The three most common types of procrastination are putting off unpleasant things, putting off difficult tasks, and putting off tough decisions. 3. To overcome procrastination: do what you like least first; build time into your schedule for interruptions, unforeseen problems, and unexpected events; establish ground rules for meeting your own needs; and learn to “Just do it”. Key Terms biofeedback burnout distress eustress holistic homeostasis meditation microaggression microassaults microinsults microinvalidations mindfulness posttraumatic stress disorder (PTSD) progressive relaxation stress stress response stressor tend and befriend visualization, or guided imagery
  • 11. Chapter 3 – Personal Stress Management