Chapter slides covering stress, well-being and health

1. Chapter 14 STRESS, LIFESTYLE, AND HEALTH
PowerPoint Image Slideshow
PSYCHOLOGY

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WHAT IS STRESS?
Learning outcomes
1. Differentiate between stimulus-based and response-based definitions of stress
2. Define stress as a process
3. Differentiate between good stress and bad stress
4. Describe the early contributions of Walter Cannon and Hans Selye to the stress
research field
5. Understand the physiological basis of stress and describe the general adaptation
syndrome

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Exams are a stressful, but unavoidable, element of college life. (credit “left”:
modification of work by Travis K. Mendoza; credit “center”: modification of work by
“albertogp123”/Flickr; credit “right”: modification of work by Jeffrey Pioquinto, SJ)
FIGURE 14.1

4. The term stress is used everywhere and very loosely to describe feeling frustrated,
overwhelmed, angry or fatigued. Even in science, there is disagreement on its
definition.
There are a few conceptualizations of stress:
1. A demanding or threatening event or stimulus also known as stimulus-based
definitions.
2. A physiological response that can occur when facing demanding or threatening
situations or as response to environmental conditions.
3. A process whereby an individual perceives and responds to events that they
appraise(evaluate) as overwhelming or threatening to their well-being.
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14.1 WHAT IS STRESS?

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FIGURE 14.3

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Graduating from college and entering the workforce can be viewed as either a threat
(loss of financial support) or a challenge (opportunity for independence and growth).
(credit: Timothy Zanker)
FIGURE 14.2

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GOOD STRESS?
Hans Selye differentiate between eustress and distress.
• Eustress- good kind of stress that can be a positive, motivating
force to improve the quality of our lives.
• It is associated with positive feelings, optimal heath and
performance.
• Distress- when stress exceeds the optimal level and becomes
excessive and debilitating.
• It is associated with feelings of burn out, fatigue, exhaustion
and lower performance.

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As the stress level increases from low to moderate, so does
performance (eustress). At the optimal level (the peak of the curve),
performance has reached its peak. If stress exceeds the optimal level,
it will reach the distress region.
FIGURE 14.4

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Stress is an experience that evokes as variety of
responses including physiological, cognitive, and
behavioral.
FIGURE 14.5

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The charts above, adapted from Cohen & Janicki-Deverts (2012), depict the
mean stress level scores among different demographic groups during the
years 1983, 2006, and 2009.
FIGURE 14.6

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Harvard physiologist Walter
Cannon first articulated and
named the fight-or-flight
response, the nervous system’s
sympathetic response to a
significant stressor.
FIGURE 14.7

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Fight or flight is a physiological response to a stressor. Cannon proposed that fight-or-
flight response is a built in mechanism that assists in maintaining homeostasis.
FIGURE 14.8

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Hans Selye specialized in research about stress. In 2009, his native Hungary honored
his work with this stamp, released in conjunction with the 2nd annual World Conference
on Stress.
FIGURE 14.9

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The three stages of Selye’s general adaptation syndrome are shown
in this graph. Prolonged stress ultimately results in exhaustion.
FIGURE 14.10

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This diagram shows the functioning of the hypothalamic-pituitary-
adrenal (HPA) axis. The hypothalamus activates the pituitary gland,
which in turn activates the adrenal glands, increasing their secretion
of cortisol.
FIGURE 14.11

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STRESSORS
Learning outcomes
1. Describe different types of possible stressors
2. Explain the importance of life changes as potential stressors
3. Describe the Social Readjustment Rating Scale
4. Understand the concepts of job strain and job burnout

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Some fairly typical life events, such as moving, can be significant
stressors. Even when the move is intentional and positive, the amount
of resulting change in daily life can cause stress. (credit:
"Jellaluna"/Flickr)
FIGURE 14.12

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Daily commutes, whether (a) on the road or (b) via public
transportation, can be hassles that contribute to our feelings of
everyday stress. (credit a: modification of work by Jeff Turner; credit b:
modification of work by "epSos.de"/Flickr)
FIGURE 14.13

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(a) Police officers and (b) firefighters hold high stress occupations.
(credit a: modification of work by Australian Civil-Military Centre; credit
b: modification of work by Andrew Magill)
FIGURE 14.14

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14.3 STRESS AND ILLNESS
Learning outcomes
1. Explain the nature of psychophysiological disorders
2. Describe the immune system and how stress impacts its
functioning
3. Describe how stress and emotional factors can lead to the
development and exacerbation of cardiovascular disorders,
asthma, and tension headaches

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PSYCHOPHYSIOLOGICAL DISORDERS
Psychophysiological are
1. Physical disorders or diseases
2. Whose symptoms are brought about or worsened by stress and
emotional factors.
Common Psychophysiological disorders include
1. Hypertension
2. Irritable bowel syndrome
3. Asthma and allergies
4. Tension headaches

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PSYCHONEUROIMMUNOLOGY
• Studies how psychological factors such as stress influence the
immune system and immune functioning
• Stress can cause immunosuppression

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This graph shows the percentages of participants who developed
colds (after receiving the cold virus) after reporting having
experienced chronic stressors lasting at least one month, three
months, and six months (adapted from Cohen et al., 1998).
FIGURE 14.15

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Telomeres are shorter in adults who experienced more trauma as
children (adapted from Blackburn & Epel, 2012).
FIGURE 14.16

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Males and females often experience different symptoms of a heart attack.
FIGURE 14.17

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(a) Type A individuals are characterized as intensely driven,
(b) while Type B people are characterized as laid-back and relaxed. (credit a:
modification of work by Greg Hernandez; credit b: modification of work by Elvert
Barnes)
FIGURE 14.18

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FIGURE 14.19

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This graph shows the incidence of heart attacks among men and women
by depression score quartile (adapted from Barefoot & Schroll, 1996).
FIGURE 14.20

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REGULATION OF STRESS
Learning outcomes
• Define coping and differentiate between problem-focused and
emotion-focused coping
• Describe the importance of perceived control in our reactions to
stress
• Explain how social support is vital in health and longevity

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COPING STYLES
1. Problem-focused coping
• Manage or alter the problem causing stress
2. Emotion-focused coping
• Avoiding, minimizing or distracting oneself from
the problem
• Use reappraisal
• Positive comparisons with others
• Seeking something positive in the negative event

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Close relationships with others, whether (a) a group of friends or (b) a family circle,
provide more than happiness and fulfillment—they can help foster good health. (credit
a: modification of work by Nattachai Noogure; credit b: modification of work by Christian
Haugen)
SOCIAL SUPPORT

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Stress reduction techniques may include (a) exercise, (b) meditation and relaxation, or
(c) biofeedback. (credit a: modification of work by “UNE Photos”/Flickr; credit b:
modification of work by Caleb Roenigk; credit c: modification of work by Dr. Carmen
Russoniello).
FIGURE 14.24

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14.4 THE PURSUIT OF HAPPINESS
How do you define Happiness?

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Happiness is an enduring state of well-being involving
satisfaction in the pleasant, good, and meaningful aspects
of life.
FIGURE 14.25

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(a) Surveys of residents in over 150 countries indicate that Denmark has the happiest
citizens in the world.
(b) Americans ranked the United States as the 17th happiest country in which to live. (credit
a: modification of work by "JamesZ_Flickr"/Flickr; credit b: modification of work by Ryan
Swindell)
FIGURE 14.26

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THE PURSUIT OF HAPPINESS
Factors connected to happiness
• Happiness increases with age
• Better relationships
• More social support
• Living in a wealth country
• College graduate
• Secure meaningful and engaging jobs
• Religiosity
• Possess characteristics valued in culture

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LIFE EVENTS AND HAPPINESS
• We are poor at predicting of future emotions
• We experience emotional adaptation
Increasing happiness
• Well-being interventions that increase baseline
happiness
• Example: gratitude journals
• National happiness levels of happiness associated with:
• GDP, social support, freedom of choice, life
expectancy, lack of corruption, generosity

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(a) Long-suffering Chicago Cub fans would no doubt feel elated if their team won a World Series championship, a
feat that has not been accomplished by that franchise in over a century.
(b) In ways that are similar, those who play the lottery rightfully think that choosing the correct numbers and winning
millions would lead to a surge in happiness. However, the initial burst of elation following such elusive events
would most likely erode with time. (credit a: modification of work by Phil Roeder; credit b: modification of work
by Robert S. Donovan)
FIGURE 14.27

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This graphs shows life satisfaction scores several years before and after three
significant life events (0 represents the year the event happened) (Diener et al., 2006).
FIGURE 14.28

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POSITIVE PSYCHOLOGY
The science of happiness
• seeks to identify and promote those qualities that lead to greater
fulfillment in our lives.
• Well-being, contentment and satisfaction, hope, optimism,
capacity to love, courage, interpersonal skills, forgiveness,
spirituality, etc
• Positive affect- pleasure engagement with the environment such as
happiness, joy, enthusiasm, alertness, and excitement.
• Associated with greater social connectedness, emotional and
practice support, adaptive coping skills, lower depression
rates
• Flow- a particular experience so engaging and engrossing that is
becomes worth doing for its own sake