Stress and Self-Care
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The document discusses a study on stress and stress responses among Filipino college students. Some key findings include: 1) The top stressors reported were academic difficulties, heavy workload, and time management issues. 2) Males tended to have more affective (emotional) responses to stress like anxiety and fear, while females had more cognitive (thought-based) responses like worrying. 3) Stress responses differed by academic classification, with affective responses highest for freshmen and decreasing with higher classification, while behavioral responses increased with classification.
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Stress and Self-Care
- 1. STRESS AND SELF-CARE PAT R I C I A N A D I N E T. V I L L A N U E VA
- 3. WHAT STRESSES YOU OUT THE MOST? G I V E M E Y O U R TO P 1 O R TO P 3 S T R E S S O R S
- 4. 2015 STUDY: STRESSORS AND STRESS RESPONSES OF FILIPINO COLLEGE STUDENTS D Y , M A R I S O N & E S P I R I T U - S A N T O , K L A R I S S E & F E R I D O , M E L I S S A & R I A , S A N C H E Z . ( 2 0 1 5 ) . S T R E S S O R S A N D S T R E S S R E S P O N S E S O F F I L I P I N O C O L L E G E S T U D E N T S . A S I A L I F E S C I E N C E S . 2 4 . 7 3 7 - 7 5 9 .
- 5. TOP FIVE OVERALL STRESSORS OF THE 258 RESPON- DENTS ACADEMIC DIFFICULTY OF SUBJECT MATTER WORKLOAD DUE TO SUBJECTS TIME MANAGEMENT BECAUSE OF SUBJECTS RESPONSIBILITIES DUE TO BEING ON ONE’S OWN TIME MANAGEMENT BECAUSE OF BOTH SUBJECTS AND ORGANIZATIONS
- 6. STRESSORS AND STRESS RESPONSES OF FILIPINO COLLEGE STUDENTS Males reacted through affective responses Females reacted through cognitive responses
- 7. AFFECTIVE RESPONSE Anxiety may be due to the student’s constant anticipation of uncertain Fear is a frequent response
- 8. AFFECTIVE RESPONSE Anxiety and doubts can be powerful sources of stress which can further aggravate one’s state
- 9. AFFECTIVE RESPONSE Affects a person’s motivation level, self-esteem level, and degree of socialization which are usually caused by the individual’s environment
- 10. AFFECTIVE RESPONSE These pessimistic ways cause the highest probability of becoming a depressed person than any of the other stress responses
- 12. COGNITIVE RESPONSE Worry were related to academic expectations of others on the individual and the individual on themselves, coupled with the responsibilities he/she must accomplish because of those expectations
- 13. COGNITIVE RESPONSE Intense catastrophic thinking was answered most frequently for stressors related to socialization like interactions with new people, peers and organization
- 14. BEHAVIORAL RESPONSE Deflection of behavior in negative responses such as smoking, doing drugs, social withdrawal, over or under eating, and escape or avoidance to
- 15. BEHAVIORAL RESPONSE Were rarely done by the respondents The students either deflect their responses to positive behaviors or resolve it through the other domains
- 16. PHYSIOLOGICAL RESPONSE Implication is that the respondents rarely have body related reactions to stress or they might not be aware of
- 18. STRESSORS OF MALE AND FEMALE STUDENTS Male 3rd stressor: financial problems Female 3rd stressor: time management due to subjects
- 19. STRESS RESPONSES BETWEEN MALE AND FEMALE STUDENTS • Females more frequently thought of their concerns and gave more time to dwelling on their concerns • Cortisol levels are higher in females and this affects cognitive and affective processes, making them more prone to
- 20. STRESS RESPONSES BETWEEN MALE AND FEMALE STUDENTS • Males showed more behavioral responses • Marked by a pattern of fight or flight or by action directed to reducing or overcoming the stress • Likely due to sex- linked, neuroendocrine responses, and to cultural roles
- 21. STRESSORS ACCORDING TO ACADEMIC CLASSIFICATION •TOP TWO STRESSORS –Academic difficulty –Workload
- 22. Freshmen Adjustment in the university Sophomores Choosing a major area of specialization or have major subjects Juniors More major courses and units are heavy Seniors More focused on majors and more pressured to pass to
- 24. DIFFERENCES Freshmen Parental pressure Difficulty in handling responsibilities with independent living Sophomores Time management with difficult courses and organizations Juniors Balancing academic and org responsibilities Seniors Concerned with what to do or what will happen after graduating
- 25. STRESS RESPONSES ACCORDING TO ACADEMIC CLASSIFICATION • Except for sophomores where there was a tie between affective and cognitive Overall Affective Response Cognitive Response
- 26. CAUSE OF AFFECTIVE RESPONSEAs children grow, experience more academic failures and lowered expectations Tend to integrate their failure to their self- image which is associated to self- esteem Experience emotional tensions or instability due to their inability to make adjustments Tend to attribute anxiety to those situations which give rise to frustrations
- 27. TREND FOR STRESS RESPONSESAffective, cognitive, and physiological stress responses were decreasing as students achieved a higher level of academic classification Behavioral responses were increasing
- 28. HARDINESS Kobasa’s concept One who is able to regulate the amount of stress he/she has experienced and shows no increase in medical or
- 29. HARDINESS Approach is behavioral and cognitive Increase in behavioral responses may mean development of habits used to tolerate or overcome stress
- 30. THREE ELEMENTS ESSENTIAL FOR AN EFFECTIVE STRESS- HARDY MINDSET Challenge • Habit of looking at stress as a challenge to be overcome motivates one to address the causes of their stress in positive ways Personal Control • One works to find what possibilities do exist for mastery and pursue them, even when true mastery of a challenge is not possible
- 31. THREE ELEMENTS ESSENTIAL FOR AN EFFECTIVE STRESS- HARDY MINDSET Commitment • Committed to an active, engaged stance towards life • Feel that one’s life has purpose, and that motivates one to actively attempt to influence one’s surroundings and to persevere even when the
- 33. STRESS IS THE RESULTANT OF A CHANGE—WHETHER EXPECTED OR OTHERWISE—AND THE REACTION TO IT D E F I N I T I O N
- 35. FACTORS THAT AFFECT THE LEVEL OF STRESS EXPERIENCED Predictability Controllability Stress Reactivity
- 36. 2 TYPES OF STRESS Destress – when the experience of stress is negatively appraised Eustress – when the experience of stress is positively appraised
- 38. STRESS AND THE IMMUNE SYSTEM • The white blood cells are often lower when a person is exposed to stress, weakening the person’s immune system. • Relaxation exercises appear to increase the presence of neuropeptides (neurotransmitters that appear to attract macrophages and enhance the immune system)
- 41. Evolutionary origins – the physiologic reaction enables us to make quick action that often spell survival in our prehistoric past Given the demands of modern times, there is often no necessity for this reaction. However, it is still very much part of
- 42. FACTORS THAT HELP COPE WITH STRESS
- 43. “THE UNIVERSAL CAPACITY WHICH ALLOWS A PERSON, GROUP OR COMMUNITY TO PREVENT, MINIMIZE OR OVERCOME THE DAMAGING EFFECTS OF ADVERSITY” – E. GROTHBERG (1995)
- 44. EXTERNAL RESOURCES Trusting and supportive relationships Access to basic services • Education • Security • Welfare INTERNAL RESOURCES Feel lovable and appealing Pride in oneself, sense of competence Independence and responsibility Ability to communicate Capacity to solve problems Skills to manage feelings and impulses Possession of a sense of humor Belief in something higher (hope, transcendence, morals)
- 45. EXTERNAL RESOURCES Trusting and supportive relationships Access to basic services • Education • Security • Welfare INTERNAL RESOURCES Feel lovable and appealing Pride in oneself, sense of competence Independence and responsibility Ability to communicate Capacity to solve problems Skills to manage feelings and impulses Possession of a sense of humor Belief in something higher (hope, transcendence, morals)
- 46. EXTERNAL RESOURCES Trusting and supportive relationships Access to basic services • Education • Security • Welfare INTERNAL RESOURCES Feel lovable and appealing Pride in oneself, sense of competence Independence and responsibility Ability to communicate Capacity to solve problems Skills to manage feelings and impulses Possession of a sense of humor Belief in something higher (hope, transcendence, morals)
- 53. SLEEP! T R U S T M E
- 58. 25 SCARY AND SURPRISING EFFECTS OF SLEEP DEPRIVATION
- 64. LUCEAT LUX VESTRA NUNC ET SEMPER
Editor's Notes
- Good afternoon everyone! First of, I would just like to make a disclaimer that I am not an expert because I did not get any special training in stress management. However, I do have a degree in BS psychology and I did a presentation for my basic chemistry class in college about the chemistry in stress. I guess I have experienced so many stressful situations in life, some normal and abnormal experiences. And I have lived to tell the tale. I guess I was destined to be here and speak in front of you about stress and self-care so that you don’t have to go through the things I went through. Or so that you would know what to do during stressful situations
- Good afternoon everyone! First of, I would just like to make a disclaimer that I am not an expert because I did not get any special training in stress management. However, I do have a degree in BS psychology and I think the closest thing I have to this topic is that I did a presentation for my basic chemistry class in college about the chemistry of stress and a report on dance therapy. I guess I have experienced so many stressful situations in life, some normal and abnormal experiences. And I have lived to tell the tale. I guess I was destined to be here and speak in front of you about stress and self-care so that you don’t have to go through the things I went through. Or so that you would know what to do during stressful situations
- The population of the study was the set of all undergraduate students of the University of the Philippines Los Banos enrolled during the 1st Semester A.Y. 2012-2013 categorized according to their sex category, academic classification (freshmen, sophomore, junior, or senior) and classification of their degree program (soft science or hard science). Some degrees in the soft sciences were BS Development Communication, BS Human Ecology, and AB Sociology while examples of degrees in the hard sciences were BS Chemistry, BS Biology, and BS Civil Engineering. The population consisted of 11,305 students of which 4,409 are male and 7,052 are females (Office of the University Registrar, 2012). Out of 11,305 students, 258 were sampled through convenience sampling.
- events such as what questions will the exams contain, will he/she pass the class, and will his/her group mates be responsible enough and the like
- events such as what questions will the exams contain, will he/she pass the class, and will his/her group mates be responsible enough and the like
- emotion or desire, especially as influencing behavior or action have an effect on; make a difference to. events such as what questions will the exams contain, will he/she pass the class, and will his/her group mates be responsible enough and the like
- events such as what questions will the exams contain, will he/she pass the class, and will his/her group mates be responsible enough and the like
- both males and females experience the difficulty of academic courses and the workload given to them every semester
- Because of the difference in their expressiveness and perceptions, females tend to exhibit a higher percentage of cognitive responses when stressors arise, especially when looking at the specific stressors (Table 7). According to Garrett (2001), females more frequently thought of their concerns and gave more time to dwelling on their concerns. Further, cortisol levels are higher in females and this affects cognitive and affective processes, making them more prone to depression (Kudielka and Kirschbaum, 2004). It is important to note that cognitive stress responses is the leading cause for chronic depression and may contribute to the emergence of affective disorders (Stroud, Salovey and Epel, 2002), something for females to be wary of. In their research, Shacham & Lahad (2004) found out that the males looked for other practical solutions when stressors arose and their responses became more behavioral in nature. Thus, they were more frequent than females in exhibiting behavioral responses.
- Because of the difference in their expressiveness and perceptions, females tend to exhibit a higher percentage of cognitive responses when stressors arise, especially when looking at the specific stressors (Table 7). According to Garrett (2001), females more frequently thought of their concerns and gave more time to dwelling on their concerns. Further, cortisol levels are higher in females and this affects cognitive and affective processes, making them more prone to depression (Kudielka and Kirschbaum, 2004). It is important to note that cognitive stress responses is the leading cause for chronic depression and may contribute to the emergence of affective disorders (Stroud, Salovey and Epel, 2002), something for females to be wary of. In their research, Shacham & Lahad (2004) found out that the males looked for other practical solutions when stressors arose and their responses became more behavioral in nature. Thus, they were more frequent than females in exhibiting behavioral responses.
- tend to attribute anxiety to those situations which give rise to frustrations like their academic courses, requirements and parental expectations they fear they will not be able to meet Yurgelon-Todd and Killgore (2006) also emphasize that the adolescent brain is still learning to control the emotions as the prefrontal cortex develops. Thus, they tend to be impulsive and emotional.
- Tolerant to stress
- the ability of an individual to anticipate the change or adversity - to the extent to which an individual has control or is able to manage the changes that a situation may bring the individual differences of how the individual assesses the situation, which affects how that person will respond to it
- The cardiovascular system Increase in blood pressure Increase serum cholesterol and other free fatty acids Increase possibility of clogged arteries Possibility of cardiac shock that leads to sudden death The gastrointestinal system Less saliva, causing a dry mouth Difficulty in swallowing due to involuntary contractions in the esophagus Stomach ulcers due to the increased volume of hydrochloric acid and reduction of gastric mucus Diarrhea or constipation due to disrupted peristalsis The muscles Muscles tension and bracing that can lead to backaches and headaches Contraction of smooth muscles leading to hypertension and GI difficulties. The skin Decreased skin temperature, more perspiration
- Resiliency is a key concept here. This concept is actually a group of factors that have been identified to help minimize or overcome the effects of adversity. Resiliency may be defined as such: “the universal capacity which allows a person, group or community to prevent, minimize or overcome the damaging effects of adversity” – E. Grothberg (1995) Resiliency External Resources Trusting and supportive relationships Access to Basic Services education security welfare extended family Internal Resources Feel lovable and appealing Pride in oneself, sense of competence Independence and responsibility Ability to communicate Capacity to solve problems Skills to manage feelings and impulses Possession of a sense of humor Belief in something higher (hope, transcendence, morals)
- Resiliency is a key concept here. This concept is actually a group of factors that have been identified to help minimize or overcome the effects of adversity. Resiliency may be defined as such: “the universal capacity which allows a person, group or community to prevent, minimize or overcome the damaging effects of adversity” – E. Grothberg (1995) Resiliency External Resources Trusting and supportive relationships Access to Basic Services education security welfare extended family Internal Resources Feel lovable and appealing Pride in oneself, sense of competence Independence and responsibility Ability to communicate Capacity to solve problems Skills to manage feelings and impulses Possession of a sense of humor Belief in something higher (hope, transcendence, morals)
- Resiliency External Resources Trusting and supportive relationships Access to Basic Services education security welfare extended family Internal Resources Feel lovable and appealing Pride in oneself, sense of competence Independence and responsibility Ability to communicate Capacity to solve problems Skills to manage feelings and impulses Possession of a sense of humor Belief in something higher (hope, transcendence, morals)
- Resiliency External Resources Trusting and supportive relationships Access to Basic Services education security welfare extended family Internal Resources Feel lovable and appealing Pride in oneself, sense of competence Independence and responsibility Ability to communicate Capacity to solve problems Skills to manage feelings and impulses Possession of a sense of humor Belief in something higher (hope, transcendence, morals)
- Resiliency External Resources Trusting and supportive relationships Access to Basic Services education security welfare extended family Internal Resources Feel lovable and appealing Pride in oneself, sense of competence Independence and responsibility Ability to communicate Capacity to solve problems Skills to manage feelings and impulses Possession of a sense of humor Belief in something higher (hope, transcendence, morals)