NYU Stressors and The Methods of Appraisal of Stressors Reply Please reply to two of the prompts below Define and describe stressors and the methods of app

NYU Stressors and The Methods of Appraisal of Stressors Reply Please reply to two of the prompts below Define and describe stressors and the methods of appraisal of stressors. Explain how the sympathetic-adrenomedullary (SAM) and hypothalamic-pituitary-adrenocortical (HPA) axis are implicated in the physiological response to stress. What makes events stressful? Discuss. A group of friends is discussing the different ways in which life can “get at you.” Pat says it’s the milestones in life that are most stressful, illustrating this point by describing several traumatic divorces and untimely deaths from which family members have yet to recover. On the other hand, Lee asserts that it’s the little, constant annoyances in life that are most harmful to psychological and physical health, citing the annoyance experienced while commuting to work every day or coping with an intrusive landlord. Evaluate both of these arguments, citing research from the text. Some working parents cope well with their multiple roles, whereas others do not. Explain the factors that are associated with positive and negative outcomes in juggling family and work roles. Each of your responses should incorporate
course content assigned during that particular week and should be approximately
250 words Chapter
Six:
Stress
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Education.
•What is stress?
•Origins of the study of stress
•The physiology of stress
•What makes events stressful?
•How has stress been studied?
•Sources of chronic stress
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Education.
2
•Negative emotional experience accompanied
by predictable biochemical, physiological,
cognitive, and behavioral changes
• Aimed at altering the stressful event or
accommodating to its effects
•Stressors: Events that cause stress
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Education.
3
Primary appraisal
• Understanding what an event is and what it will mean
• Events are appraised for their harm, threat, or
challenge
Secondary appraisal
• Assessing whether personal resources are sufficient to
meet the demands of the environment
Person-environment fit
• Results from the process of appraising events, assessing
potential resources, and responding to the events
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Education.
4
•Body is aroused and motivated via the
sympathetic nervous system and endocrine
system when a threat is perceived
• Result – Mobilizes an organism to attack the
threat or to flee
•Advantage – Adaptive
•Disadvantage – Can be harmful
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Education.
5
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
6
•Assigns a limited role to psychological factors
•Not all stressors produce the same
endocrinological responses
•Continued activation accumulates the most
damage to physiological systems
•Fails to address the debilitating effects of
stress
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Education.
7
•In addition to fight or flight, people and
animals respond to stress with:
• Social affiliation
• Nurturant behavior toward offspring
•Oxytocin is released during stressful events
• Acts as an impetus for affiliation
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Education.
8
•Sympathetic nervous system arousal
• Stimulates the medulla of the adrenal glands
• Adrenal glands secretes the catecholamines
epinephrine (EP) and norepinephrine (NE)
•Parasympathetic functioning – Becomes
dysregulated in response to stress
• Affects heart rate variability
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Education.
9
•Hypothalamus releases corticotrophinreleasing hormone (CRH)
• Stimulates secretion of adrenocorticotropic
hormone (ACTH)
• Stimulates the release of glucocorticoids
•Repeated activation of the HPA axis will
compromise its functioning
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Education.
10
Stress
Direct physiological
effects
•
•
•
•
Elevated lipids
Elevated blood pressure
Decreased immunity
Increased hormonal
activity
Health behavior
changes
• Increased smoking and
alcohol use
• Decreased nutrition
• Decreased sleep
• Increased drug use
• Poor diet, little exercise
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
11
Stress
Psychosocial resources
•
•
•
•
Threatened social support
Reduced optimism
Threats to self-esteem
Lower sense of mastery
Health care
• Decreased adherence to
treatment
• Delay in seeking care
• Obscured symptom profile
• Decreased likelihood of
seeking care
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Education.
12
Suppression of cellular immune function
Increased blood pressure and heart rate
Psychiatric disorders
Development of atherosclerosis
Problems with verbal functioning, memory, and concentration
Storage of fat in central visceral areas
Affects immune functioning and sleep
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
13
•Reactivity: Degree of change that occurs in
autonomic, neuroendocrine, and/or immune
responses as a result of stress
•Allostatic load: Physiological costs of chronic
exposure to the physiological changes from
repeated or chronic stress
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
14
Source: Seeman, Singer, Horwitz, & McEwen, 1997.
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
15
•Negative events
•Uncontrollable events
•Ambiguous events
•Overload
•Central life domains
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Education.
16
•Chronic strain: Develops when a stressful
event becomes a permanent or chronic part
of the environment
•Depends on:
• Type of stressor
• Subjective experience of stress
• Indicator of stress
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Education.
17
•Anticipating stress – Anticipation is as
stressful as the actual event
•Aftereffects of stress: Persist long after the
stressful event itself is no longer present
• Shortened attention span
• Poor performance on tasks
• Ongoing psychological distress
• Physiological arousal
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Education.
18
•People performing stressful tasks become
psychologically distressed and show
physiological arousal
•Identifies individuals most vulnerable to
stress
•Shows that stress responses can be reduced
with the presence of a partner or a stranger
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Education.
19
•Intentionally exposing people to viruses and
assessing whether they get ill and the
intensity of illness
•People experiencing more stress are more
likely to get sick and mount a stronger
immune response
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Education.
20
Source : T. H. Holmes & Rahe, 1967.
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Education.
21
Some items on the life event list are vague
Individual differences are not considered
Does not assess whether stressful events have
been successfully resolved
Time between stress and illness do not correlate
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Education.
22
•Daily hassles: Minor stressful events that
lead to:
• Psychological distress
• Adverse physiological changes
• Physical symptoms
• Use of health care services
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Education.
23
•Low socioeconomic status
•Exposure to violence
•Living in poverty-stricken neighborhoods
•Community level stressors
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Education.
24
•Children who grow up in risky families:
• Have problems with emotion regulation and
social skills
• Have difficulty forming good social
relationships
• Can develop heightened sympathetic
reactivity to stress, exaggerated cortisol
responses, or chronic inflammation
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Education.
25
•Long-term and grinding
•Contributes to psychological distress and
physical illness
•Research relating chronic stress to health
outcomes is difficult to conduct
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Education.
26
•Identify the most common stressors of
everyday life
•Provide evidence for the stress-illness
relationship
•Provide possibilities for intervention
•Important as stress-related disorders lead to
disability and social security payments to
workers
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Education.
27
•Work and sedentary lifestyle
•Work overload
•Ambiguity and role conflict
• Role conflict: Occurs when a person receives
conflicting information about work tasks or
standards from different individuals
•Inability to develop satisfying social
relationships at work
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Education.
28
•Lack of control over one’s work life
• Demand-control-support model: High
demands and low control, combined with little
social support at work
•Unemployment
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Education.
29
•Higher rates of absenteeism
•Job turnover
•Tardiness
•Job dissatisfaction
•Sabotage
•Poor performance on the job
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Education.
30
•Minimize physical work stressors
•Minimize unpredictability and ambiguity
•Involve workers in decisions that affect their
work
•Make jobs interesting
•Help workers to develop meaningful social
relationships at work
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Education.
31
•Reward workers for good work
•Look for signs of stress
•Add workplace perks that enhance quality of
life
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Education.
32
•Conflicting home and work responsibilities
increase stress
•Working women who have children have:
• Higher levels of cortisol
• Higher cardiovascular reactivity
• More home strain
•Single women raising children on their own
are most at risk for health problems
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
33
Combination of motherhood and employment
• Is beneficial for health and well-being
• Improves self-esteem
• Improves feelings of self-efficacy, and life
satisfaction
Less stressful situations
• Control and flexibility over one’s work environment
• Good income
• Domestic help and adequate childcare
• Supportive, helpful partner
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
34
•Distressed by financial strain and work stress
•Combining employment and marriage is
protective for men’s health
•Stressful interpersonal events at work can
increase conflicts with children
•Employed, unmarried fathers are more
vulnerable to psychological distress
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Education.
35
•Social and academic failure experiences at
school increases a child’s aversive behavior
at home
•Children are affected by their parents’ work
and family stressors
•Affects academic achievement and leads to
acting out in adolescence
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
36
Chapter
Six:
Stress
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
•What is stress?
•Origins of the study of stress
•The physiology of stress
•What makes events stressful?
•How has stress been studied?
•Sources of chronic stress
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
2
•Negative emotional experience accompanied
by predictable biochemical, physiological,
cognitive, and behavioral changes
• Aimed at altering the stressful event or
accommodating to its effects
•Stressors: Events that cause stress
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
3
Primary appraisal
• Understanding what an event is and what it will mean
• Events are appraised for their harm, threat, or
challenge
Secondary appraisal
• Assessing whether personal resources are sufficient to
meet the demands of the environment
Person-environment fit
• Results from the process of appraising events, assessing
potential resources, and responding to the events
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
4
•Body is aroused and motivated via the
sympathetic nervous system and endocrine
system when a threat is perceived
• Result – Mobilizes an organism to attack the
threat or to flee
•Advantage – Adaptive
•Disadvantage – Can be harmful
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
5
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
6
•Assigns a limited role to psychological factors
•Not all stressors produce the same
endocrinological responses
•Continued activation accumulates the most
damage to physiological systems
•Fails to address the debilitating effects of
stress
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
7
•In addition to fight or flight, people and
animals respond to stress with:
• Social affiliation
• Nurturant behavior toward offspring
•Oxytocin is released during stressful events
• Acts as an impetus for affiliation
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
8
•Sympathetic nervous system arousal
• Stimulates the medulla of the adrenal glands
• Adrenal glands secretes the catecholamines
epinephrine (EP) and norepinephrine (NE)
•Parasympathetic functioning – Becomes
dysregulated in response to stress
• Affects heart rate variability
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
9
•Hypothalamus releases corticotrophinreleasing hormone (CRH)
• Stimulates secretion of adrenocorticotropic
hormone (ACTH)
• Stimulates the release of glucocorticoids
•Repeated activation of the HPA axis will
compromise its functioning
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
10
Stress
Direct physiological
effects
•
•
•
•
Elevated lipids
Elevated blood pressure
Decreased immunity
Increased hormonal
activity
Health behavior
changes
• Increased smoking and
alcohol use
• Decreased nutrition
• Decreased sleep
• Increased drug use
• Poor diet, little exercise
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
11
Stress
Psychosocial resources
•
•
•
•
Threatened social support
Reduced optimism
Threats to self-esteem
Lower sense of mastery
Health care
• Decreased adherence to
treatment
• Delay in seeking care
• Obscured symptom profile
• Decreased likelihood of
seeking care
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
12
Suppression of cellular immune function
Increased blood pressure and heart rate
Psychiatric disorders
Development of atherosclerosis
Problems with verbal functioning, memory, and concentration
Storage of fat in central visceral areas
Affects immune functioning and sleep
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
13
•Reactivity: Degree of change that occurs in
autonomic, neuroendocrine, and/or immune
responses as a result of stress
•Allostatic load: Physiological costs of chronic
exposure to the physiological changes from
repeated or chronic stress
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
14
Source: Seeman, Singer, Horwitz, & McEwen, 1997.
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
15
•Negative events
•Uncontrollable events
•Ambiguous events
•Overload
•Central life domains
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
16
•Chronic strain: Develops when a stressful
event becomes a permanent or chronic part
of the environment
•Depends on:
• Type of stressor
• Subjective experience of stress
• Indicator of stress
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
17
•Anticipating stress – Anticipation is as
stressful as the actual event
•Aftereffects of stress: Persist long after the
stressful event itself is no longer present
• Shortened attention span
• Poor performance on tasks
• Ongoing psychological distress
• Physiological arousal
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the p…
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