Health Psychology An Introduction to Behavior and Health 8th Edition by Linda Brannon - Test Bank Instant Download - Complete Test Bank With Answers Sample Questions Are Posted Below CHAPTER 5 Defining, Measuring, and Managing Stress Lecture Outline The Nervous System and the Physiology of Stress The nervous system …
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Health Psychology An Introduction to Behavior and Health 8th Edition by Linda Brannon – Test Bank
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Sample Questions Are Posted Below
CHAPTER 5
Defining, Measuring, and Managing Stress
Lecture Outline
The nervous system is made-up of neurons (nerve cells) that provide internal communication by releasing chemical neurotransmitters across the synaptic cleft (the space between neurons). The billions of connections among neurons provide for complex actions. The nervous system is divided into the central nervous system and the peripheral nervous system. The central nervous system consists of the brain and spinal cord, whereas all the other nerves in the body are in the peripheral division (see Figure 5.1).
The peripheral nervous system is also divided into two divisions, the somatic nervous system, which consists of the nerves that activate voluntary muscles in the body. The autonomic nervous system (ANS) serves internal organs and glands and works automatically. Although conscious control of autonomically controlled reactions is possible, this control requires training. The ANS is also divided into two parts, the sympathetic and parasympathetic divisions (see Figure 5.2). These two divisions act reciprocally, the sympathetic increasing its activity in emergency or stress situations and the parasympathetic acting in normal situations. Neurotransmission in the ANS is conducted mainly by two chemicals, acetylcholine and norepinephrine, which exert complex effects.
The endocrine system consists of ductless glands, and the neuroendocrine system consists of endocrine glands controlled by the nervous system. These glands release hormones that travel through the blood and act on target organs (see Figure 5.3).
The pituitary gland is located in the brain and releases a number of hormones that affect target organs in many parts of the body. One pituitary hormone—adrenocorticotropic hormone (ACTH)—acts on the adrenal glands.
The adrenal glands are located on top of the kidneys and contain two structures that produce different hormones, the adrenal cortex (outer covering) and the adrenal medulla (inner structure). The adrenocortical response occurs when ACTH stimulates the adrenal cortex to secrete glucocorticoids, the most important of which is cortisol. The adrenomedullary response is activated by the sympathetic nervous system and secretes catecholamines, including epinephrine and norepinephrine.
The stress reaction mobilizes body resources in emergency situations. One route occurs through activation of the sympathetic nervous system, which is called the adrenomedullary response. The other route is through the hypothalamic-pituitary-adrenal axis and involves all these structures. The response of the hypothalamus prompts the pituitary to stimulate the adrenal cortex to produce glucocorticoids, including cortisol. (See Figure 5.4 for these two routes of activation.)
Maintaining an appropriate level of activation calls for varied levels of activation of the peripheral nervous system. This process is called allostasis, but prolonged activation of the sympathetic nervous system creates allostatic load, which may cause problems. Shelly Taylor and her colleagues have proposed that this “fight or flight” model may be more appropriate for men; women may manage stress through a “tend and befriend” strategy.
Hans Selye and Richard Lazarus proposed influential theories of stress.
Selye’s theory defined stress as a nonspecific or generalized response to a variety of environmental stressors. Whenever the body encounters a disruptive stimulus, it mobilizes itself in a generalized attempt to adapt to that stimulus.
This mobilization is called the General Adaptation Syndrome (GAS). The GAS has three stages—alarm, resistance, and exhaustion. The potential for trauma or illness exists at all three stages (see Figure 5.5).
Selye concentrated on the physiological aspects of stress, downplaying the psychological ones and ignoring the perceptual and interpretative processes that can moderate the human experience of stress.
Richard Lazarus saw a person’s perception of an event as more important than the event itself. His transactional view emphasizes psychological factors (such as cognitive mediation), appraisal, vulnerability, and coping.
Lazarus held that people are harmed by negative life events only if they perceive those events as being personally important, are in a vulnerable state, and believe that they lack the ability to successfully cope with those events.
Lazarus and his associates recognized three kinds of appraisal—primary, secondary, and reappraisal. Primary appraisal is one’s initial judgment of an event, which may be seen as (1) potentially harmful, (2) threatening or damaging to self-esteem, or (3) personally challenging. Secondary appraisal is one’s perceived ability to cope with harm, threat, or challenge. Reappraisal of an event occurs as an ongoing process to reevaluate a changing situation.
Stress is most likely to be aroused when people are vulnerable; that is, when they perceive a lack of resources to cope with a situation of some personal importance.
Coping involves our constantly changing efforts to manage both internal and external demands that are appraised as taxing or exceeding our resources. Coping is enhanced by such resources as health, energy, high self-efficacy, problem-solving skills, social skills, and social support.
III. Measurement of Stress
The usefulness of stress measures rests on their ability to consistently predict some established criterion—for example, illness.
Stress has been measured by several methods, but most fall under two groups: (1) physiological measures and (2) self-reports, which may be either life events scales or daily hassles scales.
Blood pressure, heart rate, galvanic skin response, respiration rate, and biochemical measures such as cortical and catecholamine release are some of the physiological indexes used to assess stress. A disadvantage of these procedures is that the equipment and the setting may themselves produce stress.
Most life events scales are patterned after the Holmes and Rahe Social Readjustment Rating Scale, an instrument that emphasizes change in a person’s life. The scale lists 43 life events arranged in rank order from most to least stressful. Respondents check the items they have experienced during a recent period, usually the previous 6 to 24 months.
Other stress inventors include the Undergraduate Stress Questionnaire (USQ). The USQ is a self-report similar to the SRRS in that it provides a list of sources of stress and asks college students to check the ones that have happened to them during the past two weeks. Most items are hassles rather than major life events.
The Perceived Stress Scale, which emphasizes perception of events, is a 14-item scale that attempts to measure the degree to which situations in people’s lives are appraised as unpredictable, uncontrollable, or overloading. The scale assesses three components of stress: (1) daily hassles, (2) major events, and (3) changes in coping resources.
Lazarus pioneered scales that measure daily hassles rather than major life events. The original Daily Hassles Scale assumes that only unpleasant events (hassles) can be stressful; pleasant events (uplifts) may help reduce stress and even promote health. A companion measure was the Uplifts Scale, made up of items that might make a person feel good. Both scales emphasized the person’s view of the event. Later, Lazarus and his colleagues published the revised Hassles and Uplifts Scale, a shorter scale that allows participants to see an event as either a hassle or uplift. Specialized versions of hassles scales have also been developed.
The reliability of self-report inventories of stress is most often determined by having people fill out the instrument a second time at a later occasion or by having a close associate—such as a spouse—fill out the inventory as if answering for the person. Although most self-reports inventories have acceptable reliability, their validity to predict illness is more difficult to determine. The SRRS shows some ability to predict stress-related symptoms.
Many sources of stress exist and can be organized into cataclysmic events, life events, and daily hassles.
Certain unique and powerful events require major adaptive responses. These events affect large numbers of people and may be unintentional events such as natural disasters or intentional events such as terrorist attacks. Cataclysmic events are more stressful when they are intentional acts and when people are in close proximity to the events. People who experience cataclysmic events may develop posttraumatic stress disorder (PTSD).
Cataclysmic events occur to some people, but everyone experiences life events that require change. These events affect individuals rather than groups and tend to take place across time rather than suddenly. Divorce and job loss are examples of such life events, but so is crime victimization, which is a life event that produces stress.
Daily hassles are events that occur as part of everyday life that may arise from the physical or psychological environment.
Sources of stress such as noise, pollution, crowding, and fear of crime are associated with urban living; Eric Graig gave this combination the name urban press. Each of these events may occur individually. Noise, or noxious, unwanted auditory stimulation that intrudes into a person’s environment, can be stressful. Population density is a physical situation, but crowding is a psychological condition that arises from the perception of a high-density environment. Both noise and crowding are more stressful when people believe they have little control over the situation. The “environment of poverty” describes a situation that often adds fear of crime to the other hassles common in urban life. People in ethnic minorities are more likely to live in such an environment, and these individuals are often subject to hassles from the psychosocial environment as well as from the physical environment.
Discrimination is a common experience for African Americans in the United States, creating daily hassles in the community and at work. Other ethnic groups and women also experience stress due to discrimination, which may affect cardiovascular health. Other situations that produce stress at work include jobs with high demands and low control, such as food servers and middle-level managers. Workplace stress may also affect personal relationships, producing conflict between work and family. Finding a balance between work and family is a challenge for both women and men. Family relationships are important because they are both sources of stress and sources of support.
Folkman and Lazarus listed resources that affect coping, which included health and energy, positive beliefs about the ability to cope, problem-solving skills, material resources, social skills, and social support.
Social support refers to a variety of material and emotional supports that people receive from others. Social support differs from social contacts and social networks in that it is a measure of the quality of one’s social contacts. Social isolation refers to the absence of meaningful personal relationships. The Alameda County Study established a link between social support and good health and decreased mortality. Social support may help people’s health by providing encouragement to adopt healthy habits or seek medical care, by helping people cope with stress, by altering the physiological responses to stress, or by buffering against stress.
A feeling of personal control may also help people cope with stress, either by having an internal locus of control or by exerting control over one’s environment. A study of nursing home residents by Ellen Langer and Judith Rodin suggested that when people are allowed to assume even small amounts of personal control and responsibility, they live longer and healthier lives.
Coping strategies may be classified in many ways, but one approach divides them into problem-focused coping and emotion-focused coping. Problem-focused coping is aimed at changing the source of the stress, whereas emotion-focused coping is oriented toward managing the emotions that accompany stress. Both types of strategies can be effective, but problem-focused coping is generally a better choice than emotion-focused strategies.. The relationship between coping strategy and health is complex, involving an interaction between the type of coping strategy and whether the outcome is measured in terms of physical or mental health.
Some people classify behavioral techniques as alternative treatment or mind-body medicine, but psychologists focus on the behavioral aspects of these treatments and consider them part of psychology.
Modern uses of relaxation training can be traced to Edmond Jacobson who developed progressive muscle relaxation during the 1930s.
Several forms of relaxation training exist, but the ones most frequently used to manage stress and pain are progressive muscle relaxation and autogenics training. With progressive muscle relaxation, patients learn to relax the entire body, one muscle group at a time, and to breathe deeply and exhale slowly. Autogenics training consists of exercises to achieve relaxation and instructions to change thoughts.
Relaxation is an effective technique for coping with stress (see Table 5.1).
Cognitive behavioral therapy has roots in both cognitive and behavioral therapy approaches. Like cognitive therapy, this approach assumes that thoughts are important for behavior. Like behavior modification, cognitive behavioral therapy strives to make changes in the environment and in reinforcement contingencies to affect behavior.
Cognitive behavioral therapy (CBT) aims to develop beliefs, thoughts, and skills to make positive changes in behavior. An example of CBT is stress inoculation training, an approach for managing stress. The training includes three stages: (1) a conceptualization stage in which clients are encouraged to think differently about their stress or pain experiences, (2) an acquisition and rehearsal of skills stage when clients are taught relaxation and controlled breathing skills, and (3) a follow-through stage in which clients apply their coping skills to their daily environment. Cognitive behavioral stress management is another example of CBT applied to the management of stress.
Research has supported the effectiveness of inoculation programs and cognitive behavioral stress management for managing stress in a variety of situations and for many types of clients (see Table 5.2).
James Pennebaker and his associates have demonstrated the therapeutic value of catharsis, that is, expressing emotions through talking or writing about them.
Emotional disclosure is a therapeutic technique in which people express their strong emotions by talking or writing about the traumatic events that precipitated those emotions. The sessions typically last about 15 to 20 minutes, three or four times a week. Emotional disclosure is different from emotional expression, which involves emotional outbursts or emotional venting, such as crying, laughing, yelling, or throwing objects. Emotional disclosure, in contrast, involves the transfer of emotions into language and thus requires a measure of self-reflection.
Emotional disclosure can be effective in reducing feelings of distress and in improving health (see Table 5.3). When people are urged to find a less negative interpretation for their trauma or to make a plan to improve their stress, they benefit additionally from the process of emotional disclosure.
Exploring Health on the Web
Stress is a topic covered on many websites, including coverage of background and research on stress as well as resources to help people cope.
http://healthfinder.gov
Healthfinder® includes a search engine that will allow access to a variety of resources and organizations dealing with stress-related issues. Just type stress in the finder box and view the links. (This approach also works for other key words that apply to other chapters; Healthfinder is a great web resource for health information.)
http://helping.apa.org/
This website is provided by the American Psychological Association and offers help for various problems. The Psychology at Work option includes a focus on stress and several articles about problems associated with workplace stress.
The American Institute of Stress has a website devoted to promoting the dangers of stress and ways to cope. This group follows Selye’s view of stress, seeing a clear link between stress and illness. They offer background information about stress and specific guidelines to coping as well as links to other websites and publications.
http://www.psy.cmu.edu/~scohen/
Sheldon Cohen’s website provides numerous scales of stress and social support, as well as links to relevant research articles that use the scales.
Suggested Activities
Personal Health Profile — Assessing Stress
You can have your students complete the Undergraduate Stress Questionnaire
Link: http://www.utulsa.edu/~/media/Files/health-center/Undergraduate-Stress-Questionnaire.ashx (automatically opens a .pdf)
Citation: Crandall, C. S., Preisler, J. J., & Aussprung, J. (1992). Measuring life event stress in the lives of college students: The Undergraduate Stress Questionnaire (USQ). Journal of Behavioral Medicine, 15(6), 627-662.
They should add this score to their Personal Health Profiles. They should be able to use the list of stressful events in the USQ to do an additional analysis by ranking the events that they checked. The USQ scores one point for each event, but your students may feel that this scoring procedure does not adequately capture the magnitude of their stress because some events are more stressful than others. For comparison purposes, you can tell students that that the average undergraduate reports 18 of the 83 events on the list. However, women on average report nearly 4 more stressful events than males. Prior research suggests that this gender difference is mostly due to females reporting more school-related stress than males.
Another possible use for the responses to the USQ is to instruct your students to group the checked items by type of stress, which may lead them to a more precise analysis of the areas of their lives that are producing stress. For example, if a student checked several items related to school but few or none concerning relationships, then this information could lead the student to a better understanding of the stresses in his or her life. The results from another stress assessment may be helpful in making these divisions, and dozens are available on the Internet. One assessment that divides student stress according to these dimensions appears at
http://wellness.uwsp.edu/Other/stress/sources.asp, a website maintained by the University of Wisconsin at Stevens Point Health Center.
The classic assessment of stress is the Social Readjustment Rating Scale by Holmes and Rahe, which may be accessed online at http://en.wikipedia.org/wiki/Holmes_and_Rahe_stress_scale. About.com presents several stress assessments and quizzes about stress-related topics at http://stress.about.com/od/selfassessment3/. The Internet Health Library also includes stress assessments at http://www.internethealthlibrary.com/sq/stress/stress-assess.htm. This collection of stress assessments allows your students many possibilities for completing a personal assessment of their stress.
Aftermath of Victimization
Victimization and fear of victimization represent important sources of stress for people from childhood to old age. Thus, community, school, and domestic violence are a major source of stress. Your students can explore the varieties and the effects of victimization by gathering information on this topic from research and popular media sources.
Use this information to consider the developmental impact of victimization. Divide your students into groups and assign each group a developmental period during which victimization can occur (such as childhood, adolescence, adulthood, old age). Then, assign these groups the task of finding the types of violence most often associated with this developmental period. Have all groups determine what researchers have found about the health effects of victimization and urge them to consider some remedies for this major social problem.
Analyzing Job Stress
Many students are employed (or have been at some time in their lives), so they have some experience with workplace stress. The types of jobs typical for students meet the description of high-demand/low-control jobs that are the most stressful. Instruct your students to perform an analysis of the demands of their jobs and the amount of control or decision latitude they have on these jobs. Then, have them compare their present job with the one they believe they will get when they finish their college degree. Try to keep their expectations for these future jobs realistic, although these occupations will likely be much more favorable in terms of demands and control.
Mapping Environmental Sources of Stress
You may wish to have your students interview people about their perceptions of environmental sources of stress, including crowding, pollution, and noise. Each student should interview at least 10 people concerning their perception of the importance of crowding, pollution, and noise as well as how much these three stressors personally annoy each person. The scaling for perception of the importance of stress could be done on a 7-point Likert scale, ranging from Not At All Important or Not At All Bothered to Extremely Important or Extremely Bothered. Along with the attitude information, your students can present each participant with a map of the area and have that participant indicate the location of his or her residence. With this information the students can build a map of the perceptions and ratings of environmental stressors.
This activity is best suited to large classes in schools set in small communities. If your class is small or the community is large, then your students would have to interview many people in order to build a very complete map. An alternative to mapping the community would be to map the campus, restricting the interviews to students, faculty, and staff in an attempt to understand the environmental sources of stress for the school.
Observing Coping
Arrange a class study in which your students act as observers gathering data about coping techniques. First, decide what behaviors you and your students want to examine and prepare a data collection system or instrument that will allow students to collect comparable information. Next, allow each student to choose a situation in which people experience stress, trying to include a variety of situations (conflict with another person, problem at work, sleep deprivation, trouble finding a parking place, too little class preparation, and so forth). Then, allow your students to complete the observation, compile, and analyze the data. One possible analysis is a division of coping into emotion-focused or problem-focused strategies, but other analyses are also possible.
Demonstrating Coping Techniques
The behavioral management strategies of relaxation, emotional disclosure, and even cognitive behavioral therapy lend themselves fairly well to classroom demonstrations. Many people who teach courses in health psychology know these techniques and can do classroom demonstrations themselves. A demonstration from a practitioner who uses these techniques can be even more interesting for students, because they can ask questions about effectiveness, preferences of the practitioner, training, and so forth. Many practitioners use all these techniques and can arrange a demonstration of all three. Therefore, someone who uses these coping techniques in a practice that includes stress management can be a good choice for guest lecturer.
Coping with Stress and Assessing Coping Styles
Have students think of an event that they have experienced that is stressful and talk about how they experience stress physically (nervousness, appetite loss/gain, etc.). Then ask how they cope with such a stressor and what have been effective and ineffective methods. Next, students could identify their coping style by taking the following scale and seeing how often they use the following coping styles: active-cognitive; active-behavioral; avoidance.
Citation: Holahan, C. J., & Moos, R. H. (1987). Personal and contextual determinants of coping strategies. Journal of personality and social psychology, 52(5), 946-955.
Lecture Topic: Are Pets Better than Friends?
Recent research (see references below) has demonstrated that owning pets can have physiological health benefits, such as lower reactivity and faster recovery from a stress task. In the experiment (Allen, Blascovich, & Mendes, 2002), participants completed a stress task, such as a difficult mental arithmetic task or the cold pressor task. Participants who had pets with them as they did this stressful task have lower reactivity and faster recovery times than participants who did not own a pet and did the tasks alone.
Why might pets have such an effect? You could structure class discussion around the possible roles of physical activity and social support, or simply present some entertaining data from Allen et al. (2002) which suggests that support from a pet can more effective than support from a friend or spouse.
Citations: Allen, K., Blascovich, J., & Mendes, W. B. (2002). Cardiovascular reactivity and the presence of pets, friends, and spouses: the truth about cats and dogs. Psychosomatic Medicine, 64(5), 727-739.
Beetz, A., Uvnäs-Moberg, K., Julius, H., & Kotrschal, K. (2012). Psychosocial and psychophysiological effects of human-animal interactions: the possible role of oxytocin. Frontiers in Psychology, 3-15.
Cole, K. M., Gawlinski, A., Steers, N., & Kotlerman, J. (2007). Animal-assisted therapy in patients hospitalized with heart failure. American Journal of Critical Care, 16(6), 575-585.
“Pop quiz” stress demonstration
Pick an obscure fact from the text and do an in-class pop quiz on it at the start of lecture. After about a minute or so of watching students sweat, fidget, and swear, ask them “Are you all feeling stressed?”. Astute students will be the first to laugh; followed eventually by sighs of relief by the rest of the class. Ask student then to describe the thoughts, feelings, and sensations that they experienced. This is a good introduction to stress, can easily tie to an overview of definitions of stress, as well as physiological reactions that accompany stress.
Journaling
Have students keep a journal for a few days where they simply write down thoughts or feeling about their day and events in their day. Then have students share any kinds of physical or psychological effects they noticed after a few days of journaling. Students may be interested in learning the physiological and psychological effects that simply keeping a journal can have on health and well-being.
Citations: Pennebaker, J. W. (1993). Putting stress into words: Health, linguistic, and therapeutic implications. Behaviour research and therapy, 31(6), 539-548.
Pennebaker, J. W., & Seagal, J. D. (1999). Forming a story: The health benefits of narrative. Journal of clinical psychology, 55(10), 1243-1254.
Technology and Stress
Phone technology is also being utilized to help people cope with stress and live happier lives. One iPhone app, entitled “Let Panic Go,” is available for download at the iTunes store, helps individuals remain calm during moments of panic (Further information can be found at www.letpanicgo.com).
Another iPhone app, created by Dr. Sonja Lyubomirsky, is called “Live Happy” and is designed to help individuals “boost their happiness.” More information can be found at: http://www.signalpatterns.com/iphone/livehappy_std.html
Neither app is free, but both are relatively inexpensive. The app could be used for week and then students could report on whether they believed the app helped them decrease feelings of stress (or increase feelings of happiness). Students could even compare using the “Live Happy” app for a week versus journaling for a week, citing the advantages and disadvantages of each method.
Create a “stress log”
For 3 days, have students keep a log of things that cause them stress. Then have students apply Lazarus’s model to explain how these events caused feelings of stress. How did feelings of control affect perception of stress? What kinds of things did the student do to try to reduce the stress? Did they work?
Checklist measures
Have students complete measures of optimism (LOT-R), social support, stress, etc., to see how they fare on the relevant scales. This can be a useful activity when discussing each of the relevant psychosocial factors in class. If there is more than one scale that reportedly measures the same concept, then have students discuss differences and similarities between scales.
Optimism, measured by the Life Orientation Test, Revised (LOT-R)
Link: http://www.psy.miami.edu/faculty/ccarver/sclLOT-R.html-
Citation: Scheier, M. F., Carver, C. S., & Bridges, M. W. (1994). Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): A re-evaluation of the Life Orientation Test. Journal of Personality and Social Psychology, 67, 1063-1078.
Hope, measured by the Hope Scale
Link:http://www.elsevierdirect.com/companions/9780123745170/Chapter%203/Chapter_3_Worksheet_3.4.pdf
Citation: Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., … & Harney, P. (1991). The will and the ways: development and validation of an individual-differences measure of hope. Journal of personality and social psychology, 60(4), 570-585.
Stress, measured by the Undergraduate Stress Questionnaire
Link: http://bit.ly/VgLRj3 (automatically opens a .pdf)
Citation: Crandall, C. S., Preisler, J. J., & Aussprung, J. (1992). Measuring life event stress in the lives of college students: The Undergraduate Stress Questionnaire (USQ). Journal of Behavioral Medicine, 15(6), 627-662.
Stress, Measured by the Perceived Stress Scale
Link: http://www.psy.cmu.edu/~scohen/
Citation: Cohen, S., Kamarck, T., Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 385-396.
Stress, Measure by Life Events Checklist
Link: http://www.psy.cmu.edu/~scohen/
Citation: Cohen, S., Tyrrell, D. A. J., & Smith, A. P. (1991). Psychological stress and susceptibility to the common cold. New England Journal of Medicine, 325, 606-612.
Social Support, Sheldon Cohen has the Social Network Index and the
Interpersonal Support Evaluation List on this website: http://www.psy.cmu.edu/~scohen/
Video Recommendations
How Happy Can You Be? (2006) is a documentary, where the filmmaker interviews a number of psychologists, neuroscientists, and other academic researchers to better understand happiness.
From Films for the Humanities & Sciences:
9/11 and Beyond: Coping Strategies for Trauma and Stress (2003) features experts on trauma explaining the impact of cataclysmic events and how people can find meaning and positive outcomes, even after trauma.
Seriously Stressed (2006) explores the stress produced by modern society, including symptoms of chronic stress and potential negative effects by featuring case studies of individuals and the stresses in their lives.
The Age of Stress: Children Under Pressure (2008) features the types of stress that children experience, such as bullying, family conflict, testing anxiety, and overscheduling. By following several 8-year-old children, the video shows how stress can affect children in the same harmful ways it influences adults.
Stress Hurts! A Wake-Up Call for Women (2001) was produced by ABC News and examines gender differences in stress, harmful effects of stress, and coping. Dr. Nancy Snyderman offers advice.
Happier Women: 25 Ways to Reduce Stress Video Clip Collection (2008) includes a collection of 25 video clips that provide tips on coping and stress reduction.
Stress Management (2000) is a 10-minute program that demonstrates that stress, when managed, can be a positive factor in students’ lives but when not managed effectively, can be harmful.
Videos from the Web:
http://www.pbs.org/saf/1310/video/watchonline.htm – A series of videos from PBS’ American Frontline entitled “Worried Sick” investigate the links between stress and health. One video, “Angry at Heart” examines the link between hostility and heart disease. The third video, “To Heal or Not to Heal,” examines how marriage can affect the immune system. “Just Relax” features stress researcher Herbert Benson teaching relaxation techniques that can help reduce stress.
http://youtu.be/9xYvN4DlyUI – This video shows a video game that is meant to help reduce stress and increase productivity (1:16).
http://youtu.be/2IjdQnWmUAo – In this video “Scotty Nguyen Goads Opponents”, a poker player creates a stressful environment for his fellow opponents (9:54).
http://www.learner.org/series/discoveringpsychology/12/e12expand.html – An interview with Martin Seligman on optimism and pessimism” (27:39).
http://www.youtube.com/watch?v=eYG0ZuTv5rs – The excellent and memorable documentary, “Stress, Portrait of a Killer,” features stress researcher Robert Sapolsky, and describes the effects of modern life on the human body (56:04),.
http://www.youtube.com/watch?v=OHl7BewJ0yU&feature=fvst – This video examines how stress can affect memory (1:35).
http://www.youtube.com/watch?v=J_8zkrs1zDU – This video provides a good overview of stress, coping, and coping with health problems (13:50).
http://www.pbs.org/thisemotionallife/series – “This Emotional Life” from PBS is a three-part series hosted by Harvard University’s Dan Gilbert. This series examines social relationships, coping with depression and anxiety, and how to become more positive, resilient individuals.
http://video.nationalgeographic.com/video/science/health-human-body-sci/human-body/science-stress-sci/ – This video provides a 3-minute overview of stress.
http://www.pbs.org/thisemotionallife/topic/stress-and-anxiety?ct=video – This site features 4 short video clips of top researchers and writers discussing causes and consequences of stress.
Multiple Choice Questions
ANS: c REF: The Nervous System and the Physiology of Stress
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ANS: a REF: Theories of Stress
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ANS: d REF: Sources of Stress
ANS: a REF: Sources of Stress
ANS: b REF: Sources of Stress
ANS: c REF: Sources of Stress
ANS: c REF: Sources of Stress
ANS: c REF: Sources of Stress
ANS: a REF: Coping With Stress
ANS: d REF: Coping With Stress
ANS: c REF: Coping With Stress
ANS: a REF: Coping With Stress
ANS: b REF: Coping With Stress
ANS: b REF: Coping With Stress
ANS: c REF: Coping With Stress
ANS: a REF: Coping With Stress
ANS: a REF: Coping With Stress
ANS: a REF: Coping With Stress
ANS: d REF: Coping With Stress
ANS: b REF: Coping With Stress
ANS: b REF: Coping With Stress
ANS: a REF: Coping With Stress
ANS: a REF: Coping With Stress
ANS: c REF: Coping With Stress
ANS: b REF: Coping With Stress
ANS: d REF: Coping With Stress
ANS: c REF: Coping With Stress
ANS: b REF: Coping With Stress
ANS: b REF: Coping With Stress
ANS: a REF: Coping With Stress
ANS: b REF: Behavioral Interventions for Managing Stress
ANS: a REF: Behavioral Interventions for Managing Stress
ANS: a REF: Behavioral Interventions for Managing Stress
ANS: b REF: Behavioral Interventions for Managing Stress
ANS: c REF: Behavioral Interventions for Managing Stress
ANS: d REF: Behavioral Interventions for Managing Stress
ANS: a REF: Behavioral Interventions for Managing Stress
ANS: c REF: Behavioral Interventions for Managing Stress
ANS: c REF: Behavioral Interventions for Managing Stress
True/False Questions
ANS: T
ANS: T
ANS: T
ANS: T
ANS: F
ANS: T
ANS: F
ANS: F
Essay Questions
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
