Stress and Health

STRESS AND HEALTHYear 12 Psychology Unit 4Area of Study 2 (chapter 12, page 582)

STRESS & HEALTH Stress: state of physiological and psychological

arousal produced by internal or external stressors. Perception that the individual cannot cope or that the

challenge of the stressor exceeds ability. Stress is highly subjective (depends on our personal

interpretation of the event or situation). Stressor: Anything that causes stress (e.g. a person,

event, item etc.). Stress Response: ‘reaction’ to a stressor, involving

both physiological and psychological changes. Mild: can be stimulating and exhilarating. Acute: suddenly produces very high arousal level. Chronic: produces high arousal level that persist for a

long period of time.

PHYSIOLOGICAL RESPONSES TO STRESS

Fight-Flight Response: involuntary reaction resulting in state of readiness to ‘fight’ or ‘flee’.

Therefore, an organism deals with a physical or psychological threatening situation by confronting (fight) or running away (flight)

First identified by American doctor Walter Cannon in the 1930s: Response involves sympathetic NS and endocrine

(hormone) system.

Response occurs under the Autonomic NS: Sympathetic branch controls arousal, fight or flight

response / fires us up. Release of adrenaline, heart up, breathing up etc.

Parasympathetic branch calms the body back down, keeps it at a stable level.

Adaptive response that occurs automatically to maximise our chances for survival in a threatening situation.

PHYSIOLOGICAL RESPONSES TO STRESS: HPA AXIS Stressor is identified, hypothalamus activates:

Hypothalamus then activates the Pituitary Gland which releases ACTH (adrenocorticotropic);

ACTH travels through bloodstream to Adrenal Glands above the kidneys, triggering release of adrenaline, noradrenaline and cortisol;

Triggered hormones boost sympathetic NS activity (increase heart rate, blood pressure, etc.);

Cortisol increases metabolism & glucose concentration in bloodstream to make fuel available to body.

Cortisol and noradrenaline in high concentrations for prolonged time can effect immune function, so people are more susceptible to illness/disease.

Activity: 12.1

PHYSIOLOGICAL RESPONSES TO STRESS: HPA AXIS

PHYSIOLOGICAL RESPONSES TO STRESS: NERVOUS SYSTEM FUNCTIONS

Body Resources Impacts

Increased

Heart Rate Pumps more oxygen through blood

Respiration Rate More oxygen travelling through blood to the body

Pupil dilation (expand)

More light entering the eye results in better eye sight

Sweat secretion Cools body

Energy Liver releases more glucose to muscles

Decreased

Salivation No food therefore salivation isn’t needed

Digestion Energy is redirected to extremities

EUSTRESS VS. DISTRESS Eustress:

Positive psychological response to a stressor; E.g. nervous ‘butterflies’ before a first date or the

buzz of riding on a rollercoaster. Distress:

Negative psychological response to a stressor; E.g. feeling sick after a break-up or the fear

associated with watching horror movies.

Eustress/Distress is subjective. Some stress can be good for us:

Drives us to excel, raises our alertness, fires us up etc.

Activity: 12.4

PSYCHOLOGICAL RESPONSES TO STRESS NOT involuntary (unlike physiological) – we

usually have control over them, depending on the individual.

Behavioural changes: shaky voice, hand tremors, muscle stiffness, strained expressions, ‘jumpiness’.

Emotional changes: anxious, tense, depressed, angry, helplessness, ‘trapped’.

Cognitive changes: distorted perception, difficulty concentrating or making decisions, forgetful. Catastrophising: overemphasising the negative, ‘glass

half empty’ thinking.

Activity: 12.6

PSYCHOLOGICAL DETERMINANTS OF THE STRESS RESPONSE Coping with a stressor can depend on:

Individual’s appraisal of the situation (hopeless?);

Prior experience with stressors;

Motivation, attitudes, self-esteem, general outlook;

Personality, coping skills;

Perception of how much control we have in situation.

Stress is in the eye of the beholder.

LAZARUS & FOLKMAN’S TRANSACTIONAL MODEL Stress involves a transaction/encounter

between the individual and the external environment.

Stress response depends on the individual’s interpretation/appraisal of the stressor and their own ability to cope with it.

Stress response can also occur if appraisal does not match the individual’s actual ability to cope.

LAZARUS & FOLKMAN’S TRANSACTIONAL MODELPrimary appraisal Judge the significance of the situation:

Is it irrelevant, benign-positive or stressful?

If deemed to be stressful, do additional appraisals: Harm/loss (how much damage has already

occurred); Have I already lost my job?

Threat (what harm/loss could occur in the future); I might not be able to afford rent.

Challenge (potential for personal gain/growth); I’ll get another job and learn how to budget effectively.

LAZARUS & FOLKMAN’S TRANSACTIONAL MODELSecondary appraisal Evaluate our coping options & the

internal/external resources available to us: Reappraisal - Going back over an earlier stressor

to determine if it warrants further attention. Coping - Changing cognitive and behavioural

efforts to meet stressors; An attempt to manage demands of stressors.

Problem focused coping – Manage or change the cause of the problem (i.e. the stressor).

Emotion focused coping - Strategies to deal with emotional responses to stress.

TRANSACTIONAL MODEL:STRENGTHS & LIMITATIONS

Focus on individuality of stress response.

Allows for changes to stressors (& thus our responses) over time.

Enhances and emphasises importance of stress-management strategies (to deal with psychological responses).

Difficult to test through experimental research (highly subjective).

Debate over whether conscious appraisal is required to experience stress (person could feel ‘on edge’ well before consciously thinking about a stressor).

Strengths Limitations

Activity: 12.8

FACTORS THAT INFLUENCE THE STRESS RESPONSE Social, cultural & environmental factors:

Typically overlap and combine to influence the stress response.

SOCIAL FACTORS THAT INFLUENCE STRESS Relationships, lack of social skills, lack of support,

bullied, discrimination, etc.

Social Readjustment: the amount of change in lifestyle after a specific event.

Large changes can cause stress. Not all events are universally stressful. It does depend on the persons perception and

circumstances. E.g. Leaving an abusive marriage would be less

stressful than remaining married.

See Table 12.3, Pg. 603

CULTURAL FACTORS THAT INFLUENCE STRESS Immigrants, refugees, asylum seekers.

Acculturation: adapting to the values, customs and language of a new culture.

Entering a new culture at a lower socioeconomic level, trouble preserving old values.

Refugees – post traumatic stress.Racism - clear link to mental health problems

in targets.

See Table 12.4, Pg. 605

ENVIRONMENTAL FACTORS THAT INFLUENCE STRESS Crowding, loud noise, air pollution, extreme

temperatures, natural disasters.

Crowding is linked to the stress response. Crowding is a subjective experience.

Personal space is important: loved ones < 50cm Good friends 50 – 150 cm Strangers > 150 cm

CROWDING…

ENVIRONMENTAL FACTORS THAT INFLUENCE STRESS Calhoun’s Research (1962):

Mice in a large enclosure, plenty of space, food etc.

Mice displayed normal social behaviour, mating etc.

Population doubled every 55 days. Mice in overcrowded enclosure showed

maladaptive behaviours: Aggression and even cannibalism; Hyperactivity or lethargy; Mothers attacked their young, stopped breeding.

ENVIRONMENTAL FACTORS THAT INFLUENCE STRESS Calhoun’s Research: Results.

Calhoun concluded that the mice were stressed because of the crowded conditions.

Experiment was limited because mice could not report on their subjective experiences.

Difficult to test on humans (unethical to test beyond short time periods and often ‘artificial’).

One method is to compare otherwise similar groups of people who live in crowded/non-crowded conditions.

ENVIRONMENTAL FACTORS THAT INFLUENCE STRESS Human Crowding: Results.

No clear link between crowding and stress. Difficult to control extraneous variables ethically.

Self-report does clearly show a correlation between overcrowding and stress.

Does depend on the situation and the individual involved.

Being mentally prepared for crowding seems to help some people.

Activity: 12.10

ALLOSTASIS The body’s ability to maintain physiological stability

by changing to meet internal and external demands. NOT homeostasis where balance is maintained by

keeping internal functioning constant. Emphasis that healthy functioning requires constant

physiological fluctuation.

Achieved through the brain regulating the HPA, ANS and cardiovascular system.

HPA and sympathetic arousal most common response. Turned on when needed and then turned off when the

threat has passed.

ALLOSTATIC LOAD Prolonged arousal can lead to wear and tear

on the body. Increased secretion of adrenal hormones can

damage cardiovascular and immune systems.

Caused by frequent stressors or perhaps one stressor that is not alleviated.

See Figure 12.22, Pg. 614 (plus paragraph above) for example of Allostatic Load + Biopsychosocial.

Activity: 12.11

STRATEGIES FOR COPING WITH STRESS Biofeedback: technique that can teach people how to

recognise & control specific physiological responses. Feedback on a bodily response, e.g. beep when heart

beats; Subjects can learn to control response using

biofeedback and relaxation techniques. Often doesn’t work outside of a lab setting.

Meditation: conscious internal attempt to bring about a deeply relaxed state

Relaxation: Any activity (physical or psychological) that reduces tension.

STRATEGIES FOR COPING WITH STRESS Exercise:

Promotes social interaction;

Uses up stress hormones secreted by HPA;

Releases tension in muscles;

Releases endorphins (pleasure-related neurotransmitters).

Activity: 12.13

STRATEGIES FOR COPING WITH STRESS Social Support:

Help or assistance from others when needed.

Appraisal support: improves understanding of the situation.

Tangible assistance: material support, financial, food, goods etc.

Information support: ideas on how to cope. Emotional support: targets emotional reactions

by the individual, reassures the individual that they are cared for and valued.

Activity: 12.14

NOW WHAT…? Complete the Chapter 12 activities highlighted

throughout these slides.

Complete the Chapter 12 True/False Quiz (pg. 625).

Complete the Chapter 12 Test (pg. 626).

Put your left hand in… put your left hand out… put your left hand in… shake it all about…!