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Mental status > Ch 37 potter Stress and coping > Flashcards

Ch 37 potter Stress and coping Flashcards

1
Q

is described as an actual or alleged hazard to the balance of homeostasis.

A

Stress

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2
Q

physical, chemical, or emotional factor that produces tension in the body or the mind

A

stress

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3
Q

are any physical, psychological, or social stimuli that are capable of producing stress and endangering homeostasis

A

Stressors

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4
Q

is how a person interprets the impact of the stressor
-personal evaluation of the meaning of the event to what is happening and a consideration of the resources on hand to help manage the stressor.

A

Appraisal

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5
Q

, was the first scientist to single out the physical side effects of stress.

A

Hans Selye, a Vienna-born endocrinologist

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6
Q

a three-stage set of physiological processes that prepare, or adapt, the body for danger so that an individual is more likely to survive when faced with a threat

A

general adaptation syndrome (GAS)//(developed by hans seyle

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7
Q

identified the three stages to the stress response as (1) initial alarm, (2) resistance as a person attempts to compensate for changes induced by the alarm stage, and (3) a state of exhaustion if the person cannot adapt successfully

A

3 stages of GAS //(developed by hans seyle

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8
Q

, the three-stage reaction to stress, describes how the body responds physiologically to stressors

A

general adaptation syndrome (GAS)

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9
Q

directly by a physical event or indirectly by a psychological event.

A

GAS is triggered either

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10
Q

which responds immediately to stress

A

neuroendocrine mechanism

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11
Q

body encounters a physical demand such as an injury, the

A

pituitary gland initiates the GAS

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12
Q

body will attempt to return to a state of balance, a process referred to as

A

allostasis

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13
Q

During the alarm stage the central nervous system is aroused, and body defenses are mobilized; this is the fight-or-flight response.

A

alarm stage

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14
Q

During the alarm stage the central nervous system is aroused, and body defenses are mobilized; this is the

A

fight-or-flight response.

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15
Q

rising hormone levels result in increased blood volume, blood glucose levels, epinephrine and norepinephrine, heart rate, blood flow to muscles, oxygen intake, and mental alertness.
-pupils dilate= greater visual field

A

alarm stage (fight-or-flight) effects

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16
Q

also contributes to the fight-or-flight response, and the body stabilizes and responds in an attempt to compensate for the changes induced by the alarm stage

A

resistance stage

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17
Q

. Hormone levels, heart rate, blood pressure, and cardiac output should return to normal, and the body tries to repair any damage that occurred

A

resistance stage impact

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18
Q

continuous stress causes progressive breakdown of compensatory mechanisms.
-This occurs when the body is no longer able to resist the effects of the stressor and has depleted the energy necessary to maintain adaptation. T

A

exhaustion stage

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19
Q

chronic arousal with the presence of powerful hormones causes excessive wear and tear on bodily organs and is called

A

allostatic load

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20
Q

long-term physiological problems such as chronic hypertension, depression, sleep deprivation, chronic fatigue syndrome, and autoimmune disorders

A

persistent allostatic load can cause

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21
Q

the level of personal control, presence of a social support system, and feelings of competence.

A

Personal characteristics that influence the response to a stressor include

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22
Q

Evaluating an event in terms of personal meaning is

A

primary appraisal.

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23
Q

, the process by which a person considers possible available coping strategies or resources, occurs at the same time

A

Secondary appraisal

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24
Q

, because feedback cues lead to reappraisals of the original perception, coping behaviors constantly change as individuals perceive new information.

A

crisis theory

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25
Q

is a person’s cognitive and behavioral efforts to manage a stressor

A

Coping

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26
Q

person’s age, cultural background, individual circumstances, and past use of coping strategies.

A

effectiveness of coping strategies is influenced by a variety of factors

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27
Q

regulate emotional distress and thus give a person protection from anxiety and stress

A

Ego-defense mechanisms

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28
Q

: Making up for a deficiency in one aspect of self-image by strongly emphasizing a feature considered an asset (e.g., a person who is a poor communicator relies on organizational skills)

A

Compensation (Examples of Ego-Defense Mechanisms)

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29
Q

Unconsciously repressing an anxiety-producing emotional conflict and transforming it into nonorganic symptoms (e.g., difficulty in sleeping, loss of appetite)

A

Conversion (Examples of Ego-Defense Mechanisms)

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30
Q

Avoiding emotional conflicts by refusing to consciously acknowledge anything that causes intolerable emotional pain (e.g., a person refuses to discuss or acknowledge a personal loss)

A

Denial (Examples of Ego-Defense Mechanisms)

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31
Q

Transferring emotions, ideas, or wishes from a stressful situation to a less anxiety-producing substitute (e.g., a person transfers anger over an interpersonal conflict to a malfunctioning computer)

A

Displacement (Examples of Ego-Defense Mechanisms)

32
Q

Patterning behavior after that of another person and assuming that person’s qualities, characteristics, and actions

A

Identification (Examples of Ego-Defense Mechanisms)

33
Q

Experiencing a subjective sense of numbing and a reduced awareness of one’s surroundings

A

Dissociation (Examples of Ego-Defense Mechanisms)

34
Q

Coping with a stressor through actions and behaviors associated with an earlier developmental period

A

Regression (Examples of Ego-Defense Mechanisms)

35
Q

begins when a person experiences or witnesses a traumatic event and responds with intense fear or helplessness.

A

Post-traumatic stress disorder (PTSD)

36
Q

military personnel and veterans and police, particularly soldiers who have been involved in combat or police involved in violent acts.

A

PTSD is common among

37
Q

recurrent and intrusive recollections of the event.

A

flashbacks

38
Q

is the trauma a person experiences from witnessing other people’s suffering.

A

Secondary traumatic stress (component of compassion fatigue)

39
Q

implies that a person is facing a turning point in life

A

crisis

40
Q

(1) maturational or developmental crises,
(2) situational crises,
(3) disasters or adventitious crises

A

3 types of crises

41
Q

occur as a person moves through the stages of life. .

A

Developmental crises

42
Q

External sources such as a job change, a motor vehicle crash, or severe illness provoke

A

situational crises

43
Q

A major natural disaster, man-made disaster, or crime of violence creates an

A

adventitious crisis.

44
Q

uses a systems approach to help you understand the responses of patients, families, and communities to stressors.

A

Neuman Systems Model

45
Q

explains that a stressor at one place in a system affects other parts of the system; a system is a person, family, or community

A

systems approach

46
Q

Physiological, psychological, sociocultural, developmental, or spiritual

A

influences buffer stress.

47
Q

views a patient, family, or community as constantly changing in response to the environment and stressors.

A

The Neuman Systems Model of nursing

48
Q

how an individual can effectively respond to stressors in the environment.
-According to Roy’s theory, a person has the ability to modify external stimuli to allow adaptation to occur.

A

Callista Roy’s Adaptation Model describes

49
Q

focuses on promoting health and managing stress

A

Pender’s Health Promotion Model

50
Q

Situational and social stressors place people who are vulnerable at

A

higher risk for prolonged stress.

51
Q

high-acuity patient load, job environment, constant distractions, responsibility, conflicting priorities, and intensity of care (e.g., trauma, emergency, or critical care areas)

A

Situational stressors in the workplace that affect nurses and other health care professionals include

52
Q

who are in the stage of initiative versus guilt identify stressors related to physical appearance, families, friends, and school. During this stage, teaching impulse control and cooperative behaviors is imperativ

A

Children (maturation factor>type of crisis)

53
Q

experience stress related to self-esteem issues, changing family structure as a result of divorce or death of a parent, or hospitalizations. Erikson asserts that during this stage, they can develop a sense of inferiority without proper support for learning new skills

A

Preadolescents (maturation factor>type of crisis)

54
Q

search for identity with peer groups and separate from their families, they also experience stress. In addition, they face stressful questions about sex, jobs, school, career choices, and using mind-altering substances. During this stage of development, stress can occur because of preoccupation with appearance and body image. Adolescents should strive to develop and accept personal identity.

A

adolescents (maturation factor>type of crisis)

55
Q

beginning a family and a career, losing parents, seeing children leave home, and accepting physical aging

A

adults (maturation factor>type of crisis)

56
Q

old age stressors include the loss of autonomy and mastery resulting from general frailty or health problems that limit stamina, strength, and cognition (

A

older adults (maturation factor>type of crisis)

57
Q

distancing, humor, accepting responsibility, and reappraising the stressor in a positive way

A

older adults coping

58
Q

is a term used to describe a state of burnout and secondary traumatic stress.

A

Compassion fatigue

59
Q

is the stress that health care providers experience when witnessing and caring for others who are suffering.

A

Secondary traumatic stress

60
Q

when perceived demands outweigh perceived resources

A

Burnout occurs

61
Q

, which refers to a deliberate and harmful behavior demonstrated in the workplace by one employee to another.

A

lateral violence

62
Q

affects health care providers when a medical error that results in significant harm to a patient and the patient’s family occurs

A

Second victim syndrome

63
Q

include a natural disaster such as a major flood or the sudden, unexpected death of a beloved teacher or teenager

A

Community stressors

64
Q

sometimes arises from a critically ill family member, the sudden loss of a job, a move, or becoming homeless.

A

Stress in a family

65
Q

, you direct nursing activities to identify individuals and populations who may be at risk for stress.

A

primary level of prevention (nursing intervention)

66
Q

include actions directed at symptoms, such as protecting the patient from self-harm.

A

secondary level of prevention (nursing intervention)

67
Q

help the patient readapt and can include relaxation training and time-management training.

A

Tertiary-level interventions

68
Q

are to decrease stress-producing situations, increase resistance to stress, and learn skills that reduce physiological response to stress

A

3 primary modes of intervention for stress

69
Q

is based on the belief that a person significantly reduces stress with imagination

A

Guided imagery

70
Q

diminishes physiological tension through a systematic approach to releasing tension in major muscle groups

A

Progressive muscular relaxation

71
Q

includes skills for helping individuals communicate effectively regarding their needs and desires

A

Assertiveness

72
Q

is beneficial for enhancing both psychological and physical health

A

Journal writing

73
Q

meditative practices are effective in reducing psychological and physical symptoms or perceptions.

A

. Mindfulness-based stress reduction (MBSR)

74
Q

occurs when stress overwhelms a person’s usual coping mechanisms and demands mobilization of all available resources

A

Crisis

75
Q

is a specific type of brief psychotherapy and has two specific goals

A

Crisis intervention

Mental status (69 decks)

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