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PERDEV > COPING WITH STRESS IN MIDDLE AND LATE ADOLESCENCE > Flashcards

COPING WITH STRESS IN MIDDLE AND LATE ADOLESCENCE Flashcards

1
Q

is very common even among adolescents and it is

agreed to be a major burden in teenage life. Teenagers

can benefit from learning and understanding about what

stresses them and thus eventually develop stress

management skills or find ways positively cope.

A

Stress

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2
Q

is characterized by feelings of tension, frustration, worry,
sadness, and withdrawal.

A

Stress

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3
Q

The common sources

of stress are centered on the two most important domains of

an adolescent:

A

Home, School.

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4
Q

The positive side of Stress:

A

Eustress

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5
Q

the kind of stress that is helpful in promoting one’s growth and

development by providing sufficient challenges that allow one to

become more resourceful and show initiative in problem-solving.

Without some stress, life would be such a comfort zone and may lead

to boredom

A

Eustress-

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6
Q

3 Coping Strategies and Personal Ways of Coping with Stress:

A

Problem-focused coping-
Emotion-focused coping-
Avoidance coping

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7
Q

means dealing with the actual problems posed
by a stressful situation. Fixing what is out of order.

A

Problem-focused coping-

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8
Q

reducing distress and re-establishing calmness
or peace rather than resolving the issue or problem.

A

Emotion-focused coping-

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9
Q

the stressors or fantasize being in a different
non-stressful circumstance either of which does not sole the issue truly bring about true relaxation.

A

Avoidance coping

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10
Q

brain divided into four separate lobes according to?

A

Karen Freberg

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11
Q

four separate lobes in the brain

A

The Frontal lobe-
The Temporal lobe
The Parietal lobe
The Occipital lobe

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12
Q

where the primary motor area is located. This
controls voluntary movement in the contralateral manner (left side
controls the right side of the body, and vice versa;

A

The Frontal lobe

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13
Q

which contains the primary auditory area, in charge
of hearing and processing of auditory stimuli.

A

The Temporal lobe

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14
Q

which contains the primary
somatosensory area which processes sensory signals such
as touch, pressure, pain, thermal sense, and sense of
body movements (kinesthesia);

A

The Parietal lobe

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15
Q

which is the location of the primary
visual area. This receives visual signals from the thalamus
and processes visual sensations.

A

The Occipital lobe

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16
Q

The two hemispheres of the brain communicate with each other
through the

A

corpus callosum

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17
Q

serves as a bridge between the left

and the right brain hemispheres

A

corpus callosum

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18
Q

associated with logic, reasoning, and language.

A

Left hemispheres-

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19
Q

involved in spatial relationships, art,

imagination, and personal memories.

A

Right hemispheres-

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20
Q

defined as “the achievement of expected developmental

milestones and the establishment of effective coping skills, secure

attachments, and positive social relationships”(Psychologists:

A

mental health in childhood and adolescense

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21
Q

To be mentally healthy, adolescents need to have a

A

a positive quality of life,

22
Q

free of psychopathology or mental illness, and are able to function well at home, school, and in their communities.

A

positive quality of life

23
Q

is also a factor in adolescent pregnancy, school

dropout, and delinquent behaviors.

A

Poor mental health

24
Q

Poor mental health in adolescence is associated with several ——- and —– concerns such as higher alcohol intake, and tobacco and

illegal substance abuse

A

health and social

25
Q

4 areas in the signs of mental distress

A
  • academic
  • emotional and psychological
  • physical
  • behavioral
26
Q

this are what signs of mental distress

Non-attendance in classes, failure to meet
deadlines, unable to compete tasks, poor quality
work, inability to concentrate, loss of motivation,
neglects responsibilities.

A

academic

27
Q

these are what signs of mental distress

Confusion, signs of distress such as being tearful,
anxiety, panic attacks, displaying anger, irritability,
negative outlook.

A

emotional & psychological

28
Q

these are what mental distress signs?

Looks pale, perspires excessively, having difficulty
breathing, body pain, fatigue, sleep problems,
prolonged illnesses such as colds, flu, etc.

A

physical

29
Q

these are what signs of mental distress?

Avoid tasks, is withdrawn, poor hygiene, being
excessively demanding, impulsive behavior,
violence, suicidal tendencies.

A

behavioral

30
Q

9 mental health concern sin adolescense

A
  • Depression
  • Anxiety
  • conduct disorder
  • self-injury
    -risky sexual behavior
  • substance abuse
  • antisocial behavior
  • identity vs identity confusion
  • post-traumatic stress
31
Q

It is manifested as negative views of oneself, the world, and
the future. Sense of hopelessness and possibly even despair. Prefers to be
by him/herself most of the time, uninterested in school or social
interactions, and may have thoughts of suicide. Is irritable, with many
bodily aches and pains.

A

Depression

32
Q

Common mental health concerns. Sense of vague unease with no
known actual cause that makes one feel tensed and restless. Or
overwhelming like scary panic attack where one can hardly breathe.

A

Anxiety

33
Q

A repetitive and persistent pattern of behavior

that violates the rights of others, social norms, rules, or laws.

A

Conduct disorder

34
Q

excessive restriction of food intake

A

Anorexia Nervosa-

35
Q

-binge eating and self-induced vomiting or taking
laxatives to avoid weight gain.

A

Bulimia Nervosa

36
Q

Refers to the intentional damage to the body tissues in

connection with, or to change a particular feeling or emotion.

-Manifested in the forms of cutting, burning, marking, tattooing,

piercing, and other examples of mutilation

A

self-injury

37
Q

Can be in the form of an early start of sexual

intercourse, unprotected sex

A

Risky sexual behavior-

38
Q

defined by Keane- is a maladaptive pattern of
substance use that significantly causes distress and
maladjustment, in the form of failure to fulfill obligations at work,
home, school, and other responsibilities; recurrent usage in
potentially dangerous situations.

A

Substance abuse-

39
Q

-Covers a wide range of actions, from theft and
burglary to physical abuse and substance abuse. The intention
may be to inflict intentional harm to people or to the community,
or it may simply be behaviors running out of control

A

Antisocial behavior

40
Q

Some confusion and ambiguity over

the many changes experienced simultaneously by the teenager.

This inner turmoil could lead to unproductive behaviors such as

irritability, non-cooperation, chronic negative moods, and low

self-esteem.

A

Identity vs identity confusion-

41
Q

Is recurring stress and anxiety brought about

by perceived traumatic events. This manifests in difficulty in

concentration, lack of sleep or nightmares, rumination (thinking

about the traumatic event repeatedly), and nervousness. Also

known as Post-Traumatic Stress Disorder (PTSD)

A

Post-traumatic stress-

42
Q

Getting Support for Mental Health

are the immediate support group of the individual.

A

family members

43
Q

When family members are not around, peers can

serve as a strong source of emotional support. They can also

serve as a second set of siblings with whom the individual can

share activities.

A

Friends, Peers-

44
Q

serve as second parents as the school serves as the second home to adolsenscents

A

teachers

45
Q

provide emotional support and help the

individual cope with personal issues and concerns, and help

them make second decisions in terms of relationships, school,

career plans, and paths to take in the future.

A

counselors

46
Q
  • is defined as a set of skills for processing emotional information and using this information to guide one’s thinking and actions.
A

Emotional Intelligence ( EI)

47
Q

is the ability to understand, use, and manage your own emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges and defuse conflict.

-helps you build stronger relationships, succeed at school and work,

and achieve your career and personal goal.

-It can also help you to connect with your feelings, turn intention

into action, and make informed decisions

A

Emotional quotient EQ).

48
Q

4 attributes of emotional intelligence

A
  • self management
  • self-awareness
  • social awareness
  • relationship management
49
Q

You’re able to control impulsive feelings

and behaviors, manage your emotions in healthy ways, take

initiative, follow through on commitments, and adapt to

changing circumstances.

A

self-management

50
Q

You recognize your own emotions and how
they affect your thoughts and behavior. You know your
strengths and weaknesses, and have self-confidence.

A

Self-awareness-

51
Q

You have empathy. You can understand

the emotions, needs, and concerns of other people,

pick up on emotional cues, feel comfortable socially, and

recognize the power dynamics in a group or organization.

A

Social awareness-

52
Q

You know how to develop and

maintain good relationships, communicate clearly, inspire

and influence others, work well within the team, and

manage conflict.

A

Relationship management-

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