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year 12 psychology > stress > Flashcards

stress Flashcards

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1
Q

Define ‘Stress’ (2 marks)

A

The nonspecific response of the body to any demand.
Can be either psychological or physiological

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1
Q
A
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2
Q

What did Selye suggest about
stress?

A

Not all stress is detrimental to our health and that there are two types of stress (distress - negative, and eustress - positive)

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3
Q

Define ‘Distress’

A

Harmful, negative stress response that can lead to physiological reactivity, negative emotions, physical and mental health problems

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4
Q

Examples of feeling ‘Distress’

A

Anxiety, fear, anger, feelings of helplessness or hopelessness

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5
Q

What can distress lead to?

A
  • Impedes ability to perform and cope at an optimal level
  • Physiological changes can lead to significant physical health risk or harm
  • Mental illnesses like depression or anxiety
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6
Q

Define ‘Eustress’

A

Beneficial, positive stress response that motivates and enhances functioning, and helps individuals to grow.

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7
Q

Examples of situations that could potentially trigger eustress

A

Starting new job, planning next birthday

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8
Q

What does eustress lead to?

A
  • Increased alertness
  • Motivating to meet demands
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9
Q

Define ‘Stressors’

A

Internal or external factors that cause physical or emotional stress

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10
Q

What are the types of stressors?

A
  • Environmental
  • Psychological
  • Social
  • Cultural
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11
Q

Examples of environmental stressors

A

Noise, temperature, pollution, natural disasters

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12
Q

Define ‘Psychological stressors’

A

Internal forces from emotional and cognitive factors

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13
Q

Examples of psychological stressors

A
  • Buying a house
  • Pressure at work
  • Relationship changes
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14
Q

Define ‘Social stressors’

A

Stressors arising from relationships and interactions with society

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15
Q

Examples of social stressors

A
  • Pressure to be accepted by others
  • Conflicts with family and friends
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16
Q

Define ‘Cultural stressors’

A

Stressors arising from cultural identity, values, and cultural norms

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17
Q

Example of cultural stressor

A

Discrimination due to cultural beliefs

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18
Q

What is the ‘Nature’ characteristic of stressors

A

Stressors that can be environmental, psychological, social, or cultural

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19
Q

What is the ‘Duration’ characteristic of stressors

A

Short term (acute) or long term (chronic)

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20
Q

What is the ‘Strength’ characteristic of stressors

A

Severity or intensity can range from being mild to severely distressing.

Ability to cope with stressors is affected by its severity.

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21
Q

What did Selye’s ‘General Adaptation Syndrome (GAS) 1936, 1983’ theory suggest?

A
  • Stress was not simply an environmental stressor, but a set of processes that act as a physical response
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22
Q

Examples of situations that could potentially trigger distress

A
  • Death of a loved one
  • Financial difficulties
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23
Q

Compare eustress and distress

A

Eustress is positive and has no physical harm on body whereas distress is negative and can physically harm an individual

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24
Q

Two physiological responses to stress

A
  • Heart rate increases
  • Breathing rate increases
25
Q

Explain the first stage of GAS - Alarm stage

A
  • Initial response to stressor
  • Threat detected by amygdala in brain
  • Sends signal to hypothalamus to initiate the sympathetic NS
  • Sends signal to adrenal glands via bloodstream
  • Signal in adrenal glands stimulates release of cortisol, adrenaline, noradrenaline, and other stress hormones
  • Provides energy and fight or flight response
26
Q

How long does first stage of GAS occur for?

A

6-48 hours after initial stressor is detected

27
Q

Explain the second stage of GAS - Resistance stage

A
  • Attempt to cope with stressor
  • Body initiates parasympathetic NS to reverse bodily functioning produced by sympathetic NS
  • Adrenaline, noradrenaline, cortisol all continue to be secreted, leading to continuous arousal
28
Q

What is required for the third stage of GAS to be reached?

A

The stress needs to continue and not be resolved

29
Q

Explain the third stage of GAS - Exhaustion stage

A
  • If prolonged/chronic period of stress
  • Body’s physical and mental reserves, and energy resources deplete
  • Effectiveness of adrenal glands is limited
  • Causes drop in blood sugar levels
  • Can lead to significant negative health problems
30
Q

What are immediate effects of reaching the third stage of GAS?

A
  • Fatigue
  • Reduced motivation
31
Q

What are effects from prolonged (chronic) stress?

A
  • Increased risk of developing depression or anxiety
  • Consequent weakening of the immune systems raises chance of developing conditions like heart disease and diabetes.
32
Q

What is the strength of ‘General Adaptation Syndrome (GAS) 1936, 1983’?

A
  • GAS model was first to highlight that stress has a major impact on the immune system to make the important connection between stress and increase risk of illness
33
Q

What are three limitations of ‘General Adaptation Syndrome (GAS) 1936, 1983’ ?

A
  • GAS model places too much emphasis on biology of stress response
  • Does not account for important psychological factors explaining subjective stress experience of individuals
  • GAS model fails to acknowledge the unique environmental and biological factors of an individual that could impact their response to stress
34
Q

What are the five suggestions of the ‘Stress as a Stimulus 1967’ theory?

A
  • Stress is a significant change in life that requires an adjustment
  • Physical or mental illnesses are possible beyond a general limit of adjustment
  • Personality, life experiences, and social support do not effect the impact of stress nor the response or adjustment made as a result.
35
Q

What does the ‘Social Readjustment Scale (Holmes and Rahe, 1967)’ assess?

A

The amount of stress that has been experienced in the past year by an individual

36
Q

How many life events were included in the ‘Social Readjustment Scale (Holmes and Rahe, 1967)’?

A

43 life events

37
Q

What does the Life Change Units (LCU) estimate in the ‘Social Readjustment Scale (Holmes and Rahe, 1967)’ ?

A

The level of response and adjustment required by the individual experiencing them

38
Q

What do the life events range from in ‘Social Readjustment Scale (Holmes and Rahe, 1967)’ ?

A

From minimally stressful to extremely stressful

39
Q

What can be calculated in ‘Social Readjustment Scale (Holmes and Rahe, 1967)’ ?

A

The likelihood of developing a physical or mental stress-related illness

40
Q

What is the strength of ‘Social Readjustment Scale (Holmes and Rahe, 1967)’?

A

Quantitative data is collected, allowing for results to be statistically analysed

41
Q

What are the two limitations of ‘Social Readjustment Scale (Holmes and Rahe, 1967)’?

A
  • Results provided by respondents are based on a subjective measure allowing for exaggerated responses
  • Respondents are only able to select which of the live events they have experienced and are not able to include reasoning for their responses
42
Q

What does the ‘Transactional Theory of Stress and Coping (Lazarus and Folkman, 1984)’ suggest?

A
  • Individuals utilise their perception of a stressful event and their subjective past experiences to help them cope.
  • Stress is a consequence of the dynamic process where primary and secondary appraisals work to assess the significance of a situation as well as evaluate ways to deal with it.
43
Q

Define ‘Coping’

A

The process by which an individual manages the challenges they perceive as stressful along with the emotions associated with them.

44
Q

Explain the interaction between individual and environment

A
  • When individuals interact with environment, stress arises from continual need to assess their current situation
  • Emphasis on the relationship between the individual (including unique traits) and the characteristics of the environmental event.
45
Q

Explain the role of cognitive appraisal

A
  • Individuals judge environmental event using cognitive abilities to assess situations (cognitive appraisal)
  • Psychological stress emanates from the relationship
  • Decides whether or not relationship is stressful
46
Q

Explain primary appraisal

A

Initial assessment of situation conducted to determine if situation is a potential threat, challenge, or may cause harm.

47
Q

Explain secondary appraisal

A

Available resources and coping options are evaluated to see what can be used to manage the situation.

Occurs at same time as primary

48
Q

What is the main goal of emotion-focused coping?

A

Manage emotional reactions to stress

49
Q

When will an individual use emotional-focused coping?

A

If they perceive they do not have the resources to effectively respond to, or cope with the stress

50
Q

What are two examples of emotional-focused coping?

A
  • Meditation and relaxation techniques
  • Booking an appointment to speak with a counsellor
51
Q

What is the main goal of problem-focused coping?

A

Addressing the root cause of the stress

52
Q

When will an individual use problem-focused coping?

A

If they believe they have the resources to deal with the stress

53
Q

What are two examples of problem-focused coping?

A
  • Conduction research to find solutions to the issue
  • Working on a plan to resolve it
54
Q

Define ‘Maladaptive coping strategies’

A

Coping strategies involving harmful and unhealthy stress management that exacerbates its adverse effects.

55
Q

What does maladaptive coping avoid?

A

Dealing with the stressors causing the problem

56
Q

What are two examples of maladaptive coping strategies?

A
  • Procrastination
  • Substance abuse
57
Q

Define ‘Adaptive coping strategies’

A

Beneficial and productive methods for managing stress that can decrease the adverse impacts of stress

58
Q

What does adaptive coping strategies allow?

A

Facing stressors and dealing with them

59
Q

What are two examples of adaptive coping strategies?

A
  • Meditation
  • Exercise
60
Q

Define ‘Environmental stressors’

A

External forces that arise from the conditions and physical surroundings of an individual

year 12 psychology (6 decks)

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