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Unit 2 Flashcards

1
Q

Coping

A

Trying to DEC stress
-Strategies vary in effectiveness
-INC coping = INC MH & resilience

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2
Q

Bad coping patterns

A

Giving up, acting aggressively, and displacement

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3
Q

Learned Helplessnes

A

Pass bhvr caused by unavoidable stress
-Can transfer domains
-Creates pass M, avoiding

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4
Q

Conditioning VS COG interpretations

A

Adaptive - Blaming EXT (sickness is why fail)
Maladaptive - Blaming INT (fail b/c stupid)
Pessimistic explanatory style - Believe stress is beyond control, nothing can do, self-blame

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5
Q

Bhvrl disengagement

A

Giving up, ignore stress, INC stress
-^ can be adaptive when goal is unrealistic
-^ can be goal adjustment

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6
Q

Aggression

A

Bhvrl intent to hurt someone
-PHYS & V

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7
Q

Frustration Aggression Hypothesis

A

Constant stress = frustration = aggression

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8
Q

Catharsis Hypothesis

A

Aggressive bhvr DEC stress
-Can fuel aggression cycle
-NOT helping

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9
Q

Corr btwn aggression and video game playing?

A

Rsch doesn’t find one BUT
-Lacks proper control groups
-Certain folks prone to frustration/aggression effects of violent video games
-Not all media violence is =, exposure to violent VG has more effect than violent shows b/c involvement

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10
Q

Limited value coping strategies

A

Indulging, S-blame, defensive coping

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11
Q

Indulging

A

Eating, sleep, drug/alcohol consume, rumination, ECT
-Drug/alcohol consumption = addiction = lose $, bad decisions

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12
Q

Stress impulsivity cycle

A

Difficulty w/ emotion regulation > delay discounting > stress > again

Studies ass. impulsive bhvr & feeling stressed found those w/ difficulty regulating emotions = INC stress = INC impulsivity

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13
Q

S-Blame

A

Stress = H S-criticism
Catastrophic Thinking - Attribute failures to S
-Focus on others’ - feedback
-Too pessimistic about future
-Survivors of SA engaging in CT = M severe PTSD symptoms

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14
Q

Defensive Coping

A

Largely unconscious reactions designed to protect from - emotions
-Largely unhealthy b/c defense mech is just avoidance
-Ass w/ poor MH outcomes
-Helps to have optimal margin of illusion to feel good about self

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15
Q

Constructive Coping

A

Relatively helpful. 5 components:
-Face P directly, action oriented
-Effort, sticking to plan
-Having realistic view of stress & coping resources
-Avoiding catastrophic thinking
*Imperfect and thats okay
*Not everyone is empathetic
*learn to detect “must, should, always, never”
*Learning to dispute
-Learning to exert S control

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16
Q

Examples of constructive coping

A

Appraisal-focus, theraputic implications, humor, + reinterpretation

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17
Q

Ellis’ ABC model

A

A = stress
B = Appraisal-focus coping
C = Consequences

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18
Q

Appraisal-focus coping

A

How think about stress & BELIEF system
- - appraisal - Irrational, leading to - feels
- + appraisal - Rational, leading to + feels

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19
Q

Therapeutic Implications (rational-emotive bhvr th.)

A

Focus on arresting irrational thoughts

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20
Q

Humor

A

can DEC stress
-H humor to cope = H + appraisal and + emotions
*Facilitates SOC interaction = L stress = H MH

Type of humor matters, S defeating is bad, affiliating = good

Timing also matters

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21
Q

+ reinterpretation

A

Buffers stress
-Helps to think “Could be worse”, puts PERS issues into perspective
-Benefit finding in bad situation (NOT distortion) - Hard after traumatic event
*Leads to H MH outcomes

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22
Q

Problem Focus Coping

A

4 steps:
1) Clarify P, avoid generalization
2) Make alt. courses of action
3) Eval alt. courses and choose
-Cost benefit analysis, what is important??
4) Take action while maintaining flexibility

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23
Q

Seeking help from others

A

Caveat:
-Advise can backfire
-Pressure to perform
-INC stress stigma

Cultural diff - Collectivist VS individualistic
-C = LL to seek support b/c don’t want to be a burden

G norm = M vary in degree of conforming to MASC, esp those who think they should be S-reliant or in emotional ctrl

24
Q

Improving Time Management Skills

A

Being committed to task
-Vary in degree of future oriented (current bhvrl consequence affects future)
-Vary in degree of present oriented (L concerned abt current bhvr influencing future
*Procrastinating (Cramming, it works so we’ll keep doing it) = M stress = M&PH issues
*Is rewarded when task is aversive and evaluated
*H stress = L task performance

Caveats:
-L academic performance
-Conscientious = L, easily distracted, L achievement and motivation

25
Emotion Focus Coping
Emotional INT, Forgiveness, journaling, exercising, meditation, spirituality, helping others
26
Emotional INT
Good at percieveing others & expressing own, understand emotion & can use them to facilitate/reason w/ thoughts, and being H in emotional ctrl -STR = H leadership skills & PS strategies -WKS = if L can't control & regulate emotions = burn out
27
Journaling
Writing about stress = INC M&PH -Bottling = H P arousal (INC HR, BP, immune compromise, and cardiovascular issues)
28
Forgiveness
Hostility toward others when upset w/ others interferes w/ life -When forgive others & S = INC P&MH (DEC if Can't) -Hostility can = heart attack -When angry = M space take, forgiveness = control stress source
29
Exercising Benefits
Have to WANT to exercise to get bennies -Aerobic exercise = M bennies -Has to be regular
30
Meditation
L stress hormones = DEC ANX b/c control over thoguhts
31
Religiosity/spirituality
Majority claim they are -Ass w/ INC P&MH *Gives meaning, SOC support, forgiveness (+ emotion coping), prayer (similar to meditation), and appraising stressful events *Those who focus on - aspects = DEC MH
32
Helping Others
When we are altruistic and help others = + emotions Caveat: have to WANT to help others
33
S-Concept
Self-Schema, qualities actually possessed -Old S, now S, future-S -Future = ought & ideal *Ought = Qualities believe (b/c SOC) should have, not having them = guilt *Ideal = Qualities would like to have, not having = sad
34
How do we cope w/ discrepancies?
Cope w/ other bhvrs = avoidance We try to align actual and ideal S
35
Festinger's Shaping S-Concept
SOC-comparison Th. - Comparing S to others -Reference group is who we compare to -Upward SOC compare = Ref group has better abilities *Eventually never enough -Downward SOC compare = Ref group has worse abilities Comparison are V subjective
36
Feedback from others shapes how we view S
Age effect - Those older shape S-concept while we are young -~Middle school = peers, partner when one is acquired SOC concept - Situation in shapes our SOC concept -Most critical of S when SOC concept is important and Qed
37
Individualism VS collectivism
W SOC is individualistic b/c independent S view Consequences: -Individualistic = unique S-contained distract S-view
38
S-Esteem
One's overall ass. of worth as a person -Global Eval of all S-aspects -Trait S-Esteem - Enduring sense of S-worth *Like PERS baseline -State S-Esteem - Dynamic (changing) sense of S-worthI
39
Important of S-Esteem
Being H in S-Esteem -H in happy -Better SOC relationships -Feels M likeable & attractive -Persistent when fail, not held down by failures/setbacks -Not related w/ academic or career achievement
40
H SE VS Narcissism
Narcissism - Tend to regard S as extremely important -Preoccupied w/ success fantasies, believe they deserve special treatment, and react aggressively when S-view is Qed Rsch shows songs today show INC narcissism -"Me & I" INC, eliciting - emotions -"We & us" DEC, eliciting + emotions
41
Ethnicity, S-E, and G
M = H S-E when S-reported White F = L S-E VS white M Minority F = H S-E VS white M -Minority M maybe L S-E than white M b/c being compared to them -White F L S-E maybe b/c "beauty standards"
42
Aspects of S-Perception
S-attributional, explanatory style
43
S-attribution
Inferences drawn about causes of own bhvr. 3 dimensions: EXT (ENV) VS INT(S) Stable (INT, not much change) VS unstable (bad mood caused to fail test) Controllable VS uncontrollable
44
Explanatory Style
Inference cause of bhvr perceived -Optimistic - Bhvr EXT & unstable w/ ctrl (Failed exam b/c roomates party all night do better next time) -Pessimistic - Bhvr cause INT, stable, out of control (failed exam b/c stupid and can't control INT)
45
Motives guiding S-understanding
S-ass and S-enhancement
46
S-Ass
We aren't very good at ass. ourselves -Better than Avg effect - Tend to think we're BTA -Dunning Kruger Effect - Lack of exp = think perform H than actually do
47
S-Enhancement
of Knowing who we are. 4 methods: -Downward SOC compare - Better than others, feeling better abt S -S-serving bias - Taking PERS (INT) credit for success *Failures EXT *Those w/ DEP = EXT -Basking Reflected Glory - Tend to enhance PERS image by publicly announcing affiliation w/ successful group/people *Success = close to group, failure = distance from group *I'm so cool because my prof. Dr. Hawley is smart and successful -S-handicapping - Tending to S-sabotage performance, giving excuse for future failures
48
S-regulation
Ability to ctrl bhvr -Ego depletion model - Limited S-ctrl/regulation -S-efficacy - Belief engaging in bhvr leads to expected outcome *What we do pays off *H S-regulation = INC M&PH
49
Types of S-defeating bhvr
Deliberate S-destruction, trade-offs, and counter productive strategies
50
Deliberate S-Destruction
Can't control S = destructive bhvrT
51
Trade offs
ST possibly harmful bhvr to get LT healthy goal
52
Counter productive strategies
Misjudging capabilities, ex choking under pressure
53
Public S
Image presented to others -Multiple S - Many public S we have
54
Impressoin management
Conscious efforts to make S likeable to others -Integration - We bhv in ways so others like us and find us M favorable -S-promotion - Accentuating / bragging STR point in front of others to manage their impressions on others -Supplication - Look favorable w/ WKS / dependence to get favors from others - - Acknowledgement - Admittance of flaws
55
S-monitoring
Degree of managing impression made for others -H = chameleon / diff version of S in each SOC situation -L = always expr true feels & attd, not concerned w/ impression management

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