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Emma IPS > Week 9 > Flashcards

Week 9 Flashcards

1
Q

What is stress?

A

The psychological and physical response you experience when you perceive a discrepancy between the demands of a situation and your capacity to cope

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2
Q

What are the psychological and physiological components of stress?

A
  • Psychological - behavioural, cognitive and/or emotion
    Example = feeling nervous before an exam (emotion), pacing (behavioural), or telling yourself that you are under-prepared and therefore will no do well (cognitive)
  • Physiological - heightened body arousal
    Example = increase in heart rate, rapid breathing etc
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3
Q

How does stress affect a persons ability to communicate?

A

Because stress affects perception, mood, memory and attitudes

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4
Q

What is trauma?

A

Being confronted with a situation that involves death or the threat of death or serious injury and responding with fear, horror or helplessness

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5
Q

What are the sources of stress for Allied health professionals?

A
  • Workload
  • Colleagues
  • Clients
  • Schedule
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6
Q

What does “trauma is personal and subjective “ mean?

A

What may be one person’s response to an event may not be another’s response - need for self-awareness

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7
Q

What are the two main groups of coping strategies?

A

Adaptive coping and maladaptive coping

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8
Q

What is adaptive coping?

A

Strategies that assist a person in negotiating the emotions, behaviours and thoughts that are associate with a stressful situation

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9
Q

What is maladaptive coping?

A
  • Strategies that do not assist a person to come to a resolution of a problem
  • Immature and defensive
  • An emotional response that doesn’t help reduce stress in the long-term
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10
Q

What is catharsis?

A

The release of build-up negative emotion that results in improved mood

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11
Q

What are some manipulative ways of coping?

A
  • Frustration-aggression
  • Displace
    = their negative feelings onto someone else
  • Self-indulgence
    = anything in excess such as food, shopping etc
  • Functional-interference
    = taking time out from your thoughts, for reasons beyond genuine need as a way of avoiding
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12
Q

What are some adaptive ways of coping?

A
  • Emotion-focused coping

- Problem-focused coping

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13
Q

What is emotion-focused coping?

A
  • The behavioural and cognitive methods people employ to try to control their emotional response to a stressor
  • Typically used if a stressful situation can not be changed
  • Focus instead on our reaction to it
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14
Q

What is problem-focused coping?

A
  • Adaptive behaviours and cognition aimed at reducing the demands of a stressful situation when possible
  • Attempts to alter the situation that is causing the stress
  • Find solutions to a tangible problem
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15
Q

What is social support?

A

Perceptions of care, love, comfort, esteem and help that you receive from other people and that you give to others

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16
Q

What are the 4 categories of coping?

A
  • Maladaptive
  • Adaptive
  • Emotion-focused
  • Problem-focused
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17
Q

What are the 2 categories of support?

A
  • Instrumental

- Emotional

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18
Q

What is instrumental support?

A

Useful in a practical sense

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19
Q

What is emotional support?

A

Make someone feel better

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20
Q

What is eustress?

A
  • Considered to be a good form of stress.
  • “Medium” amount of stress promotes just the right amount of psychological arousal. This arousal can produce physiological symptoms such as increased concentration, increased memory, increased motor skills, all of which can lead to a peak in performance
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21
Q

What are the two response models to trauma?

A
  • Pathogenic

- Salutogenic

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22
Q

What is pathogenic?

A
  • An approach to research with a focus on exploring negative outcomes and how to alleviate such outcomes
  • Victim-based
  • Outcomes inc: depression, withdrawal, PTSD etc
23
Q

What is salutogenic?

A
  • An approach to research with a focus on exploring the strengths a person has to survive extraordinary challenges
  • Survivor-based
  • Still feelings of distress, but also positive outcomes
24
Q

What is post traumatic growth?

A

When the struggle with trauma acts as the catalyst or growth and an individual is able to develop beyond their pre-trauma level of functioning

25
Q

What is secondary trauma?

A

The inter-generational experience of trauma

EXAMPLE: Stolen generation

26
Q

What is compassion fatigue?

A

The psychological and physical exhaustion experienced by those who work in positions that require close contact to people who experience trauma

27
Q

What is vicarious transmatisation?

A

Experiencing the symptoms of trauma as a result of being confronted by someone else’s trauma

28
Q

Can stress have a positive effect?

A

Yes, Eustress

29
Q

Can stress have a direct and indirect effect on physical health?

A

Yes

30
Q

How does stress effect communication?

A
  • short tempered
  • poor listening skills
  • self-absorbed
  • distracted
  • impatient
  • judgmental
  • impaired empathy
  • agitated
  • withdraw
  • poor memory
31
Q

What are the key skills for communicating with someone that is stressed?

A
  • empathy
  • active listening (especially reflection of emotion)
  • self-disclose (or just disclose, depending on relationship)
  • questioning for understanding
  • reframing
32
Q

How not to communicate with someone that is stressed?

A
  • DO NOT jump in to try and solve the problem
  • DO NOT give advice unless asked
    More than likely the person just wanted to “let off some steam”
33
Q

What are the initial responses to trauma?

A
  • intense anxiety, disbelief
  • disorganised, out of control emotions
  • feeling of being out of control can lead to denial, emotional shutdown, shock
  • feeling detached from the world
34
Q

Trauma - who is less helpful - friends or family?

A

Family - because they have the greatest stake on the persons recovery

35
Q

What is effective communication with someone that has experienced trauma?

A
  • DO NOT underestimate their experience
  • we all grieve differently
  • be aware of non-verbal messages (watch for incongruence)
  • listen carefully and avoid judgement (active listening skills)
  • note what images and feelings you experience (without making them your own - self-awareness)
  • determine what the message means to the speaker (acknowledge that the speakers experience is valid)
  • create a message that conveys empathy and support
36
Q

What are the five stages of grief and loss?

A
  • denial and isolation
  • anger
  • bargaining
  • depression
  • acceptance
    • not necessarily in this order
37
Q

What communication is expressed during grieving?

A
  • Denial and isolation
    = not wanting to talk, sensation of somatic distress, preoccupation
  • Anger
    = at self and others, impatient and low tolerance
  • Bargaining
    = “If I …. “
  • Depression
  • emotional and behavioural changes, withdrawal and avoidance
  • Acceptance
    = reorganisaition of behaviour, able to talk about it
38
Q

What TO NOT DO when communicating with someone experiencing loss?

A

DO NOT:

  • use platitudes like “it will be alright”
  • hypothessis or give false hope
39
Q

What TO DO when communicating with someone experiencing loss?

A

DO:

  • empathise and validate the persons feelings
  • include family and friends when appropriate
  • offer teas, tissues etc
  • allow the person to express their emotion
  • use the persons name when you are talking to them - grounding effect
40
Q

Main things to remember when communicating with someone experiencing loss?

A
  • be honest when delivering bad or sad news and don’t give false hope nor guess information
  • become self-aware so that you know how to avoid platitudes and cliches
  • become comfortable with silence. It can go a long way and be very appreciated ans needed
  • remember that every loss, no matter how big or small is personal - so don’t compare losses - treat every loss with respect and sensitivity
41
Q

What is the MUM effect?

A

The bearer of bad news often experiences strong emotions such as:

  • Anxiety
  • Burden of responsibility for the news
  • Fear of negative evaluation

= Such stress creates a reluctance to deliver bad news = The MUM effect

42
Q

How to deliver bad or sad news?

A
  • Communicate with honesty and integrity
  • Never give false hope even if it means you have to tell them something painful
  • Be “present” giving your undivided attention
  • Do not leave the person too soon – May not be ready to be on their own
  • If possible have other support (e.g. family, friends) present
  • Do not ask what the person wants at a time of crisis as often they will not know
  • If appropriate though, do give information on resources that may be needed
43
Q

What is resilience?

A

The ability to utilise personal skills and strengths to cope with stressful situations

44
Q

Resilience leads to better coping:

A
  • Self-awareness of emotions and emotional reactions
  • Observant of others reactions
  • Creative problem-solving
  • Willing and able to adapt to change
45
Q

What is the difference between resilience and post traumatic gowth?

A
  • Resilience = “Bounce back’ to pre-trauma/ pre-stress normal functioning
  • Post traumatic growth= Growth beyond pre-trauma functioning
46
Q

How do you increase resilience?

A
  • Develop a social support network
  • Build a positive belief in self and your abilities
  • Find a sense of purpose/goals for your life
  • Look for ‘good’ in situations
  • Develop your problem-solving skills
  • Try to embrace change
  • Take care of yourself
47
Q

Communicating support - what NOT TO DO?

A

DO NOT rely on problem solving you will come unstuck - some problems can not be solved

48
Q

What responses when communicating provide emotional support?

A
  • Other-focussed
  • Validate feelings
  • Acknowledge challenges
  • Hear them out
  • Be aware of fear, guilt, shock
  • Be aware of your own nonverbal communication
49
Q

How to communicate support?

A
  • Phrase your response in a way that reflects helpfulness and empowerment
  • Question with open, non-threatening questions
  • Attend to feelings without judgement
  • Show understanding - Empathy not sympathy
50
Q

Transactional process model (stress) - what is cognitive appraisals?

A

Assessment of demands and resources when stress is perceived

51
Q

Transactional process model (stress) - what is primary appraisal?

A

Whether or not the situation is perceived to threaten your well-being

52
Q

Transactional process model (stress) - what is secondary appraisal?

A

Assessment of resources available to cope with a perceived threat to your well-being

53
Q

Transactional process model (stress) - step?

A
  1. Primary Appraisal - Is this.. Harmful? Threatening? Challenging?
  2. Secondary Appraisal - Have I got the resources to deal with the stress?
    YES: I can cope, I experience minimum stress
    NO: I can’t cope, I experience a lot of stress

Emma IPS (9 decks)

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