10 Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Stress  What Is Stress?  Stress and Wellness  Common Sources of Stress  Managing Stress  Getting Help

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education What Is Stress?  Stressor: Any physical or psychological event or condition that produces physical and emotional reactions  Stress response: The physical and emotional reactions to a stressor  Stress: The general physical and emotional state that accompanies the stress response

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Physical Responses to Stressors  Actions of the nervous system  Nervous system consists of brain, spinal cord, and nerves  Autonomic nervous system: The branch of the nervous system that controls basic body processes; consists of the sympathetic and parasympathetic divisions

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Physical Responses to Stressors  Actions of the nervous system  Parasympathetic division: A division of the autonomic nervous system that moderates the excitatory effect of the sympathetic division, slowing metabolism and restoring energy supplies  Sympathetic division: A division of the autonomic nervous system that reacts to danger or other challenges by almost instantly accelerating body processes

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Physical Responses to Stressors  Actions of the nervous system  Norepinephrine: A neurotransmitter released by the sympathetic nervous system onto specific tissues to increase their function in the face of increased activity; when released by the brain, causes arousal (increased attention, awareness, and alertness); also called noradrenaline

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Physical Responses to Stressors  Two systems together  Endocrine system: The system of glands, tissues, and cells that secretes hormones into the bloodstream to influence metabolism and other body processes

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Physical Responses to Stressors  Actions of the endocrine system  Hormone: A chemical messenger produced in the body and transported in the bloodstream to target cells or organs for specific regulation of their activities ▪ Cortisol: A steroid hormone secreted by the cortex (outer layer) of the adrenal gland; also called hydrocortisone ▪ Epinephrine: A hormone secreted by the medulla (inner core) of the adrenal gland that affects the functioning of organs involved in responding to a stressor; also called adrenaline

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Physical Responses to Stressors  Actions of the endocrine system  Endorphins: Brain secretions that have pain-inhibiting effects  Fight-or-flight reaction: A defense reaction that prepares a person for conflict or escape by triggering hormonal, cardiovascular, metabolic, and other changes

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education FIGURE 10.1 The fight-or-flight reaction

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Physical Responses to Stressors  Return to homeostasis  Homeostasis: A state of stability and consistency in a person’s physiological functioning ▪ After stressful situation ends, parasympathetic division takes command and halts stress response  Fight-or-flight reaction in modern life ▪ Part of our biological heritage ▪ Inappropriate for most modern stressors

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Emotional and Behavioral Responses to Stressors  Cognitive appraisal of a potential stressor strongly influences response  Cognitive appraisal highly individual and strongly related to emotions  Eustress: Stress resulting from a pleasant stressor  Distress: Stress resulting from an unpleasant stressor

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Effective and Ineffective Responses  Ineffective behavioral responses: overeating; expressing hostility; and using tobacco, alcohol, or other drugs  Somatic nervous system manages behavioral responses that are under our control ▪ Somatic nervous system: The branch of peripheral nervous system that governs motor functions and sensory information, largely under our conscious control

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Personality and Stress  Personality: sum of behavioral, cognitive, and emotional tendencies  Type A  Type B  Type C

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education FIGURE 10.2 Stress level, performance, and well-being SOURCE

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Gender and Stress  Gender role affects experience of stress  Strict adherence to gender roles limits one’s response to stress and becomes source of stress  Women more likely to respond with a behavioral pattern known as “tend-and-befriend”

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Experience  Past experiences dramatically influence the perception of potential stressor  The stress experience as a whole  Physical, emotional, and behavioral responses to a stressor distinct but intimately related  Effective behavioral responses can lessen stress; ineffective ones only worsen it

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education TABLE 10.1 Symptoms of Excess Stress

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education The General Adaptation Syndrome  General adaptation syndrome (GAS) is a pattern of stress responses consisting of three stages: alarm, resistance, and exhaustion

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education The General Adaptation Syndrome  Alarm ▪ Body is more susceptible to disease or injury, because it is geared up to deal with a crisis  Resistance ▪ New level of homeostasis in which body is more resistant to disease and injury than normal  Exhaustion ▪ Life-threatening type of physiological state characterized by distorted perceptions and disorganized thinking

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education The General Adaptation Syndrome  Allostatic load: long-term negative impact of the stress response on the body  Describes long-term wear and tear of stress response on an individual  High allostatic load is linked to heart disease, hypertension, obesity, and reduced brain and immune system functioning

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education FIGURE 10.3 The general adaptation syndrome

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Psychoneuroimmunology (PNI)  Psychoneuroimmunology (PNI): Study of the interactions among the nervous, endocrine, and immune systems ▪ Network of connections between nervous and endocrine systems can affect immune system ▪ Compounds released during stress response affect number and efficiency of lymphocytes ▪ Neuropeptides produced and received by both the brain and immune system

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Links Between Stress and Specific Conditions  Cardiovascular disease  During the stress response, heart rate increases and blood vessels constrict, causing blood pressure to rise  Chronic high blood pressure major cause of atherosclerosis  People who respond to stressors with extreme increases in heart rate and blood pressure may face increased risk of cardiovascular problems

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Links Between Stress and Specific Conditions  PNI helps explain how stress affects immune system  Include colds and infections, asthma and allergy attacks, susceptibility to cancer, and flare-ups of chronic disease such as genital herpes and HIV infection ▪ Other health problems aggravated by stress: digestive problems, tension headaches and migraines, insomnia and fatigue, injuries, menstrual irregularities, impotence, pregnancy complications, and psychological problems

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Common Sources of Stress  Major life changes  Any major change in life that requires adjustment and accommodation can be a source of stress ▪ Early adulthood and the college years are associated with many significant changes ▪ Even positive changes can be stressful  Clusters of life changes, particularly negative changes, may be linked to health problems in some people

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Common Sources of Stress  Daily hassles  Daily hassles can be a big source of stress  Can contribute to a decrease in wellness  College stressors  Academic stress  Interpersonal stress  Time pressures  Financial concerns  Worries about the future

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Common Sources of Stress  Job-related stressors  70% of working Americans rate their jobs as key source of stress in their lives ▪ When people shape how their job is performed, their job satisfaction rises and stress levels drop ▪ Burnout possible if stress is severe or chronic

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Common Sources of Stress  Relationship and stress  First relationships outside family are friendships ▪ Often more stable and longer lasting than intimate partnerships ▪ Provide emotional support and a buffer from stress  Intimate love relationships among most profound human experiences ▪ Communication key to developing and maintaining any type of relationship

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Common Sources of Stress  Other stressors  External or environmental stressors include loud noises, unpleasant smells, industrial accidents, and violence and natural disasters  Internal stressors include pressures we place on ourselves and our physical or emotional states

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Managing Stress  Exercise  People who exercise regularly react with milder physical stress before, during, and after exposure to stressors  Even light exercise can have a beneficial effect, but integrated fitness program can have significant impact on stress  People who exercise compulsively risk overtraining

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Managing Stress  Nutrition  A healthy, balanced diet can help cope with stress ▪ Eating wisely enhances feelings of self-control and self-esteem ▪ Limit or avoid caffeine  Sleep  Most adults need 7 to 9 hours of sleep every night

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Managing Stress  Sleep and stress  Stress hormone levels in bloodstream are related to sleep patterns  Lack of sleep has greatest impact on stress  Extreme sleep deprivation can lead to hallucinations and other psychotic symptoms, and increase heart attack risk

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Managing Stress  Sleep disorders  National Sleep Foundation’s 2013 Sleep in America Poll, Adults average just under 7 hours per night of sleep during the week  As many as 70 million Americans suffer from chronic sleep disorders ▪ More than 50% of adults suffer from at least one symptom of insomnia ▪ Sleep apnea

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education FIGURE 10.4 Sleep apnea

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Managing Stress  Social support  Sharing fears, frustrations, and joys makes life richer and seems to contribute to the well-being of the body and mind  One study of college students living in overcrowded apartments found that those with a strong social support system were less distressed by cramped quarters

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Managing Stress  Communication  Good communication in relationships: ▪ Self-disclosure ▪ Listening ▪ Feedback

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Managing Stress  Conflict resolution  Basic strategies: ▪ Clarify the issue ▪ Find out what each person wants ▪ Determine how you both can get what you want ▪ Decide how to negotiate ▪ Solidify the agreements ▪ Review and renegotiate

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Managing Stress  Striving for spiritual wellness  Spiritual wellness associated with greater coping skills and higher levels of overall wellness ▪ Linked to longer life expectancy, reduced risk of disease, faster recovery, and improved emotional health  Confiding in yourself through writing  Keeping a diary

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Managing Stress  Time management ▪ Visualize your goals ▪ Keep track of the tasks you put off ▪ Consider doing least favorite task first ▪ Consolidate tasks when possible ▪ Set priorities ▪ Schedule tasks for peak efficiency ▪ Set realistic goals, and write them down ▪ Budget enough time ▪ Break up long-term goals into short-term ones

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Managing Stress  Time management ▪ Identify quick transitional tasks ▪ Delegate responsibility ▪ Say no when necessary ▪ Give yourself a break ▪ Avoid your personal “time sinks” ▪ Stop thinking or talking about what you’re going to do, and just do it

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Managing Stress  Cognitive techniques  Changing destructive thinking: ▪ Monitor self-talk and try to minimize hostile, critical, and self-deprecating thoughts ▪ Modify expectations ▪ Live in the present ▪ “Go with the flow” ▪ Cultivate your sense of humor

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Managing Stress  Relaxation techniques  Relaxation response: A physiological state characterized by a feeling of warmth and quiet mental alertness ▪ Heart rate, breathing, and metabolism slow down ▪ Blood pressure and oxygen consumption decrease, and blood flow to the brain and skin increases as brain waves shift from an alert beta rhythm to a relaxed alpha rhythm

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Managing Stress  Progressive relaxation  Progressive relaxation involves tensing and relaxing muscles one by one  Visualization  To practice visualization, imagine yourself floating on a cloud, sitting on a mountaintop, or lying in a meadow

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Managing Stress  Deep breathing  Deep, slow breathing associated with relaxation  Listening to music  Music influences pulse, blood pressure, and the electrical activity of muscles  Other stress-management techniques  Biofeedback, hypnosis and self-hypnosis, and massage require a partner or professional training or assistance

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Getting Help  Listen to your body  Self-help guides  Peer counseling and support groups  Support groups typically organized around a particular issue or problem  Professional help  Psychotherapy, especially a short-term course of sessions, can be helpful in dealing with stress-related problems

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Getting Help  Is it stress or something more serious?  Symptoms that may indicate a more serious problem: ▪ Problems begin to interfere seriously with school or work performance or with relationships ▪ Suicide is seriously considered or attempted ▪ Hallucinations, delusions, incoherent speech, or loss of memory ▪ Alcohol or drugs are used to extent that they impair normal functioning

Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education Getting Help  Is it stress or something more serious?  Depression: A mood disorder characterized by loss of interest, sadness, hopelessness, loss of appetite, disturbed sleep, and other physical symptoms