1. SAC 2 Practice Solutions
Unit 3 Psychology
SAC 2 Practice Solutions

2. Multiple choice
1. B 6. A 11. D 2. A 7. B 12. B 3. D 8. C 13. A 4. B 9. A 14. B 5. A or D 10. C 15. A

3. Short answer
Question 1 Eustress is a positive psychological response to a perceived stressor. Distress is a negative psychological response to a perceived stressor.

4. Question 2
Toby – major stress Christy – life event

5. Question 3
a) Stress is the state of physiological and psychological arousal/tension produced by internal and external stressors that are perceived by the individual as challenging or exceeding their ability or resources to cope. b) A stressor is any stimuli that causes or produces stress and challenges our ability to cope. c) Acculturative stress

6. Question 4
Resistance and Exhaustion

7. Question 5
Strengths: - Contributed to the concept of stress as it relates to physical and mental health - Further developed awareness of link between stress and disease - Identified biological processes associated with the body’s stress response - Identified the body’s limited resources that can be depleted through the three stages of adaptation to a stressor

8. Question 5
Limitations: - ‘One size fits all’ model does not take into account individual differences in physiological responses to a stressor - GAS places too much emphasis on adrenal cortex and endocrine system in the stress response, when other bodily systems are involved as well - Different stressors trigger different hormonal responses (stress response is not uniform) - Environmental and biological factors are not adequately explained to identify differences in individual stress responses - Not all people experience the same physiological reactions to chronic stress - Selye’s model is primarily based on results from studies into animals which may not be applicable to humans

9. Question 6 Parasympathetic Sympathetic
Increased heart rate, adrenaline released, increased breathing, increased blood pressure, pupils dilate, stomach contractions (digestion) decreases, salivation decreases, liver releases glucose, bladder relaxes

10. Question 7
Michelle has appraised her situation as a ‘Threat’ as she has lost her notes and is feeling overwhelmed.
Trevor has appraised his situation as a ‘Challenge’ as he enjoys public speaking and is finding the task manageable.

11. Question 7
b) Michelle – I do not have the resources to cope Trevor – I do have the resources to cope

12. Question 8
Strengths: - Emphasises the personal nature and individuality of the human stress response - The model is useful for helping people understand their role in interpreting and appraising a stressor - Identifies environmental, emotional and psychological factors of stress responses - Stress involves an interaction with the environment in which the individual has active rather than passive role - Distinguishes between the experience of eustress and distress - The model was developed based on observations of humans

13. Question 8
Limitations: - The model is too simplistic - Does not give consideration to the uncontrollable factors that underpin our body’s response to stressful situations - The model is difficult to test through experimental research as stress is subjective - Primary and secondary appraisals are not distinct and interact with each other and often occur simultaneously - Appraisal is not necessary for the stress response to occur - The model overlooks physiological responses to stress

14. Question 9
Sarah can use context-specific effectiveness to reduce her stress as this is when there is a match or ‘good fit’ between the coping strategy that is used and the stressful situation (stress about studying).
Coping flexibility is the ability to effectively modify or adjust one’s coping strategies according to the demands of different stressful situations.

15. Question 10
a) Jamie could - Deny there is a problem with money - Take part in self-destructive behaviour (alcohol/drug abuse, poor eating habits) - Disengage from thoughts and feelings about the stressor - Use wishful thinking to ignore the stressor - Vent emotions (lash out at others)

16. Question 10
b) Jamie could - Seek support from others (get advice about money) - Make plans to deal with the stressor - Look at the stressor and coping strategies objectively - Seek more information about the stressor (university) - Look at alternatives in dealing with the stressor

17. Question 11
When stressed, adrenaline and cortisol are released into the bloodstream. When Wallace exercises, he uses up these stress hormones (adrenaline and cortisol) in the bloodstream. This returns the body to normal functioning sooner.
- When Wallace exercises he increases his cardiovascular health. The heart and lungs are strengthened, making them work more efficiently when stress is encountered in the future.

18. Question 11
- When exercising Wallace’s brain will release beta-endorphins which enhance mood. These ‘feel good’ hormones also alleviate pain and create a sense of well-being and relaxation which assists in reducing the stress response.
- Exercise will provide a ‘time-out’ from stress for Wallace, as it places the person’s thoughts on the exercise and distracts attention away from thoughts of the stressor.

19. Question 11
- Exercise can promote positive psychological health through the associated social interactions it provides. If Wallace exercises with others, his social interaction can be the basis for social support when faced with stressors, which will help alleviate stress.