1. Chapter 2 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

2.  Commonly, stress refers to two different things:  Situations that trigger physical and emotional reactions  Stressors  The reactions themselves  Stress response 22 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

3.  Two systems in your body are responsible for the physical response  Nervous system  Endocrine system  Rapid chemical reactions prime the body to act quickly and appropriately 33 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

4.  Nervous system: brain, spinal cord, nerves  Voluntary/involuntary  Handles very short-term (acute) stress  Autonomic nervous system  Parasympathetic division  Relaxed state  Sympathetic division  Stimulated state 4 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

5.  Endocrine system: glands, tissues, and cells that help control body functions  Releases hormones  Helps prepare the body to respond to stress  Handles both acute and chronic stress 55 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

6.  How do the nervous system and endocrine system work together in an emergency?  Adrenal glands are activated, releasing cortisol and epinephrine (adrenaline)  They rigger physiological changes (fight-or-flight)  Heart rate and respiration accelerate  Hearing and vision become more acute  Liver releases extra sugar into the bloodstream  Perspiration increases  Brain releases endorphins  Homeostasis 66 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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8.  Responses to stress vary from person to person  Cognitive appraisal of a potential stressor influences how it is viewed  Highly individual; related to emotions  Two factors that can reduce the magnitude of the stress response:  Successful prediction  Perception of control 88 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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10.  Behavioral responses to stress  Controlled by the somatic nervous system  Effective responses: talking, laughing, exercise, and improved time management  Ineffective responses: overeating, hostility, procrastination, frustration 10 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

11.  Personality types  Type A: overcompetitive, controlling, impatient, aggressive  Type B: relaxed, contemplative  Type C: anger suppression, hopelessness, despair  Type D: anxious, depressed, irritable 11 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

12.  Hardiness  Resilience  Nonreactive resilience  Homeostatic resilience  Positive growth resilience 12 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

13.  Other factors that influence emotional and behavioral responses to stress  Cultural background  Gender  Experience 13 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

14.  Predictable response pattern to all stressors  Eustress: brought on by a pleasant stressor  Distress: brought on by an unpleasant stressor  Three stages:  Alarm  Shock phase followed by antishock phase  Resistance  Exhaustion  Allostatic load: long-term wear and tear of the stress response 14 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

15. 15 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

16.  The study of the interactions among the nervous, endocrine, and immune system  Cortisol  Lymphocytes  Epinephrine  Neuropeptides  Different types of stress affect immunity in different ways  Acute stress  Chronic stress 16 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

17.  Cardiovascular disease  Chronic high blood pressure  Atherosclerosis  Heart attacks, strokes  Elevated cholesterol, inflammation  Psychological problems  Stressors can be anxiety-producing or depressing  Panic attacks  Eating disorders  Post-traumatic stress disorder (PTSD) 17 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

18.  Altered functioning of the immune system  Headaches  Tension headaches  Migraine headaches  Cluster headaches  Digestive problems  Insomnia  Injuries  Menstrual irregularities, impotence, pregnancy complications 18 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

19.  Major life changes  Daily hassles  College stressors  Academic  Interpersonal  Time pressures  Financial concerns  Future worries  Job-related stressors  Burnout  Social stressors  Real social networks  Virtual social networks  Environmental stressors  Internal stressors 19 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

20.  Ways to control stress:  Shore up your support system  Volunteer  Improve communication skills  Develop healthy exercise, eating, and sleeping habits  Learn to identify and moderate individual stressors 20 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

21.  Sleep is important for controlling stress  Adults need 7 to 9 hours every night  How sleep works:  Rapid eye movement (REM) sleep  Non-rapid eye movement (NREM) sleep  Sleep and stress  Sleep deprivation  Sleep problems  Insomnia  Sleep apnea 21 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

22. 22 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

23.  Set priorities  Schedule tasks for peak efficiency  Set realistic goals and write them down  Budget enough time  Break up long-term goals  Visualize achievement  Keep track of tasks you put off CONTINUED… 23 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

24.  Do least-favorite tasks first  Consolidate tasks  Identify quick transitional tasks  Delegate responsibility  Say no when necessary  Give yourself a break  Avoid “time sinks”  Just do it! 24 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

25.  Striving for spiritual wellness:  Spiritual wellness is associated with greater coping skills/higher levels of overall wellness  Promotes:  Social support  Healthy habits  Positive attitude  Moments of relaxation  Confiding in yourself through writing:  Keep a diary 25 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

26.  Think and act constructively  Take control  Problem-solve  Modify your expectations  Stay positive  Practice affirmations  Cultivate your sense of humor  Focus on what’s important 26 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

27.  Use techniques to trigger the relaxation response (opposite of fight-or-flight reaction)  Progressive relaxation  Visualization  Meditation  Mindfulness  Yoga  Tai chi  Qigong  Biofeedback 27 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

28.  Tobacco use  Use of alcohol and other drugs, including:  Caffeine  Marijuana  Opioids  Unhealthy eating habits 28 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

29.  Identifying stressors  Journal for a week or two  Spot patterns  Designing your plan  Techniques for coping  Contract  Getting help 29 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

30. 30 Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.