Chapter 7 Stress, Coping, and Health. Procrastination Scale (Lay, 1986) - For student populations Instructions: –People may use the following statements.

Chapter 7 Stress, Coping, and Health

Procrastination Scale (Lay, 1986) - For student populations Instructions: –People may use the following statements to describe themselves. For each statement, decide whether the statement is uncharacteristic or characteristic of you using the following 5 point scale. Note that the 3 on the scale is Neutral – the statement is neither characteristic nor uncharacteristic of you. In the box to the right of each statement, fill in the number on the 5 point scale that best describes you.

1. I often find myself performing tasks that I had intended to do days before.

Enter your response. Mean = 12 10 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

2.* I do not do assignments until just before they are to be handed in.

3.* When I am finished with a library book, I return it right away regardless of the date it is due.

4. When it is time to get up in the morning, I most often get right out of bed.

5. A letter may sit for days after I write it before mailing it.

6. I generally return phone calls promptly.

7. Even with jobs that require little else except sitting down and doing them, I find they seldom get done for days.

8. I usually make decisions as soon as possible.

9. I generally delay before starting on work I have to do.

10.* I usually have to rush to complete a task on time.

11. When preparing to go out, I am seldom caught having to do something at the last minute.

12. In preparing for some deadline, I often waste time by doing other things.

13.* I prefer to leave early for an appointment.

14.* I usually start an assignment shortly after it is assigned.

15. I often have a task finished sooner than necessary.

16. I always seem to end up shopping for birthday or Christmas gifts at the last minute.

17. I usually buy even an essential item at the last minute.

18. I usually accomplish all the things I plan to do in a day.

19. I am continually saying “I’ll do it tomorrow”.

20. I usually take care of all the tasks I have to do before I settle down and relax for the evening.

I. Relationship between Life Events and Stress A. Demands, Strain, Coping, and Stress –Demands are environmental requirements that motivate behavior. –Strain occurs when resources are inadequate to meet demands. –Coping is behavior to meet demands. –Stress or distress is a case of excessive strain; coping is inadequate. Excessive demands Limited resources

I. Relationship between Life Events and Stress B. Characteristics of Stress –1. Physical Symptoms of Stress Allergies, colds, flu, headache. –2. Psychological Symptoms of Stress Anxiety, boredom, depression, feel helpless, negative mood. –3. Behavioral Symptoms of Stress Consume alcohol, nicotine, drugs, eat comfort foods, waste time.

I. Relationship between Life Events and Stress C. Characteristics of Stressors –1. Negative Life Events as Stressors Same domain effect: negative life demands produce distress or stress; positive life demands produce eustress. –2. Magnitude of Life Events Cataclysmic events are high magnitude stressors. Daily hassles are low magnitude stressors. Daily uplifts bring relief, joy, amusement.

I. Relationship between Life Events and Stress C. Characteristics of Stressors –3. Predictability and Controllability of Life Events Predictable stressors are preferred over unpredictable stressors. Preparatory response hypothesis: predictive stimulus allows for preparation of shock. Safety hypothesis: person can relax and feel safe during signaled-shock free intervals.

I. Relationship between Life Events and Stress D. Stressor-Stress Relationship Generally stress increases with increases in stressors magnitude. –1. Retrospective versus Prospective Research Retrospective: stressed individual tries to recall past stressors. Prospective: measure person's stress level before and after onset of suspected stressor. –2. Determining the Impact of Stressors Life change unit: measure of amount of adjustment a demand requires Undergraduate Stress Questionnaire provide life change units for demands faced by university students.

I. Relationship between Life Events and Stress D. Stressor-Stress Relationship –3. Stressor Magnitude and Stress Acute stress disorder: fear and helplessness reaction to a traumatic event that threatens death or serious injury; subsides in four weeks. Posttraumatic stress disorder: acute stress disorder lasts more than four weeks. Person experiences distressing recollections, physiological reactivity, social impairment, and avoids stimulus reminders. Terrorist attack of 11 September 2001 produced PTSD. –4. Cumulative Effects of Stressors As life demands accumulate they become stressors and produce stress. –5. Racism as a Stressor Racism experienced by African Americans and other minorities is associated with stress and psychiatric symptoms.

II. Bodily Effects of Stress A. Physiological Effects of Stressors –1. General Adaptation Syndrome (Selye, 1976) The body's physiological reaction to all stressors occurs in three stages: alarm, resistance, and exhaustion (adaptation energy depleted). death –2. Psychological Stressors and Physiological Responses Such stressors as public speaking and job interviews can cause stress. B. Stressors and Psychophysiologic Disorders –Stressors, e.g., anger can interact with chronic risk factors (cholesterol, high blood pressure) to increase the likelihood of heart attacks.

II. Bodily Effects of Stress C. Stressors and the Immune System Psychoneuroimmunology: study relationship between psychological stressors, strength of the immune system, and disease. Immune system is body's line of defense against bacteria and viruses. –1. Stressor Effects on the Immune System Stressors reduce effectiveness of immune system and disease occurs. –2. Open Window Hypothesis Few hours after strenuous exercise the immune system is weak, which provides an open window for germs to invade and infect the body.

II. Bodily Effects of Stress C. Stressors and the Immune System –3. Stressors, Immune System, and the Common Cold Psychological stressors can downgrade the immune system and increase the likelihood that a cold virus will result in a cold. –4. Multiple Stressor Effects Stressors simultaneously affect a person's psychological, physiological, and immune systems.

III. Variables Moderating the Impact of Life Events A. Appraisal of Life Events Moderating variables: environment or person characteristics that alter the relationship between the stressor and stress. –1. Appraisal and Stress Primary appraisal: is event relevant, benign, positive, or stressful? Secondary appraisal: inventory resources for coping with stressor. –2. Appraisal as a Moderator With trauma orientation appraisal a gruesome event was stressful; with denial or intellectualization appraisal, it was less stressful.

III. Variables Moderating the Impact of Life Events B. Coping and Behavior –1. Coping Problem focused coping: identify problem clearly and consider potential solutions. Emotion focused coping: managing the distress the person feels. Appraisal and subsequent coping is a process, not static event. –2. Health Behaviors Health enhancing behaviors help prevent stress or reduce its impact. Health impairing behavior increase the likelihood and severity of stress; such behaviors as alcohol, drugs, and tobacco use. C. Social Support as a Moderator Buffering hypothesis: social support buffers or protects a person from harm of a potential stressor. Social support also buffers immune system and physical health against stressors.

III. Variables Moderating the Impact of Life Events D. Personality Differences as Moderator Variables –1. Procrastination Procrastinating students experience more stress at semester's end than do non-procrastinating students. –2. Sense of Humor With this sense, a person is inclined to smile, laugh, and be amused. It can help with stressor-appraisal and reduce the impact of stress. –3. Hardiness With this personality trait, a person sees life events as challenging, feels in control, and is committed to various activities.

Chapter 7 Stress, Coping, and Health. Procrastination Scale (Lay, 1986) - For student populations Instructions: –People may use the following statements.

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Chapter 7 Stress, Coping, and Health. Procrastination Scale (Lay, 1986) - For student populations Instructions: –People may use the following statements.

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Presentation on theme: "Chapter 7 Stress, Coping, and Health. Procrastination Scale (Lay, 1986) - For student populations Instructions: –People may use the following statements."— Presentation transcript:

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