Health Psychology: Stress
Download as PPT, PDF40 likes21,836 views
The document discusses health psychology, emphasizing the connection between psychological processes and health outcomes, particularly the impact of stress on well-being. It covers various factors influencing stress, including biological, sociocultural, and psychological aspects, as well as coping strategies that can mitigate stress effects. Additionally, it highlights the role of social support and mindfulness techniques in managing stress and improving health.
More Related Content
Similar to Health Psychology: Stress (20)
Health Psychology: Stress
- 2. Introduction • Health psychology: scientific study of psychological processes related to health and health care (Friedman and Adler 2007) • Focus on prevention – It is now acknowledged that many health problems are directly related to lifestyle choices • Goal: Help people stay healthy, and to start and adhere to treatments
- 3. Different Factors Causing Illness • Biopsychosocial model of health and illness: – Biological factors • Genetics, immune system, age, sex, viruses, infections, lesions – Behaviors • Smoking, drinking, sex life, eating habits – Sociocultural factors • Peer pressure, socio-economic status, ethnicity, expectations – Psychological factors • Sense of control, self-efficacy, optimism, stress and coping
- 4. Stress & Stressors • Stress: negative emotional experience, accompanied by various physiological, cognitive, and behavioral changes • Stressors: Cause stress – Noise, violence, pain, job, exams • Stress response: Physiological/psychological changes – Stress hormones, distress • Stress experience: Perception of experience and how we deal with it – Coping – Not always a conscious experience
- 5. Stressors • Humans are the only species that can imagine stressors, and their body reacts as if it was real – Robert Sapolsky <3 • Beliefs and expectations play a role in the intensity and character of people’s methods of coping with stressors • Homeostasis: balance between external environment and body’s normal physiological state – When your environment does not cause you stress
- 6. Stressors • Acute stressors: appear suddenly, do not last long, call for immediate attention – Physical injuries, attacks – Body is alert and deals with stress, then returns to homeostasis • Chronic stressors: last a long time, constant source of worry – Abusive relationships, bullying, intense jobs – Damages the body overtime – Body does not return to homeostasis because the stressor is always there
- 7. Work Stressors • Work-related stress arises if there is a mismatch between the demands of a person and their ability to cope with those demands – i.e. not enough time, factors under their control, not enough support
- 8. Stressors • Even pleasant changes can be stressful – Marriage, pregnancy, promotions • Because they require the individual to adjust to a new situation (find homeostasis again) • The Holmes-Rahe Scale (1967) – Rate life events in terms of how long it would take to readjust/accommodate the stressor • Findings: – Evaluation of stressors is fairly constant across the US – Small correlation between high stress ratings and more illness and accidents
- 9. Coping • Coping: efforts to deal with a threat in order to remove it or diminish its impact • Sarafino (1994): Stress arises when people percieve their own resources can not meet the demands of a situation • The individual’s own evaluation of the situation is what matters – Impacts the way the person confronts a stressful situation
- 10. Steptoe and Marmot (2003) • Survey on the interaction of social, psychological, and physiological aspects of stress – Seven questionnaires about different stressors – Blood samples taken • Self-efficacy: person’s feeling of competence to deal with a specific task or problem • Perception of control and self-efficacy are important psychological factors in stress • High mean scores on all stressors = higher risk of heart problems, depression, anxiety, etc
- 11. Steptoe and Marmot (2003) • Stress research must focus on specific stressors in isolation, as well as combinations of stressors • The accumulated effect of several stressors may put individuals at increased risk
- 12. Physiological Aspects of Stress • The changes of the sympathetic nervous system prepare the individual to either confront or escape from the source of stress – Fight or Flight response! • Body responds to stress with arousal – Example: increased blood pressure and providing glucose to the muscles – Adrenal glands release stress hormones to energize the body
- 13. General Adaptation Syndrome (GAS) • Hans Selye (1956) • Three staged stress process: – The Alarm Stage • Fight-or-flight response – The Resistance Stage • Coping • Attempting to reverse effects of alarm stage – Exhaustion • Incapable of further coping
- 14. General Adaptation Syndrome • Based off of rat research • It explains the extreme fatigue people experience after long-term stressors • However, psychological factors play a small role in the GAS model • Later stress research based heavily on his alarm and resistance stages
- 15. Stress & Health • Long-term stress causes an increase in cortisol • Cortisol can lead to: – Depression – Memory problems – Weakened immune system • WHY: Cortisol decreases T-cells (natural killers of infection) • THEREFORE: Individual is more susceptible to infection
- 16. Kiecolt-Glaser et al. (1984) • Blood samples of students as final exams approached – First taken a month before – Second taken the day of • Second sample had a significant decrease in T-cell activity • High stress had diminished the effectiveness of the immune system • Psychological stress influences the immune system as well (i.e. loneliness)
- 17. Cognitive Aspects of Stress • Cognitive appraisal (thinking positively or negatively) seemingly predicts health outcomes • Reed et al. (1999): HIV-positive people with more pessimistic expectations developed symptoms more quickly and died sooner • Kemeny et al. (2006): Pessimistic expectation makes people give up which influences the immune system
- 18. Cognitive Aspects of Stress • Kamen and Seligman (1987): Attributional style could predict poor health later on – EXAMPLE: pessimism or optimism • Pessimism may be related to decrease in T-cells and suppression of the immune system – Caused by attributional style and beliefs on the body • Greer et al. (1979): denial and a fighting spirit predicted longer survival for breast cancer – Optimism helps people cope with cancer in a way that may prolong life!
- 19. Social Self-Preservation Theory • Kemeny et al. (2005) • Threats to one’s “social self” (self esteem and status) are associated with specific negative cognitive and affective responses – Shame and humiliation • Threats to social self can influence physical health – Immune system, levels of cortisol, etc • Predicts that biological responses to stress are mediated by self-conscious emotions such as shame and sensitivity to rejection
- 20. Psychoneuroimmunology (PNI) • Based on the assumption that an individual’s psychological state can influence the immune system via the nervous system
- 21. Social Aspects of Stress • If our social relationships are stressful our well- being may be threatened – Bullying, abuse, violent neighborhood • On the other hand: stress can be alleviated via social support • The early family environment, along with cultural norms, seems to provide the groundwork for social competence – Warm/nurturing families teach kids to manage stress effectively
- 22. Transactional Model of Stress • Lazarus and Folkman (1975) • Assumes stress involves a transaction between an individual and the external world • A potentially stressful event must be perceived as stressful to elicit a stress response • Psychological factors are therefore important
- 23. Transactional Model of Stress • Appraisal of stressors within the transactional model of stress: – Primary appraisal: • Event is judged to be irrelevant, positive, or negative to one’s well-being – Secondary appraisal: • Different relevant coping strategies are considered before choosing a way to deal with the stressor • They both influence each other; they are continuous and interdependent
- 24. Coping Strategies • Folkman and Lazarus (1988) • Problem-focused coping: – Dealing with the stressor itself – EXAMPLE: Quitting a stressful job • Emotion-focused coping: – Handling the emotional aspects of the stress response rather than changing the situation – EXAMPLE: Taking yoga to deal with stresfull job
- 25. Coping Strategies • Carver (2007) • Problem-focused is more likely to happen if the person feels they can control the stressor • Emotion-focused is more likely to happen if the person feels they have little control of the stressor • It is difficult to make a clear distinction between the two – Two kinds of strategies influence each other – Problem-focused can reduce unpleasant emotions – Emotion-focused can make problem-focused coping more effective
- 26. Coping Strategies • Emotion-focused coping may be effective short- term, but not in long-term – Can cause addictions like alcoholism if you use alcohol to cope • Thus the term avoidance coping – Individual only wishes to avoid the negative feelings of the stressor than deal with it/fix it • Proactive coping: effort done prior to avoid a stressful experience – Like studying hard for an exam
- 27. Ursin and Erison (2004) • Generally people benefit positively and experience lower levels of stress if they actively do things to reduce stress! • If one believes they can manage stress, the stress is less intensive and long-lasting • So do some yoga and hang out with friends often!
- 28. Social Support • Social support: feeling that one is cared for and part of a social network with mutual obligations • Forms of support: – Emotional support: warmth and understanding – Informational support: helping a person to understand/logically evaluate a stressor – Practical support: financial assistance, etc
- 29. Social Support • Giving social support may strengthen a relationship • Provides a sense of purpose – It signifies that one is important and needed • Just knowing you could get support may be the most beneficial factor of social support!
- 30. Social Coping: Men & Women • Taylor (2002) • Theory of “Tend and Befriend” – Males tend to exhibit fight-or-flight response to stressors • Key hormone: testosterone – Females “tend” (undergo nurturing activities) and “befriend” (seek social support) • Key hormone: oxytocin
- 31. Social Coping: Women & Men • Thoits (1995): Women were more involved than men in both giving and receiving social support • Women are generally more likely to mobilize social support in times of stress • Belle (1987): Women maintained more same-sex close relationships than men did • Reported more benefit from contacts with their female friends and relatives
- 32. Culture • Taylor (2008): Culture is a variable that may moderate how social support is perceived • Independence vs. interdependence – Individualistic cultures see the self as independent – Collectivist cultures perceive the individual as part of a social group (interdependent) • Taylor et al. (2004): • European, US, and Korean students asked about their ways of coping with stress • Significantly less Korean students used social support – Maybe due to Asian concerns with harmony, social criticism, or losing face
- 33. Support Groups • Evans (1979): 15 million Americans were using social support groups to deal with mental health • Kessler et al. (1997): Approx. 25 million people participate in support groups at some point in their lifetime • Davison et al. (2000): Women, and white people as a whole, are more likely to participate in support groups than men and non-white people as a whole
- 34. Internet-based Social Support • Help people who do not have IRL support – Provides extra support for those that do! • Participant privacy/security is important when experimenting with it • Klemm et al. (1999) content analysis of internet-based support groups: – Members usually sought information, gave information, encouraged, gave support • Women were more than twice as likely to provide encouragement and support • Men were more than twice as likely to offer information
- 35. Wenzelberg et al. (2003) • Aim: Evaluate the beneficial effects of online support groups • Method: 72 women with breast cancer assigned to a 12 week internet support group • Results: Moderately effective in reducing the participants’ scores on perceived stress and depression
- 36. Mindfulness Stress Reduction (MBSR) • The mind is related to the body, so learning to relax and concentrate on one thing at a time can reduce stress • Mindfulness-based stress reduction (MBSR): relaxation technique developed by Kabat- Zinn in 1979
- 37. MBSR • Based off of Buddhist teachings • Involves training in meditation • Aim: cultivate mindfulness – Mindfulness: awareness that emerges through paying attention, on purpose, in the present moment, and non-judgmentally to the unfolding of experience moment by moment – AKA: Respond to the situation instead of reacting to it automatically
- 38. MBSR • Wants the individual to develop the ability to calmly step back from thoughts and feelings during stressful situations • Shapiro et al. (1998) compared stress of students taking MBSR with those not taking MBSR as exams came closer – Before MBSR started there was no difference in stress – As exams got closer and classes were taught: • Non-MBSR students increased anxiety (control group) • MBSR students were less anxious than they were at the start!
- 39. Evaluation of Shapiro et al. (1998) • MBSR participants learned to cope with stress better • Generalization issues: – Participants were medical students – Self-selected samble – Offered course credits (low number of drop-outs)
- 40. Speca et al. (2000) • Cancer patients were split into MBSR group or waiting-list group (control group) • Results: – MBSR group showed a reduction in total mood disturbance (anger, anxiety, depression) by 65% – Stress reduced by 35% – More time spent meditating led to greater mood improvement • Have to keep social desirability effects in mind while evaluating this study!