Stress and HealthStressors and StressStressPhysical, emotional, cognitive and behavioral responses to stressorsHasslesFrustrations, delays, irritations, minor disagreements, etc.Residual “ripples” from stressorsLittle, minor hassles collectively can cause a significant amount of stressPsychological StressorsPressureComes from external sources, expectationsUncontrollableUncontrollabilityFrustrationConflictTwo desires or goals, only one of which is obtainableApproach-ApproachWin/win situationTwo desires or goals but you have to pick oneApproach-AvoidanceMust choose or not choose goal with both positive and negative aspectsAvoidance-AvoidanceMust choose or not choose“caught between a rock and a hard place”Fight or Flight ResponseAutomatic physiological responseAutonomic Nervous SystemSympathetic Division“arouses”(fight-or-flight)Parasympathetic Division“calms”(rest and digest)HPA Axis, ANS ActivationAdrenal medullaSecretes epinephrine and norepinephrineSecretion of glucocorticoidsWhat gets the fight or flight goingHypothalmalic-pituitary-adrenal Axis(HPA Axis)Secretion of glucocorticoidsHans Selye: General Adaptation SyndromeBody’s defense against stressReaction to any environmental stressorStress and DiseaseHeart diseaseStress increases the risk for this because of decrease in liver functionsCancerStress impacts t-cells (they are decreased or impaired) and then we won’t be able to fight off cancerDiabetesIncreased risk for this with an increase of stressPreventing SuicideListen, ask about feelings“companioning” = most importantStress Appraisal: Lazarus and Folkman (1984)Person-environmentrelationshipPrimary AppraisalWhat is at stake?Ex: wont have money to pay for X or get through week (if answer isn’t a problem, you don’t go to secondary)Secondary AppraisalWhat can I do about it?If nothing, that is a big stressorEx: about to be overdrawn in your bank accountCopingMastering, tolerating, or reducing stressor effectsProblem-focusedEliminate or reduce source of stress by direct actionMore effectiveEmotion-focusedChange how one feels or reacts emotionallyEx: scream or crySuicide3rd leading cause of death in adolescents in the USAHighest rate: elderly white malesStress and PersonalityOptimistsExpect positive outcomesPessimistsExpect negative outcomesBecome an Optimistic Thinker1. Stop and think rather than feeling and automatically responding2. Recognize negative statementscatch yourself and step back and look at it in a better angle3. Challenge negative thoughtsStress and Social FactorsPovertyWork stress“burn out” when it becomes too muchAcculturationAdapting to a new environmentAcculturative StressFrom need to adapt one’s ways to that of majority cultureIntegrationIntegrates their culture with the one they move toNot automaticAssimilationGive up old culture to adapt to the new oneSeparationCompletely rejects new cultureMarginalizationNot completely in eitherDealing With Stress: Preventing and ManagingPreventing:Planning and organizingTime managementSelf careResources“buffering”ManagingStop and thinkSelf-calming techniquesDeep breathingRelaxation techniquesYoga, prayer, meditation, visual imageryPersonalityPersonalityIndividual’s characteristic way of thinking, feeling and actingPersonality is set, doesn’t change much after adolescentsPsychoanalytic TheoryFreud: (he worked in hospital settings)Patients suffering from “nervous disorders”Symptoms could not be explained in terms of purely physical causesClinical experience first personality theoryFreud’s Psychoanalytic TheoryStructure of the mindPsychosexual stagesAre highly influenced by sexualityInfluence of early experiencesFreud: Structure of the MindIDUnconscious psychic energyMotivated by our sexual driveEgoExecutiveSuperegoInternalized ideasWhat we should do and how we should behaveMindConscious mindWhat we are fully aware ofPreconsciousOutside awareness but accessibleUnconscious mindWork really hard to get access to itIDUnconsciously strives to satisfy basic sexual and aggressive drivesOperates on the pleasure principleDemanding immediate gratificationSuperegoProvides standards for the conscience and standards for the future aspirationsEgoFunctions as “executive”Mediates demands of ID and superegoDefense mechanismsPsychosexual StagesID’s pleasure-seeking energies focused on pleasure sensitive body areas called erogenous zonesOral StageFirst stage, first yearMouthErogenous zoneWeaning is primary conflictIf there is a problem, fixationAnal Stage1-3 yearstoilet trainingConflictExpulsive vs. retentivePersonalitiesProblem: people who don’t get through this problem in a good way will be messy (anal retentive)Phallic Stage3-6 yearssexual feelingsOedipus complex (boys)Oedipus ComplexBoy’s sexual desire for his mother and hatred for his father, who is viewed as a rivalA girl’s desire for her father is called the Electra ComplexIdentificationCope with threatening impulses by repressing themHappens unconsciously and becoming more like rival parentSuperego gains strength that incorporates parents’ valuesLatency Stage6 to pubertyinfluence of ID is not very presentsexual feelings repressedsame-sex playsocial skillsGenital StagePubertySexual feelings consciously expressedFixationUnresolved psychosexual stage conflict“stuck” in stage and retains relevant personality characteristics and behaviorsDefense MechanismsEgo’s protective methods of reducing anxiety by unconsciously distorting realityEx: repression, regression (regresses back to a period of their life), rationalization (reinterpret our behavior), sublimation (when we redirect our sexual angered energy)The overuse of these examples will cause problemsBehaviorist ViewSecond and opposite to Freud’s theoryDefine personality as a set of learned habits or responsesObservable behavior and measureable behaviorSocial Cognitive ViewEmphasize importance of other behaviors and own expectationsSocial CognitiveAlbert BanduraPersonality is a result of interaction between person and social contactReciprocal Determinism3 Aspects that interact with each other1. Internal Cognitive Factorsthoughts and feelings about risky activities2. Environmental factorsbungee-jumping friends3. Behaviorlearning to bungee jumpSelf-efficacyPerception of one’s competence in certain situationsHow much we can influence something and how competent we think we areHigh levels: thinking you can do something (said that this causes less stress)HumanismFocus on