5 Flashcards
(105 cards)
Stress
is a factor which increases susceptibility to disorders and disease, and has been linked to physiological issues such as hypertension (HBP), headaches, and immune suppression.
Stress is defined as a state of psychological or emotional strain tension resulting from adverse or demanding circumstances.
Stress involves a person’s reaction to situations that are perceived as challenging or threatening. These situations, known as stressors, can be physical, like having an illness or injury, or psychological or emotional, like work and school pressures, or relationship strains.
Eustress
is a positive form of stress, often associated with feelings of excitement, motivation, and improved performance. Eustress can lead to personal growth and increased resilience.
Examples of eustress (positive) include a student studying for the AP Psychology exam when they feel challenged but also motivated to learn the material, leading to improved study habits and performance, and participating in competitive sports. The stress of the competition can drive a person to perform better.
Distress
is a negative form of stress, often associated with feelings of anxiety, overwhelm, and decreased performance. Distress can lead to physical and mental health problems.
Examples include a student experiencing constant pressure to achieve perfect grades, leading to anxiety, sleep deprivation, and decreased academic performance, or experiencing the stress of financial hardship and struggling to pay one’s monthly expenses.
The General Adaptation Syndrome (GAS)
is a model developed by Hans Selye that describes the physiological changes the body experiences when faced with stress.
Phase 1: Alarm Reaction.
In the first of three phases of General Adaptation Syndrome (GAS), the body goes through its initial reaction to a stressor. This is the initiation or engagement of the fight or flight response, and your body is prepared to fight back at the stressor.
Phase 2: Resistance.
In the second phase, the body adapts to the flood of stress related hormones and the resulting elevated heart beat, respiration and temperature, creating an elevated level of homeostasis. This is known as the resistance phase.
Phase 3: Exhaustion
The third stage arises after the body becomes overcome by continued exposure to the stressor. At this stage, called exhaustion, the body becomes overwhelmed by the stressor and is no longer able to manage the stress. This leads to extreme fatigue, sickness and at its most extreme, death.
Adverse Childhood Experiences (ACEs)
ACEs are traumatic events that occur before the age 18. Some examples include abuse (physical, emotional, sexual), neglect (physical, emotional), and household dysfunction (substance abuse, mental illness, violence, divorce, incarceration).
Higher ACE scores on the Adverse Childhood Experiences Questionnaire correlate with increased risks of mental health disorders (depression, anxiety, PTSD), substance abuse, chronic diseases (heart disease, diabetes), risky behaviors and premature death.
Stress Response & ACEs
ACEs activate the body’s stress response system (fight-or-flight).
Prolonged or repeated exposure to stress (toxic stress) disrupts normal development.
Impacts brain regions involved in:
Stress regulation (hypothalamic-pituitary-adrenal or HPA axis. The hypothalamic-pituitary-adrenal (HPA) axis is the body’s central stress response system. Chronic stress leads to its dysregulation, causing persistently elevated levels of cortisol.)
Emotional regulation (amygdala, prefrontal cortex)
Memory (hippocampus)
The tend-and-befriend theory
is a stress response model that emphasizes nurturing (tending) and seeking social support (befriending) as coping mechanisms. It is more common amongst women than men.
Examples include a mother comforting her child during a thunderstorm, a person seeking support from friends after a relationship breakup, and an individual’s decision to join a support group for people struggling with substance abuse issues or grieving the loss of a loved one.
Problem-Focused Coping
is a coping strategy that aims to directly address and change the source of stress. (Proactive)
Examples include studying for an exam, developing a budget to manage financial stress and assertively communicating concerns to a teacher, coach or parent.
Emotion-Focused Coping
is a coping strategy that focuses on managing the emotional response to stress. Used when the stressor is perceived as uncontrollable. (Reactive) It involves techniques such as emotional expression (talking, journaling), distraction (listening to music, watching movies), relaxation techniques (meditation, deep breathing), and seeking social support
Positive psychology
seeks to identify factors that lead to well-being, resilience, positive emotions, and psychological health. A key component of positive psychology is exercising gratitude.
Gratitude
is defined as a felt sense of wonder, thankfulness, and appreciation for life. Expressing gratitude, a positive, personal experience, increases one’s own well-being. You are thankful for that with which you have been provided.
Signature virtues and strengths
the unique set of strengths or positive traits that are deeply ingrained in an individual’s personality and are central to their identity. These strengths contribute to a person’s well-being and are often experienced as authentic, energizing, and fulfilling. When people use their signature strengths, they tend to experience greater satisfaction and meaning in their lives.
Core Virtues (& Character Strengths)
Wisdom (Creativity, Curiosity, Love of learning, Perspective)
Courage (Bravery, Persistence, Integrity)
Humanity (Love, Kindness, Social intelligence)
Justice (Fairness,Teamwork)
Temperance (Self-restraint)
Transcendence (Gratitude, Hope, Spirituality)
Posttraumatic Growth (PTG)
PTG refers to the positive psychological change that some individuals experience as a result of struggling with highly challenging or traumatic life events.These challenges can potentially lead to positive outcomes. These outcomes might include:
Increased personal strength: Feeling more resilient or capable after facing significant hardship. “Was mich nicht umbringt, macht mich stärker.”
Greater appreciation for life: Developing a deeper sense of gratitude or a renewed sense of purpose.
Improved relationships: Deepened connections with others or a greater sense of empathy.
New possibilities in life: A shift in perspective that opens up new opportunities or ways of thinking.
Spiritual development: A strengthened sense of spirituality or connection to something greater.
psychological disorder
s a condition characterized by abnormal thoughts, feelings, and behaviors that may cause significant distress or impair an individual’s ability to function in daily life.
This definition often includes several key criteria:
Deviance: Behavior that significantly deviates from societal norms.
Distress: The individual experiences significant emotional or psychological pain.
Dysfunction: Impairment in one or more important areas of functioning (e.g., work, social, personal).
Danger: In some cases, the behavior may pose a danger to oneself or others.
Pros and Cons of Identifying and Classifying
Pros (Benefits) of Classification:
Provides a common language and consistency for mental health professionals.
Aids in research and treatment.
Can help individuals understand their symptoms.
Cons (Drawbacks) of Classification:
Risk of labeling and stigma. The negative attitudes and beliefs that lead people to fear, avoid, and discriminate against people with mental illnesses.
Potential for overdiagnosis.
Cultural biases in diagnosis. It is very important that mental health professionals are culturally sensitive, and understand that what is considered normal, varies greatly from one culture to another.
Biopsychosocial Model
This model emphasizes the interaction of biological, psychological, and sociocultural factors. Psychological problems potentially involve a combination of biological, psychological, and sociocultural factors.
Diathesis-Stress Model
This model suggests that disorders result from an interaction between a predisposition (diathesis) and environmental stressors. A person may have a genetic vulnerability, but the disorder may only manifest when triggered by stress. The Diathesis-stress model assumes that psychological disorders develop due to a genetic vulnerability (diathesis) in combination with stressful life experiences (stress).
Biological Perspective & Factors
Genetics, neurotransmitters & hormones, brain structure. The biological perspective proposes that the causes of mental disorders focus on physiological or genetic issues.
Behavioral Perspective
Focuses on learned behaviors through classical and operant conditioning. Maladaptive behaviors are learned and reinforced.
Cognitive Perspective
Emphasizes the role of maladaptive thought patterns. Negative thinking and cognitive distortions contribute to disorders.
Sociocultural Perspective
Examines the influence of social and cultural factors. Cultural norms, social inequalities, and discrimination can impact mental health. The sociocultural perspective proposes that the causes of mental disorders focus on maladaptive social and cultural relationships and dynamics.
Psychodynamic perspective
Proposes that the causes of mental health disorders arise from unconscious thoughts and experiences, often developed during childhood.
Evolutionary perspective
Proposes that the causes of mental disorders focus on behaviors and mental processes that reduce the likelihood of survival.
Neurodevelopmental disorders
are a group of mental disorders with onset (start) occurring during the developmental period (think childhood and adolescence). These disorders negatively affect the development of the nervous system, which includes the brain, spinal cord and nerves.
Symptoms of neurodevelopmental disorders focus on whether the person is exhibiting behaviors appropriate for their age or maturity range. Two examples of NDs include Autism Spectrum Disorder and ADHD.
Possible causes of neurodevelopmental disorders may be environmental, physiological, or genetic in nature.