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3/4pysch > Chapter 3 > Flashcards

Chapter 3 Flashcards

(47 cards)

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1
Q

Stress

A

stress is a pyschological + physiological experience that occurs when an individual encounters something of significance that demands there attention and/or effectors to cope

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2
Q

stressor

A

is the term used to describe the stimuli (internal or externa) that prompts the stress response

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3
Q

Internal stressor

A

a stimulus from WITHIN a persons ody that promotes the stress response
examples
attitude
low self esteem

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4
Q

External stressor

A

a stimulus from OUTSIDE of a person’s body that promotes the stress response
example
- meeting new people

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5
Q

Psychological stress responses

A

Distress
- a form of stress characterised by a negative psychological state
Eustress
- a form of stress characterised by a POSITIVE psychological state

BOTH DEMONSTRATE THE SUBJECTIVE NATURE OF STRESS

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6
Q

Physiological stress responses

A

the flight-or-fight-or-freeze response to acute stress and the release of cortisol during chronic stress.

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7
Q

Acute stress

A
  • a form of stress characterised by INTENSE PSYCHOLOGICAL + PHYSIOLOGICAL symptoms that go for a SHORT time
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8
Q

Chronic stress

A

Stress that lasts a LONG time

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9
Q

Fight/Flight/Freeze response **

A

an involuntary automatic response to a threat that takes the

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10
Q

Cortisol

A

is a hormone that is released in times of stress to aid the body in intiiating and maintaining heightened arousal.
Released from the adrenal glands

used to energise the body
- regulate metabolism
Long term release of cortisol can SUPPRESS THE IMMUNE SYSTEM

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11
Q

Seyle’s General Adaptation Syndrome

A

Focusses in the biological processes
ALL experience the same typical physiological changes
- The syndrome is non specific and identical within all members
3 stages
Alarm reaction
Resistance
Exhaustion

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12
Q

Why is long term cortisol bad

A

Long term release of cortisol can SUPPRESS THE IMMUNE SYSTEM

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13
Q

Alarm reaction

A

1st stage in the GAS model
when first become aware of the stressor
Body responds to the immediate threat or challenge
TWO SUBSTAGES
Shock +counter shock

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14
Q

Shock

A

The first substage of the alarm reaction stage
- ability to deal with the stressor falls BELOW normal
A decrease in muscle tone, body temperature and blood sugar levels+heart rate
Body responds as though injured (fainting may occur)
Freeze stage parasympathetic NS is dominant

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15
Q

Counter shock

A

2nd substage of the alarm reaction stage
Body responds to the stressor
Ability to deal with the stressor gradually increases to above normal
Release of adrenaline and THEN cortisol
This phase doesnt last long

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16
Q

Resistance

A

The 2nd stage of GAS
Cortisol levels are at the highest

minor illness

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17
Q

Exhaustion

A

3rd stage of GAS
Energy stores are depleted
Cortisol levels are depleted
major health problems eg Heart attack

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18
Q

Strengths of GAS

A

Evidence of relationship between chronic stress and illness
Shows a predictable pattern that can be measured in individuals

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19
Q

Limitations of GAS

Study These Flashcards
A

Research was conducted on rats and not humans
Does not account for individual differences and psychological factors

20
Q

Lazarus + Folmans Transactional Model of stress and coping

Study These Flashcards
A

A stress response depends on the individuals appraisal of the stressor and their ability to cope with it
TWO STAGES
Primary appraisal
Secondary appraisal

21
Q

Primary appraisal

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A

Initial process of evaluating
The individual determines if the situation or event is SIGNIFICANT to them
The event is then catergorised as stressful or not stressful

Benign-positive
Irrelevant
Stressful

Transactional model continues if stimulus is evaluated as ‘stressful’

22
Q

Benign-positive

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A

An initial appraisal of a stimulus as NEUTRAL OR GOOD (NOT STRESSFUL)

23
Q

Irrelevant

Study These Flashcards
A

An initial appraisal of a stimulus as a NON ISSUE
(NOT STRESSFUL)

24
Q

Stressful

Study These Flashcards
A

An initial appraisal of a stimulus as a source of WORRY or EMOTIONAL SIGNIFICANCE for the individual

25
Harm/loss
Damage to the individual NOW. Indidual has already experienced direct distress as a result of the stressor Example If a student fails a SAC, they may experience sadness due to the marks they have NOW lost Feelings of sadness, despair
26
Threat
A further appraial of a stressor as potentially CAUSING DAMAGE TO THE INDIVIDUAL IN THE FUTURE Example If a student fails a SAC this may impact their study score at the end of the year Feelings of fear, anxiety
27
Challenge
A further appraial of a stressor as potentially providing a positive opportunity for GROWTH or change for the individual Feelings of excitement Example If a student fails a SAC they may look upon this as an opportunity to learn better study skills
28
Secondary appraisal
The process of evaluating the resources required and available in order to cope with the stresssor These are COPING STRATEGIES
29
Coping strategies
They may be Approach or avoidant
30
Approach strategies
Directly attempts to reduce the stress
31
Avoidance
Indirectly attempts to reduce the stress in the short term
32
Strengths of TMOS
accounts for indiviual differences in response to similar situations Explanatory power-- Allows us to see COGNITIVE PROCESSES involved in our experience to sttress and how we cope Psychological appraisal
33
Limitations of TMOS
Difficult to test through experimental research due to the SUBJECTIVE NATURE Often overlap between the P+S appraisal Individuals may not always be CONSCIOUSLY AWARE of what is causing them stress
34
What is the gut brain axis
GBA refers to the connection that exists between the central NS and the Enteric NS enables bidirectional communication between the brain and the gastrointestinal tract
35
Vagus nerve
(not through the spinal cord) Connects the gut and the brain enabling them to communicate - more sensory messages than efferent
36
Gut microbiota
the population of microbes and bacteria found in the gut is affected by diet, infection, disease and lifestyle choices, antibiotics involved in the production snd activity of neurotransmitters in the CNS
37
Coping
describes all the things we do to manage and reduce stress. It is an attempt to manage the demands of a stressor in an effective way
38
Coping strategy
a method we use to manage or reduce the stress produced by a stressor
39
Coping flexibility
our ability to adapt or modify a coping strategy to meet the demands of different stressors - ability to RECOGNISE that a strategy we have used in the past is no longer effective - so u can implement an ALTERNATIVE, MORE EFFECTIVE strategy
40
Context specific effectiveness
When it is most appropriate for a particular stressful situation
41
Approach strategies
Directly attempt to find a solution to the stressor
42
Avoidance strategy
Used to avoid the stressor
43
Avoidance examples
procrastination, denial, substance use, distractions eg video games
44
Approach examples
seeking advice/help from teacher delevop a plan
45
Approach strategy benefits and limitations
more adaptative and effective than avoidance strategies Tend to reducce psychological symptoms more effectively limitations Initially increase in stress levels as the individual is directly engaged with the stressor and its causes - may require a lot of time and energy to focus on dealing with the stressor (meaning other aspects of their lives may be neglected
46
Avoidance strategy benefits and limitations
May be effective strategy when there are no other strategys (out of their control) May allow energy to be used for other more manageable stressors- minimising stress from other situations Selectively avoiding dealing w a stressor may be an adaptive strategy in the short term Limitations Tends to stop you adapting to a stressful situation and coping effectively - Excessive reliance tends to lead to poor mental and physical health (eg depression, GAS model, lower immune system) - can lead to unhelpful habits and behaviours.
47
strength and weakness of cortisol release
good- energises the body bad- suppresses the immune system

3/4pysch (5 decks)

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