Health Psychology Flashcards

(53 cards)

1
Q

Stress as a stimulus

A

Stressors: Events that place strong demands on us/threatening situations
“I’ve got a lot of stress in my life right now. I have three exams next week, I lost my notes…”

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2
Q

Stress as a response

A

cognitive, physiological & behavioural components
Response to stressors
“I’m feeling stressed out. I’m tensed up. I’m having trouble concentrating, and I’ve been flying off the handle all week.”
Negative emotions involved

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3
Q

Stress as an on-going transaction between the organism & environment

A

A pattern of cognitive appraisals, physiological responses, & behavioural tendencies that occurs in response to a perceived imbalance between situational demands & the resources needed to deal with them
A person-situation interaction

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4
Q

Stressor

A

Stimulus that place demands on us & require us to adapt in some way
Physical (e.g., weight-lifting, physical injury)
Psychological (e.g., teasing, upcoming exams)

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5
Q

Eustress vs. Distress

A

Eustress: Optimal level, beneficial, enhancing performance
Distress: Demands outweighing resources

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6
Q

Microstressors

A

Daily hassles & annoyances

E.g., traffic jam, difficult colleague

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7
Q

Major negative events

A

Personal negative events placing major demands on the individual
E.g., divorce, death of a loved one, serious illness

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8
Q

Catastrophic events

A

Tend to occur unexpectedly & affect large numbers of people
E.g., acts of war, natural disasters
Aka cataclysmic events
Powerful single life-events requiring major adaptive responses

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9
Q

Measuring Stress

A

Physiological measures
E.g., heart rate, blood pressure, stress hormones

Questionnaires concerned with stressors experienced
E.g., life events scales, daily hassles scales

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10
Q

Approach-approach conflict

A

Two desirable options, but only one can be chosen

E.g., going to a party or going on a trip

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11
Q

Approach-avoidance conflict

A

A scenario which has both desirable & unattractive options
E.g., win an award (acknowledgement) but have to give an acceptance speech

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12
Q

Avoidance-avoidance conflict

A

Two unattractive options

E.g., study or wash dishes

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13
Q

Physiological response to stress

A

General Adaptation Syndrome
Our body responds to stress (i.e., what we perceive)
Think about when you are stressed: Heart beats faster, maybe sweating, struggle to breathe

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14
Q

Cognitive response to stress

A

Cognitive Appraisal Model
We often respond to situations as we appraise (perceive) them
Think about: Why do I respond in one way to public speaking but you in another way

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15
Q

General Adaptation Syndrome

A

A physiological response pattern to strong & prolonged stressors
Organisms have a general, non-specific response to a variety of stressful events
1. Alarm phase
2. Resistance phase
3. Exhaustion phase

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16
Q

Alarm phase

A

Activation of the sympathetic nervous system & release of stress hormones by the endocrine system

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17
Q

Resistance phase

A

Resources are mobilised (& being depleted) by stress hormones

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18
Q

Exhaustion phase

A

Increased vulnerability to disease in weak body systems

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19
Q

Primary appraisal

A

Positive, negative, neutral/irrelevant or threatening?

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20
Q

Secondary appraisal

A

Can I cope? Do I have the resources?

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21
Q

Aspects of the appraisal process

A

Appraise nature & demands of situation (primary appraisal)
Appraise resources available to cope with it (secondary appraisal)
Judgments of potential consequences (e.g., if fail to cope)
Appraise personal meaning, or what the outcome might imply about us

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22
Q

Health Psychology

A

Addresses factors that influence well-being & illness, as well as measures that can be taken to promote health & prevent illness

23
Q

Effects of stress on well-being

A

Can combine with other physical & psychological factors to influence physical illness
Directly harm body systems via physiological response
Indirectly stress can cause people to behave in ways increasing risk of illness
Can accelerate the aging process
Chronic levels damage telomeres & lowers telomerase, speeding up aging
Can weaken immune system functioning

24
Q

Vulnerability factors

A

Personal & environmental factors that make people more reactive to stressful events
Reduce resistance to stress
E.g., low social support, poor coping skills, tendencies to become anxious or pessimistic

25
Protective factors
Personal & environmental resources that help people cope more effectively with stressful events Increase resistance to stress Physiological reactivity, social support, effective coping skills, & personality factors such as hardiness, optimism, & ability to find meaning in stressful events
26
Protective Factors (examples)
``` Social support Personality traits/personal hardiness Personal control Physiological reactivity/exercise Protective factors in children ```
27
Social Support | protective factor
May enhance immune system functioning May decrease psychological distress Greater sense of identity & meaning, resulting in greater psychological well-being Reduced exposure to other risk factors (e.g., loneliness) Can increase feelings of control over stressors Can reduce the risk of people coping with stressors in maladaptive ways
28
Type A behaviour pattern
personality trait Tend to live under great pressure Demand much of themselves & others High levels of competitiveness, ambition, aggressiveness, & hostility Double the risk for coronary heart disease Driven by negative emotions (e.g., anger, cynical hostility & overreaction to stressful events)
29
Coping efficacy & control
personality trait | Coping self-efficacy: the belief that we can perform behaviours necessary to cope successfully
30
Optimism & positive attitudes
personality trait Optimists are at lower risk for anxiety, depression, & many illnesses People with positive attitudes live longer
31
Finding meaning in stressful life events
Finding personal meaning in catastrophic events can lessen effects of stress
32
personality traits
Coping efficacy & control Optimism & positive attitudes Finding meaning in stressful life events
33
Characteristics of Resilient Children
``` Adequate intellectual functioning Social skills Self-efficacy Faith (optimism & hope) Relationship with at least one caring, pro-social adult ```
34
Physiological Reactivity
Catecholamines & cortisol mobilise | the “fight-or-flight” response
35
Effects of cortisol and Catecholamines
last longer may be more damaging Cortisol reduces immune system functioning, creates fatty deposits in the arteries leading to heart disease Catecholamines increase immune system functioning – also created during physical exercise
36
Coping with Stress
Problem-focused coping Emotion-focused coping Seeking social support
37
Problem-focused coping
Strategies that attempt to confront & directly deal with the demands of the situation or to change the situation so that it is no longer stressful E.g., studying for test, go to someone to work out a misunderstanding Most successful in controllable situations
38
Emotion-focused coping
Strategies that attempt to manage the emotional responses that result from it E.g., denial, positive reinterpretation can involve avoiding feelings or blaming others; this associated with depression & poorer adjustment Emotion-focused strategies more helpful when uncontrollable situations
39
Seeking social support
Turning to others for assistance and emotional support in times of stress E.g., turn towards a teacher Most successful in controllable situations
40
Gender differences in coping strategies
Men more likely to use problem-focused coping as a primary strategy Women more likely to seek social support & use emotion-focused coping
41
Gender differences in response to stress
Men favour ‘fight or flight’ Women favour ‘tend and befriend’ Tend: nurturing activities designed to protect the self, offspring, & significant others Befriend: the creation & maintenance of social networks Tend & befriend pattern may be the product of biological mechanisms underlying attachment & caregiving
42
Coping with stress
Emotional disclosure - Disclosing trauma can enhance immune system functioning, lower stress, reduce depression, & help the person cope with stress more effectively Using language to express emotions Write or talk about events that lead to strong emotions Relaxation training - E.g., progressive muscle relaxation, autogenic training Cognitive behavioural therapy (CBT)
43
Stress Management Training
Cognitive restructuring Self-instructional training Somatic relaxation training Cognitive relaxation
44
Cognitive restructuring
Used to systematically detect, challenge, & replace irrational ideas
45
Self-instructional training
A technique in which people learn to talk to themselves & guide their behaviour in ways that help them cope more effectively
46
Somatic relaxation training
Voluntarily reducing or preventing high levels of arousal | Goal is to condition relaxation so that it can be easily reproduced in stressful situations
47
Cognitive relaxation
A peaceful, mind-clearing state produced through meditation
48
Theory of Planned Behaviour (TPB)
Best predictor of behaviour is the person’s intention to perform the behaviour Intention = the person’s motivation to behave in a particular way, indicating how much effort a person is willing to invest in order to perform the behaviour
49
Intention determined by | TPB
Attitude towards the specific behaviour Attitudes refer to beliefs about outcomes & the evaluations of the importance of each of these outcomes Subjective norm/perceived social pressure to perform the behaviour Behavioural control Beliefs in their abilities to perform the behaviour as well as perceptions of obstacles
50
Transtheoretical Model of Behaviour Change
1. Pre-contemplation No problem perceived 2. Contemplation Problem perceived or desire to change, but not yet decided to act 3. Preparation Decided to take action, making preliminary plans 4. Action Actively engaging in behaviour change 5. Maintenance Successful in avoiding relapse & controlled target behaviour for > 6 mths 6. Termination
51
Obesity disease risks
cardiovascular disease, kidney disease, diabetes
52
Health Promotion
motivational interviewing A technique that leads the person to his or her own conclusion by asking questions that focus on discrepancies between the current state & the individual’s ideal self-image, desired behaviours, & desired outcome (cognitive dissonance) Education a crucial component of behaviour change but motivation is key
53
technique of motivational interviewing
Motivated, willing, ready Primary goal: elicit motivation from client Tailor interventions to meet person’s stage of readiness Use of cognitive dissonance (goals vs. current behaviour) Focus on self-efficacy Emphasis on own potential, motivation, internal locus of control