stress and coping. objectives identify the basic elements of stress identify events that cause...
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Stress and coping
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Objectives
• Identify the basic elements of stress
• Identify events that cause stress
• Practice methods to reduce stress
• Evaluate defense mechanisms used to respond to stress
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Emotions
• Feelings that involve physical and psychological changes• “Fight or Flight”• A physical response
to emotions related to a challenge or threat
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Fight or Flight• Prepares body for
aggression (fight)
• Prepares the body to escape a perceived danger (flight)
• Learning to control emotions is a major task
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Types of Emotions• Anxiety – a vague
unpleasant feeling that produces physical sensations.• Often causes tension
and increased heart rate.• Often cannot identify
the reasons for emotional distress.
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Fear• Result of specific and
identifiable cause
• Physiological reactions similar to anxiety
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Anger• Inborn, instinctive
• An emotional reaction to loss
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Aggression• A combination of
frustration, hate, and/or rage.
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Perceptions of Control• In control• The perception
that one has choices and is able to create a change in a psychological state or current life circumstances
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Powerlessness• The perception that
one’s actions cannot effect changes in outcome.
• Long term feelings of powerlessness often lead to feelings of physical and mental fatigue which can lead to depression.
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Hopelessness• The perception that
one’s needs have no potential of being met.
• Long term feelings of hopelessness can lead to depression.
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Spiritual Distress• Leads to one
question.• The meaning of
life• The meaning of
suffering and pain• The value of
living.
Short Term spiritual distress is a type of personal introspection that promotes personal growth and development.
Prolonged spiritual distress leads to depression
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Stress and Coping• Stress – the
subjective feeling of tension to perceived events.
• Coping – refers to how the mind deals with stress.
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Coping mechanisms vary from person to person
• An event that stresses one person, might not be a stressor to another.
• Conscious behavior is usually based on the success of previous coping experiences.
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Defense mechanisms• Unconscious, operate
automatically
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Compensation
• Covering up weaknesses by emphasizing a more desirable trait or by overachievement in a more comfortable area. • For example a high school student too small to
play football might become a star tennis player
• Purpose- allows a person to overcome weakness and achieve success
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Denial
• Is an attempt to ignore unacceptable realities by refusing to acknowledge them.
• For example: a mother, though told her daughter has terminal cancer, continues to plan for her daughter’s college entrance
• Purpose- temporarily isolates a person from the full impact of a traumatic situation.
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Displacement
• Transferring emotional reactions from one object or person to another.
• For example: a b/f or g/f is arguing and he/she gets so upset that that slam their fist into a wall
• Purpose- allows feelings to be expressed at or through less meaningful objects or people.
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Intellectualization
• When an emotional responses that would normally accompany a painful or uncomfortable incident is voided by use of academic or intellectual explanations that remove personal feelings from the incident.
• For example: pain over a best friends sudden death is reduced by saying, “ he wouldn’t have wanted to live and be disabled.”
• Purpose- protects a person from the emotional reality of loss.
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Minimization
• Not acknowledging the significance of one’s behavior
• For example: a teenager says, “don’t believe everything my brother says, I wasn’t so drunk I couldn’t drive.”• Purpose- allows a person to decrease of
trivialize his or her own responsibility for their behavior
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Projection
• Projects short comings or feelings onto others
• Example: a disgruntled college freshman, when called in to meet her advisor, believes that she is called on because the counselor doesn’t like her.
• Purpose- allows a person to deny the existence of shortcomings.
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Rationalization
• Justification of certain behaviors with faulty logic and attribution of socially acceptable motive that did not, in fact, inspire the behavior.
• Example: a student cheats on an exam but blames the teacher for not making the material more understandable
• Purpose: helps a person cope with the inability to acknowledge inappropriate behavior.
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Reaction Formation• An individual acts exactly the opposite of how he
or she feels
• Example: a teenager feels bitterness toward a girl who beat her out of a cheerleading position, but acts very sweetly and friendly when they see the other girl
• Purpose: a form of repression that allows feelings to be acted out in a more acceptable way (don’t be fake)
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Regression• Resorting to an earlier stage of life that is
generally less demanding and responsible
• Example: an adult throws a temper tantrum when he can’t have his own way
(I call this the take your ball and go home syndrome)
Purpose: allows a person to return to a point in development when nurturing and dependency was acceptable
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Repression• An unconscious mechanism by which
threatening thoughts, feelings and desires are kept from becoming conscious
• Example: a child who is verbally abused by her alcoholic mother cannot remember certain things about her childhood
• Purpose: protects a person from a traumatic experience until he or she has the resources of cope.
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Effective coping mechanism
• A slight to moderate level of worry that engages adaptive activity to relieve mental distress.
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Types of Behavior
• Maladaptive Behavior- a result of ineffective coping• Psychotic behavior- the most severe manifestation of
ineffective coping
• Caused by psychosis:• a state caused by lack of contact with reality• The mind unconsciously uses many defense
mechanisms to deny, destroy and avoid reality when it can’t consciously cope and solve problems.