Executive Solution Overview
please see attachment **files (7)** – ## discussioninstructions.docx – ## CH11-Cicc4E_IPPT_M4.pdf – CH13-Cicc4E_IPPT_M5.pdf – CH09-Cicc4E_IPP_M4.pdf – CH04-Cicc4E_IPP_M3.pdf – CH05-Cicc4E_IPPT_M3.pdf – CH12-Cicc4E_IPPT_M5.pdf **## discussioninstructions.docx** **Each week, each student w…
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please see attachment
**files (7)**
– ## discussioninstructions.docx
– ## CH11-Cicc4E_IPPT_M4.pdf
– CH13-Cicc4E_IPPT_M5.pdf
– CH09-Cicc4E_IPP_M4.pdf
– CH04-Cicc4E_IPP_M3.pdf
– CH05-Cicc4E_IPPT_M3.pdf
– CH12-Cicc4E_IPPT_M5.pdf
**## discussioninstructions.docx**
**Each week, each student will**
**post one discussion question to the discussion forum for each chapter (some modules/weeks have 2 chapters).**
***And, each week, each student will be required to**
**respond to two of the posts in each chapter’s forum.**
****Late posts will lose 1 point for every day that it is late for 7 days, after which it will be a zero.****
Grading Rubric: Discussion Forum Questions will be based on these criteria:
1. Questions should require responses that meet the response criteria (3 points)
2. Questions are based on material from the textbook, not just simple opinion questions and shouldn’t require material from outside sources. (2 points)
3. Questions need to be clearly stated, understanding what is being asked by all other students in the class. (3 points)
4. Questions should be written in proper grammar and sentence structure. (1 point)
5. Questions should be original and unique- NOT copied from the chapter titles or subtitles or other students. (1 point)
**Students earn up to 10 points for each Discussion Forum Question.
Grading Rubric: Discussion Forum Responses will be based on these criteria:
1. Responses should be 5-10 sentence paragraphs and 60-100 words. If you read a question that doesn’t require enough material, add material to your response or answer a different question. (3 points)
2. Responses should have accurate information, found in the textbook material— the answer will show that a student has fully read the chapter. (2 points)
3. Responses are meaningful, well thought out and push the discussion forward (see below description of examples of a meaningful post). (3 points)
4. Responses should be written in proper grammar, sentence/paragraph structure. (1 point)
5. Responses should be original and unique, your own thoughts- NOT copied directly from the text or other students. *If you use an outside source (not necessary), please completely site the source. (1 point)
**Students earn up to 10 points for each Discussion Forum Response.
A meaningful post tends to:
· Provide concrete examples, perhaps from your own experience or cited from the reading
· Identify consequences or implications
· Challenge something that has been posted – perhaps by playing devil’s advocate in a professional way
· Pose a related question or issue
· Pull in related information from other sources with proper citation – books, articles, websites, courses, etc.
**## CH11-Cicc4E_IPPT_M4.pdf**
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
stress and health
Psychology, 4th Edition
Saundra K Ciccarelli, J. Noland White
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Links to Learning Objectives
11.1 How do psychologists define stress?
11.2 What kinds of external events can cause
stress?
11.3 What are some psychological factors in
stress?
11.4 How does stress affect the physical
functioning of the body and its immune
system?
11.5 How do cognitive factors and personality
differences affect the experience of stress?
11.6 What social factors influence stress reactions?
11.7 What are some ways in which people cope with
stress reactions?
11.8 How is coping with stress affected by culture
and religion?
11.9 What are some ways to become a more
optimistic thinker?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Stress and Stressors
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Stresses and Stressors
11.1 How do psychologists define stress?
• Stress: Physical, emotional,
cognitive, and behavioral
responses to threatening or
challenging events
• Stressor: Cause of stress
reaction
• Distress: Effect of
undesirable stressors
• Eustress: Effect of positive
events
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Catastrophes
• Unpredictable, large-scale
events
• Create a tremendous need
to adapt and adjust
• Create overwhelming
feelings of threat
Environmental Stressors
11.2 What kinds of external events can cause stress?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Environmental Stressors
Social Readjustment Rating
Scale (SRRS): Measures the
amount of stress in a person’s
life over a 1-year period resulting
from major life events
College Undergraduate Stress
Scale (CUSS): Measures the
amount of stress in a college
student’s life over a 1-year period
resulting from major life events
STRESS
Major Life Changes
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Sample Items from the Social Readjustment
Rating Scale (SRRS)
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Environmental Stressors
Lazarus and Folkman:
Hassles:
Frustrations, delays,
irritations, minor
disagreements, etc.
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Psychological Stressors
Pressure:
The psychological
experience produced by
urgent demands or
expectations from
outside source
Uncontrollability:
Degree of control over
event or situation
11.3 What are some psychological factors in stress?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Psychological Stressors
Frustration: The
psychological experience
produced when a desired
goal or fulfillment of a
perceived need is blocked
• Persistence
• Aggression
• Displaced aggression
• Escape or withdrawal
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Psychological Stressors
CONFLICT:
Pulled toward two desires/goals, only one of which can be attained
Approach-Approach
Conflicts
GOAL #1
GOAL #2
Approach-Avoidance
Conflicts
GOAL
Avoidance-Avoidance
Conflicts
GOAL #1
GOAL #2
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Physiological Factors:
Stress and Health
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
“Fight or flight”
Autonomic NS: Sympathetic Division
11.4 How does stress affect the physical functioning of the body and its immune system?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
“Rest and digest”
Autonomic NS: Parasympathetic Division
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
General Adaptation Syndrome
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Illustration of General Adaptation Syndrome
Stage 1:
Alarm
Stage 2:
Resistance
Stage 3:
Exhaustion
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Immune System:
• Cells, organs, and chemicals that respond to
disease, infection, and injury
• Negatively affected by stress
Immune System and Stress
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Immune System and Stress
Stress has been shown to put people at
a higher risk for heart attacks.
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Immune System and Stress
• Weight problems and
stress
– Type 2 diabetes
• Cancer and stress
– Depresses release of
natural killer cells
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Cognitive Factors in Stress
Lazarus’s cognitive
appraisal approach:
Appraisal of stressors is
major factor in level of
stress
• Primary appraisal
• Secondary appraisal
11.5 How do cognitive factors and personality differences affect the experience of stress?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Cognitive Factors in Stress
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Stress and Personality
TYPE C
Pleasant
Repressed
Internalizes
anger/anxiety
TYPE B
Relaxed
Less competitive
than Type A
Slow to anger
TYPE A
Ambitious
Time conscious
Hardworking
Often hostile
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Personality and Coronary Heart Disease
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Stress and Personality
Hardy personality:
Thrives on stress, but
lacks the anger/hostility
of Type A
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Stress and Personality
Optimists look for positive outcomes and
experience far less stress than pessimists,
who take a more negative view.
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Click here to view a video
about learned optimism
on mypsychlab.com.
[http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2](http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2)
[http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2](http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2)
[http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2](http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2)
[http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2](http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2)
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Poverty
Job stress
Acculturative
stress
Social Factors in Stress
Lack of sufficient
money to provide
basic necessities
of life can lead to
many stressors.
11.6 What social factors influence stress reactions?
• Workload
• Lack of control
• Lack of job security
• Work schedule
• Low job satisfaction
• Burnout
Methods of
acculturation:
• Integration
• Assimilation
• Separation
• Marginalization
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Social support systems
are important in helping
people cope with stress.
Stress and Social Factors
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Coping With Stress
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Coping With Stress
Coping strategies:
Actions that people can take
to master, tolerate, reduce,
or minimize stressor effects
Problem-focused coping:
Eliminate/reduce source of
stress via direct action
Emotion-focused coping:
Change stressor impact by
changing emotional reaction
11.7 What are some ways in which people cope with stress reactions?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Meditation and Coping
Meditation:
Mental exercises to refocus
attention; trancelike
consciousness
• Concentrative:
Focusing mind on repetitive
or unchanging stimulus to
clear mind/relax
• Receptive:
Becoming aware of
everything in immediate
consciousness
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Culture, Religion, and Stress
• Different cultures perceive
stressors differently.
• Religion helps with coping.
– Social support system
– Meaning and purpose
– Healthy habits
– Sense of control
11.8 How is coping with stress affected by culture and religion?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Applying Psychology
to Everyday Life:
Becoming More
Optimistic
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Becoming More Optimistic
11.9 What are some ways to become a more optimistic thinker?
1. When a bad mood strikes,
stop and think about what
just went through your head.
2. Treat the negative statement
as if they came from
someone else.
3. Argue with those thoughts.
Challenge negative
statements and replace with
more positive ones.
– Slide Number 1
– Links to Learning Objectives
– Stress and Stressors
– Stresses and Stressors
– Environmental Stressors
– Environmental Stressors
– Sample Items from the Social Readjustment Rating Scale (SRRS)
– Environmental Stressors
– Psychological Stressors
– Psychological Stressors
– Psychological Stressors
– Physiological Factors: Stress and Health
– Autonomic NS: Sympathetic Division�
– Autonomic NS: Parasympathetic Division�
– General Adaptation Syndrome
– Illustration of General Adaptation Syndrome
– Immune System and Stress
– Immune System and Stress
– Immune System and Stress
– Cognitive Factors in Stress
– Cognitive Factors in Stress
– Stress and Personality
– Personality and Coronary Heart Disease
– Stress and Personality
– Stress and Personality
– Slide Number 26
– Social Factors in Stress
– Stress and Social Factors
– Coping With Stress
– Coping With Stress
– Meditation and Coping
– Culture, Religion, and Stress
– Applying Psychology to Everyday Life: Becoming More Optimistic
– Becoming More Optimistic�
**CH13-Cicc4E_IPPT_M5.pdf**
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**CH09-Cicc4E_IPP_M4.pdf**
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**CH04-Cicc4E_IPP_M3.pdf**
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**CH05-Cicc4E_IPPT_M3.pdf**
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**CH12-Cicc4E_IPPT_M5.pdf**
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**CH12-Cicc4E_IPPT_M5.pdf**
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**## discussioninstructions.docx**
**Each week, each student will**
**post one discussion question to the discussion forum for each chapter (some modules/weeks have 2 chapters).**
***And, each week, each student will be required to**
**respond to two of the posts in each chapter’s forum.**
****Late posts will lose 1 point for every day that it is late for 7 days, after which it will be a zero.****
Grading Rubric: Discussion Forum Questions will be based on these criteria:
1. Questions should require responses that meet the response criteria (3 points)
2. Questions are based on material from the textbook, not just simple opinion questions and shouldn’t require material from outside sources. (2 points)
3. Questions need to be clearly stated, understanding what is being asked by all other students in the class. (3 points)
4. Questions should be written in proper grammar and sentence structure. (1 point)
5. Questions should be original and unique- NOT copied from the chapter titles or subtitles or other students. (1 point)
**Students earn up to 10 points for each Discussion Forum Question.
Grading Rubric: Discussion Forum Responses will be based on these criteria:
1. Responses should be 5-10 sentence paragraphs and 60-100 words. If you read a question that doesn’t require enough material, add material to your response or answer a different question. (3 points)
2. Responses should have accurate information, found in the textbook material— the answer will show that a student has fully read the chapter. (2 points)
3. Responses are meaningful, well thought out and push the discussion forward (see below description of examples of a meaningful post). (3 points)
4. Responses should be written in proper grammar, sentence/paragraph structure. (1 point)
5. Responses should be original and unique, your own thoughts- NOT copied directly from the text or other students. *If you use an outside source (not necessary), please completely site the source. (1 point)
**Students earn up to 10 points for each Discussion Forum Response.
A meaningful post tends to:
· Provide concrete examples, perhaps from your own experience or cited from the reading
· Identify consequences or implications
· Challenge something that has been posted – perhaps by playing devil’s advocate in a professional way
· Pose a related question or issue
· Pull in related information from other sources with proper citation – books, articles, websites, courses, etc.
**## CH11-Cicc4E_IPPT_M4.pdf**
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
stress and health
Psychology, 4th Edition
Saundra K Ciccarelli, J. Noland White
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Links to Learning Objectives
11.1 How do psychologists define stress?
11.2 What kinds of external events can cause
stress?
11.3 What are some psychological factors in
stress?
11.4 How does stress affect the physical
functioning of the body and its immune
system?
11.5 How do cognitive factors and personality
differences affect the experience of stress?
11.6 What social factors influence stress reactions?
11.7 What are some ways in which people cope with
stress reactions?
11.8 How is coping with stress affected by culture
and religion?
11.9 What are some ways to become a more
optimistic thinker?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Stress and Stressors
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Stresses and Stressors
11.1 How do psychologists define stress?
• Stress: Physical, emotional,
cognitive, and behavioral
responses to threatening or
challenging events
• Stressor: Cause of stress
reaction
• Distress: Effect of
undesirable stressors
• Eustress: Effect of positive
events
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Catastrophes
• Unpredictable, large-scale
events
• Create a tremendous need
to adapt and adjust
• Create overwhelming
feelings of threat
Environmental Stressors
11.2 What kinds of external events can cause stress?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Environmental Stressors
Social Readjustment Rating
Scale (SRRS): Measures the
amount of stress in a person’s
life over a 1-year period resulting
from major life events
College Undergraduate Stress
Scale (CUSS): Measures the
amount of stress in a college
student’s life over a 1-year period
resulting from major life events
STRESS
Major Life Changes
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Sample Items from the Social Readjustment
Rating Scale (SRRS)
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Environmental Stressors
Lazarus and Folkman:
Hassles:
Frustrations, delays,
irritations, minor
disagreements, etc.
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Psychological Stressors
Pressure:
The psychological
experience produced by
urgent demands or
expectations from
outside source
Uncontrollability:
Degree of control over
event or situation
11.3 What are some psychological factors in stress?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Psychological Stressors
Frustration: The
psychological experience
produced when a desired
goal or fulfillment of a
perceived need is blocked
• Persistence
• Aggression
• Displaced aggression
• Escape or withdrawal
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Psychological Stressors
CONFLICT:
Pulled toward two desires/goals, only one of which can be attained
Approach-Approach
Conflicts
GOAL #1
GOAL #2
Approach-Avoidance
Conflicts
GOAL
Avoidance-Avoidance
Conflicts
GOAL #1
GOAL #2
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Physiological Factors:
Stress and Health
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
“Fight or flight”
Autonomic NS: Sympathetic Division
11.4 How does stress affect the physical functioning of the body and its immune system?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
“Rest and digest”
Autonomic NS: Parasympathetic Division
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
General Adaptation Syndrome
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Illustration of General Adaptation Syndrome
Stage 1:
Alarm
Stage 2:
Resistance
Stage 3:
Exhaustion
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Immune System:
• Cells, organs, and chemicals that respond to
disease, infection, and injury
• Negatively affected by stress
Immune System and Stress
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Immune System and Stress
Stress has been shown to put people at
a higher risk for heart attacks.
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Immune System and Stress
• Weight problems and
stress
– Type 2 diabetes
• Cancer and stress
– Depresses release of
natural killer cells
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Cognitive Factors in Stress
Lazarus’s cognitive
appraisal approach:
Appraisal of stressors is
major factor in level of
stress
• Primary appraisal
• Secondary appraisal
11.5 How do cognitive factors and personality differences affect the experience of stress?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Cognitive Factors in Stress
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Stress and Personality
TYPE C
Pleasant
Repressed
Internalizes
anger/anxiety
TYPE B
Relaxed
Less competitive
than Type A
Slow to anger
TYPE A
Ambitious
Time conscious
Hardworking
Often hostile
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Personality and Coronary Heart Disease
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Stress and Personality
Hardy personality:
Thrives on stress, but
lacks the anger/hostility
of Type A
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Stress and Personality
Optimists look for positive outcomes and
experience far less stress than pessimists,
who take a more negative view.
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Click here to view a video
about learned optimism
on mypsychlab.com.
[http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2](http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2)
[http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2](http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2)
[http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2](http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2)
[http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2](http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2)
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Poverty
Job stress
Acculturative
stress
Social Factors in Stress
Lack of sufficient
money to provide
basic necessities
of life can lead to
many stressors.
11.6 What social factors influence stress reactions?
• Workload
• Lack of control
• Lack of job security
• Work schedule
• Low job satisfaction
• Burnout
Methods of
acculturation:
• Integration
• Assimilation
• Separation
• Marginalization
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Social support systems
are important in helping
people cope with stress.
Stress and Social Factors
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Coping With Stress
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Coping With Stress
Coping strategies:
Actions that people can take
to master, tolerate, reduce,
or minimize stressor effects
Problem-focused coping:
Eliminate/reduce source of
stress via direct action
Emotion-focused coping:
Change stressor impact by
changing emotional reaction
11.7 What are some ways in which people cope with stress reactions?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Meditation and Coping
Meditation:
Mental exercises to refocus
attention; trancelike
consciousness
• Concentrative:
Focusing mind on repetitive
or unchanging stimulus to
clear mind/relax
• Receptive:
Becoming aware of
everything in immediate
consciousness
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Culture, Religion, and Stress
• Different cultures perceive
stressors differently.
• Religion helps with coping.
– Social support system
– Meaning and purpose
– Healthy habits
– Sense of control
11.8 How is coping with stress affected by culture and religion?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Applying Psychology
to Everyday Life:
Becoming More
Optimistic
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Becoming More Optimistic
11.9 What are some ways to become a more optimistic thinker?
1. When a bad mood strikes,
stop and think about what
just went through your head.
2. Treat the negative statement
as if they came from
someone else.
3. Argue with those thoughts.
Challenge negative
statements and replace with
more positive ones.
– Slide Number 1
– Links to Learning Objectives
– Stress and Stressors
– Stresses and Stressors
– Environmental Stressors
– Environmental Stressors
– Sample Items from the Social Readjustment Rating Scale (SRRS)
– Environmental Stressors
– Psychological Stressors
– Psychological Stressors
– Psychological Stressors
– Physiological Factors: Stress and Health
– Autonomic NS: Sympathetic Division�
– Autonomic NS: Parasympathetic Division�
– General Adaptation Syndrome
– Illustration of General Adaptation Syndrome
– Immune System and Stress
– Immune System and Stress
– Immune System and Stress
– Cognitive Factors in Stress
– Cognitive Factors in Stress
– Stress and Personality
– Personality and Coronary Heart Disease
– Stress and Personality
– Stress and Personality
– Slide Number 26
– Social Factors in Stress
– Stress and Social Factors
– Coping With Stress
– Coping With Stress
– Meditation and Coping
– Culture, Religion, and Stress
– Applying Psychology to Everyday Life: Becoming More Optimistic
– Becoming More Optimistic�
**CH13-Cicc4E_IPPT_M5.pdf**
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**CH09-Cicc4E_IPP_M4.pdf**
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**CH04-Cicc4E_IPP_M3.pdf**
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**CH05-Cicc4E_IPPT_M3.pdf**
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**CH12-Cicc4E_IPPT_M5.pdf**
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**## discussioninstructions.docx**
**Each week, each student will**
**post one discussion question to the discussion forum for each chapter (some modules/weeks have 2 chapters).**
***And, each week, each student will be required to**
**respond to two of the posts in each chapter’s forum.**
****Late posts will lose 1 point for every day that it is late for 7 days, after which it will be a zero.****
Grading Rubric: Discussion Forum Questions will be based on these criteria:
1. Questions should require responses that meet the response criteria (3 points)
2. Questions are based on material from the textbook, not just simple opinion questions and shouldn’t require material from outside sources. (2 points)
3. Questions need to be clearly stated, understanding what is being asked by all other students in the class. (3 points)
4. Questions should be written in proper grammar and sentence structure. (1 point)
5. Questions should be original and unique- NOT copied from the chapter titles or subtitles or other students. (1 point)
**Students earn up to 10 points for each Discussion Forum Question.
Grading Rubric: Discussion Forum Responses will be based on these criteria:
1. Responses should be 5-10 sentence paragraphs and 60-100 words. If you read a question that doesn’t require enough material, add material to your response or answer a different question. (3 points)
2. Responses should have accurate information, found in the textbook material— the answer will show that a student has fully read the chapter. (2 points)
3. Responses are meaningful, well thought out and push the discussion forward (see below description of examples of a meaningful post). (3 points)
4. Responses should be written in proper grammar, sentence/paragraph structure. (1 point)
5. Responses should be original and unique, your own thoughts- NOT copied directly from the text or other students. *If you use an outside source (not necessary), please completely site the source. (1 point)
**Students earn up to 10 points for each Discussion Forum Response.
A meaningful post tends to:
· Provide concrete examples, perhaps from your own experience or cited from the reading
· Identify consequences or implications
· Challenge something that has been posted – perhaps by playing devil’s advocate in a professional way
· Pose a related question or issue
· Pull in related information from other sources with proper citation – books, articles, websites, courses, etc.
**## CH11-Cicc4E_IPPT_M4.pdf**
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
stress and health
Psychology, 4th Edition
Saundra K Ciccarelli, J. Noland White
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Links to Learning Objectives
11.1 How do psychologists define stress?
11.2 What kinds of external events can cause
stress?
11.3 What are some psychological factors in
stress?
11.4 How does stress affect the physical
functioning of the body and its immune
system?
11.5 How do cognitive factors and personality
differences affect the experience of stress?
11.6 What social factors influence stress reactions?
11.7 What are some ways in which people cope with
stress reactions?
11.8 How is coping with stress affected by culture
and religion?
11.9 What are some ways to become a more
optimistic thinker?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Stress and Stressors
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Stresses and Stressors
11.1 How do psychologists define stress?
• Stress: Physical, emotional,
cognitive, and behavioral
responses to threatening or
challenging events
• Stressor: Cause of stress
reaction
• Distress: Effect of
undesirable stressors
• Eustress: Effect of positive
events
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Catastrophes
• Unpredictable, large-scale
events
• Create a tremendous need
to adapt and adjust
• Create overwhelming
feelings of threat
Environmental Stressors
11.2 What kinds of external events can cause stress?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Environmental Stressors
Social Readjustment Rating
Scale (SRRS): Measures the
amount of stress in a person’s
life over a 1-year period resulting
from major life events
College Undergraduate Stress
Scale (CUSS): Measures the
amount of stress in a college
student’s life over a 1-year period
resulting from major life events
STRESS
Major Life Changes
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Sample Items from the Social Readjustment
Rating Scale (SRRS)
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Environmental Stressors
Lazarus and Folkman:
Hassles:
Frustrations, delays,
irritations, minor
disagreements, etc.
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Psychological Stressors
Pressure:
The psychological
experience produced by
urgent demands or
expectations from
outside source
Uncontrollability:
Degree of control over
event or situation
11.3 What are some psychological factors in stress?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Psychological Stressors
Frustration: The
psychological experience
produced when a desired
goal or fulfillment of a
perceived need is blocked
• Persistence
• Aggression
• Displaced aggression
• Escape or withdrawal
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Psychological Stressors
CONFLICT:
Pulled toward two desires/goals, only one of which can be attained
Approach-Approach
Conflicts
GOAL #1
GOAL #2
Approach-Avoidance
Conflicts
GOAL
Avoidance-Avoidance
Conflicts
GOAL #1
GOAL #2
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Physiological Factors:
Stress and Health
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
“Fight or flight”
Autonomic NS: Sympathetic Division
11.4 How does stress affect the physical functioning of the body and its immune system?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
“Rest and digest”
Autonomic NS: Parasympathetic Division
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
General Adaptation Syndrome
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Illustration of General Adaptation Syndrome
Stage 1:
Alarm
Stage 2:
Resistance
Stage 3:
Exhaustion
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Immune System:
• Cells, organs, and chemicals that respond to
disease, infection, and injury
• Negatively affected by stress
Immune System and Stress
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Immune System and Stress
Stress has been shown to put people at
a higher risk for heart attacks.
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Immune System and Stress
• Weight problems and
stress
– Type 2 diabetes
• Cancer and stress
– Depresses release of
natural killer cells
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Cognitive Factors in Stress
Lazarus’s cognitive
appraisal approach:
Appraisal of stressors is
major factor in level of
stress
• Primary appraisal
• Secondary appraisal
11.5 How do cognitive factors and personality differences affect the experience of stress?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Cognitive Factors in Stress
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Stress and Personality
TYPE C
Pleasant
Repressed
Internalizes
anger/anxiety
TYPE B
Relaxed
Less competitive
than Type A
Slow to anger
TYPE A
Ambitious
Time conscious
Hardworking
Often hostile
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Personality and Coronary Heart Disease
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Stress and Personality
Hardy personality:
Thrives on stress, but
lacks the anger/hostility
of Type A
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Stress and Personality
Optimists look for positive outcomes and
experience far less stress than pessimists,
who take a more negative view.
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Click here to view a video
about learned optimism
on mypsychlab.com.
[http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2](http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2)
[http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2](http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2)
[http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2](http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2)
[http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2](http://abavtooldev.pearsoncmg.com/sbx_videoplayer_v2/simpleviewer.php?projectID=MPL&clipID=learned_optimism.flv&ui=2)
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Poverty
Job stress
Acculturative
stress
Social Factors in Stress
Lack of sufficient
money to provide
basic necessities
of life can lead to
many stressors.
11.6 What social factors influence stress reactions?
• Workload
• Lack of control
• Lack of job security
• Work schedule
• Low job satisfaction
• Burnout
Methods of
acculturation:
• Integration
• Assimilation
• Separation
• Marginalization
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Social support systems
are important in helping
people cope with stress.
Stress and Social Factors
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Coping With Stress
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Coping With Stress
Coping strategies:
Actions that people can take
to master, tolerate, reduce,
or minimize stressor effects
Problem-focused coping:
Eliminate/reduce source of
stress via direct action
Emotion-focused coping:
Change stressor impact by
changing emotional reaction
11.7 What are some ways in which people cope with stress reactions?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Meditation and Coping
Meditation:
Mental exercises to refocus
attention; trancelike
consciousness
• Concentrative:
Focusing mind on repetitive
or unchanging stimulus to
clear mind/relax
• Receptive:
Becoming aware of
everything in immediate
consciousness
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Culture, Religion, and Stress
• Different cultures perceive
stressors differently.
• Religion helps with coping.
– Social support system
– Meaning and purpose
– Healthy habits
– Sense of control
11.8 How is coping with stress affected by culture and religion?
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Applying Psychology
to Everyday Life:
Becoming More
Optimistic
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Becoming More Optimistic
11.9 What are some ways to become a more optimistic thinker?
1. When a bad mood strikes,
stop and think about what
just went through your head.
2. Treat the negative statement
as if they came from
someone else.
3. Argue with those thoughts.
Challenge negative
statements and replace with
more positive ones.
– Slide Number 1
– Links to Learning Objectives
– Stress and Stressors
– Stresses and Stressors
– Environmental Stressors
– Environmental Stressors
– Sample Items from the Social Readjustment Rating Scale (SRRS)
– Environmental Stressors
– Psychological Stressors
– Psychological Stressors
– Psychological Stressors
– Physiological Factors: Stress and Health
– Autonomic NS: Sympathetic Division�
– Autonomic NS: Parasympathetic Division�
– General Adaptation Syndrome
– Illustration of General Adaptation Syndrome
– Immune System and Stress
– Immune System and Stress
– Immune System and Stress
– Cognitive Factors in Stress
– Cognitive Factors in Stress
– Stress and Personality
– Personality and Coronary Heart Disease
– Stress and Personality
– Stress and Personality
– Slide Number 26
– Social Factors in Stress
– Stress and Social Factors
– Coping With Stress
– Coping With Stress
– Meditation and Coping
– Culture, Religion, and Stress
– Applying Psychology to Everyday Life: Becoming More Optimistic
– Becoming More Optimistic�
**CH13-Cicc4E_IPPT_M5.pdf**
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**CH09-Cicc4E_IPP_M4.pdf**
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**CH04-Cicc4E_IPP_M3.pdf**
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**CH05-Cicc4E_IPPT_M3.pdf**
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**CH12-Cicc4E_IPPT_M5.pdf**
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