Description
This exam consists of Chapter 1 -3, Chapter 8 and 9Short Answer questions: This is due at 11:59pm on October 13th .
Unformatted Attachment Preview
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Chapter 3 – Fight and Flight of stress
The
Science of
Stress
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What is the purpose of the fight-or-flight
response to stress?
▪ Protects us from danger
▪ Helps us survive danger
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Learning
Objectives
By the end of this chapter you should be able
to:
3.1 Describe the human fight-or-flight
response.
3.2 List the physiological changes associated
with the stress response.
3.3 Name the stages of the general
adaptation syndrome.
3.4 Explain how the science of stress relates
to stress management and prevention.
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The Human Fight-or-Flight Response
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Scientific Foundations of Stress
▪ Knowledge and theory provides:
▪ An understanding of how stress affects the body
▪ An understanding of the mechanics of stress
prevention
▪ An understanding of stress reduction techniques
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▪
Why do you feel Stress?
Stress is a complex interaction between:
▪
Nerves
▪
Hormones
▪
Muscles
▪
Organs
▪
Body systems
When faced with stress, the body decides to “fight” or to “run”
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The Fight-or-Flight Response
▪ Awareness of danger creates a state of hyperarousal
▪ The release of stress hormones creates an immediate
physiological response
– Avoid danger by running
– Confront danger by fighting
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▪
Activity 1
Review the immediate physiological effects of the fight-or-flight
response. Think about how each response is designed to help a
person survive physical danger. List one reason why each of the
following immediate physiological responses would happen when
we need to deal with a real threat.
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Activity 1 Response
▪ Increase in heart rate
▪ Increase in breathing rate
▪ Large (fighting and running) muscles become tense
▪ Increase in tolerance for pain
▪ Increase in blood sugar levels
▪ Suppressed immune system
▪ Digestive system stops metabolizing food normally
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Physiological Changes
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Physiological Response to Stress
▪ Autonomic nervous system:
– Digestion
– Heart rate
– Blood pressure
– Body temperature
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Autonomic Nervous System Responses
Autonomic Nervous System Responses
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Activity 2
▪ The stress response becomes your best friend when in a
dangerous situation. The immediate speed, power, and quickness
that comes from fight-or-flight can save your life.
▪ Write down a time when your life, or the life of someone you know,
was really in danger, where the only desire was to stay alive by
escaping.
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General Adaptation Syndrome
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Types of Stress
▪ Acute stress
– The demand, danger, or threat is
immediate and real
▪ Being chased by a dog, a
flat tire, lightning, or a fall
▪ Chronic stress
– Continued sympathetic nervous
system activation
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The Science of Stress and Stress
Management and Prevention
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How Stress Impacts Your
Life
▪ Frequency—how often your stress response is triggered
▪
Intensity—how severe your stress response is when triggered
▪
Time or duration—how long the stress response is activated
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Activity
▪
Consider situations that can be stressful.
Evaluate whether the event calls for activation of the
stress response to escape from it to stay alive.
First, list the situations in which there is no real
physical threat involved.
Next, list the potentially life-threatening situations.
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Activity 4: Potentially Stressful Situations
▪
Taking a test
▪
Having an argument
▪
Getting ready for a crucial ballgame
▪
Giving a prepared speech to a crowded room of people
▪
Sliding down a steep mountainside while hiking
▪
Escaping from a house fire
▪
Arriving late for a class
▪
Being chased by a mugger
▪
Getting a bad score on a test
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Myths About Stress
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Myth 1 and Myth 2
Myth 1: In an ideal world, there would be no stress.
▪ Stress is not always bad for us.
▪ Too little stress leads to boredom.
▪ Stress can add spice if we learn to manage it.
▪ Managed stress makes us productive and happy.
Myth 2: What is stressful for me is stressful for you.
▪
Stress is different for each of us.
▪
Stress is something we create and depends on how we interpret
situations
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Myth 3 and Myth 4
Myth 3: Only unpleasant situations are stressful.
▪ Situations can be both positive and negative.
▪ How we view the challenge or opportunity is what causes stress.
Myth 4: No symptoms, no stress.
▪
Symptoms are warning signs that the body is responding to stress.
▪
An absence of symptoms does not mean an absence of stress.
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Myth 5
Myth 5: Stress in inevitable, so you can’t do anything about it.
▪ You can change your approach to life.
▪ You can learn techniques that help you cope with
stress.
▪ You can learn to prevent some stress from happening.
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Question
What is true about the experience of stress?
1.
What is stressful to me is stressful to you.
2.
If you have no symptoms, you have no stress.
3.
Stress is not always a bad thing.
4.
Stress is caused by the people around you.
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Summary
▪ Fight-or-flight is the body’s way of helping us survive.
▪ Fight-or-flight involves the interaction of many body systems and organs. The body activates
some functions and minimizes others at it responds to danger.
▪ The autonomic nervous system (ANS) oversees involuntary body functions such as digestion,
heart rate, and blood pressure.
▪ Two branches of the ANS are the sympathetic nervous system and the parasympathetic nervous
system.
– The sympathetic nervous system handles the release of energy.
– The parasympathetic nervous system handles the conservation of energy.
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Summary 2 of 2
▪ The autonomic nervous system is controlled by the hypothalamus.
▪ Fight-or-flight is essential to survival during times of acute danger, but it
can have negative consequences when psychological and social
concerns are ongoing.
▪ The general adaptation syndrome is a process where the body tries to
accommodate stress. There are three stages of general adaptation
syndrome:
– Alarm
– Resistance
– Exhaustion
Chapter 8: Managing
Emotions
Ice Breaker
What do you fear?
How do you overcome that
fear?
What are positive functions
associated
with fear?
What negative functions are
associated with fear?
Learning Objectives
By the end of this chapter, you should be able to:
• Explain how negative motions such as guilt, worry, fear, anger, and
hostility relate to stress.
• Describe the physiological manifestations of certain emotions.
• Distinguish between guilt and worry.
• Explain the differences between anger and hostility.
• Act to prevent and control stress-causing emotions.
Managing Emotions
Emotions
• Emotions are a part of the human experience.
• Negative emotions include:
• Anger
• Fear
• Guilt
• Worry
• We cannot eliminate emotions but
• we can learn to express and control them.
The Physiology of Emotion
Physiological and Biochemical Effects
• Emotions are used to protect us and activate the fight-or-flight
response.
• Some emotions make us susceptible to stress and disease.
– Worry, guilt, fear, anger, shame, and other strong emotions
• Chronic negative emotions:
– Affect our well-being
– Increase vulnerability to disease
– Disrupt normal homeostasis
Biochemical Effects of Emotion
• Somaticizing
– Turning mental stress into a physical issue
• Chronic worry and stress can compromise the:
– Immune system
– Nervous system
– Hormone system
Benefits of Positive Emotions
Emotions are a part of the
human experience.
Positive emotions include:
• Happiness
• Compassion
• Optimism
Guilt and
Worry
Guilt
• Guilt:
– Expression of self-anger
• Worry:
– Keeps the mind negatively focused on events yet to come
•
Anxiety
– Outcome, when combined with worry, is fear
Knowledge
• Most worries never happen.
A. True
B. False
Knowledge Answer
• Most worries never happen
– A. True
• Most things we worry about are out of our control, and most
worries never happen. Move your worries from your mind to
paper, and remember, worrying is a habit.
Letting Go of Worry
• Guidelines to help manage worry
• Reducing test anxiety
• Letting go of guilt
Guidelines to Manage Worry
• Most things we worry about are out of our control.
• Worry is different from caring.
• Worry is different from planning.
• Most worries never happen.
• Practice mindfulness.
• Move worries from your mind to paper.
• Remember, worry is a habit.
Worry Activity
• Look at the following ideas when you feel the urge to worry. Which is
most helpful to you? Least helpful?
• Most things we worry about are out of our control.
• Worry is different from caring.
• Worry is different from planning.
• Most worries never happen.
• Practice mindfulness.
• Move worries from your mind to paper.
• Remember, worry is a habit.
Worry Activity Debrief
• Stress emotions can affect our cognitive abilities.
• When we are overcome with emotions, we have trouble thinking
clearly and long-term worrying can produce lasting decline.
• This activity will help you to manage worry and determine its proper
place in your life.
Reducing Test Anxiety (1 of 2)
Tips to overcome test-taking worries:
1. Prepare—Instead of using time to worry, use the time to focus on
preparation.
2. Descriptive writing—Take a minute to write down thoughts and feelings.
3. Ask—If you are unsure about what to study, ask.
4. Sleep on it—Study over several days instead of cramming the night
before, and get a good night’s sleep the day before the test.
5. Eat well—To think more clearly, eat protein-rich foods, and avoid eating
too many carbohydrates and bad fats.
Reducing Test Anxiety (2 of 2)
6. Exercise—Take a brisk walk to get your blood pumping before the
test.
7. Try a relaxation technique—relaxation breathing, meditation,
imagery, yoga.
8. Practice mindfulness—Keep your mind focused on the question at
hand.
9. Move on—If you don’t know the answer, move to the next question.
10. Know when enough is enough—At some point, permit yourself to feel
good.
11. Let it go—A lot of worry occurs after the test is done, when you
cannot change your efforts on that particular test.
Letting Go of Guilt
• Reflect on your actions
• Mindful thinking
• Learning from experiences
• Planning for the future
Fear
What is Fear
• Fear is an escalation about the future
• Types of fear
• Grow from fear responses
• Understand comfort and discomfort zones
Type of Fear
• Change
• Pain or physical suffering
• Failure
• Some thing or object
• The unknown
• Death
Growing Activity
It’s about growing!
Have students break into small groups and discuss why they are here and
what their purpose is. This might include:
• To learn everything they can
• To enjoy life to the fullest
• To make a difference in other people’s lives
• To serve others
• To have and support a family and provide a quality life for them
• To develop skills, talents, and natural abilities
• To have an enjoyable time
• To be happy
• To work toward and reach their goals
Growing Activity Debrief
• All of these activities are worthwhile and have value.
• There is a general tendency among humans to grow, to develop, to
serve, and to enjoy.
• We have a natural urge to become more of who we are.
Comfort and Discomfort Zones
• Comfort zone:
• Place, situation, relationship, or experiences where we don’t feel threatened,
such as our home, jobs, family, and friends
• Discomfort zone:
– Places we do not naturally gravitate to
– Where we experience growth
Fear and Guilt
1. Most believe we are here to grow and achieve potential.
2. Our inclination is to be comfortable and remain in our comfort
zone.
3. We need to balance our desire for comfort with our inherent
tendency to grow.
4. Overcoming fear is necessary to grow, and growth takes effort.
5. Most of what we fear involves imaginary pain we think we want to
avoid.
Fear Factors
• Fear can motivate decisive action.
• Nothing in the world is inherently fearful.
• Fear is learned.
• We can learn to overcome our fears.
Strategy for Overcoming Fear
1. Admit you are afraid—list the things that cause fear and try to
imagine them without the emotion of fear.
2. Confront your fear—do what it is you are afraid of. Realize your fear
will intensify, but do it anyway. Try to imagine the situation is not
fearful.
3. Do what you are afraid of at least three times—chances are you will
be less afraid each time.
4. As you confront your fear, rename it—call it something else such as
excitement or a challenge.
The Fear–Faith Connection
• We fear because we lack trust in ourselves.
• Alleviate fear with a sense of self-assurance and self-efficacy.
• The more we believe, the more courageous and less fearful we are.
• The stronger our faith in ourselves and our abilities, the less we fear.
What is Anger
• An emotional response based on how
we choose to think about events,
people, or circumstances
Effects of Anger
• Increase in cortisol and adrenaline
• Increase in blood pressure
• Increase in blood sugar
• Increased risk of coronary heart disease
• Increased risk of diabetes
• Insomnia and fatigue
• Bulimic behavior
• Decreased eyesight
• Increase in muscle tension
• Faster pulse
• Constriction of blood vessels
• Elevated serum cholesterol levels
• Decreased immune function
• Increased risk of cancer
Reasons we Get Angry
• Anger is the result of our interpretation of what should happen:
• Based on the perception of what is happening
• Based on the perception of how it should occur differently
• Anger is the reaction when expectations are not met.
Anger Blocker 1 of 2
• To keep anger in check:
• Remind yourself you don’t have to respond as you always have
• Try postponing your anger
• Understand you can dislike something and not have to be angry about it
• Remember that everyone has the right to their choices, and we can’t demand
that anyone act differently
• Ask someone you trust to help you identify when you are angry and what you
are doing
• Keep an anger journal and choose to be angry less often
Anger Blocker 2 of 2
• If you have an angry outburst, announce you slipped and that one of
your goals is to think differently to avoid experiencing anger.
• Try to be physically close to someone you love when you feel angry to
neutralize your hostility.
• Defuse anger by labeling how you feel.
• Get rid of unrealistic expectations.
• Love yourself and get rid of the burden of self-destructiveness.
• See how long you can go without getting angry.
• Challenge yourself to change circumstances that make you angry.
• Remember that an expression of anger might be healthy, but it is
healthier to avoid anger all together.
What is Hostility
• Hostility and anger are not interchangeable terms.
• Hostility is an attitude motivated by hatefulness and animosity.
• Anger is a temporary emotion usually in response to a specific event.
Summary 1 of 3
• Emotional well-being includes the proper expression of a wide
range of emotions.
• Chronic guilt and worry, fear, and an attitude of hostility and anger
are damaging and stress producing.
• Guilt is a conscious preoccupation with undesirable past
thoughts and behaviors.
• Worry is an indicator of fear that keeps the mind focused on imagined
painful events yet to come.
• Worry is different than planning. Planning puts future events
into the present so that we can appropriately control those events.
Summary 2 of 3
• The most effective way to be free of guilt and worry is through the
practice of mindfulness.
• Fear is a state of escalated worry that causes distinct physical and
emotional reactions.
• Anger is an emotional response based on how we choose to
think about events, often triggered by our perceived provocation
or mistreatment.
• Anger is considered a temporary emotion. It is usually a response to a
specific event. Hostility is an attitude motivated by hatefulness and
animosity.
Summary 3 of 3
• Researchers have found that certain emotions can make a person
susceptible to stress and disease. These negative emotions include
anger, worry, guilt, fear, and hostility.
• Positive emotions like gratitude and happiness are good for our wellbeing and will be explained in other chapters. Just as negative
emotions contribute to unhealthy outcomes, positive emotions
contribute to good health and less stress. You are responsible for
controlling your thoughts and feelings, both positive and negative.
Stress Management Online Midterm – Fall 2023 Name:_________________________
For each question 1-14 be sure to put your answer IN YOUR OWN WORDS. You may
refer to the class notes and PowerPoints, but DO NOT COPY directly from the class
notes. Give YOUR OWN EXPLANATIONS to these questions.
Questions 1 – 3: Time Management -Name three time management strategies we have
discussed in class. Explain exactly how each strategy is carried out. (4 points each)
1) Time Management Strategy: _________________________________
Explanation:_____________________________________________________________
________________________________________________________________________
________________________________________________________________________
2) Time Management Strategy: ___________________________________
Explanation:_____________________________________________________________
________________________________________________________________________
________________________________________________________________________
3) Time Management Strategy: _____________________________________
Explanation:_____________________________________________________________
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Questions 4-7: Assertive Communication – Write an assertive communication script for
the following situation. Use the D.E.S.C. method. Be sure to include each letter, and
write as if you are talking to Mr. Jones, the bus driver in the story. ( 4 points each)
Situation: Your child gets picked up every morning by the school bus. On the first
day you noticed that the bus driver, Mr. Jones, drove away before your child was seated.
It is now the second day. What would you say to Mr. Jones?
4)D:____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5)E:____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6)S:____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
7)C:____________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
Questions 8-10: Communication Styles – Explain each of these styles of
communication, including the non-verbal behaviors that accompany them. (4 points)
8) Aggressive:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
9) Passive:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
10) Assertive:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Questions 11 and 12: Anger Management – Explain two necessary requirements for
successful anger management that we discussed in class. (4 points each)
11) Effective anger management requirement 1:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
12)Effective anger management requirement 2:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Question 14: The Fight/Flight Reaction – What happens to you when you have a
fight/flight reaction? When and why is the Fight/Flight Reaction important? When
and why is it unhelpful? (2 points)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Chapter 9: The Importance of
Values
Ice breaker
What do you value most?
Do your actions support
your values?
Learning Objectives
By the end of this chapter, you should be able to:
Describe mediocrity as it relates to feeling stuck in your life.
Explain the connection between values clarification and stress
management.
Clarify and prioritize your highest values.
Differentiate between instrumental values and terminal values.
Participate in values clarification activities.
The Importance of Values
Values
• Value:
− A way of thinking that guides choices by evoking a feeling of basic principles of right and
wrong.
• Values:
− Guide our actions
− Provide direction
− Give meaning to life
Your Values
• When values and actions are not aligned, the consequence is stress
and inner chaos.
• Discovering your values
• Cognitive dissonance
Discovering Your Values
• Dharma
– When you find your place in life, you find satisfaction
in life.
– It results in inner peace, wisdom, and happiness.
Discovering Value Activity
• In small groups, brainstorm a list of those things you value most.
• When the list has been finished, try to identify who was responsible
for shaping those values in you.
Discovering Value Activity Debrief
• When we live by an agenda set by others, we easily get caught up in
living someone else’s life. One primary task involved in becoming an
adult is to become independent and self-directed in our thoughts and
actions.
• Separating from the control and influence of parents and others and
moving toward self-direction is a fundamental right of passage into
adulthood.
Source of Values
Source of Influence
• Values are influenced by:
• Culture
• Friends
• Television
• The Internet
• Social media
• Parents
• Family
• Teachers
Values within Cultures
• Culture is a pattern of learned behavior based on values, beliefs, and
perceptions within a community.
• Cultures are based on underlying values that encourage or
discourage actions and beliefs.
• Your identity becomes linked with the work you do
Predominant Values in the United States
• Personal achievement and success
• Activity and work
• Moral orientation
• Efficiency and practicality
• Progress
• Material comfort
• Personal freedom and individualism
• External conformity
• Science and rationality
Predominant Alaska Native Values (1 of 2)
• Show respect to others
• Share what you have
• Know who you are
• Accept what life brings
• Have patience
• Live carefully
Predominant Alaska Native Values (2 of 2)
• Take care of others
• Honor your elders
• Pray for guidance
• See connections
The Dynamic Quality of Values
• Values are not static; they change over time.
• When young, we have values similar to our parents.
• As we grow, values become a mix of what we learned from
family, cultures, coworkers, and relationships
Acquiring Values
• Values are assimilated from family, friends, religion, and society.
• Values acquisition: we assume new values consciously.
Beliefs about Values
1. We can change our thoughts and actions.
2. We are responsible for creating long-term change in our lives.
3. When we set our sights in a new direction, we have the power to
move in that direction.
4. Our values determine our actions and behaviors.
Types of Values
• Instrumental values:
– Those that consist of personal characteristics and character traits
▪ Hardworking, capable, cheerful, forgiving, responsible
• Terminal values:
– Outcomes of efforts, those we feel are essential and desirable
▪ Self-respect, security, inner harmony, freedom
Values Clarification
• Values Clarification:
• The process of discovering and applying what we genuinely value
• Reduces the stress of making decisions that are inconsistent with our values
• Mental and spiritual process to help close the gap between what we value and
what we do
Creating Your Personal Constitution
To clarify and apply your fundamental values, create a personal
constitution:
1. Identify your values
2. Prioritize your values
3. Write a clarifying paragraph for your values
Step 1: Identify Your Values
• Review the list of instrumental and terminal values
• Identify which are most important to you
• What is your most important value?
Your funeral Activity
• With your eyes closed, imagine what you would like others to say,
think, and feel about you and how you lived your life.
• Brainstorm these ideas on paper.
• Which of these values are you living right now? Which do you need
to continue to work on?
Your Funeral Activity Debrief
• Students can use the Instrumental and Terminal Values list and apply
those values to how they would like to be thought of.
• What came to mind as the highest, most important value?
• There are likely inconsistencies. There might be some values that are
not being work on right now. This activity will help students prioritize
their values as they move into step two of the Creating Your Personal
constitution process.
Values Clarification and Realization
• It is an ongoing process.
• Values should be reflected in how
• we live each day.
• Our personal constitution can be
• a private guide to decision making.
Ben Franklin’s 13 Virtues
Temperance
Silence
Justice
Moderation
Cleanliness
Tranquility
Chastity
Humility
Order
Resolution
Frugality
Industry
Sincerity
Summary (1 of 2)
• A value can be defined as a belief upon which one acts by
preference. Values give us direction and meaning in life.
• Clarifying our values and understanding what is central to defining us
as individuals helps to reduce our stress.
• Dharma teaches us that when we find our place in the puzzle of life,
we attain satisfaction with our lives, and we feel fulfilled, happy,
content, and worthwhile.
• Cognitive dissonance happens when our behavior is inconsistent with
our values, beliefs, and our self-image.
• Most of our values are at the unconscious level unless we work to
examine them consciously.
Summary 2 of 2
• Values acquisition, which is the conscious assumption of a new
value, has 6 criteria.
• Instrumental values primarily consist of our personal values and
character traits.
• Terminal values are goals, or end states, that we work toward.
These make our lives fulfilling, satisfying, and worthwhile.
• Values clarification, which is the process of applying what we
genuinely value, helps reduce the stress that comes from making
decisions that are inconsistent with what we value.
• The three-step action plan for values clarification results in the
development of one’s personal constitution.
Stress in
Todays World
Chapter 1
Learning Objectives
By the end of this Chapter you should be able to:
• 1.1 Define the terms stress and stressor.
• 1.2 Define and explain the similarities and differences between
eustress and distress.
• 1.3 Differentiate among acute, acute episodic, and chronic stress.
• 1.4 Relate stress to the five dimensions of holistic health—physical,
mental, emotional, spiritual, and social.
• 1.5 Discuss some of the most common stressors college students
experience today
Ice breaker
How often do you experience stress?
1. Almost never
2. Rarely (2-4 times a month)
3. Sometimes (2-4 times a week)
4. Often (nearly every day or more)
What is Stress
Stress is a demand made upon the adaptive capacities of the mind
and body.
• The mind’s perceived pressure
• The body’s physiological response to this stimulus
• Understanding the meaning helps to understand:
− Perception of pressure and the positive or negative affect it has on the body.
− Overall reaction to life events determines if we feel stress and not the event
itself.
− Healthy, robust ability to handle stress results in positive outcomes; inability
to meet the demands of stress results in negative or poor outcomes.
Terminology of Stress
Stressor
• Any situation or event that causes a
person to feel challenged or
threatened
• Triggers stress response – either
adapting to or stimulating
Distress
Eustress
• Adverse effects of stress
• Positive, desirable stress
• Drain us of energy and
• Keeps life exciting and
exceed our coping capacity
• “Threat” or “Bad” stress
• As stress increases, health
and performance decline
helps to motivate and
inspire
• “Challenge” or “Good”
stress
• Stress is managed
successfully
Relationship between Stress, Health and performance
Acute Stress
• Comes on quickly
Stress –
Acute Stress
• Quite intense – a “rush”
• Is rapidly resolved
• Can be beneficial in some circumstances
• High-risk sports, getting a speeding
ticket
Stress: Chronic Stress
Chronic Stress
• Brought on by long-term, ongoing stress
• Exacerbated by inability to deal with stress in a healthy
manner
• Wears on the body both physically and mentally
• Example: Increasing debt, chronic illness
Episodic Acute Stress
• Seen in those who are in constant panic or crisis
• Frequent episodes of acute stress
• Often blame stress on outside sources
• Tend to be short-tempered, irritable, and overly anxious
• Habitual with chronic health issues such as headaches,
gastrointestinal disorders, and hypertension
Poll 1
Which statement best describes how you manage stress?
a) I step away from the situation so I can look at it from an
outsider’s point of view before I make any decisions.
b) I practice wholistic rituals such as yoga and meditation as
well as eat a healthy balanced diet.
c) I tend to dive headfirst into the problem and deal with any
issues so the stressor will be removed.
d) I don’t handle stress very well and often feel overwhelmed
Knowledge Check
Question
• Stress always has an impact
on physical health
A. True
B. False
Knowledge check
Answer
• Stress always has an impact on physical health
• False
• Stress does not always have an impact or affect
on physical health, but it does have a
physiological reaction to a stressor whether it is
eustress or distress.
Understanding Health as a whole
• In order to understand stress and develop healthy management
of stress, the relationship between health and stress must be
examined.
• Health is more than being free from disease and illness
• Holistic Health encompasses more than just the physical
element
− Mind
− Body
− Spirit
− Social
Interdependence of
Dimensions of Health
• Each domain of ourselves is
connected and intertwined
• This interdependence creates a
holistic being
• Fatigue
• Emotional Health
• Low
• Mental Health
productivity
Match
effects of
stress
• Worrying
• Depression
• Lashing out
• Physical Health
• Social Health
• Spiritual Health
Nature or Nurture
Knowledge Check Question
• Holistic health combines which of the following aspects to
develop an optimal healthy individual free from disease and
illness?
A. Mind
B. Body
C. Spirit
D. Social
Knowledge Check Answer
• Holistic health involves the mind, body, spiritual, and social to
promote an optimal setting for a healthy individual free of
disease and illness,
All answers are correct
Time Management
Personal
Expectations
Stress and
College
Home Environment
Family Life and
Expectations
Academic
Demands
Physical Health
Environmental
Stressors
Relationships,
Employment and
Choices, and
Finances
Hassles
Technology and stress
Informed overload
• Technostress is prominent in today’s society
• Manifested in two ways:
− anxiety experienced with new and unfamiliar
technology
− stress as a result of the over identification with
technology.
• Partial attention from texting and technology use adds
to the stress due t
