Part 2: General Applications: Life Situation and
Perception Interventions
Chapter 4: Intervention
Learning Objectives
After completing this chapter, the student will be able to:
· Draw a model of stress.
· Describe each part of the stress model.
· Discuss at least one example of how the stress model can be applied to a real life situation.
· Describe how interventions can be employed at any level to interrupt the sequence of events in the stress model.
· Discuss the importance of a comprehensive approach to stress management as well as the importance of making a commitment to controlling stress in life.
· Define eustress and give one example of how it is related to positive consequences.
Online Learning Center Resources (www.mhhe.com/greenberg8e)
Student Center resources include the following:
· Learning objectives
· Chapter outline
· Multiple choice questions
· True-or-false questions
· Glossary
· Flashcards
· Internet Exercises
· Vital Statistics Links
· In the News Links
· Wellness Worksheets
· Behavior Change Workbook
· For More Information
· Crossword puzzles
· Journal Entry
· Health Links
Additional Instructor Center resources include:
· Instructor’s Manual
· Digital transparencies
· PowerPoint Image Set
· PageOut/TestBank
· Links to professional resources
· Wellness Worksheets
· Learning To Go: Health
The Online Learning Center that accompanies Comprehensive Stress Management can be found at www.mhhe.com/greenberg8e. At the login box, type username Greenberg8e and password instructor.
Resources at a Glance
General Health Information
For the latest health information, check the current issues of:
· Annual Editions: Health (at www.mhhe.com/catalogs/007250692x.mhtml)
· The U. C. Berkeley Wellness Letter (www.berkeleywellness.com)
· The McGraw-Hill Online Learning Center (www.mhhe.com/greenberg8e)
· The Mayo Clinic health site (www.mayo.edu)
· MedLinePlus (www.medlineplus.gov)
· The InteliHealth site (www.intelihealth.com)
Also check the following media sites:
Print Media
· Reuters headlines: http://dailynews.yahoo.com/h/hl/nm/?u
· AP Health headlines: www.cnn.com/health
· Time magazine: www.TIME.com
· Newsweek: www.Newsweek.com
· U.S. News and World Report: www.usnews.com
Broadcast Media
· ABC: http://abcnews.go.com
· CBS: www.cbs.com
· NBC: www.msnbc.com/news
PowerPoint Presentation and Supplemental Illustrations
A PowerPoint presentation of this chapter and supplemental illustrations are available on the McGraw-Hill Image Presentation CD-ROM (IPCD).
Lecture Outline
Introduction
I. A Model of Stress
A. Stress begins with a life situation that upsets one’s balance.
B. Cognitive appraisal is how one perceives the situation.
C. A perception of stress leads to an emotional reaction.
D. The feelings lead to physiological arousal.
E. A build-up of stress products can lead to a stress-related illness.
II. Setting Up Roadblocks
A. Intervention means setting up roadblocks in the progression toward stress-related disease.
B. Interventions can be set up at any level of the model.
III. Comprehensive Stress Management
A. At each level of the model, only part of the stress experience can be filtered out.
B. Complete stress management includes roadblocks at every level of the model.
IV. Eustress and the Model
A. Eustress results in good consequences.
V. Taking Control
A. Realize that you are in control.
B. Accept responsibility for your own control.
C. Exercise control.
D. Generalize your control to stress-management skills.
VI. Making a Commitment
A. Make a contract with yourself.
B. Develop rewards and punishments.
VII. Summary
A. Summary
B. Internet Resources
Resource Outline
A Model of Stress (p. 61)
In the Book
Fig. 4-1: Perception of a life situation (p. 62).
Fig. 4-2: Stress model (p. 63).
Supplemental Information
Book: Your Personal Stress Profile and Activity Workbook: Section II: What is Stress? Your Stress Knowledge (pp. 8-12).
Setting Up Roadblocks (p. 62)
In the Book
Fig. 4-3: The stress model (p. 63).
Supplemental Information
Book: Your Personal Stress Profile and Activity Workbook: Section III: Setting up Stress Roadblocks: Using Stress Management Techniques: Scale 3.1 (pp. 16-18)
Web: Assessments: www.mhhe.com/catalogs/sem/hhp/faculty/labs. Scroll down to the Stress Labs; select Identification of Coping Styles.
Web: Assessments: www.mhhe.com/catalogs/sem/hhp/faculty/labs. Scroll down to the Stress Labs; select Stress Style: Body, Mind, Mixed?
Web: www.stressless.com/AboutSL/StressTest.cfm. Stress assessments and coping skills.
Comprehensive Stress Management (p. 64)
Supplemental Information
Book: Your Personal Stress Profile and Activity Workbook: Section IV: Life Situation Interventions: Life Satisfaction: Scale 4.1 (pp. 20–22).
Book: Your Personal Stress Profile and Activity Workbook: Section V: Other Life Situation Interventions: Effective Communication Techniques: Scale 5.1 (pp. 36–40).
Book: Your Personal Stress Profile and Activity Workbook: Section VI: Perception Interventions: Responding to Feelings of Stress: Scale 6.1 (pp. 51–53).
Book: Your Personal Stress Profile and Activity Workbook: Section VII: Emotional Arousal Interventions: Relaxation Training: Scale 7.1 (pp. 79–84).
Web: www.mayoclinic.com/invoke.cfm?id=HQ01442. MayoClinic.com presents “Stress Patrol: Stop Tension in Its Tracks.”
Eustress and the Model (p. 64)
In the Book
Fig. 4-4: The Yerkes-Dodson Curve (p. 65).
Box: The Fourteen-Day Stress Diet (p. 66).
Taking Control (p. 66)
Supplemental Information
CD: HealthQuest: Select Stress Management and Mental Health. At the Wellness Activities menu, select Stages of Change.
Book: Your Personal Stress Profile and Activity Workbook: Section VI: Perception Interventions: Responding to Feelings of Stress: The Stress Diary (pp. 53–56).
Making a Commitment (p. 69)
In the Book
Box: Contract of Commitment (p. 69).
Supplemental Information
Book: Your Personal Stress Profile and Activity Workbook: Section IV: Life Situation Intervention: Life Satisfaction: Activity: Making a Contract (pp. 28–29).
Phone: (800) 969-NMHA, the Mental Health Information Center can provide informative pamphlets about stress management.
Summary (p. 70)
In the Book
Getting Involved in Your Community (p. 70).
Summary (p. 70).
Internet Resources (p. 71).
Coping in Today’s World: Service-Learning as a Means of Contributing to National Health Objectives (p. 72).
Activities
1. Go back to the list of stressors that you started at the beginning of this course. Are any of them eustressors? Add other examples of eustress from your life to your list.
2. Make a list of the techniques that you, your friends, and your family currently use to manage stress.
3. To demonstrate the importance of perception to stress, describe an event or situation from your life that would have been less stressful if you could have changed your perception about it.
4. Can you think of an event or situation that you viewed (perceived) very differently than your parents or grandparents? Why do you think this occurs?
5. Make a list of some positive consequences of stress in your life.
6. What techniques do you currently use to manage stress?
Additional Teaching Suggestions
1. Without giving students time to think, have them write one-word responses (adjectives describing their feelings) to the following questions.
a. How would you feel if you received an “F” on your History midterm exam?
b. How would you feel if your mother and father called to let you know they can’t afford next year’s tuition and you’ll have to return home and attend a community college?
c. How would you feel if your great-grandmother had just passed away after a long battle with cancer?
2. Have students volunteer to share their responses and discuss the variety and nature of their answers. Use this activity to help work through the stress model and the concept of perception.
3. Use the analogy of baking to explain the stress theory model. For cookies to turn out right, you must follow directions in a specific order: if you forget to butter the cookie sheet, the cookies will stick and burn; if you forget the eggs, they will fall apart, etc. Similarly, managing stress requires specific steps in a predetermined order.
4. Mention the concept of locus of control in this chapter when discussing taking control of stress management. Explain the differences between internal and external locus of control (see Chapter 7).
5. Have students form groups to get involved in the campus community by identifying a stress-inducing situation on campus and creating a plan to adjust the situation to make it less stressful or to eliminate it altogether.
Annotated Audiovisual Resources
Health, Stress and Coping. (1990, VHS format, color, 30 min., Insight Media.) Explores a range of stressors including daily stress and loss of a love relationship as well as PTSD. Illuminates the link between psychology and biology in understanding stress. Includes Selye’s GAS, the relationship between stress and physical illness, and strategies for coping with stress.
Unwinding the Spring: Guide to Stress Management. (1987, VHS format, color, 28 min., Insight Media.) Explores the relationship between stress and illness and teaches specific mechanisms for coping with everyday stressor.
Emotional Health. (1993, VHS format, color, 23 min., Insight Media.) Probes the nature of emotions, demonstrates physiologic responses to emotion, and discusses defense mechanisms, depression and anxiety. Details the characteristics of emotionally healthy people.
Additional Audiovisual Resources
Coping: Ways to Handle Stress I. Queue, Inc., 562 Boston Ave., Room S, Bridgeport, CT 06610.
Coping: Ways to Handle Stress II. Queue, Inc., 562 Boston Ave., Room S, Bridgeport, CT 06610.
Stressbreak. Source Cassettes, 945 Evelyn St., Menlo Park, CA 94025.