Environmental StressEnvironmental Stress

Salma Abdul & Elnaz Naseri Salma Abdul & Elnaz Naseri

What is Stress?What is Stress?

• Early Definition:Early Definition:– Emphasizes on:Emphasizes on:

– Responses of the individual or,Responses of the individual or,– The situations that caused disruption of ongoing The situations that caused disruption of ongoing

behavior and functioning.behavior and functioning.

• Interactive Approach:Interactive Approach:– Relational, interactive model:Relational, interactive model:

– Stress is a process that occurs when there is an Stress is a process that occurs when there is an imbalance between environmental demands and imbalance between environmental demands and response capabilities of the organismresponse capabilities of the organism

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Characteristics of StressorsCharacteristics of Stressors

• Four general types of environmental stressors are:Four general types of environmental stressors are:1.1. Cataclysmic eventsCataclysmic events

Sudden/major adaptive responseSudden/major adaptive response Effects whole communityEffects whole community

e.g.; Floode.g.; Flood2.2. Stressful life eventsStressful life events

Incidents in lifeIncidents in life Social or personal adaptive responseSocial or personal adaptive response

e.g.; Gain or loss of jobe.g.; Gain or loss of job3.3. Daily hasslesDaily hassles

Events of ordinary lifeEvents of ordinary life e.g.; argument with a friende.g.; argument with a friend

4.4. Ambient stressorsAmbient stressors Continuous, stable and intractable conditions of physical environmentContinuous, stable and intractable conditions of physical environment e.g.; living with chronic air pollutionse.g.; living with chronic air pollutionsSociologist’s view:Sociologist’s view:Chronic StrainsChronic Strains: The persistent, difficult, and demanding experience of daili life: The persistent, difficult, and demanding experience of daili life..\..\..\..\My Documents\no ..\..\..\..\My Documents\no deal.mhtdeal.mht

Stress Buster #1Stress Buster #1: Follow a healthy diet with lots of Vitamin C, B, Zinc, : Follow a healthy diet with lots of Vitamin C, B, Zinc, Magnesium and MineralMagnesium and Mineral

Eight Dimensions for Eight Dimensions for Characterizing Sources of Characterizing Sources of Environmental StressEnvironmental Stress1.1. The degree to which stressor is perceptually The degree to which stressor is perceptually

salientsalient2.2. Type of adjustment requiredType of adjustment required3.3. Value or valence of eventsValue or valence of events4.4. Degree of controllabilityDegree of controllability5.5. Predictability of stressorsPredictability of stressors6.6. Necessity and importance Necessity and importance 7.7. Whether the source is tied to human behaviorWhether the source is tied to human behavior8.8. Duration and periodicityDuration and periodicity..\My Documents\no ..\My Documents\no deal.mhtdeal.mht

Physiological PerspectivePhysiological Perspective

• Walter CannonWalter Cannon– Sympathetic nervous systemSympathetic nervous system

• and Hans Selyeand Hans Selye– Pituitary-adrenocortical axisPituitary-adrenocortical axis

– Both models concentrates on homeostatic Both models concentrates on homeostatic processesprocesses

•Stress Buster #2: incorporate exercise Stress Buster #2: incorporate exercise into your everyday lifeinto your everyday life

Psychological PerspectivePsychological Perspective

• Primary appraisal:Primary appraisal:– Process of evaluation of the stressorProcess of evaluation of the stressor

• Secondary appraisal:Secondary appraisal:– Only when threat, harm, or challenge is feltOnly when threat, harm, or challenge is felt– One evaluates his or her coping resourcesOne evaluates his or her coping resources

Problem-focusing copingProblem-focusing coping Emotion-focused copingEmotion-focused coping

– So,So, primary appraisal= threat? harm? challenge?primary appraisal= threat? harm? challenge?

++Secondary appraisal: not enough resources?Secondary appraisal: not enough resources?

==

StressStress

Other Models of Environmental Other Models of Environmental StressStress

1.1. Stimulation Level:Stimulation Level:– Inverted-Inverted-UU-shape-shape– Arousal and information overload are Arousal and information overload are

the underlying mechanism of the the underlying mechanism of the inverted-U-shape function between inverted-U-shape function between crowding or noise with human crowding or noise with human responsesresponses

– Too much or too little stimulus Too much or too little stimulus produces stressproduces stress

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•Stress Buster # 3:Stress Buster # 3: Smile Smile

Dinesh Nagar 1 Janak Pandey’s Dinesh Nagar 1 Janak Pandey’s StudyStudy Affect and Performance on Cognitive Task as a Function of Affect and Performance on Cognitive Task as a Function of

Crowding and Noise:Crowding and Noise:• Sixty undergraduate males participated in an Sixty undergraduate males participated in an

experiment with a 2 × 3 factorial design involving two experiment with a 2 × 3 factorial design involving two levels of density and three levels of noise to demonstrate levels of density and three levels of noise to demonstrate effects of the independent variables (density, noise) on effects of the independent variables (density, noise) on cognitive task performance and affect. As predicted, it was cognitive task performance and affect. As predicted, it was found that crowding and noise lead to deterioration of found that crowding and noise lead to deterioration of subject's performance on cognitively complex tasks but subject's performance on cognitively complex tasks but not on simple (cognitive) task. Also, density and noise not on simple (cognitive) task. Also, density and noise generated a negative feeling in the subjects. Significant generated a negative feeling in the subjects. Significant two-way interaction for complex task, showed variation in two-way interaction for complex task, showed variation in performance of performance of SSs of high and low density under low and s of high and low density under low and high noise conditions. In addition, crowded-condition high noise conditions. In addition, crowded-condition subjects reported more dissatisfaction about their subjects reported more dissatisfaction about their performance and evaluated the presence of the performance and evaluated the presence of the experimenter as significantly less pleasant than their experimenter as significantly less pleasant than their noncrowded-condition counterparts.noncrowded-condition counterparts.

Other Models Cont…Other Models Cont…

2.2. Adaptation and CopingAdaptation and Coping– Are there costs associated with human Are there costs associated with human

adaptation to environmental demands?adaptation to environmental demands?– Cognitive fatigue?Cognitive fatigue?– Overgeneralization?Overgeneralization?– Direct physiological effect?Direct physiological effect?

– What would Dubos say?What would Dubos say?

Cont…Cont…

3.3. Control:Control:• Strong need for environmental masteryStrong need for environmental mastery

• Sense of self-efficacySense of self-efficacy– Lack of Control:Lack of Control:

Negative AffectNegative Affect Cognitive deficitsCognitive deficits Reduced motivation to behave Reduced motivation to behave

instrumentally when the option is availableinstrumentally when the option is available

• Actual or perceived control leads to fewer Actual or perceived control leads to fewer negative consequencesnegative consequences

Cont…Cont…

4.4. Predictability:Predictability:– Distraction is the principal mechanism of task Distraction is the principal mechanism of task

decrements noted in noise. (Poulton, 1977, 1978)decrements noted in noise. (Poulton, 1977, 1978)– Link between predictability and controlLink between predictability and control

– Aversive events that are unpredictable are more difficult to Aversive events that are unpredictable are more difficult to control and prepare forcontrol and prepare for

– The concept of interruptionThe concept of interruption– Changes in response sequences that have previously been Changes in response sequences that have previously been

organized produce stressorganized produce stress

• Stress Buster #4: Stress Buster #4: Attention: This too shall pass!!Attention: This too shall pass!!

EFFECTS OF STRESSORSEFFECTS OF STRESSORS

Effects of StressorsEffects of Stressors

• Physiological EffectsPhysiological Effects

• Task PerformanceTask Performance

• Affect and Interpersonal BehaviourAffect and Interpersonal Behaviour

• ObservationObservation

• AdaptationAdaptation

Physiological EffectsPhysiological Effects

• Endocrinological responses used to Endocrinological responses used to measure stress.measure stress.

• Aversive stimuli cause increased Aversive stimuli cause increased catecholamine and corticosteroid output catecholamine and corticosteroid output that is detectable either in blood or in that is detectable either in blood or in urine. urine.

• Increased blood pressure, skin Increased blood pressure, skin conductance, respiration rates, muscle conductance, respiration rates, muscle tension, heart rate.tension, heart rate.

The Fight or Flight ResponseThe Fight or Flight ResponseCannon (1915)Cannon (1915)

• is our body's is our body's primitive, automatic, primitive, automatic, inborn response that inborn response that prepares the body to prepares the body to "fight" or "flee" from "fight" or "flee" from perceived attack, perceived attack, harm or threat to our harm or threat to our survival. survival.

• Activation in the Activation in the sympathetic systemsympathetic system

Effects of Stress on the Effects of Stress on the Immune System (Segerstorm, Immune System (Segerstorm, Miller 2004)Miller 2004)• Conducted nearly 300 studies on the effects of health on Conducted nearly 300 studies on the effects of health on

the immune systemthe immune system• Lab studies that stressed people for a few minutes found a Lab studies that stressed people for a few minutes found a

burst of one type of “first responder” activity mixed with burst of one type of “first responder” activity mixed with other signs of weakening. other signs of weakening.

• For stress of any significant duration – from a few days to a For stress of any significant duration – from a few days to a few months or years, as happens in real life – all aspects of few months or years, as happens in real life – all aspects of immunity went downhill. immunity went downhill.

• long-term or chronic stress, through too much wear and long-term or chronic stress, through too much wear and tear, can ravage the immune system. tear, can ravage the immune system.

• Stress Buster #5: Deep Breathing and spend some time Stress Buster #5: Deep Breathing and spend some time outsideoutside

Exam Stress in StudentsExam Stress in Students(Lekander, 2006)(Lekander, 2006)• examined how a major med school exam examined how a major med school exam

affects stress hormone levels, the affects stress hormone levels, the immune system and lung function among immune system and lung function among students with and without allergies. students with and without allergies.

• Twenty-two students with hay fever Twenty-two students with hay fever and/or asthma and 19 healthy students and/or asthma and 19 healthy students took the test. took the test.

• Mental stress that students experience Mental stress that students experience while studying for their exams may affect while studying for their exams may affect their immune defense system, making their immune defense system, making them more prone to colds and the them more prone to colds and the influenza virus, other effects may include influenza virus, other effects may include aches, irritability in bowel movements, aches, irritability in bowel movements, fatigue and insomnia.fatigue and insomnia.

• Conditions are even worse if they have Conditions are even worse if they have an allergyan allergy

• study also showed that blood study also showed that blood concentrations of a group of concentrations of a group of inflammation products called cytokines inflammation products called cytokines had changed and shifted against a had changed and shifted against a pattern associated with allergic pattern associated with allergic inflammation in students with allergies, inflammation in students with allergies, but remained normal in healthy students. but remained normal in healthy students.

Stress Worsens AllergiesStress Worsens Allergies(Asthma and Allergy (Asthma and Allergy Foundation of America, 2008)Foundation of America, 2008)• A new study is proving that there is a A new study is proving that there is a

link between how bad your allergies link between how bad your allergies are, and how much stress you're under.are, and how much stress you're under.

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Task PerformanceTask Performance

• Poorer performances in tasks that Poorer performances in tasks that require rapid response, sustained require rapid response, sustained attention, or attention to multiple attention, or attention to multiple tasks.tasks.

• Memory span in working memory Memory span in working memory may be shorter under stress.may be shorter under stress.

• Weaker comprehension of complex Weaker comprehension of complex information such as context or information such as context or thematic structure.thematic structure.

Affect and Interpersonal Affect and Interpersonal BehaviourBehaviour

• People typically become unhelpful, People typically become unhelpful, aggressive and uncooperative when aggressive and uncooperative when under stressunder stress

• Tend to make quicker decisions, Tend to make quicker decisions, usually being fixated on only 1 or 2 usually being fixated on only 1 or 2 possibilities and fail to examine the possibilities and fail to examine the whole picture.whole picture.

Affect and Interpersonal Affect and Interpersonal BehaviourBehaviour• Studying the effect of stress on performance and judgment,

Dorner and Pfeifer subjected 40 subjects to a computerized forest fire fighting game. Half of the subjects were placed under conditions of stress (a disturbing noise) and the others were left to focus on their task. The exercise involved varying levels of difficulty and lasted five hours. The researchers found that subjects under stress performed equally to those not stressed, but their problem solving patterns were different. Stressed subjects focused on the general outline of the problem, while non-stressed individuals relied on in-depth analysis. Consequently, stressed subjects made fewer errors in setting priorities whilst on-stressed subjects controlled their fire fighting operations better.

• Dorner, D. and Pfeifer, F. (1993) .Strategic thinking and stress., Ergonomics Vol. 36, No. 11, pp.1345.1360.

ObservationObservation

• Verbal Indicators: speech Verbal Indicators: speech faults (e.g. repetition, faults (e.g. repetition, sentence change, tongue sentence change, tongue slips), filled pauses (e.g., slips), filled pauses (e.g., ah, um), increased pitch.ah, um), increased pitch.

• Nonverbal Indicators: Nonverbal Indicators: defensive body posturing defensive body posturing (e.g, leaning away, (e.g, leaning away, crossing arms/legs, crossing arms/legs, reduced eye contact and reduced eye contact and greater automanupilative greater automanupilative behaviours such as behaviours such as fidgeting with clothes, and fidgeting with clothes, and stereotyped objective play stereotyped objective play (e.g., tapping pen).(e.g., tapping pen).

Adaptation Adaptation

• Adaptation may be good in the short run Adaptation may be good in the short run but prolonged cumulative costs can be but prolonged cumulative costs can be detrimental to health.detrimental to health.

• If summoned over long time periods, If summoned over long time periods, chronic stressors may cause chronic stressors may cause cardiovascular disease, gastrointestinal cardiovascular disease, gastrointestinal problems and lowered immunity.problems and lowered immunity.

Stress Buster #6: MeditationStress Buster #6: Meditation

General adaptation General adaptation syndromesyndromeSelye (1936)Selye (1936)

• Alarm Reaction - the sympathetic Alarm Reaction - the sympathetic nervous system is activated nervous system is activated

• Resistance Stage - the object adapts Resistance Stage - the object adapts to the source of the stress to the source of the stress

• Exhaustion Stage - the organism can Exhaustion Stage - the organism can no longer keep responding in a phase no longer keep responding in a phase of resistance and then collapses of resistance and then collapses

Environmental StressorsEnvironmental Stressors

NoiseNoise

• Characterized by intensity, frequency, Characterized by intensity, frequency, periodicity, and durationperiodicity, and duration

• Unpredictable noise exposure increases Unpredictable noise exposure increases catecholamine, blood pressure and increases catecholamine, blood pressure and increases heart rate and skin conductance.heart rate and skin conductance.

• Noise may produce both decrements in some Noise may produce both decrements in some tasks and enhanced performance on others.tasks and enhanced performance on others.

• Loss of altruistic behaviour and increased Loss of altruistic behaviour and increased aggression and hostility under extreme aggression and hostility under extreme noise.noise.

The Effects of Noise on The Effects of Noise on Preschool children’s reading Preschool children’s reading skills. Maxwell & Evans (2000)skills. Maxwell & Evans (2000)• The study examined the relation

between exposure to chronic noise and pre-reading skills in pre-school-aged children.

• The study was conducted in a child care center located in a small town. Children were divided in groups of a quiet class room or a noisy classroom

• In the noisy class situation, noise levels were generated by people within the building and a consequence of poor acoustical design.

• Children performed better in the quieter condition on the cognitive measure of pre-reading skills requiring recognition of numbers, letters, and simple words.

The Effect of Elevated Train Noise on Reading Ability. Bronzaft & McCarthy (1975)• Classrooms of public school students were either Classrooms of public school students were either

located on the east side of the building which was located on the east side of the building which was very noisy due to a railway track nearby very noisy due to a railway track nearby (approximately 80 trains passed by on a weekday (approximately 80 trains passed by on a weekday from 9-3), or they were put in a much quieter from 9-3), or they were put in a much quieter classroom on the other side of the building.classroom on the other side of the building.

• Students on the noisy side of the school building did more poorly on the achievement tests than those on the quiet side of the building, they also had a much harder time concentrating in class and appeared to be inattentive.

Work StressWork Stress

Work Stress (Park, 2007)Work Stress (Park, 2007)

• Work-related stress has a direct bearing on Work-related stress has a direct bearing on the current and long-term productivity of the current and long-term productivity of Canadian workers in terms of reduced work Canadian workers in terms of reduced work activities, disability days and absenteeism.activities, disability days and absenteeism.

• High self-perceived work stress was strongly High self-perceived work stress was strongly related to taking disability days. Almost one related to taking disability days. Almost one in five men and women who perceived their in five men and women who perceived their regular work days to be stressful took at regular work days to be stressful took at least one disability day during the two least one disability day during the two weeks prior to the survey. weeks prior to the survey.

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Work StressWork Stress

Children Have Stress TooChildren Have Stress Too

• "Stress can infect and "Stress can infect and affect the physical, affect the physical, emotional, social, emotional, social, intellectual and academic intellectual and academic well-being of children. It well-being of children. It can interfere with their can interfere with their motivation, attention, motivation, attention, perception, memory and perception, memory and the entire learning the entire learning process," says Dr. Harold process," says Dr. Harold Minden, a psychology Minden, a psychology professor and expert on professor and expert on stress at York University. stress at York University.

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Children and StressChildren and Stress

• Children experience stress just as adults do but it often goes Children experience stress just as adults do but it often goes unrecognized. unrecognized.

• There are many factors that could contribute to stress in children's There are many factors that could contribute to stress in children's lives. Children often experience stress from ongoing situations, lives. Children often experience stress from ongoing situations, some of which may be beyond their control. some of which may be beyond their control.

Some possible stressful situations for young children:Some possible stressful situations for young children:• Accepting a new baby in the family Accepting a new baby in the family • Losing a loved one or pet Losing a loved one or pet • Experiencing a change in routine or feeling insecure Experiencing a change in routine or feeling insecure • Adjusting to a new school, a new teacher or a new bus driver Adjusting to a new school, a new teacher or a new bus driver • Making choices when faced with too many choices Making choices when faced with too many choices • Learning a new skill Learning a new skill • Making new friends or being excluded from activities with friends Making new friends or being excluded from activities with friends • Coping with a new caregiver or a new child care setting Coping with a new caregiver or a new child care setting • Experiencing divorce or parental separation Experiencing divorce or parental separation • Living with parents who are stressed Living with parents who are stressed

Ways to Deal With StressWays to Deal With Stress

• First, recognize stress:First, recognize stress:• Stress symptoms include mental, social, and physical manifestations. These include Stress symptoms include mental, social, and physical manifestations. These include

exhaustion, loss of/increased appetite, headaches, crying, sleeplessness, and exhaustion, loss of/increased appetite, headaches, crying, sleeplessness, and oversleeping. oversleeping.

• Look aroundLook aroundSee if there really is something you can change or control in the situation. See if there really is something you can change or control in the situation.

• Set realistic goals for yourselfSet realistic goals for yourselfReduce the number of events going on in your life and you may reduce the circuit Reduce the number of events going on in your life and you may reduce the circuit overload. overload.

• Remove yourself from the stressful situationRemove yourself from the stressful situationGive yourself a break if only for a few moments daily. Give yourself a break if only for a few moments daily.

• Don't overwhelm yourselfDon't overwhelm yourselfby fretting about your entire workload. Handle each task as it comes, or selectively by fretting about your entire workload. Handle each task as it comes, or selectively deal with matters in some priority. deal with matters in some priority.

• Don't sweat the small stuffDon't sweat the small stuffTry to prioritize a few truly important things and let the rest slide. Try to prioritize a few truly important things and let the rest slide.

• Learn how to best relax yourselfLearn how to best relax yourselfMeditation and breathing exercises have been proven to be very effective in Meditation and breathing exercises have been proven to be very effective in controlling stress.  Practice clearing your mind of disturbing thoughts. controlling stress.  Practice clearing your mind of disturbing thoughts.

Ways to Deal With StressWays to Deal With Stress

• Change the way you see your situation; seek Change the way you see your situation; seek alternative viewpointsalternative viewpointsStress is a reaction to events and problems, and you can lock Stress is a reaction to events and problems, and you can lock yourself in to one way of viewing your situation.  Seek an yourself in to one way of viewing your situation.  Seek an outside perspective of the situation, compare it with yours. outside perspective of the situation, compare it with yours. and perhaps lessen your reaction to these conditions. and perhaps lessen your reaction to these conditions.

• Avoid extreme reactions;Avoid extreme reactions;Why hate when a little dislike will do? Why generate anxiety Why hate when a little dislike will do? Why generate anxiety when you can be nervous? Why rage when anger will do the when you can be nervous? Why rage when anger will do the job? Why be depressed when you can just be sad? job? Why be depressed when you can just be sad?

• Do something for othersDo something for othersto help get your mind off your self to help get your mind off your self Get enough sleepGet enough sleepLack of rest just aggravates stress.Lack of rest just aggravates stress.

• Work off stressWork off stresswith physical activity, whether it's jogging, tennis, gardening. with physical activity, whether it's jogging, tennis, gardening.

Ways to Deal With StressWays to Deal With Stress

• Avoid self-medication or Avoid self-medication or escapeescapeAlcohol and drugs can mask Alcohol and drugs can mask stress.  They don't help deal with stress.  They don't help deal with the problems the problems

AND MOST IMPOTANTLY:AND MOST IMPOTANTLY:• Try to be positive!Try to be positive!

Give yourself messages as to how Give yourself messages as to how well you can cope rather than how well you can cope rather than how horrible everything is going to be.  horrible everything is going to be.  "Stress can actually help memory, "Stress can actually help memory, provided it is short-term and not provided it is short-term and not too severe.  Stress causes more too severe.  Stress causes more glucose to be delivered to the glucose to be delivered to the brain, which makes more energy brain, which makes more energy available to neurons.  This, in available to neurons.  This, in turn, enhances memory formation turn, enhances memory formation and retrieval.  On the other hand, and retrieval.  On the other hand, if stress is prolonged, it can if stress is prolonged, it can impede the glucose delivery and impede the glucose delivery and disrupt memory disrupt memory

Thank youThank you

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