Stress Coping Skills

Stress research updates

kumarmahi@sify.com (kumarmahi) — Fri, 23 Sep 2016 03:15:00 -0700

Chronic stress increases level of a protein that decreases availability of mood-regulating chemical

One way chronic stress appears to cause depression is by increasing levels of a protein in the brain that decreases the availability of an important chemical that regulates our mood, scientists report.

A tough day could erase the perks of choosing 'good' fat sources, study finds

The type of fat you eat matters, but a new study suggests that the benefits of good fats vanish when stress enters the picture. This study is the first to show that stress has the potential to cancel out benefits of choosing healthier fats.

Alcohol exposure during adolescence leads to chronic stress vulnerability

kumarmahi@sify.com (kumarmahi) — Wed, 25 May 2016 07:07:00 -0700

Alcohol exposure during adolescence leads to chronic stress vulnerability

Research updates

kumarmahi@sify.com (kumarmahi) — Fri, 4 Jul 2014 03:52:00 -0700

Brain circuits involved in stress-induced fevers identified

When we feel mentally stressed, we often also feel physiological changes, including an increase in body temperature. This increase in body temperature is known as psychological stress-induced hyperthermia. Stress for people in today's society can last a long time and cause a chronic increase in body temperature, a condition called psychogenic fever. Researchers now have identified a key neural circuit connection in the brain that's responsible for the development of psychological stress-induced hyperthermia. Read more

Early life stress can leave lasting impacts on the brain

For children, stress can go a long way. A little bit provides a platform for learning, adapting and coping. But a lot of it — chronic, toxic stress like poverty, neglect and physical abuse — can have lasting negative impacts. A team of researchers recently showed these kinds of stressors, experienced in early life, might be changing the parts of developing children’s brains responsible for learning, memory and the processing of stress and emotion. Read more

New Study May Explain Why Stress Can Cause Heart Attacks

Stress can cause an overproduction of white blood cells, which can contribute to blockages. Read more

How you cope with stress may increase your risk for insomnia

A new study is the first to identify specific coping behaviors through which stress exposure leads to the development of insomnia. Results show that coping with a stressful event through behavioral disengagement -- giving up on dealing with the stress -- or by using alcohol or drugs each significantly mediated the relationship between stress exposure and insomnia development. Read more

Stress infographics

kumarmahi@sify.com (kumarmahi) — Tue, 10 Jun 2014 02:22:00 -0700

Research updates

kumarmahi@sify.com (kumarmahi) — Mon, 21 Oct 2013 02:20:00 -0700

A New Frontier for Stress Research

Neurotrophins such as nerve growth factor (NGF) may represent a stress-responsive system complementing the better known neuroendocrine (hypothalamic-pituitary-adrenal axis) and autonomic nervous system, but there is little evidence for NGF response to acute stress in humans because noninvasive measures have not been available.This study is the first to document sNGF as a marker that responds to stress in humans. Read more

Mindfulness-Based Stress Reduction for Prehypertension

Mindfulness-based stress reduction (MBSR) is an increasingly popular practice demonstrated to alleviate stress and treat certain health conditions. MBSR may reduce elevated blood pressure (BP). Treatment guidelines recommend life-style modifications for BP in the prehypertensive range (systolic BP [SBP] 120–139 mm Hg or diastolic BP [DBP] 80–89 mm Hg), followed by antihypertensives if BP reaches hypertensive levels. MBSR has not been thoroughly evaluated as a treatment of prehypertension. A randomized clinical trial of MBSR for high BP was conducted to determine whether BP reductions associated with MBSR exceed those observed for an active control condition consisting of progressive muscle relaxation (PMR) training. Read more

Traumatic Life Events Biggest Cause of Anxiety, Depression

A study by psychologists at the University of Liverpool has found that traumatic life events are the biggest cause of anxiety and depression, but how a person thinks about these events determines the level of stress they experience. Read more

Research updates

kumarmahi@sify.com (kumarmahi) — Sun, 20 Oct 2013 01:05:00 -0700

Stressed Bacteria Stop Growing: Mechanism Discovered

Whether a man, a mouse or a microbe, stress is bad for you. Experiments in bacteria by molecular biologists in Peter Chien's lab at the University of Massachusetts Amherst, with others at MIT, have uncovered the mechanism that translates stress, such as exposure to extreme temperature, into blocked cell growth. Read more

Stress Early in Life Leads to Adulthood Anxiety and Preference for 'Comfort Foods'

Research to be presented at the Annual Meeting of the Society for the Study of Ingestive Behavior (SSIB), the foremost society for research into all aspects of eating and drinking behavior, suggests that exposure to stress in the first few days of life increases stress responses, anxiety and the consumption of palatable "comfort" foods in adulthood. Read more

How to Learn Successfully Even Under Stress

Whenever we have to acquire new knowledge under stress, the brain deploys unconscious rather than conscious learning processes. Neuroscientists at the Ruhr-Universität Bochum have discovered that this switch from conscious to unconscious learning systems is triggered by the intact function of mineralocorticoid receptors. These receptors are activated by hormones released in response to stress by the adrenal cortex. Read more

Neuroscientists Find That Men And Women Respond Differently To Stress

Functional magnetic resonance imaging of men and women under stress showed neuroscientists how their brains differed in response to stressful situations. In men, increased blood flow to the left orbitofrontal cortex suggested activation of the "fight or flight" response. In women, stress activated the limbic system, which is associated with emotional responses. Read more

Exposure to Stress Even Before Conception Causes Genetic Changes to Offspring

A female's exposure to distress even before she conceives causes changes in the expression of a gene linked to the stress mechanism in the body -- in the ovum and later in the brains of the offspring from when they are born, according to a new study on rats conducted by the University of Haifa. Read more

Stress: It Should Never Be Ignored, Experts Say

Work pressure, tension at home, financial difficulties … the list of causes of stress grows longer every day. There have been several studies in the past showing that stress can have negative effects on health (cardiovascular diseases, diabetes, high blood pressure and more). The Inserm researchers at unit 1018, "The Epidemiology and Public Health Research Centre," working in collaboration with researchers from England and Finland have demonstrated that it is essential to be vigilant about this and to take it very seriously when people say that they are stressed, particularly if they believe that stress is affecting their health. According to the study performed by these researchers, with 7268 participants, such people have twice as much risk of a heart attack, compared with others. Read more

Females Respond Better to Stress

The idea that females are more resilient than males in responding to stress is a popular view, and now University at Buffalo researchers have found a scientific explanation. The paper describing their study is published July 9 online, in the journal Molecular Psychiatry. Read more

Optimists Better at Regulating Stress

New research from Concordia University's Department of Psychology is deepening the understanding of how optimists and pessimists each handle stress by comparing them not to each other but to themselves. Results show that indeed the "stress hormone" cortisol tends to be more stable in those with more positive personalities. Read more

Resilience, what it is?

kumarmahi@sify.com (kumarmahi) — Sat, 16 Jun 2012 02:03:00 -0700

Stress is inevitable but suffering is our option. Learn to bounce back as quickly as possible during hard time.

Resilience is the capacity of people to effectively cope with, adjust, or recover from stress or adversity.

Resilience reflects the ability to

- bounce back

- beat the odds

- transform one’s emotional and physical pain into something “positive”

- evidence a relatively stable trajectory of healthy functioning across time

- move from being a victim to being a “survivor” and even to becoming a “thriver”

- be “stress hardy” adapting to whatever life sends, and for some, even evidencing

“post- traumatic growth”

Pathways to resilience (Meichenbaum).

a) The perceived availability of social relationships and the ability to access and use social supports;

b) The degree of perceived personal control and the extent to which individuals focus their time and energies on tasks and situations over which they have some impact and influence;

c) The degree to which they can experience positive emotions and self-regulate negative emotions;

d) The ability to be cognitively flexible, using both direct-action problem-solving and emotionally palliative acceptance skills, as the situations call for;

e) The ability to engage in activities that are consistent with one’s values and life priorities that reflect a stake in the future;

Psychological Characteristics of Resilient Individuals (Meichenbaum).

Experience Positive Emotions and Regulate Strong Negative Emotions

Be realistically optimistic, hopeful, ability to laugh at oneself, humor, courage, face one’s fears and manage emotions. Positive expectations about the future. Positive self-image. Build on existing strengths, talents and social supports.

Adapt a Task-Oriented Coping Style

Ability to match one’s coping skills, namely direct action present-focused and emotionally-palliative acceptance with the demands of the situation. Actively seek help and garner social supports. Have a resilient role model, even a heroic figure who can act as a mentor. Have self-efficacy and a belief that one can control one’s environment effectively. Self confidence. Seek out new and challenging experiences out of one’s “comfort zone” and evidence “GRIT” or the perseverance and passion to pursue long-term goals.

Be Cognitively Flexible

Ability to reframe, redefine, restore, find benefits, engage in social problem-solving and alternative thinking to adaptively meet changing demands and handle transitional stressors.

Undertake a Meaning-Making Mission

Create meaning and a purpose in life; survivor’s mission. Use one’s faith, spirituality and values as a “moral compass”. Be altruistic and make a “gift” of one’s experience. Share one’s story. General sense of trust in others.

Keep Fit and Safe

Exercise, follow a routine, reduce risks, avoid unsafe high-risk behaviors (substance abuse, chasing “adrenaline rush” activities).

Resilience core (Gail M. Wagnild)

Resilience core, which is made up of the five essential characteristics of resilience:

1. Meaningful life (purpose)

Having a sense of one’s own meaning or purpose in life is probably the most important characteristic of resilience, because it provides the foundation for the other four characteristics. Life without purpose is futile and aimless.

2. Perseverance

The determination to keep going despite difficulties, discouragement, and disappointment…that’s perseverance.

3. Self reliance

Equanimity means balance and harmony. Resilient people learn to avoid extreme responses.

4. Equanimity

Self-reliance is a belief in yourself, with a clear understanding of your capabilities and limitations.

5. Coming home to yourself (existential aloneness)

While we all live in the world with other people, resilient individuals learn to live with themselves. They become their own best friends. This is what ‘coming home to yourself’ means. We must face alone much of what we face in life; if we are content with ourselves, this is easier.

Being more resilient improves the quality of life. Understand your resilience core, know where it is weak, and take steps to strengthen it, and then go forward boldly and live resiliently.

Promoting resilience in youth (Edith Henderson Grotberg)

1. Build trust.

2. Focus on the individual, not the problem.

3. Keep the accent on the positive.

4. Set high expectations and provide the support youth need to meet them.

Put resilience to the test by doing the following:

1. Provide opportunities for meaningful work and community involvement.

2. Pull in the parents.

3. Create a sense of community.

Resilience concept is powerful influence on how we think about physical health, psychological well-being, and social functioning. Learn to develop your resilience characteristics.

Mindfulness in stress reduction

kumarmahi@sify.com (kumarmahi) — Sun, 6 Nov 2011 20:20:00 -0800

The secret of health for both mind and body is not to mourn for the past, worry about the future, or anticipate troubles, but to live in the present moment wisely and earnestly – Buddha

Mindfulness is usually defined to include bringing one’s complete attention to the experiences occurring in the present moment, in a nonjudgmental or accepting way. Mindfulness is more than a meditation. It is “inherently a state of consciousness” which involves consciously attending to one’s moment-to-moment experience.

Descriptions of mindfulness and methods for cultivating it originate in eastern spiritual traditions, which suggest that mindfulness can be developed through the regular practice of meditation, and that increases in positive qualities such as awareness, insight, wisdom, compassion, and equanimity are likely to result.

In traditional Buddhist teachings there are four areas or domains of mindfulness.

The first foundation is mindfulness of body, which typically begins with bare attention to the sensations of the breath, bringing the mind and body together and calming them. Then, other body sensations may be observed, in all the potential postures and movements of formal practice and daily living.

The second foundation is mindfulness of feelings, in which bare attention is brought to the feeling-tone of the experience of each moment. “Feelings,” as the term is used here, are not emotions. Rather, they are an immediate knowing of experience as pleasant, unpleasant, or neutral before reactions such as emotions or attitudes come into play. Feelings are simply observed as they arise, linger, and pass away.

The third foundation is mindfulness of mind, which directs bare attention to the quality of the activity of the mind, registering awareness of states or dispositions, such as distraction and concentration, or one of the three roots of suffering — desire, hatred, or delusion. Again, these can be observed as they arise, linger, and pass away.

The fourth foundation is mindfulness of mind-objects, in which bare attention is directed towards all that the mind encounters within and without. Here a wonderful characteristic of Buddhism, the making of lists, shapes recommended practice, as the traditional instructions are to observe the arising and passing of the

Five hindrances

Sense-desire, anger, sloth and torpor, agitation and worry, and doubt

The five aggregates

Material form, feeling, perception, mental formations, and consciousness,

The six subjective/ objective sense factors

Eye/form, ear/sound, nose/smell, tongue/taste, body/touch, and mind/concepts

The seven factors of enlightenment

Mindfulness, investigation of reality, energy, enthusiasm, tranquility, concentration, and equanimity and, at last,

The four ennobling truths

1. Life means suffering.

2. The origin of suffering is attachment.

3. The cessation of suffering is attainable.

4. The path to the cessation of suffering.

In the traditional Buddhist context, mindfulness is embedded in an eight-fold path to alleviate suffering; mindfulness is guided and directed by seven other factors. They are as follows:

(1) The view one has of what is real, important, valuable, and useful

(2) How intention is used to initiate and sustain action in skillful ways

(3) The nature of speech that can be either harmful or beneficial

(4) The quality of action as it relates to ethical principles

(5) One’s means of sustaining oneself in the world as livelihood

(6) The degree and quality of effort employed to bring about change

(7) Concentration as a focusing and supporting factor to mindfulness.

Underlying this concept and approach are the following assumptions in psychology:

(1)Humans are ordinarily largely unaware of their moment-to-moment experience, often operating in an ‘automatic pilot’ mode;

(2) We are capable of developing the ability to sustain attention to mental content;

(3) Development of this ability is gradual, progressive and requires regular practice;

(4) moment-to-moment awareness of experience will provide a richer and more vital sense of life; inasmuch as experience becomes more vivid and active mindful participation replaces unconscious reactiveness;

(5) Such persistent, non-evaluative observation of mental content will gradually give rise to greater veridicality of perceptions; and

(6) Because more accurate perception of one’s own mental responses to external and internal stimuli is achieved, additional information is gathered that will enhance effective action in the world, and lead to a greater sense of control.

Three key components:

1. “On purpose” or intention,

2. “Paying attention” or attention,

3. “In a particular way” or attitude (mindfulness qualities).

Mindfulness Facet

Observe

Describe

Act aware

Non-judgmental

Non-react

Forms of Practice

Everyday mindfulness:

This involves reminding ourselves throughout the day to pay attention to what is happening in the moment without radically altering our routines.

Formal meditation practice:

This involves setting aside time to go to the mental “gym.” We regularly dedicate a certain period to sit quietly in meditation.

Retreat practice:

This is the “vacation” that is dedicated entirely to cultivating mindfulness. The following practice,

Vipassana

Vipassana practice is opening to the fullness of direct experience. This offers the opportunity for seeing into the way one’s world and self are constructed and interrelated, that is, for insight. Vipassana, or the cultivation of mindfulness, is the characteristic form of meditation in Buddhism — central to all its meditative streams.

Benefits

Living in the Moment

Increased Positive Affect

Reduced Stress Reactivity

Enhanced Cognitive Vitality

Mindfulness in contemporary psychotherapeutic paradigms

The practice of sati or satipatthanna is not limited to Buddhism. This activity or elements of satipatthanna may also be found in many different contemporary psychological paradigms often under different names such as:

• Self monitoring in Behavioural Therapy

• Being in the now in Gestalt Therapy

• Present centeredness in Gestalt therapy

• Listening to oneself in Client Centred Therapy

• Llistening to automatic thoughts in Cognitive Behavioural Therapy

• Self awareness in Emotional Intelligence

• Meta-mood and meta-cognition

• Free association and hovering attention in Psychodynamic therapy

• Acceptance in Acceptance and Commitment therapy

Mindfulness in psychological interventions

Following interventions those are now widely available in medical and mental health settings based on mindfulness concept.

Dialectical behavior therapy

Mindfulness-based stress reduction

Mindfulness-based cognitive therapy

Acceptance and commitment therapy

Relapse prevention for substance abuse aswell as variations on these approaches.

These interventions conceptualize mindfulness as a set of skills that can be learned and practiced in order to reduce psychological symptoms and increase health and well-being.

Mindfulness is the direct path for the purification of beings,

For the surmounting of sorrow and lamentation,

For the disappearance of pain and grief,

For the attainment of the true way,

For the realization of liberation –

Namely, the four foundations of mindfulness - Buddha

spirituality in coping with stress

kumarmahi@sify.com (kumarmahi) — Tue, 5 Apr 2011 06:21:00 -0700

I want to know how God created this world ... I want to know His thoughts, the rest are details. —Albert Einstein

Many people experience anxiety and fear as they observe natural disasters, street violence, crime, war, family disintegration, and social upheaval, all of which test people's sense of meaning and coherence in the world today. Many people have lost faith in the ability of science to provide solutions to all of humanity's problems. Spirituality takes us beyond our current way of thinking, feeling, or acting. Spiritual intelligence helps to grow our level of self to integrate conflicts and become more than we are. Spirituality and psychology share a concern with the quality of human life. They hope to offer guidance to people seeking to find meaningful, fulfilled, and even happy lives.

What spirituality / religion offer?

Levin (1995), a social scientist suggested that

1. Religious belief and affiliation provide a person with a secure sense of identity, which lowers one's average anxiety level and facilitates resiliency under stress.

2. Religious conviction may provide a sense of purpose and meaning that enables rational interpretations of life's problems, including death.

3. Positive emotions of hope, faith, optimism, and catharsis emerge from beliefs and rituals, including the process of forgiveness and the hope of healing and redemption.

4. Religious affiliation links one with a network or community of believers that provides a feeling of belonging, family, and social support in times of need, as well as a steady flow of opportunities to serve other people.

5. Religion through prayer, ritual, worship, and so forth provides inner experiences of communion between the individual and the "Higher Power" that may yield insight or peace even if there is not a Higher Power.

6. Many beliefs lead to a lifestyle that includes healthy habits and a healthy inner sense of responsibility and self-control.

Social scientist have found that the Western and Eastern spiritual worldviews have some similarities, including the general notions that,

(a) Some sort of harmony with an eternal principle or essence (with God or an impersonal One) is possible;

(b) Human beings have free will;

(d) There are paths or ways that lead to personal and social harmony, enlightenment, growth, peace, and happiness.

Current trend in spiritual strategies

1. Many studies have provided evidence that religion and spirituality are positively associated with many indicators of mental health.

2. The positive psychology movement supports and stimulates by the current professional interest in spirituality.

3. Mental health practitioners who wished to include religion and spirituality as part of treatment.

Some of the common spiritual strategies people use

1. Prayer

2. Going to temple/ church / Mosque regularly etc.

3. Reading sacred books such as bible /bhagavad gita/ Qur'an etc.

4. Yoga, meditation, worships etc.

5. Service, charity, sacrifice

6. Attending seminar, speeches, visiting sacred places

7. Living with particular life style or values

8. Seeking meaning or truth

Some common problems with spiritual strategies

1. People worships idols not the ideals behind it

2. Dysfunctional religious and spiritual beliefs and practices

3. Cultural influence over the concept of religion / spirituality

4. Many people have doubt about the religious / spiritual concepts

5. Exploitation in the name of spirituality by the authorities

6. Commercialization

7. People using when needed not practice in their daily lives

I would suggest that learn more about spiritual concept without any bias. Explore and work through religious and spiritual doubts and concerns. Grow in faith and commitment to your religious and spiritual beliefs and values.

Recommended resource

Ocean is a free collection of the World's Religious literature managed by a unique book-centered research engine. It contains over 1000 books of 10 world religions in English as well as collections in six other languages.

Download the file below and run it to start the installation process. It contains the Ocean program and the English library containing roughly 1000 books.

Ocean installation with English Library:

Ocean_English.exe

Link to visit

http://bahai-education.org/ocean/

Happy life journey!

Developing Children's Coping Skills

kumarmahi@sify.com (kumarmahi) — Fri, 18 Feb 2011 22:10:00 -0800

One thing you have to teach, teach how to cope!

Infant’s coping

They have the ability to regulate stress. Coping dominated by behavioural rather than cognitive because of capacities for executive functioning is very limmityed paralleling the development of the frontal lobes.Young infants will try to regulate the amount of incoming stimulation by

· closing their eyes,

· turning their heads,

· falling asleep, or,

· if all else fails, crying loudly

An infant even a few weeks old will solicit social stimulation through eye contact, smiles, and gurgling, but will turn away if too much stimulation is proffered. Certainly, infants are also able to modulate their cries in order to signal the type of distress they are experiencing such as, hunger, wetness, fright.

What makes better coping?

Caregiver sensitivity is basic to the development of better coping. Secure attachment with the caregiver is essential for healthy development.

Types of attachment and its influences

1 Secure attachment

Children are confident that their caregiver will be available, responsive, and helpful should they encounter adverse or frightening situations. This security builds confidence in the child, encourages exploration and competence, and is thought to be consistent with healthy development.

2 Anxious/ insecure attachment or resistant

Children are uncertain that their care-giver(s) will be available, responsive, or helpful when needed. The child tends to be clingy and anxious about exploring the world and may suffer from separation-anxiety. These infants fail to move away from the attachment-figure and show little exploration. They are also highly distressed by separations and are difficult to settle after reunion.

3 Avoidant attachment

Children expect to be rejected by their care-giver(s) when they seek support or care. Several studies indicate that avoidant attachment is associated with particular patterns of emotional and behavioral problems, such as a pattern of depression characterized by perfectionism, self-punishment, and self-criticism somatic complaints, substance abuse and conduct disorder and schizoid and avoidant personality disorders.

Coping among Toddlers

The infant must be able to orient to the external environment, learn to anticipate events, and represent the world symbolically. The first involves attention. Problem-focused coping strategies emerging slowly, again the capacities for executive functioning, paralleling the development of the frontal lobes is the reason. Emotion regulation also develops in early childhood, and cultural differences in the expression of emotion emerge at an early age.

What makes better coping?

The interactions between parents and children (particularly the early ones involving communication between mother and baby) are of crucial significance in a child’s development. What a baby needs is close, confident, and caring physical and emotional contact with the parents or carers in order to be healthy and to develop vigorously.

Coping among Preschoolers

Defense mechanisms such as repression, denial, and displacement can be observed in preschoolers.Parents are still the primary source of social support for preschoolers. They are also still egocentric and often unable to see others’ perspectives. Parents strongly influence the development of coping strategies in young children.

What makes better coping?

Parents help the children in three ways.

1. Parents can coach their children as to the appropriate emotional responses and coping strategies.

2. They can also model these themselves.

3. They can create a home environment that is conducive to different types of coping by their own responses to children’s distress, for example, that may encourage or discourage disclosure, avoidant behaviors, and so on.

Coping in Middle Childhood

During this age period, children become more able to verbalize and differentiate their feelings. Children in middle childhood are also more able to seek social support outside their immediate family. Interestingly, it is between ages of 6 and 9 that gender differences in seeking social support emerge, with girls seeking more support than boys, a pattern that continues into adulthood.

In this stage more cognitively oriented attempts at emotion and problem-focused coping, including such strategies as cognitive reframing, self-talk to calm emotions, and the like are possible.

What makes better coping?

The family environment plays a pivotal role in children’s socialization. temperament, play an important role in children’s adaptation following exposure to stress. Characteristics of the family environment, parent behaviours, socialisation practices, and individual differences in temperament may lead to important differences in children’s cognitive appraisals, coping behaviours, and psychosocial adjustment following exposure to stressful life events.

Coping in Adolescence

Parents still have a large influence on coping strategies. Parental warmth was most associated with active coping in adolescents. In this stage adolescents may turn more to their friends and siblings for social support than to their parents. Some types of maladaptive coping strategies are adopted—namely, using drugs, alcohol, or cigarettes to reduce distress.

What makes better coping?

Unsuccessful adaptation to such stressful events can lead to adverse short- and long-term consequences, and, especially when these events occur in childhood or adolescence, they can affect social, cognitive and psychological development.

· spending considerable amount of time with your child, today's parents spend far less time than they could conversing and

· Playing with children, teaching them important skills, and participating with them in the routine responsibilities of everyday life.

· Most of the parents not turn to a child for reassurance and comfort during times of distress.

Some stressful events of children and adolescents

· Parental divorce.

· Rejection

· Poverty

· Sexual abuse

· Moving house and changing schools

· Natural disasters

· Violence

· Personal or parental chronic illness

Therapists are not equivalent to parents, love your children regardless of their behaviour. Provide a healthy and pleasant family atmosphere. Help them to develop good coping. Happy parenting!.

Stress counseling

kumarmahi@sify.com (kumarmahi) — Wed, 19 Jan 2011 03:15:00 -0800

The serenity prayer: God, grant me the serenity to accept the things I can not change, the courage to change the things I can, and the wisdom to know the difference.

Research in the area of stress and coping indicates that the manner in which a person responds to stress is greatly influenced by longstanding personality traits. Many of the stress management programs teach participants only one such as relaxation etc. or few strategies, and skills. These programs are incomplete may be little beneficial because it may not suites to the individuals need. Stress counseling is an in depth, unique and dynamic process through which a professional assist another person to use his or her resources to handle effectively on the negative consequences of stress. At the same time, make the person to understand the positive consequences of stress.

Why we need stress counseling

1. Lack of awareness

Many people are not aware of their own thinking, feeling and behaviour. They simply exist with an easy feelings and problems.

2. Lack of self-responsibility

Many people remain in a dependency situation, they wait passively, they are not striving for independence or self-sufficiency.

3. Lack of skills

The person may know what the situation is but because the person responds emotionally, this knowledge does not help to change behaviour.

4. Loss of contact

People withdraw from the environment when they are stressful including significant others.

5. Lack of feedback

When they are emotional they become confused which lead to wrong decision or in decision.

In stress counseling, a qualified experienced professional explores many different details of the person, the individual’s backgrounds, needs, circumstances, strength and weakness, the hope for the future and so on. They see the person as a unique individual and the complete intervention is tailored to serve that one person.

Stress counseling is not

-giving information, although information may be given

-interviewing, although interview may be involved

-listening, although listening is present

-giving advice, suggestion and recommendations

Major goal of stress counseling is

Facilitating behaviour change

Enhancing coping skills

Promoting problem solving and decision making

Improving relationships

Facilitating personal development / effectiveness

One to one professional help ultimately has been found valuable in assisting people to modify their stressful life style and enhancing personal effectiveness.

Psychological health and stress

kumarmahi@sify.com (kumarmahi) — Thu, 28 Oct 2010 20:31:00 -0700

Its not stress that kills us, it is our reaction to it. - Hans Selye

When we react to stressors, a wide variety of cognitive and emotional responses can occur. Examples of cognitive responses are concentration problems, indecision, forgetfulness, and sensitivity to criticism, self-critical thoughts, and rigid attitudes. Examples of emotional responses are nervousness, tension, irritability and anger. Stress contributes not only physical ill health but also psychological ill health. Taking care of our psychological health is very important. We need to learn how to preserve and promote psychological health to cope more effectively with our stressful life situations.

Psychological health is dependent on the fit between the entire configuration of a person's characteristics and potentials with those of the environments in which the person functions, such as family, job, school, church, and recreation. Psychological health is about doing things that give you a sense of enjoyment and achievement, holding helpful and balanced attitudes toward life, and building satisfying relationships.

A theoretical model of psychological health encompasses 6 distinct dimensions

1. Autonomy,

2. Environmental Mastery,

3. Personal Growth,

4. Positive Relations with Others,

5. Purpose in Life,

6. Self-Acceptance

Psychological health includes

1. Emotional health

Learning the skills needed to handle emotional problems will give you a foundation of psychological health. Everyone, including people who are emotionally healthy, has problems. Emotionally healthy people are able to adjust to and solve problems, and in doing so they help others as well as themselves to get satisfaction out of life. Mood is central to psychological health, and disturbances in mood are related to subsequent psychological maladjustment.

2. Spiritual health

Learn to love. Cultivate the skill of loving each other and ourselves.

3. Social health

People are able to coexist peacefully in communities with opportunities for advancement.

Psychological health produce varied outcomes including

(a) Reduced stress, strain, anxiety, absenteeism, turnover intentions, and turnover;

(b) Improved physical health, psychological health, emotional stability, adjustment, goal-setting behavior, coping, adaptation, attitudes toward learning, and vocational choice; and

Positive psychology: psychological health

Positive psychology expands our view of psychological health beyond the absence of symptoms and disorders, and provides hope that a healthy, fulfilled, and productive life is possible for all.

Primary enhancement of psychological health suggests that our relationships are crucial for life satisfaction. Indeed, for most people, interpersonal relationships with lovers, family, and good friends provide the most powerful sources of well-being and life satisfaction. Beyond the relationship with one's mate, primary enhancement satisfactions also can come from other relationships, such as family and friends. Arranging living circumstances to be within close physical proximity to kin also can produce the social supports that are so crucial.

Secondary enhancement of psychological health enables people to maximize their pleasures by building on their preexisting positive mental health. Peak psychological moments often involve important human connections, such as the birth of child, a wedding, the graduation of a loved one, or perhaps the passionate and companionate love of one's mate. There are psychological group experiences the purpose of which is to help people to achieve the extreme pleasures of in-depth relating with others.

Rational emotive behavioural theory: criteria of psychological health

Rational emotive behavioural theory also puts forward a number of criteria of psychological health. These include the following:

1. Self-interest: Sensible and emotionally healthy people tend to be primarily interested in themselves and to put their own interests at least a little above the interests of others. They sacrifice themselves to some degree for those for whom they care but not overwhelmingly or completely.

2. Social interest: Social interest is usually rational and self-helping because most people choose to live and enjoy themselves in a social group or community. If they do not act morally, protect the rights of others, and abet social survival, it is unlikely that they will create the kind of world in which they themselves can live comfortably and happily.

3. Self-direction: Healthy people tend mainly to assume responsibility for their own lives while simultaneously preferring to cooperate with others. They do not need or demand considerable support or succoring from others, though they may prefer and work for this.

4. High frustration tolerance: Rational individuals give both themselves and others the right to be wrong. Even when they intensely dislike their own and others' behavior, they refrain from damning themselves or others, as persons, for unacceptable or obnoxious behavior. They are capable of changing the changeable and accepting those they cannot, and having the wisdom to know the difference between the two.

5. Flexibility: Healthy and mature individuals tend to be flexible in their thinking, open to change, and unbigoted and pluralistic in their view of other people. They do not make rigid, invariant rules for themselves and others.

6. Acceptance of uncertainty: Healthy men and women tend to acknowledge and accept the idea that we seem to live in a world of probability and chance where absolute certainties do not and probably never will exist. They realize that it is often fascinating and exciting and definitely not horrible to live in this kind of probabilistic and uncertain world. They enjoy a good degree of order but do not demands to know exactly what dies future will bring or what will happen to them.

7. Commitment to creative pursuits: Most people tend to be headier and happier when they are vitally absorbed in something outside themselves and preferably have at least one powerful creative interest, as well as some major human involvement, that they structure a good part of their life around it.

8. Scientific thinking: Non-disturbed individuals tend to be more objective, realistic, and scientific than more disturbed ones. They are able to feel deeply and act concertedly, but they tend to regulate their emotions and actions by reflecting on them and evaluating their consequences in terms of the extent to which they lead to the attainment of short-term and long-term goals.

9. Self-acceptance: Healthy people are usually glad to be alive and accept themselves just because they are alive and have some capacity to enjoy themselves. They refuse to measure their intrinsic worth by their extrinsic achievements or by what others think of them. They try to avoid rating themselves-- their totality or their being. They attempt to enjoy rather than to prove themselves

10. Risk-taking: Emotionally healthy people tend to take a fair amount of risk and to try to do what they want to do, even when there is a good chance that they may fail. They tend to be adventurous but not foolhardy.

11. Long-range hedonism: Well-adjusted people tend to seek both the pleasures of the moment and those of the future and do not often court future pain for present gain. They are hedonistic, that is, happiness-seeking and pain avoidant, but they assume that they will probably live for quite a few years and that they had therefore better think of both today and tomorrow and not be obsessed with immediate gratification.

12. Non-utopianism: Healthy people accept the fact that Utopias are probably unachievable and that they are never likely to get everything they want and to avoid all pain. They refuse to strive unrealistically for total joy, happiness, or perfection or for total lack of anxiety, depression, self-downing, and hostility.

13. Self-responsibility for own emotional disturbance: Healthy individuals tend to accept a great deal of responsibility for their own disturbance rather than defensively blame others or social conditions for their self-defeating thoughts, feelings, and behaviors.

Creating and reinforcing psychological health is the goal in successfully living a balanced lifestyle. Learn to preserve and promote psychological health!.

An activity based training module for developing coping skills- My research

kumarmahi@sify.com (kumarmahi) — Fri, 30 Jul 2010 21:48:00 -0700

I have recently submitted my research report in the area of Health Psychology, particularly enhancing stress coping skills among college students. I have developed an activity-based module to enhance students stress coping skills.

In order to prevent stress related problems it is necessary to improve the competencies of students, making them more able to cope with whatever difficulties life might bring. Some of the competencies that seem to relate to stress coping skills are 1) anticipate or detect potential stressors and identifying functional, dysfunctional coping; 2) taking responsibility for one’s behaviour and its outcome; 3) building satisfying relationship with others; 4) develop effective cognitive problem solving and decision making skills. According to proactive coping theory the individual is seen as striving for improvement, is capable of making things happen. Resource management is an important facet of proactive coping in that students can acknowledge and utilize information, advice, practical assistance and emotional support from others. Those students who are unskilled in these areas might experience and avoid stress. Training of these skills makes the students more competent and coping efficiency is maximized.

The first phase of training helps the students reconceptualize the nature of their stress and coping. This phase focuses on the reappraisal of the events using cognitive strategies to endure unavoidable everyday stressors. Students can be thought to take a non-catastrophizing, and viewing as a challenge rather than threat perspective when faced with stress. Thus, the replacement of unproductive thoughts and actions with coping strategies are important sets of skills. In the next phase, the students learn to use specific modified ways of coping skills. Contemplation about a variety of possible alternatives by comparing their possible outcome and its effectiveness, which include brainstorming, analyzing problems and resources, and generating hypothetical plan of action carried out in this phase. Role playing techniques used to promote smooth execution of the newly learned coping skills. The final phase involves the application of coping skills in a systematic way to every day stressful events. The generalization and maintenance of coping skills are encouraged by helping the students in each session. Throughout training, students are involved as a collaborator in developing, implementing and evaluating the variety of coping skills.

Figure -1 depicts some of the major components in the stress coping programme. This model somewhat simplified and provide a framework for understanding the components of enhancing proactive coping skills and self-efficacy.

Figure -1 Schematic diagram of the programme

The 3'A' model

Aware

Assume responsibility and

Act

This training was conducted throughout the weekdays over a month. During each session, students were given relevant handout and worksheet to practice. Handout provides a tangible resource for them to consult between session and especially after training is completed. Worksheet helps the students gain insight into their own levels of stress and coping. This programme is based on primary prevention principle as they are aimed towards masses of students.

General Overview of the Sessions

The group members may bring up issues related to their day-to-day events such as upcoming exam, interview, projects, relationship problems or mastering a new task, recent failure and disappointment. Each session will introduce some new concepts, which include an exercise to be completed. The content of the session are as follows (Annexure -4, and 5),

1. Knowledge – theoretical input

2. Skills – teach specific skills

3. Practice – Role-play/ worksheets

4. Feedback and discussion

Although organization of the sessions must be structured, participants’ real life problem should not be ignored. Otherwise, they may view programme as irrelevant to their present needs. Participants bring their real life issues to their role-play and practice exercises. Role-play is a critical part of this programme and hence more time is allocated to it. Active participation, modeling and practice with corrective feedback are the most effective ways to modify and build self-efficacy and create long lasting behaviour change. Each session participants will be given relevant handouts. To encourage the participants to workout practice exercises outside the session, the researcher may announce some attractive gifts for the participants who fill the worksheet properly. At the end of each session, instruction regarding the practice exercises and instruction regarding the next session will be given.

METHODS TO ENHANCE COPING SKILLS

kumarmahi@sify.com (kumarmahi) — Fri, 12 Mar 2010 02:20:00 -0800

1. Stress Inoculation Training (SIT)

The goal of stress inoculation training is to teach people to identify and anticipate stress-provoking situations, and defuse potential stress by rehearsing thoughts and actions to be implemented in actual stressful situations. This rehearsal of newly learned skills equips the individual to deal more effectively with a wide range of situations that have been potentially be stressful. SIT include, (1) Teaching clients the role of cognitions and emotions in stress and stress management. (2) Training them in fundamental problem-solving skills such as problem definition, anticipation of consequences and evaluation of feedback. (3) Providing instruction in and rehearsal of coping strategies such as relaxation, communication skills, social support building, attention focusing, and positive self-evaluation. (4) Gradually increasing behavioural assignments to strengthen newly acquired coping skills. The specific coping skills may include emotional self-regulation, self-soothing and acceptance, relaxation training, self-instructional training, cognitive restructuring, problem-solving, interpersonal communication skills training, attention diversion procedures, using social support systems and fostering meaning-related activities. (5) The final phase of application and follow through provides opportunities for the clients to apply the variety of coping skills across increasing levels of stressors.

2. Cognitive-Behavioral Therapy (CBT)

Cognitive therapy assumes that people can develop automatic erroneous thought patterns and beliefs of which they are unaware and that they consequently think and behave in ways that are irrational. Cognitive-behavioral therapy is a major component of stress management programs and of interventions for acute and chronic traumatic stress disorder. Many people who have a chronic illness or psychological problem see themselves as incapable of changing their situation. CBT directly challenges people to alter the way they think about themselves, the way they behave, and the way they deal with problems and their illnesses. Therapy and homework are designed to heighten the awareness of behaviors, feelings, and thoughts associated with specific stressors, situations, or conditions. Then, the person is encouraged to evaluate the pros and cons of his or her attitudes and beliefs regarding the stressor and to offer positive interpretations or cognitive reappraisals of situations with the intention of challenging the negative thought pattern. The person, therefore, learns to actively seek new ways of perceiving or appraising situations that are less damaging to their psychological and physical well-being.

3. Mindfulness-Based Therapies

The goals of mindfulness-based therapies are to teach people how to manage everyday stress and pain and take responsibility for their well-being. Mindfulness involves moment-by-moment awareness of what a person is experiencing, such as paying close attention to breathing, noises, sensations in the body, inner feelings and thoughts, and our reactions to specific situations. Mindful awareness involves meditation exercises and is often coupled with stretching to help attain a mindful state. The person observes the moment-by-moment sensations, cognitions, and emotions without judging whether they are bad or good, important or trivial, or sick or healthy (nonjudgmental observation). The person is encouraged to recognize and accept his or her limits and body, as opposed to pushing and pulling at his or her physical and psychological limits. The goal is for the person to experience a new relationship with the mental or physical condition instead of doing the same old catastrophizing, avoiding, or other maladaptive coping strategy. Mindfulness-based approaches have been applied to various physical and emotional problems and have received empirical support.

Stress research updates

kumarmahi@sify.com (kumarmahi) — Wed, 27 Jan 2010 22:10:00 -0800

1. Short-Term Stress Enhances Anti-Tumor Activity

Researchers at the Stanford University School of Medicine have shown that, at least in laboratory mice, bouts of relatively short-term stress can boost the immune system and protect against one type of cancer. Furthermore, the beneficial effects of this occasional angst seem to last for weeks after the stressful situation has ended.short-lived stress may enhance anti-tumor activity. But chronic stress has the opposite effect taxing the immune system and increasing susceptibility to disease.

more details of the study please follow the link below

http://www.sciencedaily.com/releases/2009/09/090921134650.htm

2. Partner Relationship As A Buffer Against Stress

"The relationship reduces the negative effects of this kind of stress on our health. But poor relationships will amplify the negative effects,"

The body needs to recover

After having been exposed to stress, the body must recover and recharge itself. If there is no opportunity to recover because the work doesn't allow for breaks and lunches, the body's reserves are emptied, and poor health ensues. The same principle applies when a person takes work home, frequently works overtime or has recurring quarrels and problems in his or her relationship.

The effects of the sometimes small but recurring stress situations of everyday life sneak up on a person, who at first does not even notice them. The person under stress adapts and tries to accommodate the demands and changes he or she face, until one day, there is such a great imbalance, that massive efforts are needed just to manage everyday life.

"The risk is that we don't realize things are not right until we get to that point. Our work and required social interactions demand much too much of us. Our relationship is strained to the breaking point, and we've used the last drop of the energy reserves we once had." According to Ann-Christine Andersson Arntén, not taking time to recover can lead to impaired physical and mental health and cognitive and concentration problems, which reduce performance and problem-solving ability.

more details of the study please follow the link below

http://www.sciencedaily.com/releases/2009/06/090623090711.htm

Build your resources to manage stress

kumarmahi@sify.com (kumarmahi) — Thu, 10 Dec 2009 01:41:00 -0800

"If you cannot do great things yourself, remember that you may do small things in a great way."-- Swamy Chinmayananda

Resources empower individuals to cope more effectively with the stress. Many people enter into the dangerous situation without proper understanding, knowledge and skills to handle their stressful life events. Research evidence has shown that personal resources are key determinant in one’s appraisal of the events and coping.

Some of the personal resources are,

Health and energy

Physical characteristics

Intelligence

Self-esteem

Optimism

Hope

Sense of control

Sense of humor

Supportive family and friends

Money, job security

Social status

Education

Occupation

Some of the facts are,

1. People with greater personal resources are less vulnerable to stress.

2. People with weak resources are least successful under high stressful conditions.

3. People approach a situation and appraises as challenges are depends on the amount of personal resources they have.

4. People who have more personal resources are likely to experience more positive outcomes after stressful encounter.

5. Resource loss is more stressful than the gaining resources. In order to prevent resource loss one must invest time and effort etc. to gain more resources.

6. When we fail to have or gain resources may lead to stress.

7. Personal resources that can be cultivated and acquired

8. So, we should strive to obtain, retain, protect and foster our personal resources that assure progress and quality of functioning.

No Pain, No Gain-A new research findings

kumarmahi@sify.com (kumarmahi) — Fri, 13 Nov 2009 18:29:00 -0800

No Pain, No Gain: Mastering A Skill Makes Us Stressed In The Moment, Happy Long Term

No pain, no gain applies to happiness, too, according to new research. People who work hard at improving a skill or ability may experience stress in the moment, but experience greater happiness on a daily basis and longer term, the study suggests.

"No pain, no gain is the rule when it comes to gaining happiness from increasing our competence at something," said Ryan Howell, assistant professor of psychology at San Francisco State University. "People often give up their goals because they are stressful, but we found that there is benefit at the end of the day from learning to do something well. And what's striking is that you don't have to reach your goal to see the benefits to your happiness and well-being."

Contrary to previous research, the study found that people who engage in behaviors that increase competency, for example at work, school or the gym, experience decreased happiness in the moment, lower levels of enjoyment and higher levels of momentary stress. Despite the negative effects felt on an hourly basis, participants reported that these same activities made them feel happy and satisfied when they looked back on their day as a whole. This surprising find suggests that in the process of becoming proficient at something, individuals may need to endure temporary stress to reap the happiness benefits associated with increased competency.

The study examined whether people who spend time on activities that fulfill certain psychological needs, believed to be necessary for growth and well-being, experience greater happiness. In addition to the need to be competent, the study focused on the need to feel connected to others and to be autonomous or self-directed, and it examined how fulfilling these three needs affects a person's happiness moment by moment within a day.

For two days, participants reported how they spent each hour, the enjoyment and stress experienced in that hour, and whether the activity met their need for competency, connectedness to others or autonomy. A second group of participants completed a similar survey, but reported on the day as a whole.

While behaviors that increase competency were associated with decreased happiness in the moment, people who spent time on activities that met the need for autonomy or feeling connected to others experienced increased happiness both an hourly and daily basis. The greatest increase in momentary happiness was experienced by participants who engaged in something that met their need for autonomy -- any behavior that a person feels they have chosen, rather than ought to do, and that helps them further their interests and goals.

The authors suggest that shifting the balance of needs met in a day could help people find ways to cope with short term stress in the workplace. "Our results suggest that you can decrease the momentary stress associated with improving your skill or ability by ensuring you are also meeting the need for autonomy and connectedness, for example performing the activity alongside other people or making sure it is something you have chosen to do and is true to who you are," Howell said.

Relating these momentary gains in happiness to people's long term life satisfaction, the study found that those who are already satisfied with their life in the long term stand to gain most from the momentary happiness that is derived from feeling connected to others and a sense of autonomy.

"Like a wine connoisseur whose experience means they can appreciate a fine wine more than a novice, people who are already satisfied with their life may have learned how to glean the satisfaction of these needs from their daily activities," Howell said.

Adapted from materials provided by San Francisco State University.

Journal reference:

Howell et al. Momentary Happiness: The Role of Psychological Need Satisfaction. Journal of Happiness Studies, 2009; DOI: 10.1007/s10902-009-9166-1

Ref.

ScienceDaily. Retrieved November 14, 2009, from http://www.sciencedaily.com /releases/2009/10/091029120900.htm

Coping statements

kumarmahi@sify.com (kumarmahi) — Sat, 7 Nov 2009 19:58:00 -0800

“All that a man achieve and all that he fails to achieve is the result of his own thought – James Allen”
The ability to create coping statements (self talk) is a very useful mind skill for managing stress. You are free to choose your thoughts. But the choice you make today will determine your future.
We need to cope with
-Our negative emotions such as anger, fear, worry and guilt
-failure, loss,
-life events such as illness, death
The goals of coping statements are,
Calming you
Motivating you
Restoring your self-worth
Coping statements are effective if
It is specific
It is practical
It is realistic
It is personal
It is brief
Coping statements are not effective if
It is rigid
Create any side effects
Criticizing you/others/situations badly
Blaming you/others/situations
Judging you/others/ situations irrationally
When it is comparison or suspicious
Some of the powerful coping statements
Calming you
I am in control
They are just thoughts/ feelings
Relax
It will pass
Letting go
I don’t engage my negative mood/thoughts
Motivating you
I take responsibility for..
I have more time/people/resource
Nothing stops me
It is not failure it is a feedback
Restoring your self- worth
I trust myself
I am just good
It is ok to make a mistake
I can learn something out of it
Believe you ability
I can do it
I can handle this/manage
I am confident
I acknowledge and remember my strength
Hope for the best
It is possible
Let’s look what is positive in it
I do my best
Today is my day
Acceptance
I accept myself/others/situation
I forgive me/other
I don’t take it personally
I can tolerate
Are you ready to create your own coping statements?
Understand your problems
Create appropriate coping statements
Believe it this will work
Repeat this process if it is necessary

Coping - what you need to know

kumarmahi@sify.com (kumarmahi) — Fri, 16 Oct 2009 07:34:00 -0700
“Whatever is flexible and flowing will tend to grow whatever is rigid and blocked will wither and die”
-Tao te ching
1. We have no control over some of our life events. They are probably going to happen whether we like it or not.
2. Coping is made up of the responses (thoughts, feelings and actions) that an individual uses to deal with problematic situations that are encountered in everyday life and in particular circumstances.
3. Coping has two major functions; dealing with the problem that is causing the distress and regulating our own emotion.
4. Coping may not be capable of terminating the stress, but often mange it which includes tolerating or accepting the stress and distress.
5. Personality, situational demand and socio cultural factors can influence your coping strategies.
6. No single method is effective; a combination of approaches is generally most effective.
7. What works for one person does not necessarily work for someone else.
8. Problems may arises from collective sources thus effective coping require collective action.
9. Many of our response to stress is involuntary for example intrusive thoughts. Many of our responses are an automatic for example withdrawal from others.
10. Daily hassles were more important factor in negative health outcomes than major life events.
11. Many people believe that certain emotional responses to stress such as anger are innate and unchangeable, but the fact is we can change our emotional reactions.
12. Coping process are conscious, intentional, learned and associated with normal adjustment.
13. There may be no universally good or bad coping processes though some might be better or worse than others.
14. Coping choice may be less important than how well you execute that choice.
15. Coping strategies may have multiple functions and their meaning and efficacy may change according to circumstances.
16. Coping is related to physical and mental health.
17. Coping strategies may not directly affect physiology but indirectly affect health related behaviour.
18. Coping effectiveness depends on the individuals, their problem and with their emotions.
19. Many chronic stressors are not readily noticed, yet often require special coping efforts.
20. Younger children have fewer resources to cope than older adults do.
21. Coping with traumatic events may last for a longer time than coping with everyday problems.
22. Some of the productive coping strategies are Seeking Social Support, Focus on Solving the Problem, Physical Recreation, Seek Relaxing Diversion, Investing in Close Friends, Seek to Belong, Work Hard and Achieve, Focus on the Positive.
23. Some of the non-productive Coping strategies are Worry, Wishful Thinking, and Not Cope, Ignore the Problem, Tension Reduction, Keep to Self, Self-blame.
24. Coping skills help us to appraise our situation more realistically, utilize resources more effectively and thus we can get better outcome from our coping strategies.
25. The first prerequisite for conscious development of coping skills is self-awareness, the second is motivation to change and the third prerequisite consists of the skills necessary to achieve the desired.
26. Acquisition of coping skills can be enhanced through educational or therapeutic intervention. Teaching coping skills to children and adolescents presents a potentially significant method of preventing and/or modifying dysfunctional or maladaptive behaviors.
27. Coping is not simply solving or managing problems, it is a means for human development and transformation.

Stress Coping Skills - ebook

kumarmahi@sify.com (kumarmahi) — Sat, 6 Jun 2009 01:52:00 -0700

Download links

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Problem solving-essential for stress management

kumarmahi@sify.com (kumarmahi) — Sun, 31 May 2009 00:25:00 -0700

Problem solving involves finding our way towards a goal. The object of problem solving is usually a solution, answer or conclusion. The capacity to solve problems successfully in the real world is a crucial component for one's well-being. Learning these skills helps us to improve our ability to cope with stress. Problem solving,
• Forms part of thinking.
• Most complex of all intellectual functions
• Higher-order cognitive process
• Fundamental skills
Common steps in problem solving
1. Problem orientation
2. Problem definition and formulation
3. Generation of solutions
4. Decision-making
5. Solution implementation and verification.

But the traditional information- processing model defined problem solving as a series of cognitive skills in problem identification, goal setting, finding suitable solutions and evaluating problem-solving outcomes, but largely ignored the motivational, affective and behavioural aspects of problem solving.
Ineffective problem solving and hasty decision making are more likely leads to emotional distress and stressful pay off. We need to develop systematic approach when we are dealing with complex real life problems.
Why some problems are complex
1. Conflicting motives
2. Uncertain, ambiguous situation
3. Risk involved
4. Different perspectives/ point of views
5. Many people involved
6. Different solution
Barriers
1. Lack of knowledge / skills
2. Personal / social factors- values, attitudes, emotion, expectation, pressure
3. Cognitive errors –rigid, impulsive thinking pattern
4. Poor emotional regulation –mood swing, aggression
5. Lack of social perception
6. Lack of motivation
7. Poor self regulation

Social Problems

Any situation that brings forth feelings of discomfort such as conflict, stress, anxiety etc. resulting from interaction or relationships with others. Social Problems including,

Impersonal problems such as-financial problems
Personal problems such as – emotional, behavioural problems

Interpersonal problems such as – marital, family conflict,

Social problems such as – violence, racial discrimination

Social problem solving
The self-directed cognitive-behavioural-affective processes by which a person attempts to identify or discover effective or adaptive solutions for specific problems encountered in everyday living.
The interpersonal cognitive problem-solving
Ability to generate a number of alternative solutions to a conflict
Ability to choose and implement an appropriate solution to a conflict
Understanding and consideration of the social consequences of one’s actions for oneself and others.
The ways we approach our problems
Social problem solving becomes ineffective when it is dominated by a negative attitude towards problem solving, impulsiveness and acting out behaviour, or extreme delay and avoidance.
(1) Positive Problem Orientation - an optimistic attitude to tackling problems;
(2) Negative Problem Orientation -a pessimistic attitude to solving problems
(3) Rational Problem Solving -a systematic approach to solving problems, including problem definition, problem analysis, and generation of alternative solutions
(4) Impulsive/Careless Style -an ill-thought-out and hurried approach to solving problems
(5) Avoidance Style -a tendency to procrastinate, blame others, or depend on others to solve one’s problems.
Problem-solving therapy
Training individuals to become better problem solvers in order to facilitate their ability to cope with stressful situations has been referred to in the psychotherapy and counseling literature as social problem solving therapy in order to highlight the social and interpersonal context in which real-life problem solving occurs. Teaching social problem solving skills has become a common feature of programs designed to prevent and remediate discipline problems. Therapy concentrates on counteracting impulsivity, defining problems, generating solutions, encouraging consequential thinking and developing means–end action planning.

Type of stress-sign and symptoms

kumarmahi@sify.com (kumarmahi) — Sun, 24 May 2009 18:10:00 -0700

It is important to learn how your body responds to different types of stress: acute stress, episodic acutestress, chronic stress, and traumatic stress. Here is a summary of the symptoms for each type of stress (APA). Recognizing the early signs of distress, and doing something about them, can make an important difference in the quality of your life. Take a look at the list below and identify any signs that you are under stress.

1.Acute Stress-happens to everyone and tends to be manageable such deadline of something
Symptoms of Acute Stress:
• Emotional distress: worry, anger, irritability,anxiety, frustration, impatience
• Physical problems: fatigue, headache, back pain, jaw pain, trembling, cold hands and feet,
and muscular stiffness that can lead to pulled muscles, tendons, and ligaments
• Digestive problems: heartburn, acid stomach, diarrhea, constipation, flatulence, irritable bowel syndrome
• Vital-Sign disturbances: rise in blood pressure, rapid heartbeat, sweaty palms, heart palpitations, dizziness, shortness of breath, chest pain
• Mental disturbances: confusion, inability to concentrate, indecisiveness, mind racing, mindlessness, or blankness

2.Episodic Acute Stress-intense reaction to everything such as an excessive competitive drive (Type A personality)
Symptoms of Episodic Acute Stress (In addition to symptoms of acute stress):
• Persistent headaches
• Hypertension
• Asthma
• Chest pain
• Heart disease

3.Chronic Stress-long-standing stress such as poverty, illness, dysfunctional families.
Symptoms of Chronic Stress:
• Loss of appetite, or overeating
• Feeling of insecurity & inadequacy
• Weakened immune system
• Heart disease
• Chronic pain in joints, back, jaw, or shoulders
• Pessimism
• Resentment
• Extreme or chronic anger
• Inability to concentrate
• Peptic ulcers
• Diminished coping ability
• Depression
• Chronic fatigue
• Migraine headaches
• Persistent anxiety
• Reclusiveness
• Constant irritability
• Cynicism
• Low performance levels
• Digestive Disorders

4.Traumatic Stress-traumatic experience such as being in an accident,witnessing a terrible crime, losing a job.
Symptoms of Traumatic Stress:
• Feelings: unpredictable, intense mood swings; anxiety; nervousness; depression
• Thoughts: flashbacks; vivid memory of event; inability to concentrate
• Physical reactions: rapid heartbeat;sweating; headache, nausea, chest pain, general pain, and digestive problems
• Relationship problems: strained, frequent arguments with family members and/or coworkers; withdrawal and isolation from group activity

Assessing stress -checklist for you

kumarmahi@sify.com (kumarmahi) — Fri, 8 May 2009 17:20:00 -0700

Handling stress is not always easy, hence there is a complex interrelated issues involved in it. We must pay attention to the following areas of individual to help them more effectively. Otherwise, you may handle only superficial problems.

I. General factors
1. Physical – health, nutrition, specific symptom etc..
2. Psychological – coping style, self-esteem, personal characteristics etc..
3. Social - family, interpersonal, conflict, separation, attachment etc.
4. Academic – failure, demand, unfamiliar environment etc..
5. Work related – overload, harassment, conflict etc.
6. Environmental – violence, unfair policy, culture etc..

II. Specific personal factors
1. Cognition – distortion, rigidity, negative attribution etc.
2. Emotion – depression, anxiety, anger etc.
3. Behaviour – substance abuse, risk taking, withdrawal/isolation

III. Temporal factors
1. Duration
2. Frequency
3. Perceived or real problem
4. Perceived controllability
5. Perceived efficacy believe
6. Perceived social support
7. Predictable outcome – hope

IV. Other important factors
1. Need for medical treatment – life-threatening illness
2. Major life decision - separation, leaving job, school or college
3. Suicide ideation – unspoken area

Relaxation and stress

kumarmahi@sify.com (kumarmahi) — Thu, 30 Apr 2009 21:28:00 -0700

Relaxation methods help us to deal with many kinds of stress. Since we respond to stress in a different way, we need to find our own way to relax. Stress create tension, arousal and distress, relaxation involves just the opposite, reducing tension, arousal and distress.

Relaxation involves
-increase awareness of muscle tension
-ability to control that tension
-control autonomic activity such as breathing, heart rate etc..
-ability to control cognitive activity

Relaxation training – An overview
1. Progressive or deep muscle relaxation
Helps you to let go of unnecessary muscle tension
2. Stretching or yoga
Helps your body to become more flexible and relax
3. Breathing exercises
Helps to quiet your mind and relax your body
4. Autogenic training
Focus on suggestion or image that may directed towards relaxation
5. Guided imagery
Entertain a fantasy may evokes positive feelings and relaxation
6. Meditation and mindfulness
With certain type of awareness, we fully attend our thoughts, feelings without judgment
All the above methods are very effective and require training
7. Other common methods – may not require training
Sleeping – perhaps the simplest and natural way to relax you
Having sex – refresh you
Listen to music, songs etc..
Reading, watching T.V, go for a walk
Talk to someone, socialization
Take a warm bath or shower etc..
Enjoy nature

Negative way of relaxation
You may think the following methods relaxing you but it creates opposite of relaxation and has their own negative consequences. Be aware of it!
-Smoking
-Alcohol, drugs etc
-Pornography, engage in sexual talk etc..
-coffee or some of the soft drinks

Relaxation techniques will be effective if
-Taught by trained professionals
-suitable to your needs and capability
-when practice become our part of everyday routine

Now find out your suitable method and relax yourself!

Useful web resources

kumarmahi@sify.com (kumarmahi) — Fri, 24 Apr 2009 18:35:00 -0700

The 10 tools to Live Your Life Well, this website designed to help you cope better with stress and create more of the life you want. This site may help you, please follow the link to see this website
http://www.liveyourlifewell.org/

PTSD resources, information and helpful links, please follow the link below, good blog
http://parasitesofthemind.blogspot.com/