Download IFA - Sheldon ISD

IFA
Reflect on a time when you have been
stressed. What were your emotions and how
did you handle them.

Student Assignment





Your assignment is a term paper worth 400 points. It will be
the major part of your grade this term.
You are to study the dating and marriage practices of a foreign
country and compare them to those practiced in Texas.
Write a double spaced, typed research paper, 12-15 pages
long. APA style is mandatory
Use a minimum of eight resources, two of which must be
personal interviews of people who have lived in the country on
which you are reporting.
Refer to special reference books which have been put on
reserve at the library.
Stress and Coping

What is stress?



A subjective feeling in response to stressors that are
perceived as frustrating or threatening.
The stressor is the activity, emotion, or responsibility
which is placing a demand upon you and causing stress
How do you cope with stress?


Using coping strategies and defense mechanism
The way in which we deal with stress will make our lives
pleasant and comfortable or leave us stressed and incapable
of performing our obligations to the best of our abilities
Emotions

What are emotions?

Feelings that involve physical and psychological
responses

“fight or flight”-physical response to emotions related to
challenge or threat



Prepare body for aggression (fight)
Prepare body to escape perceived danger (flight)
Learning to control emotions-a major task

Children learn to repress unacceptable emotions
Types of Emotions




Anxiety
Fear
Anger
Aggression
Anxiety
Vague unpleasant feeling that produces physical
sensations
 Result: tension and increased heart rate
 Often can not identify reason for emotional
distress
Fear
Distressing negative sensation induced by a
perceived threat


Result of a specific, identifiable cause
Physiological reactions similar to anxiety





Thalamus - decides where to send incoming sensory
data (from eyes, ears, mouth, skin)
Sensory cortex - interprets sensory data
Hippocampus - stores and retrieves conscious
memories; processes sets of stimuli to establish
context
Amygdala - decodes emotions; determines possible
threat; stores fear memories
Hypothalamus - activates "fight or flight" response
Anger

a strong feeling of displeasure and belligerence
aroused by a wrong


Inborn and instinctive
Emotional reaction to a loss
Aggression

a hostile or destructive mental attitude or
behaviour

Combination of frustration, hate, rage
Student Activity

Watch the video about the effects of stress on
the body and answer the questions.
IFA

Reproduce the graph for “Fight
or Flight” response
THINK-OGRAM
Your check is in the
mail
Stay on track
SOLUTIONS
Eggs over Easy
Be on Time
Forgive and Forget
Microscope
Perceptions of Control




“In control”
“powerlessness”
“hopelessness”
Spiritual Distress
“In control”

Perception that one has choices and is able to
create a change in physiological state or
current life circumstances
“Powerlessness”

Perception that one’s actions cannot effect
change in outcome

long-term feeling of powerlessness lead to feeling
of physical and mental fatigue which can
ultimately lead to depression
“Hopelessness”

Perception that one’s need have no potential to
be met

Long-term feeling of hoplessness often leads to
depression
Spiritual Distress

Questions:




The meaning of one’s life
Meaning of suffering and pain
The value of living
Prolonged distress leads to depression

A short-term spiritual distress is a type of personal
introspection that promotes personal growth and
development
Coping with Stress

Coping


Refers to how the mind reacts to stress
Coping mechanisms



Vary from person to person
Event that stresses one person, might not stress
another
Conscious behavior usually based on success of
previous coping experiences
Defense Mechanisms










Compensation
Denial
Displacement
Intellectualization
Minimization
Projection
Rationalization
Reaction formation
Regression
Repression
Compensation


Covering up weakness by emphasizing a more
desirable trait or by overachievement in a more
comfortable area
Purpose: Allows person to overcome weakness
and achieve success

Ex: high school student too small to play football
become star tennis player
Denial


An attempt to ignore unacceptable realities by
refusing to acknowledge them
Purpose: temporarily isolates person from full
impact of a traumatic situation

Ex: a mother, though told her daughter has
terminal cancer, continues to plan for her
daughter’s college entrance
Displacement


Transferring emotional reactions from one
subject or person to another person
Purpose: Allows feelings to be expressed
through to a less meaningful

Ex: a boyfriend and girlfriend are arguing, and he
gets so angry that he slams his fist into the wall
Intellectualization


Emotional response that would normally
accompany a painful (or uncomfortable)
incident is avoided by use of academic or
intellectual explanations that remove personal
feelings from the incident
Purpose: protects person from emotional
reality of loss

Ex: pain over best friend’s sudden is reduced by
saying, “He wouldn’t have wanted to live
disabled”
Minimization


Not acknowledging the significance of one’s
behavior
Purpose: Allows a person to decrease and
trivialize responsibility for behavior

Ex: A teenager says, “Dont believe everything my
kid brother tell you. I wasn’t so drunk I couldn’t
drive.”
Student Activity

Identify the correct Defense mechanism
associated with the explanation
Projection


Projects shortcomings or feeling on others
Purpose: Allows person to deny existence of
shortcoming

Ex: A disgruntled college freshman when called to
meet with her advisor believes that she’s called in
because the advisor doesn’t like her
Rationalization


Justification of certain behaviors by faulty
logic and attribution of socially acceptable
motive that dod not in fact inspire the
behaviors
Purpose: helps person cope with inability to
acknowledge inappropriate behavior

Ex: A student cheats on a n exam but blames the
teacher for not making the material more
understandable
Reaction formation


Individual acts exactly opposite to the way
he/she feels
Purpose: form of repression that allows
feelings to be acted on in a more acceptable
way

Ex: teenager has bitterness towards girls who beat
her out of her cheerleading position, but acts very
sweet and friendly when they see each other
Regression


Resorting to an earlier stage of life that is
generally less demanding and responsible
Purpose: allows person to return to point in
development when nurturing and dependency
were acceptable

Ex: a adult throws a temper tantrum when he cant
have his own way
Repression


An unconscious mechanism by which
threatening thoughts, feelings, and desires are
kept from becoming conscious
Purpose: protects person from traumatic
experience until he/she has resources to cope

Ex: child who was verbally abused by her
alcoholic mother cannot remember certain events
during her childhood
Types of behavior


Maladaptive behvaior- result of ineffective
coping
Psychotic behavior-most severe manifestation
of ineffective coping

Caused by psychosis


State cause by lack of contact with reality
Mind consciously use many defense mechanisms to
deny, destroy, and avoid reality when it can consciously
cope and solve problems