2/16/2022

Stress and Coping

(Part 1)

Community Psychology
Spring 2022
Melinda Reed-Morrice

Outline
Toward an Ecological Understanding of Stress/Coping
• Personal and Social System Resources
– Social Emotional Competencies
– Social Support
• Life Transitions
• Resilience
– Personal Developmental Process
– Community Resilience

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Figure 8.1. Potential relationships among ecological levels, stressors, and coping processes.

Panel A

Distal
Contextual Panel C
Factors Panel E
Panel D Panel F

Resources
Proximal Stress Activated Coping OUTCOMES
Stressors Reaction for Processes
Coping
Distal
Personal
Factors

Panel B

1. competence
Socio-Emotional Competencies 2.emotional
3. regulation
4.interpersonal
• Personal _____________________ 5. competence
• Self and __________________ awareness 6.emapth
• Self and emotional _____________________
7. perspective
8.analysis
• _____________________ problem solving 9. collaboration
• Social _____________________ 10. connections
• _________________ and _____________________ taking 11. conflict
12.interpersonal
• Social _____________________ - understanding groups
• _____________________ and personal _____________________
• Managing _____________________
• _____________________ influence

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• _____________________ support 1. generalized

• _____________________ support regardless of 2.ongioning
_____________________, stable over ______________ 3. circumstances
• Social _____________________ : sense of belonging, 4.time
_____________________ in a network 5. intergration
6.embeddedness
• _____________________ support: comfort, care provided in
7. emotional
_____________________ relationships
Social • _____________________ support
8.personal
9.specfic
Support • _____________________ : bolstering one’s sense of confidence 10.encouragement
11. informational
• _____________________ : providing advice, guidance
12.tangible
• _____________________ : concrete assistance 13. optimal
• _____________________ matching of support types 14.major
• Emotional support most helpful for ___________,
15.uncontrollable
_____________________ stress 16.encouargement
17.tangible
• _____________________ most helpful for chronic work stress
• _____________________ support helpful for job loss, etc.

1. family
2.commitment
Sources of Support 3.obligation
4.reciprocity
5. friends
6.situations
• ______________ 7.context
8. mentors
• Greater _____________________ and personal knowledge
9.informal
• Greater _________________ for _______________, potential for conflict 10.informational
• _____________________ 11.social
• May offer greater knowledge of specific _____________________
• Influences highly _____________________ dependent
• _____________________
• _____________________ role
• Provide _____________________, emotional support
• _____________________ networks
• Communications media

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Spirituality and Religion 1.transcendence

2. self
3. daily
4.postive
• Sense of _____________________ 5. negative
– Going beyond __________ and __________ life
• _____________________ influences
– Prayer, reflection, support, rituals found to be helpful, particularly for
uncontrollable stresses, crises
• _____________________ influences also possible
– E.g., emphasis on keeping the family together can create intolerable
situations for abused women, children

Life • Period of _____________________ Change

1.
Transitions – Potential for _________ vs. ___________ 2.
3.
• Natural or _____________________ 4.
– __________________ stages (e.g., puberty) 5.
6.
– Elementary  Middle  High School 7.
– Potential for __________________ 8.
programming to _________________ 9.
10.
transitions
11.
• _____________________ /Crises 12.
– _____________________ disasters
– ________________ (e.g. school shooting,
terrorist attack)
– _____________________, ensure resources
in place

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Resilience 1.
2.
• Ability to overcome _____________________ (e.g., bounce back) 3.
– “_____________________ ___________” - Interactions between person 4.
and environment (Masten, 2001)  ________________ than expected 5.
outcomes 6.
– Useful for understanding _____________________ development and for 7.
_____________________ interventions 8.
• At _____________________ level
– Seek to build _____________ and social system resources
• At _____________________ level
– Social networks among citizens, community groups (social service,
business, government, etc.
– Investment in community

Programs as Resilience Resources

School Bel. GPA gr 10

Proj Arrive Credits gr 10

School Sup. Instr Time gr 10

Project Arrive

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Community • Sustained ability of a 1.

2.
_____________________ to utilize
Resilience available resources to respond to,
3.
4.
withstand, and _____________________ 5.
from adverse situations (www.rand.org) 6.
7.
• Elements (Patel et al., 2017)
8.
– Community _____________________ of
9.
strengths and vulnerabilities
10.
– Community _____________ and
relationships
– Effective _____________________
– ______________ (pre-existing resources)
– _____________________ /government
– Tangible and ______________ resources
– Economic _____________________
– Preparedness
– Mental _____________________

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Puerto Rico and Hurricane Maria

1.
2.

• Conditions _____________ the hurricane

• How was PR affected?
• Responses/Hurricane relief
– Who is responsible for helping?
– Role of government, Aid organizations
(non-profit), business, residents?
• Signs of Community _________________?

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Wrapping Up
• In this lecture
– Personal Resources and Social Support
– Individual and Community Resilience
• Next
– Review the website and videos about PR’s recovery from Hurricane Maria
– Participation for the week
– Quiz Ch. 13
– Research in Action Project Part I due 2/25/2022

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