Health Psychology 10th Edition Taylor Solutions Manual

Health Psychology 10th Edition Taylor
Solutions Manual
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Chapter 6: Stress
A. Chapter 6
Stress
Chapter Outline
I. What Is Stress?
A. What Is a Stressor?
B. Appraisal of Stressors
II. Origins of the Study of Stress
A. Fight or Flight
B. Selye’s General Adaptation Syndrome
C. Tend-and-Befriend
D. How Does Stress Contribute to Illness?
III. The Physiology of Stress
A. Effects of Long-Term Stress
B. Individual Differences in Stress Reactivity
C. Physiological Recovery
D. Allostatic Load
IV. What Makes Events Stressful?
A. Dimensions of Stressful Events
B. Must Stress Be Perceived as Such to Be Stressful?
C. Can People Adapt to Stress?
D. Must a Stressor Be Ongoing to Be Stressful?
V. How Has Stress Been Studied?
A. Studying Stress in the Laboratory
B. Inducing Disease
C. Stressful Life Events
D. Daily Stress
VI. Sources of Chronic Stress
A. Effects of Early Stressful Life Experiences
B. Chronic Stressful Conditions
C. Stress in the Workplace
D. Some Solutions to Workplace Stressors
E. Combining Work and Family Roles
Learning Objectives
1. Define stress, what is a stressor, and person-environment fit.
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Chapter 6: Stress
2. Compare primary and secondary appraisal and their roles in the experience of stress.
3. Describe Cannon’s fight-or-flight response.
4. Describe Selye’s general adaptation syndrome and its criticisms.
5. Describe the tend-and-befriend theory developed by Taylor and colleagues.
6. Describe how stress contributes to illness.
7. Describe the physiological response to stress, including the allostatic load.
8. Describe the dimensions of stressful events.
9. Explain the process of habituation to stress and responses to ongoing stressors.
10. Explain the impact of the anticipation of stress and the after effects of stress.
11. Define post-traumatic stress disorder (PTSD) and its effects on individuals.
12. Describe how the acute stress paradigm is used to study stress in the laboratory.
13. Describe how inducing disease is used to study stress.
14. Describe the nature of stressful life events and their relationship to stress.
15. Describe the use of the Social Readjustment Rating Scale in the measurement of stress.
16. Define daily hassles and chronic strain, and explain their relationship to physical and
psychological health.
17. Describe the long-term effects of early stressful life experiences.
18. Describe the sources of chronic stress and their impact on health.
19. Describe the problems associated with studying chronic stress.
20. Describe factors in the workplace that are related to stress.
21. Describe the health risks associated with work overload.
22. Explain role ambiguity and role conflict.
23. Explain how lack of control over one’s work life is a major stressor.
24. Describe how unemployment is a stressor.
25. Describe the solutions used to reduce workplace stressors.
26. Explain the relationship of multiple roles to stress, and identify gender differences in work
and family roles and the experience of stress.
Lecture Suggestions
1. Stress, Health, and Illness
Dougall and Baum (2001) provide background material for a lecture on the relationship of
stress to health and illness. They review definitions and theories of the stress construct and
discuss processes, including stress responses and their consequences, and the role of stress
in specific diseases (e.g., cancer, infectious diseases, diabetes, rheumatoid arthritis, and
heart disease). Extreme stressors such as war, sexual victimization, disasters, or serious
accidents may have several physiological and psychological effects (Schnurr and Green,
2003). Research on traumatic events (PTSD) has focused primarily on mental health, but
such events have long-term health consequences. Friedman and McEwen (2004) explore
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Chapter 6: Stress
biological correlates of PTSD. They examine the potential causal effects of these correlates
using the concept of allostatic load. They note that although traumatic events occur to a
large part of the population, PTSD develops only in a small percentage. They propose that
allostatic support, or positive change, protects individuals from the deleterious
consequences of PTSD. On the other hand, Zautra (2005) proposes that being exposed to
stressful emotions can be a valuable experience and actually helps individuals in enhancing
their ability to adapt to stress. In a recent article, Dr. Wright and Dr. Robinson pointed out
that delayed diagnosis of PTSD often leads to alcohol abuse or/and depression (2013).
However, timely treatment and therapy could have a positive affect on an individual’s
recovery.
2. Coping with Stress
Stress is often attributed to relationship problems. At the same time, being in a relationship
can offer social support. Revenson, Kayser, and Bodenmann’s Couples Coping with Stress:
Emerging Perspectives on Dyadic Coping (2005) examines several pertinent topics that
can be discussed with students. For instance, topics such as how partners communicate
during stressful times or how they cope during a time of crisis can be explored with
students. Rebecca Silver (2013) in her research study examines the association of
substance-related coping behaviors with stress among college students. Her study reveals
gender differences in this coping behavior.
3. Tend-and-Befriend
In the text, Taylor proposes a complementary model of stress response. Rather than the
singular fight-or-flight model of primary physiological response to stress, she proposes that
women are more likely to tend-and-befriend. She and her colleagues (Taylor, 2002; Taylor
et al., 2000; Taylor et al., 2003) review the physiological processes that may lie at the core
of this response. Some studies present supporting evidence (David and Lyons-Ruth Ennis,
2005; Ennis, Kelly and Lambert, 2001). Dickerson and Kemeny’s (2004) meta-analysis
reviews 208 articles examining the stressor-cortisol relationship. Tend-and-befriend theory
maintains that, in addition to fight or flight, people and animals respond to stress with
social affiliation and nurturant behavior toward offspring (von Dawans, Fischbacher,
Kirschbaum, Fehr, and Heinrichs, 2012).
4. Personality, Stress, and Health
The role of personality in illness is an area of great interest to students. Contrada and Guyll
(2001) provide an overview of the processes that connect personality factors to illness and
the interaction with stress. Of particular interest is the treatment of the personality/stress
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Chapter 6: Stress
interface. They conclude their chapter with an evaluation of the personality attributes
identified as risk factors by epidemiological work. Recent work indicates a new personality
construct, the Type D personality or distressed, which is characterized by one’s inclination
to interpret life events negatively and to avoid social contacts with others (Sher, 2005).
Type D individuals tend be depressed, anxious, angry, and express more hostile feelings.
Experiencing or anticipating a stressful situation is associated with increased salivary
cortisol levels, and elevated cortisol may promote coronary heart disease. Virginia Hughes
in a recent article talks about the relationship between stress experienced by an infant and
how it consequently affects the teenage brain (2012).
5. Stress and the Workplace
Dolan’s book Stress, Self-Esteem, Health and Work (2006) examines the work
environment and provides valuable insights for individuals interested in enhancing their
sense of wellness at work. Dolan also proposes to promote organizational self-esteem, a
new philosophical approach for managing organizations, and creating organizations that
are healthy emotionally, economically, and ethically. Additionally, in a recent research
study conducted by Ladegard, the results reflect that stress management through coaching
helps reduce stress levels in the workplace (2011).
Recommended Reading
1. Friedman, H. S. (Ed.). (1990). Personality and Disease. New York: Wiley.
This book contains a collection of reviews and theoretical papers addressing general
conceptual issues related to stress, emotion and health, and personality. Each chapter is
authored by a prominent contributor to the field.
2. Lazarus, R. S. (1966) Psychological Stress and the Coping Process. New York: McGraw-
Hill.
This classic book provides the background for Lazarus’ theory, emphasizing the
importance of cognitive processes in the stress process.
3. Lovallo, W. R. (1997). Stress and Health: Biological and Psychological Interactions.

Thousand Oaks, CA: Sage Publications.
In this book, Lovallo begins with a review of the mind-body dichotomy and reviews the
psychophysiological relationships between psychological processes and the stress
response.
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Chapter 6: Stress
4. McNally, R. J. (2003). “Progress and Controversy in the Study of Posttraumatic Stress

Disorder.” Annual Review of Psychology, 54, 229–252.
This is a review on the problems associated with the study of post-traumatic stress disorder
(PTSD). These include problems with subject populations, creeping diagnostic criteria, and
controversies about repressed memories of sexual abuse. In addition, he chronicles the
progress made in the field.
5. Selye, H. (1976). The Stress of Life. New York: McGraw-Hill.
This classic volume presents Selye’s model of the general adaptation syndrome to a
popular audience.
Activities
1. Measuring Stress
One way to get students to better understand stress is to ask students to complete the scale
for “A Measure of Perceived Stress” in Box 6.4 or “The Measurement of Daily Strain” in
Box 6.5. Then, get them to discuss their results in teams of two or three students.
Another approach is to get students to discuss their personal experiences under stress using
the following list of questions which has been developed to encourage discussion of the
roles that physiological arousal, appraisal, and life events play in the experience of stress.
 How do you know when you are under stress?
 What does stress feel like?
 How does stress differ from anticipation, excitement, and other emotions?
 Can positive events be stressful? How?
2. John Henryism
Diversity issues may be introduced by using an activity on John Henryism, which is a

coping strategy with continued exposure to stress. Ask students to read articles on John
Henryism, such as “John Henryism’ Key to Understanding Coping, Health” by Duke
Medicine News and Communications. Then, ask students to submit a report on their
findings and opinions. A class discussion can also be initiated based on the students’
findings.
3. Daily Hassles and Uplifts
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Chapter 6: Stress
The text’s discussion of life events and hassles may be supplemented by administering the
Hassles and Uplifts Scales in the class. The complete scales along with their scoring and
normative information are available in the “Comparison of Two Modes of Stress
Measurement: Daily Hassles and Uplifts Versus Major Life Events” by Kanner, Coyne,
Schaefer, and Lazarus published in the Journal of Behavioral Medicine, Vol. 4, No. 1,
1981.
4. Trauma
Dittmann and Greer published articles in the April 2005 edition of The Monitor on
Psychology. These articles dealt with helping servicemen and their families deal with the
trauma associated with the Iraq War. Students may be asked to read these articles and to
submit a report on their understanding of these topics.
Videos
1. Annenberg/CPB Collection (Producer) available at http://www.learner.org/
 Stress: Locus of Control and Predictability (The Brain, Module number 22)
Using an animal model, this brief module discusses the impact of control and
predictability of physical symptoms.
 Emotions, Stress, and Health (The Brain, Module number 21)
This module examines the biochemical changes associated with stress.
2. National Institute for Occupational Safety and Health available at

http://www.cdc.gov/niosh/
 Working with Stress

This is a video produced by the Centers for Disease Control and Prevention. It
presents evidence on the detrimental impact of job stress on health. Although
recognizing the utility of individual stress management programs, the video argues
that some stressors affect almost all persons, thus the most effective preventive
technique is to change the workplace. Examples of organizational change are
provided.
3. Films for the Humanities and Sciences available at http://ffh.films.com
 Stress: Keeping Your Cool (1994)

This video examines the effect of stress on our society and the relationship between
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Chapter 6: Stress
stress levels and health.

 Coping with Stress (1998)
This video highlights the role of stress in everyday life and how it shapes our overall
physical and mental health. It also identifies some of the sources of stress and also
suggests techniques for managing stress.
 One Nation under Stress (2005)
In several discrete segments, this video examines the causes and effects of stress and
methods of coping with it. Brief appearances are made by Susan Folkman, Karen
Matthews, and Martin Seligman, among others.
4. Fanlight Productions available at www.fanlight.com
 Hidden Wounds (2006)

This is a video dealing with post-traumatic stress disorder (PTSD), its symptoms, and
negative effects. It documents the gruesome reality of PTSD through the stories of
soldiers returning from the war in Iraq.
 The Hidden Face of Fear (2008)
This video looks at how the human brain responds to fear and anxiety. The video
explores the traumatic impact of 9/11, with interviews of people getting treated for
PTSD and panic disorder after the event.
References
Bamber, M. R. (2006). CBT for Occupational Stress in Health Professionals: Introducing a

Schema-focused Approach. London; NY: Routledge, 2006.
Brown, J. D., and McGill, K. L. (1989). The Cost of Good Fortune: When Positive Life Events
Produce Negative Health Consequences. Journal of Personality and Social Psychology, 57,
1103–1110.
Contrada, R. J., and Guyll, M. (2001). On Who Gets Sick and Why: The Role of Personality and
Stress. In A. Baum, T. Revenson, and J. Singer (Eds.), Handbook of Health Psychology (pp.
59–84). Mahwah, NJ: Lawrence Erlbaum.
Cooper, C. L. (Eds), (2005). Handbook of Stress Medicine and Health. Boca Raton: CRC Press.
David, D. H., and Lyons-Ruth, K. (2005). Differential Attachment Responses of Male and
Female Infants to Frightening Material Behavior: Tend-or-Befriend versus Fight-or-Flight.
Infant Mental Health Journal, 26, 1–18.
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Chapter 6: Stress
Dickerson, S. S., and Kemeny, M. E. (2004). Acute Stressors and Cortisol Responses: A
Theoretical Integration and Synthesis of Laboratory Research. Psychological Bulletin, 130,
355–391.
Dolan, S. L. (2006). Stress, Self-Esteem, Health and Work. Basingstoke [England]; New York:
Palgrave Macmillan.
Dougall, A. L., and Baum, A. (2001). Stress, Health and Illness. In A. Baum, T. Revenson, and J.
Singer (Eds.), Handbook of Health Psychology (pp. 321–337). Mahwah, NJ: Lawrence
Erlbaum.
Ennis, M., Kelly, K. S., and Lambert, P. L. (2001). Sex Differences in Cortisol Excretion During
Anticipation of a Psychological Stressor: Possible Support for the Tend-and-befriend
Hypothesis. Stress and Health, 17, 253–261.
Friedman, M., and McEwen, B. (2004). Posttraumatic Stress Disorder, Allostatic Load, and
Medical Illness. In Schnurr, P. and Green, B. (Eds.), Trauma and Health: Physical Health
Consequences of Exposure to Extreme Stress (pp. 157–188). Washington, DC: American
Psychological Association.
Greer, M. (2005). A New Kind of War. The Monitor on Psychology, 36, 38–40.
Lovallo, W. R. (2005). Stress and Health: Biological and Psychological Interactions. Thousand
Oaks, CA: Sage Publications.
McKeever, V. M., McWhirter, B. T., and Huff, M. E. (2006). Relationships between Attribution
Style, Child Abuse History, and PTSD Symptom Severity in Vietnam Veterans. Cognitive
Therapy and Research, 30, 123–133.
Revenson, T. A., Kayser, K., and Bodenmann, G. (2005). Couples Coping with Stress: Emerging
Perspectives on Dyadic Coping. Washington, D.C.: American Psychological Association.
Schnurr, P. P., and Green, B. L. (2003). Trauma and Health: Physical Health Consequences of
Exposure to Extreme Stress. Washington, D.C.: American Psychological Association.
L., Sher (2005). Type D Personality: The Heart, Stress, and Cortisol. Quarterly Journal of
Medicine, 98, 323–329.
Z. M., Shnek, J., Irvine, and D., Stewart, (2001). Psychological Factors and Depressive
Symptoms in Ischemic Heart Disease. Health Psychology, 20, 141–145.
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Chapter 6: Stress
Taylor, S. E (2006). Tend-and-Befriend: Biobehavioral Bases of Affiliation Under Stress.

Current Directions in Psychological Science, 15, 273–277.
Taylor, S. E., Klein, L. C., Lewis, B. P., Gruenewald, T. L., Gurung, R. A. R., and Updegraff, J.
A. (2000). Biobehavioral Responses to Stress in Females: Tend-and-befriend, not Fight-or-
Flight. Psychological Review, 107, 411–429.
Taylor, S. E., Klein, L. C., Lewis, B. P., Gruenewald, T. L., Gurung R. A. R., and Fernandes-
Taylor, S. (2003). Affiliation, Social Support, and Biobehavioral Responses to Stress. In
Suls, J., and Wallston, K. A. (Eds.), Social Psychological Foundations of Health And Illness
(pp. 314–331). Malden, MA: Blackwell.
Taylor, S.E. (2002). The Tending Instinct: Women, Men, and the Biology of Nurturing. New
York: Holt Rinehart Winston.
United States. Congress House. Committee on Veterans’ Affairs. Subcommittee on Health.

Washington: U.S. G.P.O. Posttraumatic Stress Disorder and Traumatic Brain Injury as
Emerging Trends in Force and Veterans Health: Hearing before the Committee on
Veterans’ Affairs, House of Representatives, Subcommittee on Health, One Hundred Ninth
Congress, Second Session, September 28, 2006.
Whittlesey, V. (2001). Diversity Activities for Psychology. Boston: Allyn and Bacon.
Zautra, A. (2005). Emotions, Stress and Health. Oxford, NY: Oxford University Press.

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Health Psychology 10th Edition Taylor

1. Define stress, what is a stressor, and person-environment fit.

1. Stress, Health, and Illness

2. Coping with Stress

4. Personality, Stress, and Health

5. Stress and the Workplace

1. Friedman, H. S. (Ed.). (1990). Personality and Disease. New York: Wiley.

3. Lovallo, W. R. (1997). Stress and Health: Biological and Psychological Interactions.

4. McNally, R. J. (2003). “Progress and Controversy in the Study of Posttraumatic Stress

5. Selye, H. (1976). The Stress of Life. New York: McGraw-Hill.

Diversity issues may be introduced by using an activity on John Henryism, which is a

3. Daily Hassles and Uplifts

1. Annenberg/CPB Collection (Producer) available at http://www.learner.org/

2. National Institute for Occupational Safety and Health available at

 Working with Stress

3. Films for the Humanities and Sciences available at http://ffh.films.com

 Stress: Keeping Your Cool (1994)

stress levels and health.

4. Fanlight Productions available at www.fanlight.com

 Hidden Wounds (2006)

Bamber, M. R. (2006). CBT for Occupational Stress in Health Professionals: Introducing a

Taylor, S. E (2006). Tend-and-Befriend: Biobehavioral Bases of Affiliation Under Stress.

United States. Congress House. Committee on Veterans’ Affairs. Subcommittee on Health.

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