Stress

The task of studying the impact of social class on physical and mental health involves, among other things, the use of a conceptual toolbox that defines what social class is, establishes how to measure it, and sets criteria that help distinguish it from closely related concepts. One field that has recently witnessed a wealth of theoretical and conceptual research on social class is psychology, but geographers' and sociologists' attitude of diffidence toward this " positivistic " discipline has prevented them from taking advantage of this body of scholarship. This paper aims to highlight some of the most important developments in the psychological study of social class and social mobility that speak to the long-standing concerns of health geographers and sociologists with how social position, perceptions, social comparisons, and class-based identities impact health and well-being.
DOI: https://doi.org/10.1016/j.socscimed.2017.11.037

People abused by angry discipline as children, may tend to abuse or overly punish other people or themselves for perceived wrongs in their adult life. In some individuals, aggressive personality traits may be genetically inherited. The aggressive personality may feel weakened by having guidelines or boundaries for anger. Anger is a normal human emotion, and these guidelines can help express anger in a healthy way.

Durante décadas el enfoque conductista fue el paradigma dominante dentro de la Psicología. El conductismo supuso para la psicología un fuerte desarrollo a nivel metodológico, pero el objeto de estudio se limitó en gran medida al estudio de la conducta observable. Los datos obtenidos sobre este tipo de conductas eran contrastables y podían ser relacionados con los datos obtenidos de la situación en la que se encontraba el sujeto. Se asumía el modelo funcional más simple en el que la conducta depende de las características de la situación. Desde los años veinte se estudiaron leyes generales del comportamiento, especialmente las leyes del aprendizaje. Los éxitos fueron notables, obteniéndose buenos resultados. Se alcanzó un buen nivel metodológico y unos aceptables conocimientos sobre el comportamiento observable.  Buena prueba de ello es que se consiguió trasladar este conjunto de conocimientos a campos aplicados de la psicología, como la psicología clínica, u otras áreas en las que es objetivo fundamental conseguir cambiar la conducta de los individuos. En la psicología clínica que había surgido desde el modelo conductista del aprendizaje emocional se había venido suponiendo que los desórdenes emocionales eran fruto del aprendizaje por asociación y, por lo tanto, se corregían aplicando técnicas basadas en las leyes del aprendizaje clásico y operante. Bajo el rótulo modificación de conducta surgieron un buen número de técnicas basadas en las leyes del aprendizaje que presentan un alto grado de eficacia.

A finales de los años 60 se ponen en cuestión algunos de los supuestos que se habían venido manejando dentro de las teorías sobre el condicionamiento emocional.

A la vista de estas cuestiones no resueltas, no parecía adecuado seguir centrándose exclusivamente en un modelo de condicionamiento para explicar la adquisición, mantenimiento, modificación y extinción de respuestas de ansiedad.

En los años 60 surgen nuevos modelos que intentan explicar la conducta emocional mediante variables de tipo cognitivo. Estos modelos se han ido desarrollando y de ellos se han derivado técnicas cognitivas para el tratamiento de los trastornos emocionales.


Supuestos teóricos

No  todos los modelos cognitivos clínicos han desarrollado técnicas de tratamiento. La mayor parte de las técnicas cognitivas de intervención han sido desarrolladas por psicólogos clínicos a partir de su experiencia con pacientes. En estos casos el modelo y la técnica están estrechamente unidos, sin embargo los datos experimentales que puedan apoyar a ambos son más escasos que para los modelos y técnicas basados en el condicionamiento.

Desde una perspectiva cognitiva se supone que entre el estímulo, o situación, y la conducta existen una serie de variables importantes que se pueden y se deben estudiar. A grandes rasgos podríamos afirmar que la conducta depende no sólo de la situación en la que se encuentra el individuo, sino que también depende de cómo el sujeto interpreta la situación. Por lo que se refiere a las emociones, tanto en la conducta emocional normal como en los trastornos emocionales, los significados privados de las personas juegan un papel importante, pues median de una manera decisiva en la determinación de la reacción emocional y, en definitiva, en la conducta. Estos significados se estudian a partir de los informes verbales conscientes que nos proporciona el propio individuo.

Así pues, entre la situación y la conducta, dentro de las variables del sujeto (antes considerado la caja negra, que no se podía estudiar), se definen una serie de conceptos, estructuras y procesos, de carácter cognitivo, que nos permiten explicar, predecir y modificar una conducta dada, en una situación concreta, para un individuo determinado.

La interpretación desajustada de las situaciones que vive el individuo dificultarían su adaptación al medio. Así, por ejemplo, unas consecuencias negativas exageradas conllevarían un estado de alerta. Se iniciaría un proceso de estrés en el que, además de una serie de cambios corporales que implican activación, se irían desatando una serie de emociones, tales como la ansiedad o la ira.

Un sujeto que está sometido a eventos que resultan mínimamente estresantes para otros puede aumentar considerablemente su reacción de estrés si no maneja adecuadamente sus pensamientos o si procesa la información de una manera inadecuada. En ese caso, lo primero que se podrá observar en dicho individuo es una intensa reacción de ansiedad, o fuertes niveles de ansiedad.

La ansiedad desde este enfoque está generada por las evaluaciones de los sucesos internos y externos (que el sujeto interpreta como amenazantes), por las atribuciones (a veces erróneas) que realizan las personas sobre los resultados de sus acciones, por la forma (a veces desajustada) en que se estructura o interpreta la realidad, por  el autodiálogo interno o las  autoinstrucciones (por lo general, en forma de pensamientos negativos, o rumiaciones), por la forma en que el individuo lleva a cabo el proceso de solución de problemas, o toma de decisiones (cuando se carece de habilidades de este tipo), etc. Cuando la intensidad de esta respuesta emocional es muy alta, encontramos que ese nivel elevado de ansiedad está relacionado con sesgos o errores cognitivos en la interpretación de la situación, o de algún otro elemento esencial. Por lo tanto, está implícito en este planteamiento que si se modifican estas variables cognitivas podemos modificar las conductas de ansiedad a que dan lugar las mismas y de esta manera el individuo estaría manejando mejor su estrés.

The aim of this study is to examine why adults prefer online shopping and which factors lead to online shopping addiction. The study has been carried out using the screening model, a quantitative research method. Certain variables in the study have been identified in light of the qualitative findings, with theoretical models being developed in the first part of the study. These models are then tested quantitatively in the second part of the study. The data has been collected from 105 adults using the snowball sampling method. Path analysis has been conducted to analyze the data. After obtaining the variables regarding online shopping (i.e., ease of use, usefulness, pleasure, stress, and depression), several models were developed in consideration of the related literature. In Model-I, the variables of stress, depression, ease of use, and usefulness predict hedonic shopping, while in Model-II, the variables of stress, ease of use, usefulness, and hedonic shopping predict depression. Meanwhile, the paths have been determined to be from stress to hedonic shopping in Model-1 and from stress to depression in Model-II.

The purpose of this study is to examine the relationships between smartphone addiction, cyberloafing, stress and social support. The research data were collected from 885 undergraduate students studying at a public university in Turkey using an online questionnaire. The relationship between the variables was tested by path analysis. The results of the research showed that class level, family income and place of residence did not have a significant effect on smartphone addiction, cyberloafing, stress and perceived social support. Smartphone addiction, stress and perceived social support differed significantly by gender. Stress was shown to have a significant effect on cyberloafing and smartphone addiction, and cyberloafing to have a significant effect on smartphone addiction. Social support had a small but significant effect on cyberloafing, but did not seem to have a significant effect on stress. The results of the research are discussed with regard to higher education students and future studies.

The study deals with the personality and socioeconomic factors influencing the academic track/strand among Senior High Schoolers. It answered the following questions: What is the chosen academic track among Senior High Schoolers?; How may the personality and socioeconomic factors among Senior High Schoolers be described; Is there significant relationship between personality and socioeconomic factors and chosen academic track among Senior High Schoolers?; and To what extend do personality and socioeconomic factors predict the chosen academic track? Descriptive method of research was used with 225 Senior High Schoolers from Wesleyan University-Philippines, Aurora Campus located at Maria Aurora, Aurora, Philippines during the School Year 2018-2019. Questionnaire with the aid of interview were used as data gathering instruments and subjected to frequency distribution, percentage, weighted mean, test of correlation and regression. Humanities and Social Sciences (HUMSS) strand is the first choice among the respondents. Personality factors obtained a weighted mean of 3.51 described as agree, considering that strand which were important and vital in deciding and choosing future career, giving them the challenge to bring out their best, and further development with their values as a person lead the factors. Likewise, supporting the needs of their family and valuing in the future" ruled the socioeconomic factors in choosing strand. Students chose General Academic Strand (GAS) strand still on the process of deciding what degree they will be going to enrol in college which manifested on the finding that high significant correlations were observed to all personality and socioeconomic factors in choosing the academic strand. Fourteen per cent of personality factor; "students' intellectual capacity to finish their studies can predict academic strand while socioeconomic factor; "choosing strand that they value in the future" can predict 13.1%.

There has been increased attention in the literature about stress among nursing students. It has been evident that clinical education is the most stressful experience for nursing students. The aim of this paper was to critically review studies related to degrees of stress and the type of stressors that can be found among undergraduate nursing students during their clinical education. The search strategy involved the utilization of the following databases: MEDLINE (Medical Literature on-Line), CINAHL (Cumulative Index to Nursing and Allied Health Literature), PsycINFO (Psychology Information) and PubMed. Keywords were stress, undergraduate nursing students, clinical practice. The review included those studies published between 2002 and 2013, conducted in any country as long as reported in English, and including a focus on the clinical practice experience of nursing students. Thirteen studies met the eligibility criteria. Four themes were identified: initial clinical experience, compa...

This paper crosses the borders of human geography to bring back two related bodies of work from experimental psychology that investigate, in an unusual and refreshingly precise way, long-standing human geographical concerns with tem-porality, place and subject formations, meaning-making and well-being. It is argued that the traffic of ideas and empirical findings between human geography and experimental psychology can be mutually profitable if, and only to the extent that, it encompasses a sustained epistemological, methodological and political critique of the disciplinary practices that have yielded those ideas and findings.

This study explored the factor structure of the short form of the Depression Anxiety Stress Scales (DASS-21; Lovibond & Lovibond, 1995b) in a young adolescent sample. A group of 484 high school students (Mean age = 13.62 years, Min = 11.83, Max = 15.67 years, 52 % boys) completed the DASS-21. Several models were tested using Confirmatory Factor Analysis. A model consistent with the factor structure of the adult DASS, with correlated error terms, provided good fit to the data. However, correlations among the factors were very high. A ‘quadripartite’ model involving a common ‘Negative Affect’ factor as well as the three specific factors of Depression, Anxiety and Tension/Stress was tested to explain these correlations and was supported by the data. This model suggests that the core symptoms of Depression and Anxiety are similar in adults and adolescents, but the conceptualisation and assessment of Tension/Stress in adolescents needs further refinement.

Background: We present recommendations for revision of the diagnostic criteria for the Dissociative Disorders (DDs) for DSM-5. The periodic revision of the DSM provides an opportunity to revisit the assumptions underlying specific diagnoses and the empirical support, or lack of it, for the defining diagnostic criteria. Methods: This paper reviews clinical, phenomenological, epidemiological, cultural, and neurobiological data related to the DDs in order to generate an up-to-date, evidence-based set of DD diagnoses and diagnostic criteria for DSM-5. First, we review the definitions of dissociation and the differences between the definitions of dissociation and conceptualization of DDs in the DSM-IV-TR and the ICD-10, respectively. Also, we review more general conceptual issues in defining dissociation and dissociative disorders. Based on this review, we propose a revised definition of dissociation for DSM-5 and discuss the implications of this definition for understanding dissociative symptoms and disorders. Results: We make the following recommendations for DSM-5: 1.Depersonalization Disorder (DPD) should derealization symptoms as well.2.Dissociative Fugue should become a subtype of Dissociative Amnesia (DA).3.The diagnostic criteria for DID should be changed to emphasize the disruptive nature of the dissociation and amnesia for everyday as well as traumatic events. The experience of possession should be included in the definition of identity disruption.4.Should Dissociative Trance Disorder should be included in the Unspecified Dissociative Disorder (UDD) category.Depersonalization Disorder (DPD) should derealization symptoms as well.Dissociative Fugue should become a subtype of Dissociative Amnesia (DA).The diagnostic criteria for DID should be changed to emphasize the disruptive nature of the dissociation and amnesia for everyday as well as traumatic events. The experience of possession should be included in the definition of identity disruption.Should Dissociative Trance Disorder should be included in the Unspecified Dissociative Disorder (UDD) category.Conclusions: There is a growing body of evidence linking the dissociative disorders to a trauma history, and to specific neural mechanisms. Depression and Anxiety, 2011. © 2011 Wiley-Liss, Inc.

This randomized controlled trial compares the dance movement therapy (DMT) group’s effect on stress management improvement and stress reduction with a wait-listed control group (WG). 162 self-selected clients suffering from stress were randomly assigned to a WG or a DMT intervention that received 10 group therapy sessions. Stress management (SVF 120), psychopathology and overall distress (Brief Symptom Inventory/BSI) were evaluated at baseline (t1: pre-test), immediately after completion of the ten sessions DMT group intervention (t2: post-test), and 6 months after the DMT treatment (t3: follow-up test). Analysis of variance was calculated to evaluate the between-group (time x condition) and within-group (time) effect of the DMT intervention. Negative stress management strategies decreased significantly in the short-term at t2 (p < .005) and long-term at t3 (p < .05), Positive Strategy Distraction improved significantly in the short-term (p < .10), as well as Subtest Relaxation (p < .10). Significant short-term improvements were observed in the BSI psychological distress scales Obsessive-Compulsive (p < .05), Interpersonal Sensitivity (p < .10), Depression (p < .05), Anxiety (p < .005), Phobic Anxiety (p < .01), Psychoticism (p < .05), and in Positive Symptom Distress (p < .02). Significant long-term improvement in psychological distress through DMT existed in Interpersonal Sensitivity (p < .05), Depression (p < .000), Phobic Anxiety (p < .05), Paranoid Thinking (p < .005), Psychoticism (p < .05), and Global Severity Index (p < .01). Results indicate that DMT group treatment is more effective to improve stress management and reduce psychological distress than non-treatment. DMT effects last over time.
Keywords: Dance movement therapy (DMT) research, Stress management and stress reduction, Randomized controlled trial (RCT), Treatment effectiveness.

Esta obra es un compendio de la gramática de la lengua wayuu donde expongo de manera sucinta las nociones más importantes de su morfología y su sintaxis. Se desprende de dos anteriores publicaciones mías, pero he revisado definiciones y explicaciones, acortado secciones, eliminado ejemplos redundantes, modificado gráficos, tablas y esquemas, reordenado la secuencia de varias secciones, eliminado apartes no estrictamente gramaticales y, en fin, he procurado dar una visión de conjunto un poco más simple, pero sin dejar de ser rigurosa. Las secciones se presentan como en unidades manejables de corta o mediana extensión para permitir cubrirlas en tiempos relativamente cortos. Como es una obra de consulta rápida, no se incluyen ejercicios, pero sí abundantes ejemplos obtenidos mediante colaboración de hablantes nativos, o extraídos de los textos escritos por connotados autores wayuu, así como también de las traducciones al wayuunaiki de El Nuevo Testamento, y de la obra literaria clásica El Principito. Se ha respetado siempre la variante dialectal usada en esos textos, pero normalizando la ortografía. Con la finalidad de contrastar las lenguas, en la mayoría de las secciones se presentan primero las nociones gramaticales y ejemplos en español, para luego desarrollarlas en wayuunaiki. Mi deseo es que esta obra sirva de base a los instructores de wayuunaiki para que puedan preparar con facilidad sus lecciones para la enseñanza de la gramática. Con el estudio de esta obra, los interesados en esta lengua podrán alcanzar un conocimiento sólido que les permitirá trabajar con una buena base en las urgentes tareas de promoción de esta maravillosa y rica lengua. Deseo expresar mi respeto y admiración a los autores de gramáticas del wayuunaiki realizadas en distintas épocas, con diferentes audiencias en mente y con diferentes metodologías. Esta gramática circula primeramente en versión digital, pero confío en que pronto se publicará en forma impresa. En esta versión digital he colocado fotografías de amigos wayuu que me han acompañando en este trabajo durante muchos años.

This qualitative study investigated the lived experiences of highly sensitive persons (HSPs) to better understand the way they experience careers.  Sensory processing sensitivity (SPS) is the underlying personality trait and is present in approximately 20 percent of the population, equally distributed across gender and racial lines.  SPS is considered a non-normative personality trait in some Western societies and subcultures.  Thus, many HSPs experience difficulty finding an appropriate match between innate temperament and career.   
This qualitative research perspective employed semi-structured interviews with 35 participants recruited through social media web sites and snowball sampling.  Participants in the study were primarily from the U.S., but also from five foreign countries.  Participants were chosen based on answers to a recruitment questionnaire and Elaine Aron’s HSP Self-Test.  Major findings reveal a complex, interwoven dynamic interplay between nine major themes: (1) empathy, (2) childhood’s influence, (3) self-care, (4) a rich inner life, (5) creativity, (6) high sensation-seeking, (7) the sociological perspective, (8) the experience of work, and (9) the integral being.  The significance of this study is that it is the first of its kind to investigate this topic in a systematic, scientific manner.

This research tested a model that classifies change uncertainty into three interrelated types: strategic, structural, and job-related. We predicted that control would mediate the effects of job-related uncertainty upon psychological strain, and that management communication and participation in decision-making (PDM) would reduce uncertainty and increase feelings of control. The model was tested in a public sector organization and the results supported it. Control was found to mediate the effects of job-related uncertainty upon psychological strain. Management communication was negatively related to strategic uncertainty, whereas PDM was negatively related to structural and job-related uncertainty, suggesting different mechanisms to deal with the types of uncertainty during change. Finally, PDM was positively associated with feelings of control and negatively associated with psychological strain. These results suggest that PDM can short-circuit the damaging effects of uncertainty by allowing employees to have a say in change related organizational affairs, thereby instilling a sense of control over their circumstances.

Media technology—from mass media to social media and from video gaming to computer-mediated communication—plays an increasingly central role in people’s lives. Due to exponential increases in computing power, people now carry incredibly powerful computers—their smartphones—everywhere they go. This ever-greater access to media technology is generating an ever-greater conflict between media activities and the unmediated activities critical for psychological well-being—from our face-to-face conversations and family time to our down time and work lives. What are the costs and benefits of people’s modern media technology use for psychological well-being? Using a complementarity-interference (CI) framework, I review research to illuminate key psychological processes (i.e., mediators) and conditions (i.e., moderators) of the relationship between media technology and psychological well-being. Based on the existing evidence, I propose an initial theoretical CI model of the effects of media technology on psychological well-being. I use this CI model to outline important directions for future research, providing guidelines for an integrated, theoretically informed research on media technology.