Stress seems to be an important psychological issue because of its ever-growing place in the modern world. At the moment, humanity has entered a special period when people produce a lot and the pace of life is accelerating. Such a level of progress does not seem to depend on a person, so strong is our current civilization and its technological advances. However, progress increases the private responsibility of each person and the support of the new world that surrounds us. The ability to complete work on time, learn new skills at the first request of the bosses, and the need to work overtime – all this is among the constant needs of a modern working person. It is not surprising that the human mind and body can be caught in a constant state of increased stress. Stress is a psychological phenomenon that is not only a result of external pressure but also a way for the body to deal with difficulties. That is why the problem of stress seems so valuable to me because it includes the ways how the body overcoming this pressure.
A study should be described that represents a summary analysis of twelve articles obtained from scientific databases, both academic and strictly medical. The analysis of these articles is intended to show the level of stress resistance and psychological well-being of medical students in countries around the world (Li & Hasson, 2020). This study is describing the risks of socially provoked emotional trauma and distortion of the psyche in stressful learning environments. The authors conclude the article by suggesting some strategies that increase students’ resilience to stress. The article proves that the human ability to form psychological resilience, that is, resistance to difficulties, is very useful for reducing stress and holding one’s mental balance.
Reference
Li, Z-S., & Hasson, F. (2020). Resilience, stress, and psychological well-being in nursing students: A systematic review. Nurse Education Today 90, 104440.
There is a complicated relationship between the traumatic experiences of an individual and their personality development. Trauma is the effect of enduring extreme stress or being the victim of violence. It can cause psychological disruption and result in clinical or borderline disorders, neuroses, and psychosomatic diseases. Therefore, traumas have a significant impact on people’s psychological health.
There has already been an investigation on how traumas cause personality changes. Berman (2016) suggests that the relationship between traumas and identity is complex. Traumatic experiences can alter a person’s sense of identity, whereas identity can affect an individual’s perception of traumatic situations (Berman, 2016, p. 1). It is also crucial to note that everyone develops their distinct personality traits, values, and beliefs. Therefore, different people may be affected differently by the same incident. When a group of people is attacked, some individuals may get traumatized to develop PTSD; others might perceive the shooting as stress and recover quickly because their resources are sufficient to restore their mental health. As a result, the consequences of trauma are determined by a person’s personality, while a person’s identity might shift in response to the severity of trauma.
It is crucial to thoroughly study the connection between trauma and identity, given that trauma may negatively influence an individual’s physical and mental health. The study by Hampson et al. (2016) found that childhood traumas may determine a person’s conduct patterns and health-damaging habits (p. 9). This research paper will further explore the link between trauma and identity and the findings will assist in reducing the severity of trauma. It will be based on the hypothesis that trauma has a detrimental impact on a person’s identity and is likely to result in adverse consequences in the future.
References
Berman, S. L. (2016). Identity and trauma.Journal of Traumatic Stress Disorders & Treatment, 5(2).
Hampson, S. E., Edmonds, G. W., Goldberg, L. R., Barckley, M., Klest, B., Dubanoski, J. P., & Hillier, T. A. (2016). Lifetime trauma, personality traits, and health: A pathway to midlife health status. Psychological Trauma: Theory, Research, Practice, and Policy, 8(4), 447–454. doi:10.1037/tra0000137
Psychology defines stress as a feeling of strain and pressure exhibited on an individual by internal or external factors. From a neurological perspective, stress is a state where an individual identifies a problem or an issue and is subconsciously preparing to deal with it, which results in various motoric reactions and stimuli being felt by the body (Burton, p. 938). Stress may be beneficial or negative to an individual, depending on its source, intensity, and longevity. Positive stress improves athletic performance and increases motivation, adaptation, and reaction to the surrounding environment. Negative stress, on the other hand, is associated with cardiovascular diseases, behavioral malfunctions, and psychological disorders.
Passing the Test
I passed the Holmes and Rahe stress test, according to which my stress level is at 118, which is considered moderate-to-low. I have a reasonably low chance of becoming ill because of stress soon.
The primary major stress on my life involved my wife’s pregnancy following by raising our first baby. These stressors are different in nature, as I had very little control over the former, and the only thing I could do was to ensure all of my wife’s needs were met for when baby birth would occur. Compared to that, the following process of raising a small child felt more controllable, even though the challenges associated with it proved to be numerous. In that regard, pregnancy was a major life event, and the subsequent child raising shifted from that to daily hassles and micro stressors, adding to ones being present already. To summarize, having a child is a lot less stressful than expecting one.
Groups of Stress-Resolving Strategies
There are three major groups of stress-resolving strategies that could be applied to nearly any situation. These groups include adaptive-cognitive, adaptive-behavioral, and emotion-focused strategies. Adaptive-cognitive strategies modify the way an individual thinks, adaptive-behavioral focus on solving problems and eliminating stressors, and emotion-focused therapy changes individual emotional reactions to specific stressors (Taylor, p. 134). All of these strategies could be used, to a certain degree, as a part of a complex stress reduction therapy.
During my wife’s pregnancy, I typically implemented an adaptive-cognitive strategy, which revolved around changing my thinking patterns from worrying over my wife’s condition to the anticipation of the newborn child. After her pregnancy was over, I switched to an adaptive-behavioral strategy, as it provided answers to a myriad of stress-related issues associated with caring for the baby. The emotion-focused strategy was never the primary focus but saw use in both scenarios.
Conclusion
The topic I wish to apply for is stress management in the workplace. According to Kinnunen-Amoroso and Juha, occupational stress is one of the greatest health-related risks for employees in Europe and the US, one that is present in every area of professional endeavor. Subtopics, such as stress management, life-work balance, and conflict resolution, could apply to my work as an architect as well as to my life as a father and provider for the family. Learning about different strategies that could be applied in that context would have positive consequences on my life.
Works Cited
Burton, Lorelle, et al. Psychology. 5th ed., Wiley, 2018.
Kinnunen-Amoroso, Maritta, and Juha Liira. “Work-related stress management between workplace and occupational health care.” Work, vol. 54, no. 3, 2016, pp. 507-515.
Taylor, Shelley E. Health psychology. McGraw-Hill Education, 2015.
Psychological well-being in the educational environment plays a massive role in the development of the student’s personality. Studying at school is full of emotions, experiences, and feelings that affect the success of educational activities. Fear of failure and defeat generate negative emotions and unwillingness to perform difficult training tasks. Emotional distress leads to the formation of unstable self-esteem and manifests itself in the occurrence of anxiety. Stress has a devastating effect on health, learning ability, and social adaptation.
The Effect of Stress
It is essential to understand that the ability to cope with difficulties is a necessary stage of a child’s full development. Stress becomes toxic for a child if negative emotions have to be experienced for a long time without receiving adequate support from adults (Murgia, 2015). This includes situations of physical and psychological violence or indifference on the part of adults. The experience of toxic stress in the early years of life also negatively affects school performance and the physical development of children (Vogel & Schwabe, 2016). Toxic stress does not prepare children for the real world, and it undermines their ability to maintain a stable state to realize their own capabilities (Johnson & Blum, 2012). Chronic stress causes the most significant harm to mental and physical health, leading to sleep problems, overeating, procrastination, and unwillingness to take care of themselves.
Teachers need to take this aspect into account when creating a curriculum. The level of the hormones dopamine, as well as norepinephrine and serotonin, decreases, and as a result, toxic stress can turn into depression (Brozena, 2022). Studies confirm that the prolonged presence of a child in a stressful situation negatively affects the development of all organ systems, worsens cognitive abilities, and increases the risk of cardiovascular diseases in adulthood (Johnson & Blum, 2012). Children who have experienced toxic stress perform worse at school, are more likely to have problems with alcohol, adapt worse to society, receive higher education less often, and are less successful in adulthood (Brozena, 2022). Therefore, it is necessary to take into account this aspect in order to overcome the negative impact.
The early years of life are the period of formation of neural connections of the brain. Thus, if obstacles arise at this stage – for example, in the form of stress – then the connections will remain weak throughout life. Therefore, teachers should correctly assess the condition of children since direct support plays a crucial role in providing psychological protection for students (Brozena, 2022). Toxic stress can manifest itself in behavior in a variety of ways, masquerading as other problems (Johnson & Blum, 2012). The main signs of school anxiety are passivity in the classroom, embarrassment when answering, and confusion at the slightest remark from the teacher. The correctional and developmental stage involves work in several directions – this is the psychological education of teachers and parents of students on the factors of stress and measures aimed at preventing its occurrence (Harvard University, n.d.). In preventing and correcting children’s anxiety, a complex impact on the child, that is, the interaction of parents and teachers plays an essential role. Under favorable conditions and psychological support from the social environment, children will experience emotional comfort.
Conclusion
Toxic stress occurs in a situation of exceptionally strong emotions or when an unpleasant situation repeats day after day. If a student experiences negative emotions often and for a long time, it means that stress has acquired a chronic character. The main task of adults is to help children get out of a state of stress. Teachers should build their relationships with children in such a way that the acquisition of knowledge does not become an obstacle to the student’s full-fledged personality formation. Due to the physiology and social circumstances of their lives, teenagers constantly experience increased emotional stress, but at the same time, they may learn to cope with stressful situations and their own stress.
Acute Stress Disorder (ASD) is a pathological condition that affects brains of individuals who have been involved in distressing events such as accidents. ASD is regarded as a traumatically induced fear condition that reveals through behaviors such as negative emotions, incompetence, and loss of self-wellbeing. Many patients of ASD acquire the condition through involvement in threatening events such as assault, rape, accident, kidnapping, natural calamities, and/or terror activities. This essay is based on Cynthia’s case that explains how she narrowly escaped death while driving on a freeway. She crashed into an 18-wheel truck that jack-knifed in front of her. According to the case, she did not experienced any injuries at the accident scene. However, she began experiencing some unique behaviors that required psychological therapy a few weeks after the incident. This essay elaborates on Cynthia’s ASD condition with a view of examining the appropriate treatment to correct the disorder using differential analysis.
Symptoms for the Diagnosis of Cynthia’s case
To diagnose the patient correctly, the patient must experience or re-experience at least one or several distressing activities. Patients of ASD should also exhibit two symptoms such as hyperactive arousal, involuntary intrusive thoughts, avoidance, and/or numbing.
Involuntary Intrusive Thoughts
Involuntary intrusive thoughts are symptoms that are seen through reactions and prolonged emotions that remind the patient about the traumatic occurrence. For example, whenever Cynthia drives her car against oncoming trucks, she becomes sweaty and hyperventilated. Furthermore, every time she hears break sounds screeching in the nearby road, she remembers the accident.
Hyper-Arousal Conditions
Cynthia finds it difficult to concentrate on her activities. Furthermore, she has developed hyper-vigilance. In the case text, it is noted that from time to time Cynthia goes blank and feels unreal. She feels detached from the environment due to lack of concentration (Hobfoll, 1991).
Circumvention
Individuals with ASD disorder have a tendency of circumventing distressing situations. Avoidance can lead to further development of anxiety (March 1990). For instance, Cynthia has avoided driving on the freeway as she used to do before her fateful day. When she tried driving on the freeway after the incident, she tensed when she spotted a truck that was on the oncoming lane. The fact that she tensed reveals that she has developed avoidance behavior.
Numbing Behavior
This symptom involves emotional actions that detach individuals from events that surround them. Numbing symptoms are characterized by behaviors such as depression, loss of interest in favorite activities, hopelessness, and reduced emotions (Hobfoll, 1991). For example, when Cynthia is playing with her child in a room, the screeching sound of a braking track on the nearby road steals her attention from the play and she unknowingly stops playing with her child (March, 1990).
Differential Diagnosis Approach
There are many similarities between ASD and Post Trauma Exposure Disorder (PTSD). However, the difference between ASD and PTSD is that ASD symptoms are diagnosed within a period of less than four weeks while PTSD symptoms can be diagnosed after a month (Kaplan & Sadock, 1995).
Many differential diagnostic tools can be applied to diagnose ASD. For instance, the DSM IV is an essential tool that is used to categorize individuals into various pathological groups. Although many researchers who diagnose ASD conditions have recommended the use of DSM IV, the method has some shortcomings that make it unreliable for diagnosis of the disorder. Some disorders have symptoms that are overlap with the symptoms of other disorders. For instance, differences that exist between ASD and PTSD are based on time but symptoms are the same (Cassano et al., 1999).
DSM IV Model Chosen
Vignette criteria should be used to assess a patient who is suspected to have ASD. This criterion involves examination of the patient’s premorbid global assessment function (GAF) score, determination of impairment, and determination of a causal link between the accident, psychological impairment, and stability of impairment. It also seeks to determine the impact of the distressing event on the person’s ability to complete daily activities and calculation of the patient’s loss because of the impairment (Lemma, 1996).
In the context of Cynthia’s case, a DSM IV model of diagnosis is suitable for assessing her condition due to its ability to detect consistent patterns of symptoms that include avoidance of thought about the accident, hopelessness or feelings of emptiness, on hearing the screeching sounds of braking vehicles, depression, traumatic stress, and numbing among others (Lemma, 1996). Therefore, a diagnosis of Cynthia’s ASD condition was realized.
Criteria for the Acute Stress Disorder as observed in Cynthia’s case
The criterion that was used to assess Cynthia’s condition entailed the use of a multipart survey questionnaire. A detailed self-assessment questionnaire that has been used to evaluate the level and nature of traumatic effects on Cynthia revealed that her condition is deteriorating. This situation is portrayed by her negative behavior towards sounds. In addition, when she tries to drive again, she panics upon seeing oncoming trucks (Lemma, 1996).
Shortfalls of DSM IV
The DSM IV diagnosis method has various shortfalls. Different conditions have similar symptoms. As a result, to make a decision on a particular therapy for a particular disorder is cumbersome. Consequently, the decisions theoretically made; hence, much experience and training is required. The DSM IV does not adequately separate the symptoms of different disorders. This situation leads to confusion since it therapy procedures cover many disorders. As a result, it does not show related symptoms. This state of affairs makes it difficult for psychiatrics to differentiate between the symptoms of different mental impairments (Cassano et al., 1999).
DSM IV also portrays cultural biasness. The manual has specific orientation to certain groups of people such as the Anglo-American culture. As a result, other people who are not of their cultural norms can easily be diagnosed for the wrong disorders; hence, they can be categorized as non-pathological. Furthermore, this model in only used for classification of disorders; thus, it cannot replace clinical practice for better treatment. Therefore, the DSM IV is more of a categorical system that is not as efficient the dimensional model (Cassano et al., 1999). Consequently, the DSM IV model is unreliable due to its inability to differentiate symptoms dimensionally, which can lead to clinical misjudgment.
Missing Information that was to be Included
According to Cynthia’s case, there is no provisional background information that includes her family or friends. Previous medical and psychological reports are also missing. Furthermore, no history of accidents that match with the actual one that Cynthia experienced (Lemma, 1996).
Conclusion
Justification of the relationship between accidents and mental impairment based on the DSM IV model can be made since Cynthia was able to realize strange behaviors immediately after the accident. This situation has affected her emotionally. It has also made her experience hyper-arousal characteristics. Although a conclusive recommendation can be difficult to specify her exact condition due to inaccuracy of the model, its application can be of great importance in treatment of such cases.
Reference List
American Psychiatric Association. (1994). Diagnostic and Statistical Manual of Mental Disorders. Washington, DC: American Psychiatric Association.
Cassano, G., Dell’Osso, L., Frank E., Minati, M., Fagiolini, A., & Shear, K. (1999). The bipolar spectrum: a clinical reality in search of diagnostic criteria and an assessment methodology. J Affect Disord, 54(1), 319-28.
Hobfoll SE. (1991).Traumatic stress: A theory based on rapid loss of resources. Anxiety Res, 4(1),187-97.
Kaplan H., & Sadock, B. (1995). Comprehensive textbook of psychiatry. Baltimore: Willians & Wilkins.
Lemma, A. (1996). Introduction to psychopathology. Thousand Oaks, CA: Sage Publication Ltd.
March, J. (1990). The nosology of posttraumatic stress disorder. J Anxiety Disord, 4(1), 61-823.
According to the major hypothesis, there are no significant differences in mood or stress levels among the students attending Kean University. Nevertheless, the findings do not confirm this assumption. At first, they indicate there are various independent variables that affect the stress levels of learners who were interviewed during this study. In particular, one should speak about the connection between academic year and optimism.
In other words, learners attending the university for a greater number of years tend to be more optimistic. Additionally, one should mention that the level of a student’s hyperactivity is dependent on the major that he/she has chosen. It is also necessary to mention that the increase in a person’s concentration makes him/her feel more disturbed. Furthermore, people, who struggle with anxiousness, tend to feel more depressed. Furthermore, respondents reported close association between being disturbed and restlessness. This study also indicates that the increased levels of anxiety usually intensify a student’s irritability.
Apart from that, people with poor appetite are more vulnerable to depression. It should be mentioned that appetite is normally influenced by the level of perceived anxiety. As a rule, people, who struggle with anxiety, tend to consume more food. Finally, people, who are engaged in a greater number of daily activities, are more likely to feel excitement. Nevertheless, there is a negative correlation between tiredness and nervousness. Overall, this discussion shows that students of Kean University can differ in terms of stress level. Moreover, there are several factors that are important for explaining a person’s vulnerability to stress or depression. Additionally, there are various attributes that can enable a person to reduce the level of stress. For instance, one can speak about active lifestyles.
Implications and interpretation of the results
To some degree, these results confirm the findings of other scholars; for instance, one can refer to the studies showing that there is a significant correlation between the consumption of food and emotional experiences of an individual (Osdoba, Mann, Redden, & Vickers, 2015). Nevertheless, at the same time, the collected data are not consistent with the assumption according to which tiredness inevitably leads to anxiousness and stress.
To some degree, this outcome can be explained by the fact that people, who experience high levels of fatigue, may sometimes become indifferent of the problems that previously seemed very important to them. Nevertheless, other results are compatible with previous findings; for instance, one can speak about the influence of such variables as the degree of concentration on a certain task or the relationship between anxiety and irritation.
At the same time, this study extends existing research because it focuses on the experiences of a specific population, namely, the learners of a university. To some degree, these findings support the so-called Lazarus model of stress. According to this framework, a person can experience stress, if the perceived demands set by other people exceed his/her resources or competencies (Cooper & Deve, 2008, p. 68). For instance, learners may believe that they cannot meet the requirements set by professors. As a result, they tend to experience stress.
Strengths and limitations of the study
There are several strengths of this study. In particular, the sample includes the participants belonging to various ethnic groups and cultures. Moreover, the respondents represented various age groups. Nevertheless, there are several limitations of the study. In particular, one should mention that the female students were significantly overrepresented in the sample. In particular, there were 20 females and only 6 males.
Provided that there had been a greater number of male respondents, the results could have been different. Additionally, the sample was rather small and it was not representative of the student body in Kean University. Another important limitation is that this study included several independent variables that may appear interchangeable. For instance, one can speak anxiety and restlessness. So, it is vital to include a list of variables, define them, and illustrate their distinctions. These are some of the issues that should be taken into account.
Directions for further studies
On the whole, it is possible to distinguish several directions for further studies. In particular, one can examine the experiences of students as a social group. So, the study should not be limited only to the learners of Kean University. In particular, the researchers should focus on two groups of variables 1) those factors that increase a student’s vulnerability to stress, and 2) the attributes that increase a person’s resilience to external stressors.
For instance, it is possible to single out such variables as communication with friends or relatives, physical exercises, and the knowledge of various stress management techniques. Additionally, further studies should test the Lazarus model of stress. This model implies that the level of stress depends on the perceived ability of people to meet the requirements that are set for them (Cooper & Deve, 2008, p. 68). In turn, it is important to determine the extent to which this model is applicable to students. These are some of the suggestions that can be offered.
General conclusion
Overall, this research can be regarded as a starting point for further studies that will be aimed at examining the factors which influence the stress levels of individuals. The results indicate that the students attending Kean University differ in terms of stress levels. Among the major independent variables that influence stress levels, one can distinguish appetite, the degree to which a person is concentrated on a certain task, or the influence of anxiety. So, it is critical to remember that students of Kean University differ in terms of their vulnerability to stress. More importantly, one should design strategies that can help learners overcome this difficulty.
Reference List
Cooper, C., & Deve, P. (2008). Stress: A Brief History. New York, NY: John Wiley & Sons. Web.
Osdoba, K., Mann, T., Redden, J., & Vickers, Z. (2015). Using food to reduce stress: Effects of choosing meal components and preparing a meal. Food Quality and Preference, 39(25), 241-250. Web.
Children who have been exposed to early life stress (ELS) have smaller amygdales. Young peers being abused and those from low-income families had smaller hippocampus volumes. Cumulative stress and behavioral issues were associated with smaller amygdala and hippocampus volumes. Hippocampal volumes influenced the ELS-behavioral disorder link (Hanson et al., 2015). Researchers have discovered that exposure to ELS alters the cerebral zones involved in the expression manufacturing process and control. Differences in the amygdala and hippocampal regions may be linked to poor ELS outcomes. When the medial temporal lobe (MTL) is stressed, the volumetric changes are non-linear. Other non-human animal models have helped individuals understand how ELS affects the MTL.
Adaptation-Based Approach to Resilience
Grinding poverty and continued violence harm children’s cognitive development and growth. Affective stress can be reduced by educating anxious children to behave more like kids in stable environments. Traditional answers to high-stress circumstances may also be engaged for other situations. Existing therapies act against rather than giving high-stress adaptations, making them difficult to win. The costs and benefits of interventions differ by developmental context (Ellis et al., 2017). When tested in conditions similar to those reared in high-risk environments, persons raised in high-risk environments should surpass those raised in low-risk situations.
Classroom Risks and Resources
Everyone requires a safe and supervised learning environment, but children with special needs or who struggle with externalizing behaviors need it more. The use of positive, anticipatory approaches to redirect pupils’ misbehavior may be improved through active pre-service and in-service expert improvement programs (Hoglund et al., 2015). Incorporating mental health professionals into school culture may assist reduce job-related weariness while promoting student social, psychological, and cognitive development. For their own and the children’s sake, school counselors may be assigned to a particular institution in primary schools.
Somatic Symptoms and Stress
The findings support previous research showing that students benefit from natural environments for recreation, learning, and vistas of greenery. Access to nature in the homes and neighborhood reduces ADHD symptoms and depression rates and helps youngsters cope with stress (Chawla et al., 2014). Clinical methods that encourage early diagnosis and prevention of stressors may result from a better understanding of the possibly remediable group influences from individuals, families, and groups within a community. To promote the behavioral mental health of minority students, particularly African Americans, dwelling in particularly elevated risk urban contexts (Hart et al.,2013). Stress and sickness in childhood often result in somatic complaints.
Intriguing Questions
In the revised Diagnostic and statistical manual, psychosomatic Side effects and Associated Conditions are long-term somatic symptoms linked to excessive thoughts, feelings, and behaviors; however, there are three intriguing questions from this perspective: first, what are the medical solutions to the long-term side effect and why is it necessary to offer medication within a certain period? Secondly, why is understanding how somatic symptoms are perceived and transmitted critical for psychosomatic medication? Lastly, what is the truth between clearness and obscureness of the symptom pathophysiology, and is it common how developmental hardship may affect cognitive and social development? As per the dominant deficit model, children raised in stressful environments are prone to learning and behavioral problems, which can be prevented, reduced, or repaired. An attempt to harness the unique qualities and capabilities that evolve in a high-stress setting is absent.
Conclusion
In conclusion, it is crucial to consider individual, societal, familial, and cultural contexts when studying resilience. This research should be undertaken using a multi-systemic approach. Since resilience is a long-term phenomenon that evolves, many studies on children and teenagers are needed to understand it better. A better knowledge of resilience features may pave the way for creating better diagnostic and first-line intervention criteria.
References
Chawla, L., Keena, K., Pevec, I., & Stanley, E. (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health and Place, 28(2014),1-13.
Ellis, B. J., Bianchi, J., Griskevicius, V., & Frankenhuis, W. E. (2017). Beyond risk and protective factors: An adaptation-based approach to resilience. Perspectives on Psychological Science, 12(4), 561-587.
Hanson, J. L., Nacewicz, B. M., Sutterer, M. J., Cayo, A. A., Schaefer, S. M., Rudolph, K. D., Shirtcliff, E. A., Pollak, S. D., & Davidson, R. J. (2015). Behavioral problems after early life stress: Contributions of the hippocampus and amygdala. Biol Psychiatry, 77(4), 314-323.
Hart, S. L., Hodgkinson, S. C., Belcher, H. M., Hyman, C., & Cooley-Strickland, M. (2013). Somatic symptoms, peer and school stress, and family and community violence exposure among urban elementary school children. J Behav Med, 36(5), 454-465.
Hoglund, W. L., Klingle, K. E., & Hosan, N. E. (2015). Classroom risks and resources: Teacher burnout, classroom quality and children’s adjustment in high needs elementary schools. Journal of School Psychology,53(2015), 337–357.
With the current global economic and social challenges, most people are stressed and this condition degenerates into depression among other mental disorders if unaddressed. Although most countries are aware of these challenges, they focus on economic developments while ignoring the citizens’ human needs. Such a trend creates a form of estrangement between the government and its citizens especially the poor, thus enhancing despair.
Social sciences focus on such despair to articulate the vision of a good life among the alienated persons. Scientific fields such as psychology can be used to show what the alienated employees can do to improve their status within society. In addition to documenting some of the factors that account for successful children, families, and governments, psychologists equip people with the knowledge of how to survive at times of challenges.
By emphasizing prescribed traits, psychologists introduced the concept of positive psychology. Positive psychology aims at enhancing an individual’s prescribed traits such as courage, perseverance, and wisdom among others. Challenges that prevail in society affect students among other members of the public. Recently, there has been an increment in the rate of stress and depression together with other mental conditions amongst school-going children and youths.
However, these challenges can be eliminated by emphasizing the reliance on positive traits such as focusing on self-esteem, efficacy, and optimism. In the absence of stress, students’ performance improves as they shift their focus from academic stress to strengthening their efficiency and esteem together with reducing their interpersonal sensitivity (Shoshani & Steinmetz, 2013). Positive psychology is an effective way through which the government, schools, and parents can eliminate academic stress amongst students.
Mental health in schools
In the past, schools across the United States have experienced an increased pressure to improve performance with the government pushing them to account for the students’ academic achievements. Although the new standards marked a crucial milestone especially in improving academic performance and achievements amongst students, learners experienced emotional stress due to the stringent academic demands (Riolli, Savicki & Richards, 2012).
The increment in the number of stressed students is an indicator of the rigorous academic environment. Currently, the country is witnessing a rise in the rate of mental disorders and suicides among children and youths. Apart from the social stressors, some researchers attribute this trend to the academic challenges that these people encounter due to the stringent academic standards (Antaramian, Huebner, Hills & Valois, 2010).
According to a research conducted at the start of the 21st century, approximately 25% of the students in the United States are unsatisfied with either their families or school experiences (Antaramian et al., 2010). Recent research conducted across the United States revealed that approximately 10% of the children experience depression before the age of 14 years (Antaramian et al., 2010).
With the rising cases of academic stress among students in the United States, the federal government has introduced positive psychology programs in schools across the country. The most common programs include those that teachers use to encourage learners to develop and strengthen their positive traits (Antaramian et al., 2010). Such programs largely rely on the recognition and integration of community’s heroes and celebrations into the school curriculum.
Such programs are introduced in elementary and high schools and they are effective in improving self-esteem that contributes to the students’ wellbeing. The wellbeing program is another common positive psychology strategy that targets elementary and high schools students. The program is aimed at improving the students’ physical and mental health through enhancing positive relationships and living a purpose-driven life (Vanno, Kaemkate & Wongwanich, 2013).
In most circumstances, stress deters students from living a meaningful life as they lose focus and purpose of their lives. In such a circumstance, the stressed students fail to seek help from their teachers and parents, thus leaving the problem unattended. Prolonged stress leads to hopelessness and it increases anxiety among the affected students. In the situation of hopelessness, teachers can offer intensive training to the students to improve the condition (Antaramian et al., 2010).
Training rendered in this case should be based on ways through which students can strengthen their character and acquire positive emotions together with optimism coupled with engaging in positive relationships. In addition to these positive traits, teachers should compound them with beneficial elements of education. For example, teachers can focus on building close relationship with students, encouraging open communication, and equipping learners with basic conflict resolution mechanisms (Vanno et al., 2013). From the analysis of these education elements, it is evident that they not only focus on improving academic performance, but also on equipping students with skills to survive the challenges in society.
According to Vanno et al. (2012), positive psychology entails positive organizational traits to improve a student’s well-being. Some of these traits include resilience, self-efficacy, optimism, and hope. Academic stress can hardly be eliminated due to the difficulties that students experience both in school and in society. However, academic stress can be controlled by encouraging students to rely on positive traits to overcome challenges (Vanno et al., 2013).
Empirical evidence from different studies reveals the relationship between academic performance and positive psychology capital. In 2012, a group of researchers conducted a study on 418 students from three universities in the United States. From the study, the researchers established that the students’ positive psychology affects academic performance significantly (Shoshani & Steinmetz, 2013). With the positive feedback and masterly of performance, experiences, and achievements, students develop confidence that contributes to academic success in the long term (Shoshani & Steinmetz, 2013).
According to Kaur (2013), academic stress degrades the students’ level of confidence. With the low levels of confidence, students fail to perform to the expected standards, thus contributing to an institution’s poor performance. With an emphasis on optimism, hope, and resilience, teachers and parents enable students to develop confidence to cope with the social and academic challenges. Furthermore, through elevated levels of confidence, students develop better masterly of academic experiences that improve individual academic performance (Kaur, 2013).
In addition, students develop positive perceptions in the course of their studies. However, research holds that positive perceptions depend on the group by which students associate. Association with people with negative attitudes influences the acquisition of damaging perceptions, thus posing adverse effects to the students’ efficacy (Vanno et al, 2013).
Academic stress affects students with learning disorders more as compared to those without disabilities. According to Antaramian et al. (2010), positive psychology incorporates some elements of cognitive theory in offering solutions to improve the learning experience among students with learning disabilities. For example, positive psychology encourages the acquisition and strengthening of self-determination among students with learning disabilities. An increment in the level of self-determination enhances positive effects as characterized by improved levels of social emotions among other elements that motivate such students to build positive relationships with their fellow students (Kaur, 2013).
Antaramian and et al. (2010) further argue that positive psychology plays a crucial role in enhancing a student’s mental and physical health status through eliminating effects of academic stress. Mental and psychological status entails significant components of an individual’s health status in addition to physical health. Prolonged stress affects the brain and nervous system, thus affecting the students’ overall health status (Antaramian, et al., 2010).
According to Riolli et al. (2012), gratitude and relaxation interventions increase a student’s positive emotions, thus leading to positive outcomes. Apart from affecting the brain, stress causes physical fatigue that arises from overworking the body for it to produce sufficient energy for the brain’s activities that increase with the increment in stress levels (Riolli et al., 2012). However, with relaxation strategies, students experience happiness accompanied by a sense of control that contributes to improving the quality of life. In such a circumstance, the body gets an opportunity to dispel negative outcomes such as anxiety and depression that account for a crucial proportion of the body’s health complications (Shoshani & Steinmetz, 2013).
Among older students such as those in colleges and universities, positive psychology enables them to acquire protective factors against the acquisition of stress on exposure to negative environments. With strengthened resilience, students learn to evaluate and appreciate positive events amidst challenges and in the time of crisis. The appreciation of positive events entails a positive effect that characterizes satisfaction with life.
Furthermore, students with strong resilience stay focused and optimistic and they can maintain positive psychological constructs even when subjected to adverse environmental variables (Vanno et al., 2013). From this analysis, it is evident that apart from enhancing positive effect and satisfaction, resilience, and optimism among others, psychological constructs improve a student’s perceived health. Overall, optimism and resilience play a protective role especially amongst students in higher levels of learning.
Research indicates that approximately 25% of the students in the United States are affected by either social or academic stress. However, researchers recommend the use of positive psychology programs to eliminate the problem. Some of the common programs in the United States include celebrating life and well-being programs.
With the two programs, teachers focus on improving students’ self-esteem and wellbeing and they are designed for the elementary and high school students. With the help of positive psychology programs, teachers train students on how to strengthen their character and acquire optimism and resilience to facilitate positive relationships. Furthermore, with the incorporation of beneficial education elements, students also learn skills to handle both academic and social challenges that contribute to stress.
Conclusion
With an emphasis on positive individual traits, positive psychology accounts for the confidence that enables students to develop masterly of academic experiences. However, for a student to nurture positive traits, he or she should socialize with positive-minded people to avoid acquiring negate attitudes that enhance negative perceptions. With reference to students with learning disabilities, academic stress affects them more than students without learning disabilities. With positive psychology strategies, these students develop self-determination that motivates them to build and maintain positive relationships at school.
Additionally, positive psychology strategies contribute to the promotion of mental health of stressed students through eliminating adverse effects of academic stress. Relaxation techniques relieve the body of physical and mental fatigue, hence improving a student’s quality of life. Furthermore, positive psychology plays a protective role amongst college and university students. On developing resilience and optimism, students acquire satisfaction and focus to extents that they are hardly disrupted, despite being exposed to adverse environment. Positive psychology is crucial in suppressing academic stress among students.
References
Antaramian, S., Huebner, E., Hills, K., & Valois, R. (2010). A dual-factor model of mental health: Toward a more comprehensive understanding of youth functioning. The American Journal of Orthopsychiatry, 80(4), 462–472.
Kaur, M. (2013). Positive Thinking & Happiness. New York: Manjeet Kaur.
Riolli, L., Savicki, V., & Richards, J. (2012). Psychological capital as a buffer to student stress. Psychology, 3(12), 1201-1207.
Shoshani, A., & Steinmetz, S. (2013). Positive psychology at school: A school-based intervention to promote adolescents’ mental health and well-being. Journal of Happiness Studies, 15(6), 1289-1311.
Vanno, V., Kaemkate, W., & Wongwanich, S. (2013). Relationships between academic performance, perceived group psychological capital, and positive psychological capital of Thai undergraduate students. Procedia-Social and Behavioral Sciences, 116(1), 3226-3230.
Maryam (Mary) was referred to the agency by her physician, Dr. Jaffee. She is a Caucasian female aged 17 years. Currently, she is a university student residing on her campus. She reported to Dr. Jaffee that she had a sleep and other problems. Physiological tests conducted on her were normal. As such, a decision was made to refer her to the agency. In this paper, several issues relating to Mary’s trauma case will be analyzed.
Key Assessment Issues
There are various key assessment issues in Mary’s case. They include the event that led to her condition. The behavioral changes adopted by Mary, such as adjustments in sleep patterns, feeling unworthy, guilt, and fear of driving again, have to be dealt with. Over the years, significant progress has been made in the development of assessment instruments of measuring trauma (Chinn, 2011). The tools will be used in Mary’s case.
Mary’s Crisis
Mary is in a crisis. Her current behavior puts some aspects of her life at risk. For example, she complains of sleep problems. As a result, the client drinks three to four glasses of vodka and orange juice per night. Constant use of alcohol to reduce stress may lead to addiction problems (Thomas, 2008). Also, Mary is unable to attend her morning classes. Consequently, the problem may lead to a decline in her academic performance, resulting in a crisis.
Immediate Needs
The client’s immediate need is to be helped to come to terms with the current situation. A practitioner should engage a trauma client in a conversation to determine their state of mind (Jackson-Cherry & Erford, 2013). In Mary’s case, the medical practitioner will listen and encourage her to talk about the events when she feels ready. Such a move will put into perspective her immediate needs.
Specific Interventions
Various specific interventions can be used to help Mary. One of them is making her understand that her symptoms are normal (Feliciano, 2008). Another specific intervention entails identifying Mary’s concrete needs. The practitioner will also help her relax and face the situation. Also, she will be encouraged to talk about her experience with close friends and access support networks, such as community centers.
Mary’s Possible Diagnosis
The primary step in diagnosing trauma involves visiting a trained and qualified doctor (Jackson-Cherry & Erford, 2013). Mary has already made this move. Given the symptoms presented, it is likely that she has post-traumatic stress disorder. The reason is that the car accident shocked her a lot. She has not recovered from the shock. As such, the possible diagnosis is stress-related trauma. The recurrent symptoms, such as lack of sleep and nightmares, point to this condition (Thomas, 2008).
Mary’s Post-Traumatic Disorder
Mary is suffering from a stress disorder. The most probable one is post-traumatic stress disorder (PSTD). The condition often develops immediately after an individual experience a disturbing event. It can take weeks, months, or even years to manifest in some patients. The symptoms associated with the disorder include constant lack of sleep, nightmares, feelings of isolation, guilt, and irritability (Thomas, 2008). Mary is experiencing all of these problems.
Biology of Trauma
Trauma has various biological effects on a patient. The impacts differ from the stage of the condition (Chinn, 2011). In Mary’s case, the biology of trauma is presented by her daily mannerisms, which were induced by accident. The issues ‘cloud’ her mind, making her believe that she is stupid and worthless.
Notifying Family Members
Mary’s family should be notified of her current condition. The presence of close relatives acts as a source of comfort for trauma patients (Chinn, 2011). It is expected that the family members will show their total love and support for her. Also, Mary will have someone to share with and talk about her experiences. As a result, she will be in a better position to cope with the problem.
My Competence
I do not expect to face any difficulties working with the client. The reason is my extensive knowledge of psychology, which I have acquired from my studies. Also, Mary’s condition has not progressed to ‘extreme’ limits. Also, she is willing and ready to get help. As a result, I can competently manage her by taking the right measures (Feliciano, 2008).
Seeking Additional Resources
I will need additional resources. The support is likely to help me manage and control the condition (Thomas, 2008). Some measures used to help trauma patients include cognitive-behavioral therapy (CBT), eye movement desensitization, and reprocessing (EMDR), and encouraging the patient to join self-help groups (Feliciano, 2008). Additional resources will be needed to help me take Mary through these steps.
Coordination and Treatment Issues to Consider
A practitioner needs to take into consideration several treatment issues when helping trauma patients. The development plays a significant role in the recovery process. As such, coordinating with other professionals will help the practitioner to determine the effectiveness of the measures employed (Jackson-Cherry & Erford, 2013). Also, doctors must consider the client’s access to health services and alternative treatment procedures.
Conclusion
This intervention aims to help Mary come into terms with her condition. She has PTSD. Several measures will be put in place to help her deal with the condition.
References
Chinn, P. (2011). Trauma and stress. Hagerstown, MD: Wolters Kluwer Health, Lippincott Williams & Wilkins.
Feliciano, D. (2008). Trauma (6th ed.). New York: McGraw-Hill Medical.
Jackson-Cherry, L., & Erford, B. (2013). Crisis assessment, intervention, and prevention (2nd ed.). Upper Saddle River, NJ: Pearson Education.
Thomas, P. (2008). Post traumatic stress disorder. Farmington Hills, MI: Lucent Books.
The article is about a research that was carried out to evaluate a patient population of 89 German solders who underwent treatment for post traumatic stress disorder at the German armed forces hospital in Harm bug from 1998 to 2003. The study employed the method of patients being assigned nonrandom a treatment group who got eye movement desensitization as well as reprocessing and a comparison groups of general hospital treatment group who had relaxation training. A follow up was made concerning the information after 29 months. Us with the aid of event scale and the post- traumatic stress scale (ptss-10) as parameters of improvement, an assessment was made on trauma-linked symptoms.
The article is based on the need for German psychiatrists to systematically address the impacts of psychological trauma in post- World War II for the first time. During 1996-2004, there were about 1,098 of deployment linked to psychological issues. 421 of these were post- traumatic stress disorders (PTSD).
An approach of eye movement desensitization and reprocessing (EMDR) was developed by Francine Shapiro has become a valuable therapy for trauma. The essence of the course of PTSD in various military patient groups was transferable to other population of soldiers, who are yet to be engaged in major combat operations. The other objective of the study was to identify the specific features a traumatic event could influence PTSP in the solders.
Questionnaires were used to gather follow-up data. All the patients were found to have sought treatment after being traumatized and in 3 to 12 months the tests that were carried out by well trained staff of the 89 solders 40 received EMDR treatment for in an important capacity which the other 49 received general treatment.
After an average of 29 months questionnaires were sent to the 89 solders results were observed and recorded. After a period of 29 months it was established that who underwent EMDR therapy had lower total stress scores on IES and PTSS-10.
Other than methodological problems encountered during the research the results obtained in the study showed that EMDR is a form of therapy with the ability to positively influence the long-term outcome of German psychiatric post traumatic stress disorder.
The study established that EMDR patients exhibited a significant improvement on the IES in relation to pretreatment scores (Zimmermann, 4). Differently patients who had relieved general hospital treatment like relaxation training among others had poorer scores on IES at long –term follow up. It was also established that those soldiers who had been confronted with death in the course of their traumatic treatment exhibited a poorly significant course compared to those whose trauma did not involve death.
Despite the various methodological limitations that the research encountered it was established that at long-term patients appeared to have a relatively good prognosis.
The author concludes that the implications of trauma cannot be kept at the same level over time when the duration of treatment is limited to few weeks (Zimmermann, 6). The researcher also suggests that other methods of trauma –linked psychotherapy ought to be pursued particularly for patients of this nature. Conclusively the author says that of most significance is efficiently therapy is the maintenance or improving the social competence and social relationships of patients.
Post Traumatic Stress Disorder
The title of the article describes the nature of the research but does not provide the results of the study. This leaves the title as more objective. The primary variables in this research are the effect of eye movement desensitization and reprocessing therapy as well as specific trauma. All these are contained within the title of the article. The titles too include the kinds of people that participated in the research. The people involved were German soldiers.
In the abstract the aim of the research is clearly stated. The methodology of the study is well stated within the abstract. The abstract goes further to provide the end results obtained from the research.
The article does not however have a literature review section. It begins with a brief definition of and identification problem area. However the researcher does not provide definitions to key terms. The author gives a brief documentation of past records but with no mention on research carried.
The research was an experimental one based on the soldiers. Questionnaires observation and interviews methods were used to collect data. The author has articulated well the pertinent demographics of the sample studied. The sample picked was 89 soldiers, who were taken on the basis on past-recorded cases. The researcher indicated the reason for picking on the given sample.
The author /researcher have provided the items, questing as well as produces followed during the investigation. In both the variables observation and questionnaires were used to collect. As much multiple methods were used in certain appropriate instance to collect data by the researcher.
For the sample size and the nature of the study, the instrumentation used was quite adequate. In certain instances when the sample size was divided in to two three or more groups, the researcher used the non-random method to assign there to particular subsets.
The treatment done to the solders and the procedures used are well detailed in the article. In most of the cases where treatment was to be administered, it was carried out by well-trained nurses and not the researcher. Other than treatment the conditions remained the same for all patients. The researcher has employed ethically and politically acceptable procedures.
In the results section they are in a cohesive comprehensible essay. The researcher makes reference to the hypothesis as well as the objective of the study. The tables are duly discussed and a narrative provided to better understanding of the section. In addition the presentation of the results provided detailed information on the study.
Within the first paragraph of the discussion, the writer offers a brief summary of the hypothesis and objective of the research. The researcher provides implications of the study. In the article the implication is positive one for the study. Suggestions for future research are specific as concerns variables procedures as well as assumptions to be made.
The researcher is specific about what has empirically been tested and those based on mere literature.
The topical issue is a major one within the German armed forces. The study report seeks to belts our understanding on the relationship between varying degrees of stress as well as other psychological factors.
In my view the research inspires has study as it conclusively states that more needs to be done to arrive at a definite conclusion. Therefore much research would be valuable in decision making before deployment of soldiers as well as when they are back home from war.
Works Cited
Peter Zimmerman, Karl H.B, Klaus Barret, Mario lanczik;long-term course of post –traumatic stress disorder (PTSD) in German Soldiers:Efeects of inpatient Eye Movement Desensitization and Reprocessing Therapy and Specific Trauma Characteristics in Patients with Non-Combat- Related PTSD. Military Medicine 2007.