The psychology of stress and coping has been a prominent topic of scientific study and of popular interest over the last century. Applying the study of the mind and behavior to a concept such as stress and coping has led to an evolving definition of stress, more research on its physical, psychological and social effects, ...
The role of coping responses and social resources in attenuating the stress of life events The nature of individual coping responses to stressful life events was explored in a representative adult community sample. Two approaches to the classification of coping strategies were operationalized.
The coping process is a slow process, so an individual may select one method of coping under one set ofcircumstances and a different strategy at some other time. Such selection of strategies takes place as the situation changes. Content may be subject to copyright. ...
Zeidner, M., & Saklofske, D. (1996). Adaptive and maladaptive coping. In M. Zeidner & N. Endler (Eds.), Handbook of coping: Theory, research, and applications (pp. 505 – 531). Oxford: Wiley & Sons. 332 M. M. SMITH ET AL. ... One of the first was described by Lazarus and Folkman (1974).
Folkman and Lazarus 1988, Lazarus 1991), Lazarus and co-workers distinguish eight groups of coping strategies: confrontative coping, distancing, self-controlling, seeking social support, accepting responsibility, escape-avoidance, planful problem- solving, and positive reappraisal.
Lazarus and Folkman (1984), one of the pioneers of the coping theory, defined coping as: constantly changing cognitive and behavioral efforts to manage specific external and internal demands that are appraised as taxing or exceeding the resources of the person.
Lazarus and Folkman (1984) distinguished two basic coping categories, i.e., problem-focused and emotion-focused coping, as responses aimed at “managing or altering the problem causing the distress” and “regulating emotional responses to the problem,” respectively (Lazarus and Folkman, 1984, p. 150).
It was explained that coping with emotions means recognizing emotions within us and others and being aware of how emotions influence behavior. We should be able to respond to emotions appropriately. Intense emotions like anger or sadness can have negative effects on our health if we do not respond appropriately.
Lazarus Theory states that a thought must come before any emotion or physiological arousal. In other words, you must first think about your situation before you can experience an emotion.
Three types are distinguished: harm, threat, and challenge (Lazarus and Folkman 1984).
7 Emotion-Focused Coping Techniques for Uncertain TimesBenefits.Meditation.Journaling.Positive thinking.Forgiveness.Reframing.Talking.Therapy.
Weiten has identified four types of coping strategies: appraisal-focused (adaptive cognitive), problem-focused (adaptive behavioral), emotion-focused, and occupation-focused coping.
Healthy Ways to Cope with StressTake breaks from watching, reading, or listening to news stories, including those on social media. ... Take care of yourself. ... Take care of your body. ... Make time to unwind. ... Talk to others. ... Connect with your community- or faith-based organizations.Avoid drugs and alcohol.More items...
Emotion-focused coping focuses on regulating negative emotional reactions to stress such as anxiety, fear, sadness, and anger. This type of coping may be useful when a stressor is something that you cannot change.
There are many different conceptualizations of coping strategies, but the five general types of coping strategies are problem-focused coping, emotion-focused coping, social support, religious coping, and meaning making.
Here's a quick look at some coping strategies:Accept your feelings.Communicate your feelings.Take a step back (and get some perspective).Try some breathing techniques.Give mindfulness a go.Write your thoughts down in a journal.Talk with a therapist.
In their early research, Lazarus and Folkman (1987) found that the two most relevant and practical ways of coping that people used in almost all stressful encounters were directed at both altering the person-environment (problem-focus) and managing the emotional distress (emotion-focus).
Lazarus and Susan Folkman, his former student who is now on the faculty of UC San Francisco, argued that people suffer stress when they believe they lack the resources to deal with difficult events, but that they do not suffer stress if they believe that they have such resources.
Lazarus and Folkman (1984) used the term coping to describe the “cognitive and behavioral efforts” a person employs to manage stress, generally categorized as emotion focused or problem focused coping. Not an individual trait, coping is instead conceptualized by Lazarus and Folkman as a process (Rew, 2005).
The most influential theory of stress and coping was developed by Lazarus and Folkman (1984) who defined stress as resulting from an imbalance between perceived external or internal demands and the perceived personal and social resources to deal with them.
Article citations More>>. Elliott, G.R. and Eisdorfer, C. (1982) Stress and Human Health. Springer, New York. has been cited by the following article:
Citation. Lazarus, R. S. (1966). Psychological stress and the coping process. McGraw-Hill. Abstract. A review of clinical, experimental, and field research on stress, together with the author's own research, provides the background for a theory that emphasizes the importance of cognitive processes.
Article citations More>>. Lazarus, R.S. (1966) Psychological Stress and the Coping Process. McGraw-Hill, New York. has been cited by the following article:
Lazarus, R. S. 1966. Psychological stress and the coping process. New York: McGraw-Hill.
The psychology of stress and coping has been a prominent topic of scientific study and of popular interest over the last century. Applying the study of the mind and behavior to a concept such as stress and coping has led to an evolving definition of stress, more research on its physical, psychological and social effects, ...
Kaplan presents a model specifically for psychosocial stress. He proposes that stress is experienced when an individual is unable to obtain a desired outcome. The unfulfilled need is then the source of distress. Kaplan supports the psychological role in the stress process noting that the cognitive interpretation of the separation of a desired outcome and one’s inability to obtain it is the source of one’s distress.
Consequently, he identifies stress as a change in the body’s homeostasis and the stress response is an attempt to restore that homeostatic state.
Other works such as Kaplan 1983 have further elaborated on the psychological context of stress to define stress in terms of the psychological and behavioral consequences that result from the inability of one distance oneself from undesirable circumstances.
Although the entire book is valuable to understanding the theory proposed by Lazarus, in the first chapter (pp. 1–29) , he specifies the definition of stress from a psychological perspective and defines core principles that differentiate his theory from others. Mason, J. W. 1975.
1983. Psychological distress in sociological context: Toward a general theory of psychosocial stress. In Psychosocial stress: Trends in theory and research. Edited by H. B. Kaplan, 195–264. New York: Academic Press.
Certain coping strategies alleviate stress and promote positive psychological outcomes, whereas others exacerbate stress and promote negative psychological outcomes. However, the efficacy of any given coping strategy may also depend on personal resiliency. This study examined whether personal resiliency moderated the effects of task-oriented, avoidance-oriented, and emotion-oriented coping strategies on measures of depression, anxiety, stress, positive affect, negative affect, and satisfaction with life. Results (N = 424 undergraduates) showed higher personal resiliency was associated with greater use of task-oriented coping strategies, which were in turn associated with more adaptive outcomes, and less reliance on non-constructive emotion-oriented strategies, which in turn were associated with poorer psychological outcomes. In addition, individual differences in personal resiliency moderated the effects of task-oriented coping on negative affect, and of emotion-oriented coping on negative affect and depression. Specifically, proactive task-oriented coping was associated with greater negative affect for people lower in personal resiliency. Moreover, high personal resiliency attenuated the negative effects of emotion-oriented coping on depression and negative affect. The effects of avoidance-oriented coping were mixed and were not associated with or dependent on levels of personal resiliency.
Coping through emotional approach is a construct involving two component processes, both conceptualized as intentional attempts to manage demands during stressful experiences: emotional processing (i.e., attempts to acknowledge, explore, and understand emotions) and emotional expression (i.e., verbal and/or nonverbal efforts to communicate or symbolize emotional experience). Recent cross-sectional, longitudinal, and experimental research reveals that when assessed with indicators that are not confounded with distress or self-deprecatory content, emotional processing and expression can promote well-being and health during a range of stressful circumstances. The nature of the stressor and concomitant cognitive appraisals, the interpersonal context, and individual differences condition the effects of coping through emotional approach. Mechanisms for the utility of coping through emotional approach are being specified. An understanding of who benefits from coping through emotional approach in which contexts and how these effects accrue will require continued integration of findings from stress and coping research, emotion science, and clinical intervention trials. Such research will inform clinical interventions directed toward enhancing emotion regulation skills.
This article reports the development and validation of a scale to measure global life satisfaction, the Satisfaction With Life Scale (SWLS ). Among the various components of subjective well-being, the SWLS is narrowly focused to assess global life satisfaction and does not tap related constructs such as positive affect or loneliness. The SWLS is shown to have favorable psychometric properties, including high internal consistency and high temporal reliability. Scores on the SWLS correlate moderately to highly with other measures of subjective well-being, and correlate predictably with specific personality characteristics. It is noted that the SWLS is suited for use with different age groups, and other potential uses of the scale are discussed.
mote the use of proactive coping strategies (e.g., task-oriented strategies). Second, in line
In the midst of a global pandemic, psychology has a duty to identify dispositional or character traits that can be cultivated in citizens in order to create resiliency in the face of profound losses, suffering and distress. Dispositional joy holds some promise as such a trait that could be especially important for well-being during the current pandemic and its consequences. The concept of the Joyful Life may operate as bridge between positive psychology and humanistic, existential, and spiritual views of the good life, by integrating hedonic, prudential, eudaimonic and chaironic visions of the good life. Previous phenomenological research on state joy suggests that momentary states of joy may have features that overlap with happiness but go beyond mere hedonic interests, and point to the experience of a life oriented toward virtue and a sense of the transcendent or the sacred. However, qualitative research on the Joyful Life, or dispositional joy, is sorely lacking. This study utilized a dialogical phenomenological analysis to conduct a group-based analysis of 17 volunteer students, who produced 51 autobiographical narrative descriptions of the joyful life. The dialogical analyses were assisted by integration of the Imagery in Movement Method, which incorporated expressive drawing and psychodrama as an aid to explicate implicit themes in the experiences of the participants. The analyses yielded ten invariant themes found across the autobiographical narrative descriptions: Being broken, being grounded, being centered, breaking open, being uplifted, being supertemporal, being open to the mystery, being grateful, opening up and out, and being together. The descriptions of a Joyful Life were consistent with a meaning orientation to happiness, due to their emphasis on the cultivation of virtue in the service of a higher calling, the realization of which was felt to be a gift or blessing. The discussion examines implications for future research, including the current relevance of a joyful disposition during a global pandemic. Due to the joyful disposition’s tendency to transform suffering and tragedy into meaning, and its theme of an orientation to prosocial motivations, the Joyful Life may occupy a central place in the study of resiliency and personal growth in response to personal and collective trauma such as COVID-19.
The study of resilience in development has overturned many negative assumptions and deficit-focused models about children growing up under the threat of disadvantage and adversity. The most surprising conclusion emerging from studies of these children is the ordinariness of resilience. An examination of converging findings from variable-focused and person-focused investigations of these phenomena suggests that resilience is common and that it usually arises from the normative functions of human adaptational systems, with the greatest threats to human development being those that compromise these protective systems. The conclusion that resilience is made of ordinary rather than extraordinary processes offers a more positive outlook on human development and adaptation, as well as direction for policy and practice aimed at enhancing the development of children at risk for problems and psychopathology. The study of resilience in development has overturned many negative assumptions and deficit-focused models about children growing up under the threat of disadvantage and adversity.
versa. The main goal of the present study was to test these complementary and hitherto
Lazarus, R. S. 1966. Psychological stress and the coping process. New York: McGraw-Hill.
The psychology of stress and coping has been a prominent topic of scientific study and of popular interest over the last century. Applying the study of the mind and behavior to a concept such as stress and coping has led to an evolving definition of stress, more research on its physical, psychological and social effects, ...
Kaplan presents a model specifically for psychosocial stress. He proposes that stress is experienced when an individual is unable to obtain a desired outcome. The unfulfilled need is then the source of distress. Kaplan supports the psychological role in the stress process noting that the cognitive interpretation of the separation of a desired outcome and one’s inability to obtain it is the source of one’s distress.
Consequently, he identifies stress as a change in the body’s homeostasis and the stress response is an attempt to restore that homeostatic state.
Other works such as Kaplan 1983 have further elaborated on the psychological context of stress to define stress in terms of the psychological and behavioral consequences that result from the inability of one distance oneself from undesirable circumstances.
Although the entire book is valuable to understanding the theory proposed by Lazarus, in the first chapter (pp. 1–29) , he specifies the definition of stress from a psychological perspective and defines core principles that differentiate his theory from others. Mason, J. W. 1975.
1983. Psychological distress in sociological context: Toward a general theory of psychosocial stress. In Psychosocial stress: Trends in theory and research. Edited by H. B. Kaplan, 195–264. New York: Academic Press.