Introduction
Life significantly depends on a person’s ability to maintain a steady internal milieu in the face of changing circumstances. However, different factors, whether actual or perceived, can threaten and hamper one’s ability to deal with emerging problems. People gather coping strategies based on their assessment of the perceived threat.
The multidimensional character of stress covers multiple facets, from its description as the body’s response to demanding events to the complex processes of appraisal, coping mechanisms, and management measures. This study examines the subtle characteristics of stress, revealing its various forms, the personal nature of evaluation, and the variety of coping techniques individuals use to manage stressors at multiple phases. Stress presents a complex challenge in modern society that can be overcome by cultivating resilience, enhancing well-being, and devising individualized stress management therapies.
Definition of Stress
Stress is an intricate response when an individual’s ability to cope with pressures exceeds capacity. It is a multidimensional experience that includes emotional, mental, and bodily reactions to complex conditions. Stress can take many forms and affect people differently based on their perspectives, endurance, and circumstances. Stress signals to the body and mind that there is a mismatch between what is needed and one’s ability to manage it.
Psychologists describe stress as a person’s reaction to any demand that necessitates adjustment or adaptation. It comprises the perceived imbalance between the needs and resources available to cope and the individual’s emotional, cognitive, and physiological reactions. Several circumstances, such as unforeseen occurrences, environmental forces, or interior thoughts and feelings, can prompt stress (Pastorino and Doyle-Portillo, 34). Stress is shaped not only by the external situation but also by the interpretation and internal response, resulting in an intricate interaction between outside stressors and one’s thoughts and responses.
Over five days, I noted stress triggers touching on the weight of my studies, leadership responsibilities, personal health, and balancing work, school, and family demands. Over this period, I experienced both positive experiences and areas that did not go smoothly. The things that went well included managing to balance between the different tasks, which I will prioritize to enhance positivity. Solving reoccurring issues and establishing boundaries did not go well and required building coping skills and seeking guidance.
Daily Hassles
Daily hassles are little but persistent stressors encountered daily that, when gathered, can significantly contribute to a person’s overall stress levels. As a student, I often struggle to juggle several assignments, tests, and deadlines. Time management tactics, obtaining help from instructors, and dividing projects into manageable chunks can lessen this inconvenience. I also have to deal with financial stress from school and living bills. Making a budget, seeking scholarships or financial aid, and looking for a part-time job with flexible hours might help ease this stress.
In this digital age, I also find it difficult to establish positive interactions with roommates, friends, and family. Pastorino and Doyle-Portillo (67) indicate that positive relations can be established via open communication, seeking counseling, setting boundaries, and developing conflict resolution skills. I must also balance academic academics, extracurricular activities, employment obligations, and personal leisure.
Creating a healthy routine and saying no to extra commitments can all assist in efficiently managing time. The final daily hassle is related to my physical and mental health difficulties, which can have a substantial influence on my everyday life. Prioritizing self-care, eating a balanced diet, exercising regularly, seeking medical help when necessary, and adopting stress-relief strategies can help with health-related daily annoyances.
Conflicts
As acute stressors, conflicts are situations in which people suffer tension due to competing ideas, interests, or behaviors. They arise in various circumstances, including interpersonal relationships, professional environments, or within oneself due to competing wants or decisions. According to Pastorino and Doyle-Portillo (146), acute conflicts elicit instant emotional and physiological responses, resulting in increased stress as individuals manage the tension or pressure generated by a clash of ideas, needs, or objectives. Addressing the underlying issues, developing resolution methods, and using good communication to ease the immediate stress caused by the conflicting situation are all part of managing acute conflicts. Regarding my journal, I did not experience a conflict that worsened my anxiety.
Primary appraisal
Primary appraisal is an individual’s initial assessment of the significance of a specific event or scenario regarding their well-being. It entails determining if an event is irrelevant, beneficial, or distressing (Ness and Calabrese 7). An example is when a student receives exam results: if they perceive the outcome as good, the primary evaluation may be viewed as a source of joy or accomplishment. In contrast, if they perceive the results as unfavorable, the initial appraisal may cause stress due to the potential influence on their academic status.
Secondary appraisal
After the primary appraisal, an individual evaluates their capacity to cope with or handle the demands of a specific scenario in the secondary appraisal. According to Dalton (414), the appraisal entails assessing the available resources, abilities, and strategies for containing the stressor. For example, if a student is given a difficult assignment that is primarily stressful, they may evaluate their expertise, time available, and support resources needed to complete the task.
General Adaptation Syndrome (GAS)
The General Adaptation Syndrome (GAS) describes the body’s response to stimuli in three stages: alertness, resistance, and weariness. An example of a stressor could be an upcoming major exam. The body recognizes it as a stressor during the alarm stage, producing physiological reactions, such as increased heart rate and heightened attentiveness to avoid failure. As the body enters the resistance stage, it seeks to adapt by maintaining higher focus and energy levels to study extensively while coping with the stressor Dalton (417). However, if the stress continues or coping mechanisms are depleted, the fatigue stage begins, which can cause decreased concentration, burnout, fatigue, or even illness due to prolonged exam stress.
Hypothalamic-pituitary-adrenal (HPA) Axis
The hypothalamic-pituitary-adrenal (HPA) axis is a critical neuroendocrine system that controls the body’s stress response. When a stressor is recognized, the brain’s hypothalamus releases corticotropin-releasing hormone (CRH), which causes the pituitary gland to discharge adrenocorticotropic hormone (ACTH). The adrenal glands atop the kidneys are then stimulated to create and release stress chemicals, chiefly cortisol, into the bloodstream (Ness and Calabrese 11).
An example is when a person faces an abrupt deadline at work. Their hypothalamus detects the stress and releases CRH, which instructs the pituitary gland to release ACTH. As a result, the adrenal glands secrete cortisol, allowing the body to tap into resources and respond. However, excessive activation of the HPA axis can harm the system.
Coping with Stress
The two primary stress-coping techniques are problem-focused and emotion-focused. Problem-focused coping entails taking proactive steps to manage or change the source of the stress. For example, when faced with a large workload, I used the mechanism to divide the tasks and construct a study timetable. Emotion-focused coping entails regulating emotions and managing the stressor’s suffering.
I used the technique when I was feeling overwhelmed by an upcoming exam and needed to seek aid from friends and family to help me cope emotionally. Adaptive coping, which involves actively addressing the stressor while preserving emotional well-being, is one of the most efficient defenses in dealing with stress (Pastorino and Doyle-Portillo 553). I applied the strategy when preparing for a challenging exam by creating a detailed study plan and seeking guidance from peers.
Managing Stress
Mindfulness meditation is a relaxing practice that I find enjoyable and would desire to apply in the future. It is a practice that nurtures present-moment awareness, which aids in stress reduction and overall well-being. It is highly adaptable and fits into hectic academic schedules. It helps to reduce anxiety, improve concentration, and manage stress by focusing on the present moment. Mindfulness has been the subject of several research projects, including a study by Zhang et al.
In an 8-week mindfulness training program developed for ordinary people, the researchers looked at the effects of focused attention (FA) meditation and open monitoring (OM) meditation on mood. The results showed that when compared to the control group, participants in the meditation training group had considerably lower levels of anxiety, despair, and rumination. They also reported significantly higher mindfulness scores and more down reaction times (RTs) in the Stroop task’s incongruent condition. The findings showed that an 8-week mindfulness meditation course could increase mindfulness and boost mental wellness.
Your Stress-Reducing & Managing ToolBox
The five days of delving into mindfulness experiences were transformative. Initially, I struggled to contain my thoughts and felt distracted and restless. However, by day two or three, subtle shifts occurred as I gradually embraced the practice, and as the days progressed, I started to witness the benefits. The experience was calmer, with reduced stress and increased awareness of thoughts and emotions.
By day five, mindfulness becomes an integral part of the daily routine, enhancing overall well-being. I also kept a daily calendar that enhanced my organizational abilities. Trying to enter all projects, deadlines, and commitments into the calendar on day one felt overwhelming. However, by day two or three, the procedure became more fluid due to familiarity. It later became a dependable guide, assisting in time management and lowering stress by offering a clear roadmap for the day.
Growth versus Fixed Mindset and Grit
A growth mindset is the concept that abilities and intelligence can be increased and enhanced through hard work, perseverance, and the ability to learn from mistakes. A fixed mentality is the assumption that skills and intelligence are fixed characteristics, leading people to assume they have a specified degree of intelligence or talent that cannot be modified. As a student, I tend to have a fixed perspective because I am disappointed by setbacks or believe my abilities are preset.
However, having a growth attitude would be highly beneficial in the future. This mindset promotes resilience, tenacity in adversity, and a readiness to learn and grow (Dweck 1:15 -1:22). Grit, a combination of drive and determination to work toward long-term goals, is essential as it allows people to persevere in the face of obstacles and setbacks (Duckworth 3:00 – 3:28). It extends beyond talent or intelligence, developing one’s ability to maintain effort and focus on long-term goals even when hurdles appear.
Conclusion
People may often feel overwhelmed by external and internal tensions. To navigate life’s problems, developing resilience and flexible thinking is critical. Mindfulness and developing a growth mindset are two strategies that emphasize the importance of strength, determination, and flexibility in promoting well-being and fostering success in both academic and personal realms. There are numerous approaches to stress management, personal growth, and navigating life’s journey with better resilience and adaptability.
Works Cited
Dalton, Elizabeth D. “Exercise-Related Coping Beliefs Predict Physical Activity Levels in Response to Naturally Occurring Stress: A Daily Diary Study of College Students.” Journal of American College Health, Vol. 70, no. 2. 2020, pp. 411–419. Web.
Duckworth, Angela Lee. “Grit: The Power of Passion and Perseverance.” YouTube, uploaded by TED, 2013. Web.
Dweck, Carol. “Developing a Growth Mindset with Carol Dweck.” YouTube, uploaded by Stanford Alumni, 2014. Web.
Ness, Deborah, and Pasquale Calabrese. “Stress Effects on Multiple Memory System Interactions.” Neural Plasticity, vol. 2016, 2016, pp. 1–20. Web.
Pastorino, Ellen E., and Susann M. Doyle-Portillo. What Is Psychology? : Foundations, Applications & Integration. Cengage Learning, 2022.
Zhang, Qin, et al. “The Effects of Different Stages of Mindfulness Meditation Training on Emotion Regulation.” Frontiers in Human Neuroscience, vol. 13, 2019. Web.