Chapter
Seven:
Coping,
Resilience,
and Social
Support
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
•Coping with stress and resilience
•Coping and external resources
•Coping outcomes
•Coping interventions
•Social support
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
2
•Stress moderators: Modify how stress is
experienced and the effects it has
•Coping: Managing the internal and external
demands of stressful situations using
thoughts and behaviors
• Characteristics
• Relationship with stressful events is a dynamic
process
• Important aspect of coping is its breadth
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
3
Stressful
event, its
stage, and
anticipated
future
course
Appraisal and
interpretation
of the stressor
External resources or impediments
• Tangible resources
• Social support
• Major life events and daily
hassles
Coping
responses
and
strategies
Coping
tasks
Coping
outcomes
Internal resources or impediments
• Usual coping style(s)
• Other personality factors that
influence selection of coping
responses and strategies
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
4
Negative affectivity
• Marked by anxiety, depression,
and hostility
• Related to:
• Poor health
• All-cause mortality
• Higher levels of stress
indicators
• Associated with poor health
habits
• Do not respond well to
treatments
• Can create an illusion of poor
health
Positivity and illness
• Promotes better mental and
physical health
• Linked with lower levels of
stress indicators
• Triggers better immune
responses
• Improves coping
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
5
•Optimism - Promotes active and persistent
coping efforts
•Psychological control: Belief that one can
exert control over stressful events
• Control-enhancing interventions: Use
information, relaxation, and cognitivebehavioral techniques to reduce anxiety,
improve coping, and promote recovery
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
6
•Self-esteem - Associated with lower levels of
stress indicators
•Conscientiousness
•Self-confidence
•Being smart
•Emotional stability
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
7
•Helps individuals bounce back and adapt
flexibly to stressful situations
•Promoting resources
• Sense of coherence and purpose about life
• Sense of humor and trust in others
• Sense that life is worth living
• Religious beliefs
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
8
•Propensity to deal with stressful events in a
particular way
•Avoidant coping style: Coping by avoiding
•Approach coping style: Coping by gathering
information or directly taking action
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
9
•Problem-focused coping: Attempting to do
something constructive about the stressful
conditions
•Emotion-focused coping: Regulates
emotions experienced due to the stressful
event
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
10
• Emotional-approach coping: Clarifying,
focusing on, and working through the emotions
in response to a stressor
• Aids in adjusting to chronic conditions and medical
conditions
• Helps manage stress better
• Proactive coping - Anticipating potential
stressors and acting in advance
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
11
Time
Friends
Money
Education
Decent job
Family
Standard of
living
Presence of
positive life
events
Absence of
other life
stressors
Socioeconomic
status (SES)
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
12
Reducing or eliminating stressors
Tolerating or adjusting to negative events or realities
Maintaining a positive self-image
Maintaining emotional equilibrium
Continuing satisfying relationships with others
Enhancing recovery when ill
Keeping low physiological, neuroendocrine, and immune
reactivity
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
13
•Teaches individuals to:
• Have a higher awareness of the present
• Focus on the present and accept it
•Mindfulness-based stress reduction (MBSR) Helps people to manage their reactions to
stress and the resulting negative emotions
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
14
•Acceptance and commitment therapy (ACT) Teaches individuals to:
• Accept the problem
• Be aware of its occurrence and conditions that
cause it
• Change behaviors
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
15
•Lowers psychological and physiological
indicators of stress
•Aids in effective coping
•Helps organize thoughts and find meaning
•Helps to focus attention on positive aspects
•Provides an opportunity to clarify emotions
•Affirms one’s personal values
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
16
•Helps individuals feel better about
themselves
•Lowers physiological activity and distress
•Undermines defensive reactions to health
threats
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
17
•Affects the physiological experience of stress
by reducing arousal
• Deep breathing
• Progressive muscle relaxation training
• Guided imagery
• Transcendental meditation and yoga
• Self hypnosis
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
18
•Teaches people how to:
• Assess stressful events
• Disaggregate the stressors into specific tasks
•Encourages people to maintain their social
support
•Phases of stress management
• Learning and identifying stressors
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
19
• Acquiring and practicing skills for coping with
stress
• Practicing the techniques
•Stress management program
• Identifying stressors
• Monitoring stress
• Identifying stress antecedents
• Avoiding negative self-talk
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
20
• Completing take-home assignments
• Acquiring skills
• Setting new goals
• Engaging in positive self-talk and selfinstruction
• Time management and planning
• Identifying stress carriers and confronting
them
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
21
•Information from others that one is:
• Loved and cared for
• Esteemed and valued
• Part of a network of communication and
mutual obligations
•Helps reduce stress, cope better, and live
positively
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
22
Tangible assistance
• Provision of material support
• Services, financial assistance, or goods
Informational support
• Providing support through information
Emotional support
• Reassuring someone that they are important and cared for
Invisible support
• Helping someone without him or her being aware of it
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
23
•Lowers the likelihood of illness
•Speeds up recovery
•Reduces the risk of mortality
•Encourages individuals to use health services
and stick to their medical regimens
•Can lead to bad health habits
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
24
•Social support has positive effects on the
cardiovascular, endocrine, and immune
systems
• Lowers physiological and neuroendocrine
responses to stress
• Decreases cortisol responses to stress
• Better immune functioning
• Modifies brain’s responses to stress
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
25
•Direct effects hypothesis: Social support is
generally beneficial during non-stressful as
well as stressful times
•Buffering hypothesis: Physical and mental
health benefits of social support are chiefly
evident during periods of high stress
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
26
•Effectiveness of social support depends on
the individual
•Social skills influence the ability to develop
social support
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
27
•Good marriage
•Familial support
•Support from the community
•Matching support to the stressor
• Matching hypothesis: Support that meets the
needs of a stressful event is the most
effective support
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
28
•Social support is ineffective if the type of
support provided is not useful
•Emotional support is best provided by
someone close to the individual
•Social support is effective when the person
from whom one is seeking support is
perceived to be responsive to one’s needs
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
29
•Stressful events
•Intrusive social contact
•Controlling or directive support
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
30
•Has beneficial effects on mental and physical
health
•Enhancing social support
• Prevents a lot of ailments and problems
• Forms of beneficial social support systems
• Networking/Internet-based systems
• Family-based systems
• Community-based systems
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
31