The Transactional Theory Of Stress And Coping

The two different ethnic groups they chose were, Caucasian and African American. At the beginning of the article Chapman and Mullis defined what their definition of coping with stress was. They then moved into their purpose of their research, which then lead to their “buffering hypothesis” (153). Their “buffering hypothesis” was that, “Racial differences in use of the coping strategies of spiritual, family, and close friend support, are used more frequently for African American adolescents than for Caucasian adolescents” (153). After talking about their hypothesis, they proceeded to discuss the 12 different coping strategies out there such as, diversions, self-reliance, spiritual support, close friends, professional support, demanding activities, family, relaxation, ventilating feelings, humor, social support and avoidance strategies.

The mind is, with some significant exceptions, intrinsically adaptive, oriented toward overcoming rather than succumbing to the adverse events in life…. At one level, it constructs beneficent interpretations of threatening events that raise self-esteem and promote motivation; yet another level it recognizes the threat or challenge that is posed by the

Chapter seven of the text explores the types of interpersonal coping strategies and how they can be used in therapy to aid in the treatment process. Firstly, this model reveals the role that the client plays in “core conflict” which is the cause of most of the client’s life issues. Consequently, the core conflict come about as a result of the clients coping style due to repetitive interactions with the people in their lives. Moreover, the client learns these coping strategies and use them in their everyday life. Even though the clients think that these coping styles are needed, these coping styles are deemed ineffective in other relationships which cause the arousal of core conflict.

The OSI-R is a concise measure of occupational stress, psychological strain, and coping resources (Osipow & Spokane, 1998). The OSI-R was an assessment choice because Karly reports feeling anxious about returning to work and wanted to improve her coping skills. Particular attention was paid to her coping resources; measured by the Personal Resources Questionnaire (Osipow & Spokane, 1998). The assessment helped her identify and understand sources of stress in her work role and within her organization and occupation. With Karly making the transition out of the teaching profession and into the counselling field, the OSI-R will allow her to achieve an optimum fit between her and her new career.

Rationale: Dialectical Behavioral Therapy: Distress Tolerance Skills. This group is long term and short term based on said clients needs. This group is important for daily functioning as Distress Tolerance Skills are skills used when a person is in a difficult situation and is feeling very emotional, but it is best for them not to react to their emotions. These skills help the person cope with the situation rather than make it worse.

Stress can be seen in everyone’s life but not everyone reacts to stress in the same way. A friend who just lost his job that helped him cover tuition costs might feel very stressed out. He could have many different potential reactions to his job loss but if one were to apply Lazarus and Folkman’s cognitive theory then he would not be too devastated by this stressful event. With this situation, he would engage in primary appraisal, secondary appraisal and a stress response to tear down the stressful event and figure out what he will do.

Parental acceptance-rejection theory (Ronald Rohner, University of Connecticut, 2016) is an evidence-based theory of socialization and development over a lifespan that attempts to predict and explain major causes, consequences, and other correlates of interpersonal—especially parental—acceptance and rejection within the United States and worldwide (Rohner, 1986, 2004; Rohner and Rohner, 1980). It attempts to answer five questions divided into three sub theories i.e. personality sub theory, coping sub theory, and sociocultural systems sub theory. Personality sub theory asks two general questions. 1) Is it true, as the sub theory postulates, that children everywhere—in different sociocultural systems, racial or ethnic groups, genders, and the

The final prong of the model is the “C” which stands for “Coping’ (p. 65). This is the solutions stage of the intervention. Many argue that it is the person being helped that has to formulate the solutions so that he or she will own them. Coping is important because it establishes a baseline or starting point where the person or group will move forward from. One could argue that it is at this point in the relationship that the counselor puts on the coaching hat because his or her purpose is now to ensure that the client is not only implementing the solutions discussed but is remaining loyal to them.

Over the years, many theories have been developed to study the human personality. Some of the notable theories are psychoanalytic theory, trait theory, humanistic theory and behavioural theory. In this assignment, we have chosen to compare and contrast the psychoanalytic and humanistic theories. Psychoanalytic Theory

If we look at the aim of psychology from this perspective, the aim is to look beyond superficial differences such as gender, race and culture to unveil these processes. In traditional psychology the “Self” is seen as a restricted or bounded and autonomous being. Internal attributes such as emotions, independence, thoughts, contextual factors as well as social factors defines the

The Various Perspectives of Personality There have been numerous studies of the factors that can affect a person’s personality. Typically, these studies always reflected on what role a child’s early life played in their adult personalities. The character of Howard Hughes from the movie The Aviator was a fitting example of the many effective factors (Scorsese, 2004). This paper’s purpose is to examine and describe theories such as the psychoanalysis perspective, physiological perspective, and biological perspective of personality traits. Psychoanalysis Perspective Erik Erikson was a student of Freud whose approach to psychoanalysis was called ego psychology (Larsen & Buss, 2008).

Individuals don’t respond the same to horrifying and upsetting life occasions, thus marginally unique aptitudes, systems and assets may be required to address these issues. You will be you; you will react to and require distinctive things in the midst of stress. The imperative thing is monitoring how you feel and what you require. A blend of variables adds to resilience.

Stress involves interaction of the person and environment. To quote a definition: “Stress is an adaptive response to an external situation that results in physical, psychological and / or behavioural deviations for organizational participants” (Luthans, 1998). Stress has generally been viewed as a set of neurological and physiological reactions that serves an adaptive function (Franken, 1994). Traditionally, stress research has been oriented toward studies involving the body's reaction to stress and the cognitive processes that influence the perception of stress. However, social perspectives of the stress response have noted that different people experiencing similar life conditions are not necessarily affected in the same manner (Pearlin, 1982).

(Freud, 1949) Help is provided to the clients to enable them strengthen their EGO and protect it from being in any conflict between their ID and SUPEREGO. This theory is used to rectify the client’s character and their system of personality if found to have issues. The theory aims at making the unconscious, conscious by releasing the repressed emotions and experiences. Psychoanalytic theory also aims at helping clients work through their developmental stages not previously resolved well to solve the problem of fixation.

Part A (20%) Firth, N., Greaves, D., & Frydenberg, E. (2010). Coping styles and strategies: A comparison of adolescent students with and without learning disabilities. Journal of learning disabilities, 43(1), 77-85. Research Area and Research Questions.