Stress as a biological and psychological category. If "Yes" - this is biological stress, if "No" - psychological

Shcherbatykh Yu.V.

Shch61 Psychology of stress and methods of correction. - St. Petersburg: Peter, 2006. - 256 p.: ill. - (Series "Tutorial").

ISBN 5-469-01517-3

This textbook complies with the main provisions of the State Standard for Psychology. The book presents a systematic approach to the concept of stress, integrating modern knowledge about the nature of stress obtained by psychology, physiology and medicine. The structure of the textbook includes theoretical sections, questions for self-examination and test tasks, approximate topics for seminars and essays, exercises and practical tasks, psychological tests, a list of recommended literature and an approximate course program.

For students, teachers and graduate students of psychological faculties of higher educational institutions, practicing psychologists organizing seminars and trainings on stress management, as well as for all those interested in psychology.

BBK 88.352 UDC 159.942.5

13VM 5-469-01517-3

Introduction ................................................ ................................. 7

List of abbreviations................................................... .................. ten

CHAPTER 1. Stress as a biological and psychological category

1.1. The problem of stress in biology and medicine .............................. 12

1.1.1. The classic concept of stress.............................. 12

1.1.2. Physiological Manifestations of Stress .............................. 15

1.2. Psychological stress .............................................................. .. 20

(emotional) stress .............................................. 20

1.2.2. Peculiarities of psychological stress .............................. 24

1.2.3. Differentiation of stress and other conditions..... 28

Questions and tasks to test the assimilation of knowledge ............... 31

Literature................................................. ................................... 32

CHAPTER 2. Forms of manifestation of stress and criteria for its assessment

2.1. Forms of manifestation of stress .............................................. 35

2.1.1. Changes in behavioral responses under stress...... 35

2.1.2. Change of intellectual processes

under stress .............................................................. .............. 39

2.1.3. Change in physiological processes

under stress .............................................................. ............... 41

2.1.4. Emotional Manifestations of Stress .............................. 43

2.2. Evaluation of the level of stress .............................................................. ..... 44

2.2.1. Objective methods for assessing the level of stress .......... 44

2.2.2. Subjective methods for assessing the level of stress ........ 53

2.2.3. Stress Prediction .................................................................. 59

Questions and tasks to test the assimilation of knowledge ............... 64

Literature................................................. ............................... 65

CHAPTER 3. Dynamics of stress conditions

3.1. General patterns of development of stress .............................. 68

3.1.1. Classical dynamics of the development of stress............. 68

3.1.2. Influence of stressor characteristics on the level

stress ................................................. ................... 73

3.1.3. The development of psychological stress on an example
the development of exam stress .............................. 76

3.2. Factors influencing the development of stress.............................................. 78

3.2.1. Congenital features of the organism and early

children's experience .............................................................. .............. 78

3.2.2. Parent Scenarios................................................... 80

3.2.3. Personality................................................................... 81

3.2.4. Factors of the social environment............................................... 86

3.2.5. Cognitive Factors.............................................................. 87

3.3. The Negative Effects of Prolonged Stress .............................. 89

3.3.1. Psychosomatic illnesses and stress...................... 89

3.3.2. Post-traumatic syndrome .............................................. 93

Questions and tasks to test the assimilation of knowledge ............... 96

Literature................................................. ............................... 98

CHAPTER 4. Causes of psychological stress

4.1. Subjective causes of psychological
stress ................................................. ............................... 101

4.1.1. Inconsistency of genetic programs with modern
conditions ................................................. ................. 101

4.1.2. The stress of implementing negative parental
programs ................................................. ................. 103

4.1.3. Stress Caused by Cognitive Dissonance

and mechanisms of psychological defense .............................. 103

4.1.4. Stress associated with inadequate attitudes

and beliefs of the individual .............................. 105

4.1.5. The impossibility of realizing the actual

needs ............................................................... ........ 109

4.1.6. Stress associated with misbehavior

communication ................................................. .... 111

4.1.7. Stress from inadequate implementation of conditionals
reflexes ................................................................ .............. 113

4.1.8. Failure to deal with time

(stress and time).................................................. .......... 114

4.2. Objective causes of psychological
stress ................................................. ............................... 117

4.2.1. Living and working conditions (permanent components
existence) .................................................. ..... 118

4.2.2. Interacting with other people.............................. 119

4.2.3. Political and Economic Factors ............... 120

4.2.4. Extraordinary Circumstances.............................. 121

4.3. Causal classification of stressors .............................. 122

4.3.1. The degree of controllability of the stressor ................... 122

4.3.2. Localization of the stressor .............................................. 124

4.3.3. Ways to overcome stressors of various types .... 126

Questions and tasks to test the assimilation of knowledge ............... 128

Literature................................................. .............................. 130

CHAPTER 5. Feature of professional stresses

5.1. General patterns of occupational stress... 132

5.1.1. Occupational Stress.............................................. 132

5.1.2. The phenomenon of professional burnout .............. 138

5.2. Examples of Occupational Stress .............................................. 139

5.2.1. Study stress .............................................................. ...... 139

5.2.2. Sports stress................................................................... 143

5.2.3. Stress of medical workers .............................. 146

5.2.4. Leader Stress .................................................. 147

Questions and tasks to test the assimilation of knowledge ............... 149

Literature................................................. ............................... 151

GAAVA 6. Methods for optimizing stress levels

6.1. General Approaches to Dealing with Stress .............................. 154

6.2. Ways of self-regulation of the psychological state

during stress .............................................................. ............... 161

6.2.1. Autogenic training.............................................. 161

6.2.2. Biofeedback ................................. 167

6.2.3. Breathing Techniques.............................................. 170

6.2.4. Muscle relaxation.................................................... 171

6.2.5. Rational Psychotherapy .................................................. 174

6.2.6. Dissociation from stress.............................................. 176

6.2.7. Use of positive imagery
(visualization)............................................... .......... 177

6.2.8. Neuro-Linguistic Programming ........... 178

6.2.9. Physical exercise .......................................... 182

6.2.10. Religion as a Way to Deal with Stress............. 183

6.2.11. Meditation................................................. .......... 185

6.3. Time management strategies for dealing with stress

its advent .............................................................. ............... 186

6.4. Eliminate the causes of stress through improvement
behavioral skills .................................................................. .... 188

6.4.1. Communication Skills............................................... 188

6.4.2. Confident Behaviour............................................... 189

6.4.3. Effective goal setting as a method

Stress Prevention............................................................... 193

Questions and tasks to test the assimilation of knowledge .............................. 195

Literature................................................. ............................... 196

Conclusion................................................. ...................... 199

APPS

Annex 1. Tests ............................................... ................ 200

Annex 2. Answers to test tasks .............................. 231

Annex 3. Thematic plans, program, questions

for the exam .................................................. ......... 232

Annex 4. The program of seminars and topics of essays on the topics of the course "Psychology

stress and methods of its correction”....................... 240

Annex 5. Exercises and practical exercises

on the course "Psychology of stress and methods

its corrections".................................................................. ... 244

Subject index................................................ ............... 254

Introduction

If the founder of the doctrine of stress initially considered its hormonal and biochemical aspects, then subsequently an increasing number of researchers began to pay attention to the psychological component of stress. It turned out that the extremely complex and sensitive human psyche is capable of seriously modifying the nature of the "classical" stress described in the works of G. Selye. It became clear that without understanding the neurophysiological features of the functioning of the human brain, as well as emotional and cognitive processes, moral attitudes and personal values, it is impossible to predict and manage human stress reactions. Thus, the increasing role of theoretical and practical psychology in creating a unified interdisciplinary concept of stress becomes obvious.

As the Russian psychophysiologist Yu. I. Alexandrov writes, “stress has become one of the most fashionable medical and psychological diagnoses. This diagnosis is made to a person when he has any problems in his personal life, at home or at work that lead to a deterioration in his mental and physical health” 1 .

1 Psychophysiology: Textbook for universities / Ed. Yu. I. Aleksandrova. SPb., 2006, p. 326.

8 Introduction

Introduction 9

it is desirable to be able to identify not only psychological, but also physiological, behavioral and other signs of stress in order to correctly assess the severity of the situation and help people cope with their problems. Therefore, this textbook is built on an interdisciplinary basis, which allows students to give psychology students a holistic view of such a complex phenomenon as stress. In this matter, it is very important to maintain the optimal balance between narrow specialization and a broad view of the problem. On the one hand, a practical psychologist should focus on his subject of research and, first of all, identify the psychological causes of stress and changes occurring in the human psyche, and in case the situation goes beyond the scope of his competence, transfer his client to another specialist (psychiatrist or general practitioner). On the other hand, the psychologist himself must have that minimum knowledge of the physiology, medicine and biochemistry of stress, which will allow him to determine the criteria for going beyond the area of his professional capabilities. To do this, in this textbook, much attention is paid to the physiological and medical aspects of stress, which seems to be quite justified, because by the fourth year, psychology students are already completing the study of such subjects as "Anatomy of the CNS", "Physiology of the CNS", "Physiology of GNI and sensory systems" and Psychophysiology. The author of the manual took into account the fact that the concept of "stress" is briefly discussed in other training courses included in the State Standard - in "General Psychology", in "Labor Psychology", in "Psychology of Health", etc. Therefore, the task of this special subject is to bring together the knowledge about stress received by students over three years within a single concept based on the principle of nervism, traditional for the Russian scientific school.

In the process of studying such a course as "Psychology of Stress", students learn the basic concepts on which the science of stress is based, study the various forms of manifestation of stress, learn about modern methods for assessing the level of stress and acquire the ability to adequately assess its severity.

course, with their other knowledge and skills, students master the most effective methods of optimizing the level of stress: various methods of self-regulation and techniques used in psychotherapy.

The structure of the textbook includes theoretical sections, questions and tasks to test the assimilation of knowledge, cited and recommended literature for each section. Approximate topics of seminars and essays, exercises and practical tasks, relevant psychological tests and answers to test tasks are included in the appendices. Methodological material for teachers is also given there: approximate thematic plans for the course, program and questions for the exam.

List of abbreviations

BP - blood pressure.

SBP - systolic blood pressure.

DBP - diastolic blood pressure.

ACTH - pituitary adrenocorticotropic hormone.

AT - autogenic training.

VIC - vegetative index Kerdo.

GNI - higher nervous activity.

ANS - autonomic nervous system.

HRV - heart rate variability.

IN - stress index of regulatory systems.

And PS - an integral indicator of fears.

NLP - Neuro Linguistic Programming.

NS - nervous system.

PTSD - post-traumatic stress disorder.

SMR - sensorimotor reaction.

HR - heart rate.

CNS - central nervous system.

Chapter 1

STRESS AS A BIOLOGICAL AND PSYCHOLOGICAL CATEGORY

1.1. The problem of stress in biology and media

1.1.1. Classic stress concept

1.1.2. Physiological manifestations of stress

1.2. Psychological stress

1.2.1. Introduction of the concept of psychological
(emotional) stress

1.2.2. Features of psychological stress

1.2.3. Differentiation of stress and other conditions

1 2 Chapter 1. Stress as a biological and psychological category

1.1. The problem of stress in biology and media 1 3

Introduction

List of abbreviations

BP - blood pressure.

AT - autogenic training.

NS - nervous system.

SMR - sensorimotor reaction.

Psychological stress

Chapter 2

Forms of manifestation of stress

Psychological stress can manifest itself in changes in various functional systems of the body, and the intensity of violations can vary from a slight change in emotional mood to serious diseases such as stomach ulcers or myocardial infarction. There are several ways to classify stress reactions, but for psychologists the most promising is to divide them into behavioral, intellectual, emotional and physiological manifestations of stress (at the same time, biochemical and hormonal processes are conditionally referred to as physiological manifestations). Previously, a similar classification of body reactions was used in the study of the state of anxiety, which often accompanies psychological stress. Yes, Mia V. ]. identifies four components that play an important role in the formation of a state of anxiety:

Mood (for example, excitement);

Cognitive sphere (unpleasant memories, building negative forecasts);

Physiological manifestations (tachycardia, sweating, tremor); + behavioral responses.

In accordance with this approach, we will also separately consider the behavioral, intellectual, emotional and physiological manifestations of stress, naturally, realizing that there are close objective relationships between these forms of manifestation of stress.

Stress assessment

Stress level prediction

Prediction of stress reactions is of great scientific and applied, practical importance in various fields of human activity. In particular, it allows you to pre-identify people who may have a violation of the functional state during extreme situations, and to carry out appropriate work with them in terms of psychoprophylaxis of stress. Specialists in the field of labor physiology note that various types of unfavorable functional states (fatigue, monotony, inadequate reactions to stress, etc.) not only significantly reduce the success and quality of work, but also make a person pay an “ultra-high psychophysiological price” for the work performed. work . Therefore, a timely forecast of possible deviations in the normal functional state of individuals and the timely implementation of corrective measures would not only help these people maintain their health, but also, by optimizing their functional state, increase the efficiency of their activities.

Currently, there are various methods for predicting human responses to stress. Their main task is to take into account the individual mental and physiological characteristics of the subject and extrapolate the data obtained to similar situations in the future. These methods include:

1) use of identical stressors(for example, studying the psychological and vegetative reactions of a student in one exam makes it possible to predict the nature and level of stress experienced by him in another);

2) use of dosed test stresses in laboratory conditions(exposure to strong visual, sound and tactile stimuli);

3) mental modeling of stressful situations(in particular, using the method of neurolinguistic programming);

4) forecasts based on psychological tests and questionnaires",

5) mathematical models(simple, multiple regression, etc.);

6) creation of a model stressful situation with the help of various devices, which, in terms of its parameters, would be quite close to the real situation.

Psychophysiology: Textbook for universities / Ed. Yu. I. Aleksandrova. SPb., 2006, p. 326.

A stressor is a factor that causes stress.

From English. &gess - tension.

Immobilization - forced immobilization.

Psychophysiology: Textbook for universities / Ed. Yu. I. Aleksandrova. SPb., 2006, p. 331.

Nemov R.S. Psychology. Book. 1. General foundations of psychology. M., 1999, p. 442.

Ibid, p. 680.

Maklakov A. G. General psychology. SPb., 2002, p. 456.

Ibid, p. 457.

For example: Sviderskaya N. E. et al. Features of EEG signs of anxiety in humans // VID Journal. 2001. V. 51, No. 2, p. 158-165.

Shcherbatykh Yu. V. To what extent does Luscher's method of color choices measure the vegetative component of anxiety? // Applied Information Aspects of Medicine. 2003. V. 5. No. 1-2, p. 108-113.

Introduction

As they study the course, students also establish the main causes of stress (primarily psychological) and the factors influencing the dynamics of the development of stress processes. For their future work, psychologists must know not only the general patterns of occupational stress, but also their main varieties. By integrating the information gained from this course with their other knowledge and skills, students master the most effective methods for optimizing stress levels: various methods of self-regulation and techniques used in psychotherapy.

List of abbreviations

BP - blood pressure.

SBP - systolic blood pressure.

DBP - diastolic blood pressure.

ACTH - pituitary adrenocorticotropic hormone.

AT - autogenic training.

VIC - vegetative index Kerdo.

GNI - higher nervous activity.

ANS - autonomic nervous system.

HRV - heart rate variability.

IN - stress index of regulatory systems.

And PS - an integral indicator of fears.

NLP - Neuro Linguistic Programming.

NS - nervous system.

PTSD - post-traumatic stress disorder.

SMR - sensorimotor reaction.

HR - heart rate.

CNS - central nervous system.

Chapter 1 STRESS AS A BIOLOGICAL AND PSYCHOLOGICAL CATEGORY

“As an independent physiological, mental and social phenomenon at the same time, stress in its essence is another type of emotional state. This condition is characterized by increased physiological and psychological activity. At the same time, one of the main characteristics of stress is its extreme instability. Under favorable conditions, this state can transform into an optimal state, and under unfavorable conditions, into a state of neuro-emotional tension, which is characterized by a decrease in the efficiency and effectiveness of the functioning of systems and organs, and depletion of energy resources.

It should be noted here that from the point of view of biological expediency (using the “Fight or Flight” strategy), stress increases the efficiency of the functioning of organ systems - for example, when a person runs away from an aggressive dog or participates in a sports competition. Decreased performance occurs only when natural behavioral programs come into conflict with social norms or conditions of intellectual activity (which manifests itself, for example, in the stress of air traffic controllers or stockbrokers).

1.2.2. Features of psychological stress

Psychological stress, in contrast to the biological stress described in the classical works of G. Selye, has a number of specific features, among which several important ones can be distinguished. In particular, this type of stress can be triggered not only by actual, but also by probabilistic events that have not yet occurred, but the occurrence of which the subject is afraid of @@@@@21, 23#####. Unlike animals, a person reacts not only to actual physical danger, but also to a threat or a reminder of it. As a result, it happens that in a poorly performing student, the mere thought of a likely unsatisfactory grade sometimes causes stronger autonomic reactions than getting it on the exam. This determines the specifics of human psycho-emotional stress, to which the patterns of its course, described in detail in experiments on laboratory animals, are not always applicable.

Another feature of psychological stress is the essential importance of a person's assessment of the degree of his participation in actively influencing a problem situation in order to neutralize it @@@@@4#####. It is shown that an active life position, or at least the awareness of the possibility of influencing a stress factor, leads to the activation of a predominantly sympathetic part of the autonomic nervous system, while the passive role of the subject in the situation causes the predominance of parasympathetic reactions @@@@@16##### .

The main differences between biological and psychological stress are reflected in Table. one.

The control question that allows you to differentiate the types of stress sounds like this: “Does the stressor cause obvious damage to the body?” If the answer is "Yes" - this is biological stress, if "No" - psychological.

Table 1. Differences between biological and psychological stress.

Table 1. (End).

The mechanism of development of psychological stress can be demonstrated by the example of a student preparing to defend a graduation project. The severity of signs of stress will depend on a number of factors: his expectations, motivation, attitudes, past experience, etc. The expected forecast for the development of events is modified in accordance with the information and attitudes already available, after which the final assessment of the situation takes place. If the conscious (or subconscious) assesses the situation as dangerous, then stress develops. Parallel to this process, an emotional evaluation of the event takes place. The initial launch of an emotional reaction develops on a subconscious level, and then another emotional reaction is added to it, made on the basis of rational analysis.

In this example (waiting for graduation), the developing psychological stress will be modified in the direction of increasing or decreasing intensity, depending on the following internal factors (Table 2).

Table 2. Subjective factors influencing the level of stress.

This process can be expressed as the following scheme (Fig. 4).

Rice. 4. Mechanisms of formation of psychological stress.

1.2.3. Differentiation of stress and other conditions

Differentiation of stress and other emotional states is rather complicated and in most cases is very conditional. The states closest to stress are negative emotions, fatigue, overload and emotional tension. With sufficient intensity and duration, such emotional phenomena as fear, anxiety, frustration, psychological discomfort and tension can be considered as a psychological reflection of stress, as they are accompanied by all manifestations of a stress reaction: from disorganization of behavior to an adaptation syndrome @@@@@16## ###.

The question most often arises about the differentiation of stress from the process fatigue. This task is facilitated by the fact that these two states have a different physiological basis: stress is associated with humoral and autonomic changes, and fatigue is determined by the higher levels of the nervous system, primarily by the cerebral cortex. However, there are “transition points” between them: fatigue develops at the onset of depletion of activation caused by sympathetic regulation, which triggers the activity of the parasympathetic department, which contributes to the restoration of spent resources. The predominant activity of the parasympathetic system during fatigue is expressed in a decrease in speech activity, a desire for peace and ease of occurrence of sleep inhibition @@@@@16#####. According to V. V. Suvorova, only extremely rarely severe fatigue can trigger the development of sympathetic reactions, which is expressed in overexcitation and sleep disturbance. In real work, fatigue can manifest itself:

+ or in reducing the intensity of the worker's labor while maintaining the magnitude of the initial stress of his physiological functions (decrease in labor productivity);

+ or in an increase in the degree of intensity of physiological functions with unchanged indicators of the quantity and quality of labor (an increase in the "price of the result of labor");

+ or (which happens most often) in a certain decrease in labor indicators with a simultaneous increase in the stress of physiological functions.

In the latter situation, fatigue by the end of work can be quite deep, and a long rest is required to restore the normal functional state of the body.

If the rest is not enough to fully restore working capacity by the beginning of the next working period, then during this period fatigue develops more quickly and its depth by the end of work will be more significant than in the previous period. This shows that fatigue has the ability to accumulate, gradually passing into a qualitatively new state - overwork. The latter is usually defined as chronic fatigue not eliminated by normal rest periods (daily and weekly). The syndrome of mental-emotional overwork is regarded by some authors as a special nosological state of the body, located between normal and pathological reactions, which, under adverse conditions, can turn into a disease @@@@@11#####. Hereditary and constitutional factors play a special role in the development of nervous strain and chronic fatigue, because without taking into account genotypic features it is difficult to explain multidirectional psychophysiological changes in extreme situations in different individuals.

“I'm afraid to hurt the little one. She is already 1 year and 9 months old. She's already used to it. I’m afraid to do harm with alterations, ”I hear such fears from many mothers who doubt whether it is possible to make sleep correction work safe for the baby. Always in such phrases one or another form of the word trauma sounds. And this, let me remind you, is from a mother who is already just on the verge of fatigue herself, and sees that the baby in the current conditions also suffers from a lack of rest - no one is engaged in improving sleep from a good life.

INJURY. What a strong word. And very manipulative on the modern Internet, where there are tons of articles stating that any wrong step of the parents will immediately lead to injury to the baby. Fortunately, any child psychologist will tell you with confidence that true trauma is inflicted on children only through very serious misconduct by adults: constant long-term abuse (both physical and emotional); regularly ignoring the needs of the baby (for example, by a mother in a state of deep depression or under the influence of drugs); lack of stable living conditions (for babies who are transferred from one orphanage to another); prolonged stress caused by difficult living conditions in the family (the family lives below the poverty line or in war conditions). Such families do not contact me, on the contrary, my clients are caring, educated mothers who spend the whole day with the baby in laughter, hugs, finger games, books, songs, sandbox, and ... shuddering before each upcoming bedtime.

And this is where two feelings begin to gnaw at mom - guilt for being tired and wanting to sleep, and fear for what can harm her with her “alterations”. Only occasionally does such a mother modestly notice that yes, and the baby does not get enough sleep, is naughty and walks with bruises under his eyes, but she still thinks that it is SHE who wants to sleep (and who can blame her for this?). Kind neighbors generously share their discoveries from the Internet that prolonged stress can be toxic to the brain of a baby, that it leads to serious changes in the architecture of neural connections (which, by the way, is true), and that these changes lead to consequences for the whole life of this little man . It remains only to decide what is “prolonged stress”, which can be toxic?

The Center for the Study of Child Development at Harvard University (USA) introduced a classification of stress, which was adopted by the American Association of Pediatricians. According to this classification, stress can be divided into three levels: positive, tolerable and toxic:

positive stress is a normal and important part of healthy development, characterized by a brief increase in heart rate and a slight rise in stress hormone levels. An example of situations that can trigger positive stress would be the first day with a new babysitter or getting a shot. This kind of stress is part of a normal baby life and adapting to change becomes a key aspect of a child's healthy development. Hostile events that trigger positive stress help children learn to control and manage these events—with the help of caring adults, and in the context of generally calm, secure, and warm relationships.

tolerable stress- Triggers increased stress-regulating systems in the body in response to more serious and prolonged events such as the loss of a loved one, natural disaster, or serious injury. If the activation of these systems is temporary and cushioned by relationships with adults who support the baby and help him adapt, the brain and other organs of the child cope with a reaction that could be traumatic in other conditions.

toxic stress- is formed when the child is under prolonged, serious and / or frequent pressure of hostile factors. The list of such factors includes physical and emotional abuse, chronic neglect of the needs of the child, abuse of native alcohol or drugs, exposure of the child to violence, accumulated difficulties associated with the difficult economic situation in the family without proper support from adults. Such prolonged activation of mechanisms in response to stress can disrupt the formation of the architecture of neural connections and other systems, as well as increase the risk of stress-related diseases, limit cognitive development, and may have an effect until adulthood.

Now back to the topic of sleep correction. None, even the most direct method, does not mean ignoring the needs of the baby, excluding warm and really strong relationships with the baby throughout the entire implementation of the process. Think about it: How does the stress of learning to fall asleep on your own compare to the stress of losing a family member, for example (tolerable stress)? All existing methods that have passed multiple studies on safety and effectiveness create conditions in which the child learns to manage and cope with new circumstances (the need to fall asleep without relying on external factors). At the same time, falling asleep itself, even in the most difficult cases, does not last 24 hours, and during periods of wakefulness, parents have the opportunity to strengthen ties with the baby, support him, demonstrate warmth, care, affection, which is precisely the cushioning factor for any negative aspects associated with with stress. Moreover, today there are several very gentle methods that allow parents to be with the baby during the entire learning process. The presence of a parent who encourages, demonstrates calmness and faith in the child is often enough for the baby to stop being nervous, relax and begin to effectively look for alternative tools for change without an extremely increased stress response to the changed conditions.

Our children can handle the normal stresses of life, a life skill that allows them to be flexible and adapt to ever-changing life conditions. Remember how the baby met the first bath in the shower, putting on hats in cold weather, the need to buckle up in a car seat, massage? Most likely, the baby was not happy, but did it last forever? Most likely not - the child learned to cope with this situation, and it did not harm his body, although it may have taken him ten massage sessions to get used to it or a couple of months of putting on a hat to stop noticing it. And your support and attitude have become key factors in facilitating adaptation for the child. The process of learning to fall asleep on its own never lasts for months, and certainly does not involve a child crying for days or weeks. Yes, of course, like any change in the life of a baby, it is stressful, but it is positive, it leads to the development of a new and valuable skill. Believe in your child, he (a) has much more abilities than you are often ready to admit, and our task, as responsible parents, is to give these abilities the opportunity to open up to their full potential, providing our shoulder and heart in order to support, guide, hug, kiss and give a wonderful feeling "I can!".

www.sleep-expert.ru

Categories of stress;

Organizational and personal factors

Another group of stress factors could be called organizational and personal, since they express a person's subjectively anxious attitude to his professional activity. German psychologists W. Siegert and L. Lang identify several typical “fears” of workers:

Fear of not being able to do the job

Fear of making a mistake;

Fear of being bypassed by others;

Fear of losing your job;

Fear of losing your own self.

Unfavorable moral and climatic climate in the team, unresolved conflicts, lack of social support, etc. are also stressors.

To this “bouquet” of stressors of an organizational and production nature, problems of a person’s personal life can also be added, which provide many reasons for favorable emotions. Trouble in the family, health problems, "mid-life crisis" and other similar irritants are usually acutely experienced by a person and cause significant damage to his stress tolerance.

Thus, the causes of stress are not a special secret. The problem is how to prevent stress by acting on the causes that cause it. The basic rule here suggests itself: we need to clearly distinguish between stressful events that we can somehow influence, and those that are clearly not in our control. It is clear that an individual person, if he can influence the crisis situation in the country or in the world, on the inevitable approaching retirement age, is very insignificant. Therefore, such events should be left alone and focus on those stressors that we can actually change.

K. Cooper and J. Marshall proposed 6 main categories of stresses typical for the activities of "white collar" - managerial labor specialists:

1. Factors related to labor activity. These include working conditions (severity, tempo characteristics, duration or inconvenience of the working regime) and work overloads, qualitative or quantitative. Unfortunately, many managers react to overload by increasing the duration of work: work on weekends, in the evenings, without holidays, which in the future can lead to psychosomatic illnesses.

2. Role in the organization. This category of stress includes role uncertainty (the employee does not have enough information about his professional duties, working conditions, expectations of colleagues), role conflict (the employee believes that he performs functions unusual for him), excessive responsibility (the presence of little real power with a high level of responsibility. There is a certain dependence: people of mental work are the more prone to stress from role conflicts, the less physical activity they have.

3. Relationships at work. In this category, it is necessary to highlight the relationship with the management - a bad attitude from the management causes a feeling of tension; relations with subordinates - the refusal of subordinates to follow the instructions of the head due to the lack of means of pressure; relationships with colleagues - rivalry, lack of adequate social support in difficult situations.

4. Career development. This factor includes "fear of early retirement" due to real or perceived professional failure and status inconsistency (slow or too fast promotion).

5. Organizational structure and psychological climate. The very participation in the organization is a kind of threat to the freedom of the individual, his autonomy and status. Stressors can be lack of or little participation in decision-making processes, lack of a sense of belonging to the organization, inability to get qualified help, lack of evaluation of good work or excessive control, intrigue.

6. Non-operating sources of stress. This is the largest and most diverse circle of influences. First of all, this should include family problems (lack of time for the family and vice versa), financial problems, age crises, conflicts of personal values with the values declared in the organization, personal characteristics.

General concepts and categories of stress

Factors that cause stress and non-specific ways to deal with them, the intensity of the body's need for adaptation. Unpleasant emotional arousal, accompanied by an increase in physiological stress, negative reflexive feelings of a person.

2.2. Psychological system of activity and stress

2.2. Psychological system of activity and stress Informational stress of a human operator is a category that characterizes his activity in extreme conditions. But this state of man is generated by this activity. Stress is seen as

Chapter 1 Stress as a biological and psychological category

Chapter 1 Stress as Biological and Psychological

63. CATEGORY OF BUDDHA

63. CATEGORY OF THE BUDDHA September 16 I turn to the Buddha's sermon and find these words: “He, a worldly person, will call renunciation that which for the Illumined One is the purest joy. He will see destruction where the Perfect One finds Immortality. He will regard as death what

Chapter 1 Intelligence and Biological Adaptation

CHAPTER 1 Intelligence and Biological Adaptation Every psychological explanation ends sooner or later by relying on biology or logic (or sociology, although the latter itself eventually faces the same alternative). For some

Chapter V. The Roots of Homosexuality: The Biological Basis

Chapter V. The Roots of Homosexuality: Biological

Not all stress is stress. And misfortune can be a blessing

Not all stress is stress. And misfortune can be a blessing Don't make a cult of injuries! Returning to them in your thoughts and cursing is the path to neurosis and self-torture. Even catastrophes can be turned into interesting events. When you hang by a thread, rejoice completely

7. HOW IS THE CATEGORY ORGANIZED?

7. HOW IS THE CATEGORY ORGANIZED? It is known that the category as a basic concept of scientific knowledge goes back to the beginnings of science as such. Philosophers, mathematicians, natural scientists and

Soul category

Category of the soul Each person is a free person, and his soul is an inexhaustible source of joy, strength and creativity. These possibilities are the fruit of a creative act, creation. God adorned every person with a great gift - an immortal living soul, which means

CHAPTER II Clinical and biological death

CHAPTER 1. Male and female. Biological evolution of relationships

CHAPTER 1. Male and female. Biological evolution of relationships From a conversation between God and Adam: - Do you feel sorry for your ribs? - No, just some bad

CHAPTER 2. Man and woman. Biological history of civilization

CHAPTER 2. Man and woman. Biological history of civilization Choosing gods - we choose ourselves

Chapter 1 Male and female. Biological evolution of relationships

Chapter 1 Male and female. Biological evolution of relationships From a conversation between God and Adam: – Do you feel sorry for your ribs? - No, just some bad

Chapter 2 Man and woman. Biological history of civilization

Chapter 2 Man and woman. Biological history of civilization Choosing gods - we choose ourselves

psy.wikireading.ru

The main types of stress - studying the enemy, winning the battle

The desire for rest is characteristic not only of any body in the universe, but also of the nervous system. Any external influence on the body triggers an adaptive reaction - stress. What are the basic types of stress? There are four main groups: eustress, distress, physiological and psychological form. The classification of stress takes into account the degree of harmful effects of stimuli, the ability to independently cope with the load and the speed of restoring the stability of the nervous system.

What are the types of stress?

In psychology, it is customary to divide such a load into two main categories:

"Good" form (eustress);
"Bad" form (distress).

The mechanism of triggering stress is necessary for a person to survive, since it is a form of adaptation to a changing world. Short-term stresses tone the body, releasing energy that allows a person to quickly mobilize internal resources. The excitable stage of eustress lasts a few minutes, so the nervous system quickly restores stability and the negative aspects do not have time to manifest themselves.

In psychology, “bad” stress is an impact that the body is not able to cope with on its own. We are talking about a long-term stressful impact, when the resources of the psyche are not enough for adaptation, or we are talking about a violation of physical health. Distress implies a detrimental effect on the body - in critical cases, a person completely loses his ability to work without proper treatment. Prolonged stress contributes to the exhaustion of the immune system, which in turn entails a number of chronic or acute diseases.

Physiological stress is an elementary form of adaptation

The classification of stresses is also based on the way adaptation processes are triggered. Categories of "simple" stress take into account the minimum set of impacts - environmental factors, physical overload. The result is physiological stress.

This form implies an acute reaction of the body to the aggressive effects of the surrounding world. Sudden temperature changes, excessive moisture, prolonged absence of food or drinking water, piercing wind, excessive heat or cold - any such factor requires excessive mobilization. The trigger mechanisms of physiological stress should also include excessive physical activity typical of athletes, as well as nutritional deviations provoked by excessive or insufficient nutrition (gluttony or starvation).

In popular psychology, a special, nutritional form of stress is distinguished, which is provoked by malnutrition (violation of the regimen, inadequate selection of foods, excessive absorption of food or rejection of it).

Under normal circumstances, the physiological form passes without a trace due to the high endurance of the human body. However, in the case when a person stays in an uncomfortable state for a long time, his body ceases to adapt correctly and a failure occurs at the physical level - a disease occurs.

Psychological stress

Psychological stress is the scourge of our time. This form has become a characteristic feature of the era, since it is directly related to the adequacy of human interaction with society. If at the physical level adaptation is the primary guarantee of survival and is facilitated by a powerful mechanism of instinctive reactions, then psychological stress can unsettle a person for a long time.

Characteristics of the psychological form of stress

The "undermined" psyche is the result of an extreme reaction to two types of influence - informational or emotional factors.

Introduction

The phenomenon of stress, discovered by Hans Selye, is one of the fundamental manifestations of life, as it allows organisms to adapt to various environmental factors due to the universal complex of neurohumoral reactions. This term became one of the symbols of medicine of the 20th century, and then went beyond this science into related fields of biology, psychology, sociology, and simply ordinary consciousness, becoming fashionable, commonplace and ambiguous. This was facilitated by a real increase in the amount of stress in people due to urbanization, an increase in the pace of life, an increase in the number of interpersonal interactions (including conflicts), as well as an increasingly obvious discrepancy between the biological nature of a person and the conditions of his social existence.
If the founder of the doctrine of stress initially considered its hormonal and biochemical aspects, then subsequently an increasing number of researchers began to pay attention to the psychological component of stress. It turned out that the extremely complex and sensitive human psyche is capable of seriously modifying the nature of the "classical" stress described in the works of G. Selye. It became clear that without understanding the neurophysiological features of the functioning of the human brain, as well as emotional and cognitive processes, moral attitudes and personal values, it is impossible to predict and manage human stress reactions. Thus, the increasing role of theoretical and practical psychology in creating a unified interdisciplinary concept of stress becomes obvious.

As the Russian psychophysiologist Yu. I. Alexandrov writes, “stress has become one of the most fashionable medical and psychological diagnoses. This diagnosis is made to a person when he has any problems in his personal life, at home or at work that lead to a deterioration in his mental and physical health.

At the same time, doctors, physiologists, psychologists and social workers often invest completely different content in the concept of stress, because of which people may develop an incorrect, distorted idea of this phenomenon. For a practical psychologist, it is desirable to be able to identify not only psychological, but also physiological, behavioral and other signs of stress in order to correctly assess the severity of the situation and help people cope with their problems. Therefore, this textbook is built on an interdisciplinary basis, which allows to give psychology students a holistic view of such a complex phenomenon as stress. In this matter, it is very important to maintain the optimal balance between narrow specialization and a broad view of the problem. On the one hand, a practical psychologist should focus on his subject of research and, first of all, identify the psychological causes of stress and changes occurring in the human psyche, and in case the situation goes beyond the scope of his competence, transfer his client to another specialist (psychiatrist or general practitioner). On the other hand, the psychologist himself must have that minimum knowledge of the physiology, medicine and biochemistry of stress, which will allow him to determine the criteria for going beyond the area of his professional capabilities. To do this, in this textbook, much attention is paid to the physiological and medical aspects of stress, which seems to be quite justified, because by the fourth year, psychology students are already completing the study of such subjects as "Anatomy of the CNS", "Physiology of the CNS", "Physiology of GNI and sensory systems and Psychophysiology. The author of the manual took into account the fact that the concept of "stress" is briefly discussed in other training courses included in the State Standard - in "General Psychology", in "Labor Psychology", in "Psychology of Health", etc. Therefore, the task of this special subject is to combine together the knowledge about stress received by students over three years within a single concept based on the principle of nervism, traditional for the Russian scientific school.
In the process of studying such a course as "Psychology of Stress", students learn the basic concepts on which the science of stress is based, study the various forms of manifestation of stress, learn about modern methods for assessing the level of stress and acquire the ability to adequately assess its severity.
As they study the course, students also establish the main causes of stress (primarily psychological) and the factors influencing the dynamics of the development of stress processes. For their future work, psychologists must know not only the general patterns of occupational stress, but also their main varieties. By integrating the information gained from this course with their other knowledge and skills, students master the most effective methods for optimizing stress levels: various methods of self-regulation and techniques used in psychotherapy.
The structure of the textbook includes theoretical sections, questions and tasks to test the assimilation of knowledge, cited and recommended literature for each section. Approximate topics of seminars and essays, exercises and practical tasks, relevant psychological tests and answers to test tasks are included in the appendices. Methodological material for teachers is also given there: approximate thematic plans for the course, program and questions for the exam.

List of abbreviations

BP - blood pressure.
SBP - systolic blood pressure.
DBP - diastolic blood pressure.
ACTH is the pituitary adrenocorticotropic hormone.
AT - autogenic training.
VIC is Kerdo Vegetative Index.
GNI - higher nervous activity.
ANS - autonomic nervous system.
HRV - heart rate variability.
IN – stress index of regulatory systems.
IPS is an integral indicator of fears.
NLP - Neuro Linguistic Programming.
NS - nervous system.
PTSD is post-traumatic stress disorder.
SMR - sensorimotor reaction.
HR - heart rate.
CNS - central nervous system.

Chapter 1
Stress as a biological and psychological category

1.1. The problem of stress in biology and medicine

1.1.1. Classic stress concept

In recent decades, stress has been a topical subject of research in various branches of science: biology, medicine, psychology, and sociology. The complexity and variety of forms of stress determines the variety of approaches to the study of this condition, however, for a better understanding of this phenomenon, it makes sense to refer to the original concept of stress proposed by Hans Selye. We can say that the concept he proposed was revolutionary for science in the mid-twentieth century. At that time, among biologists and doctors, the opinion prevailed that the reaction of a living organism to environmental factors was of a purely specific nature, and the task of scientists was to detect and fix precisely the differences in reactions to various influences of the external world. G. Selye went the other way and began to look for general patterns of biological reactions, as a result of which he discovered a single, non-specific component of biochemical changes in the human and animal organism in response to a variety of influences. He wrote:

“The businessman under constant pressure from customers and employees, the airport dispatcher who knows that a moment's distraction means hundreds of deaths, the athlete who is madly hungry for victory, the husband who is helplessly watching as his wife slowly and painfully dies of cancer - all they are under stress. Their problems are quite different, but medical research has shown that the body reacts stereotypically, with the same biochemical changes, the purpose of which is to cope with the increased demands on the human machine” @@@@@2; with. 105#####.

Before the appearance of the works of this author, it was believed that the body's reaction to cold and heat, movement and prolonged immobilization are diametrically opposed, however, G. Selye managed to prove that in all these cases the adrenal cortex secretes the same "anti-stress" hormones that help the body adapt to any stressor.
He called the phenomenon of non-specific reaction of the organism in response to various damaging influences the adaptation syndrome, or stress.
This nonspecific syndrome consists of a number of functional and morphological changes that unfold as a single process. G. Selye identified three stages of this process:
+ anxiety stage;
+ stage of resistance (adaptation);
+ exhaustion stage.
At the first stage, the organism encounters some disturbing environmental factor and tries to adapt to it.
The second stage is adaptation to new conditions.
But if the stressor continues to act for a long time, hormonal resources are depleted (the third stage) and adaptation systems are disrupted, as a result of which the process takes on a pathological character and can end in illness or death of the individual.
According to his theory, at all stages of this process, the leading role belongs to the adrenal cortex, which intensively synthesizes steroid hormones - glucocorticoids, which, in fact, perform an adaptive function. It should be noted that H. Selye did not deny the important role of the higher parts of the central nervous system in the formation of adaptive reactions of the body, but he himself did not deal with this issue, and, accordingly, the nervous system in his concept is given a modest place that is clearly unsuitable for its role.
In the framework of G. Selye's theory, stress includes the body's reactions to any sufficiently strong environmental influences if they trigger a number of general processes involving the adrenal cortex. At the same time, the founder of the doctrine of non-specific adaptive syndrome himself distinguished two of its forms: stress is useful - eustress and malicious distress@@@@@2#####. However, stress is more often understood as the reaction of the organism to the negative effects of the external environment, which is reflected in the definitions given to this phenomenon by various researchers.

So, according to V. V. Suvorova, stress is “a functional state of the body resulting from external negative impact on his mental functions, nervous processes or activity of peripheral organs” @@@@@16#####.
Close in meaning is the definition of P. D. Gorizontov, who considered stress as “a general adaptive reaction of the body that develops in response to a threat. homeostasis disorders"@@@@@6#####.

Nevertheless, according to Hans Selye himself, stress can also be beneficial, in which case it "tones" the body's work and helps to mobilize the defenses (including the immune system). In order for stress to take on the character of eustress, certain conditions must be present (Fig. 1).
At the same time, in the absence of these conditions, or with a significant negative impact on the body, the primary stress turns into its damaging form - distress. This can be facilitated by a number of factors, both objective and subjective (Fig. 2).

Rice. 1. Factors contributing to the transition of stress into eustress.

Rice. 2. Factors contributing to the transition of primary stress into distress.

Hans Selye wrote: “Contrary to popular belief, we should not, and indeed cannot, avoid stress. But we can use it and enjoy it if we get to know its mechanism better and develop an appropriate philosophy of life” @@@@@2; with. 109#####.

Specialists in the field of labor psychology point out that “the problem of controlling and preventing stress in work is not so much about necessarily “fighting” stress, but about managing stress competently and responsibly and reducing the likelihood of stress turning into distress” @@@@@ thirteen; with. 243#####.
As an example, we can take the exam stress that students and schoolchildren face during their studies. It should be noted that although within the framework of the traditional educational process, the process of preparing and passing exams in universities is accompanied by certain negative emotions, this state of affairs is not the only possible one.
With a properly organized pedagogical process, studying can bring joy, and exams can serve as a means of self-affirmation and an increase in personal self-esteem @@@@@21#####.
In the meantime, we are forced to admit that the subjective anxiety experiences and accompanying autonomic reactions during the preparation and passing of exams correspond to the classical description of distress.
What is stress and what is the definition of this concept? Surprisingly, there is no single answer to this seemingly simple question.
G. Selye himself defined stress as “a universal reaction of the body to stimuli of various nature” @@@@@2#####, however, such a definition is too general and fits such concepts as “reflex” or “ irritability". Other researchers gave more voluminous definitions of the concept of "stress", including in it all the interacting factors that affect the final picture of stress: the stressful stimulus itself, the reaction to it, the cognitive assessment of the threat, coping mechanisms, etc. @@@@@25-26# ####, however, such a definition is more likely to refer to the concept of "psychological stress", which we will talk about later.
There is also an opinion that the level of stress depends on the total difference between the pressure of the environment and the adaptability of the organism, respectively, stress is a combination of a stressor and stress reactivity @@@@@7#####.
From our point of view, stressthere is a non-specific reaction of the body to any sufficiently strong or long-term influences of the external or internal environment, which triggers neurohormonal mechanisms of adaptation to these influences. Another question is how successful and adequate is the method of adaptation that is offered by the genetic programs of the organism, but we will discuss this in the third chapter of the textbook.

1.1.2. Physiological manifestations of stress

Hypothalamus activation

The hypothalamus performs a number of important functions in the human body that are directly related to stress @@@@@1, 3, 7, 12#####:
+ is the highest center of the autonomic nervous system;
+ responsible for the coordination of the nervous and humoral systems of the body;
+ controls the secretion of hormones of the anterior pituitary gland, in particular adrenocorticotropic hormone, which stimulates the adrenal glands;
+ forms the emotional reactions of a person;
+ regulates the intensity of nutrition, sleep and energy metabolism.
Thus, during the primary emotional excitation that occurs when a person encounters a stressor, it is the hypothalamus that largely determines the nature of the first neurohumoral reactions.
On the one hand, it increases the activity of the sympathetic nervous system, and on the other hand, it causes the secretion of anti-stress hormones of the adrenal cortex (Fig. 3).

Increased activity of the sympathetic nervous system

Nervous regulation of metabolism in the human body is the result of a dynamic balance of two subsystems autonomic nervous system: its sympathetic and parasympathetic divisions. Task sympathetic department - to help the organism survive at a critical moment, to give it as many resources as it needs to fight (if it is possible to win) or flee (if the enemy is stronger). When the sympathetic department is activated, the heart beats stronger, the pupils dilate, and adrenalin(for fear) or norepinephrine(with anger), the muscles tense up and work more intensively, but over time, the energy reserves in the body run out and you need to think about replenishing them. When the reserves of nutrients and energy in the body are depleted, excitation occurs parasympathetic department, whose task is to restore and preserve resources, and its activation occurs during sleep, food and rest @@@@@12#####.
Accordingly, in the initial stages of stress, the activity of the sympathetic department is the first to increase, and as a result, the heart beats faster, breathing quickens, muscles are tense, the skin turns pale and cold sweat may appear on it. If stress continues long enough (as well as with limited reserves of adaptive energy or a "weak" type of human higher nervous activity), the parasympathetic department is activated, which is accompanied by weakness, a drop in blood pressure, a decrease in muscle tone and gastrointestinal disorders @@@@@21# ####.

Rice. 3. Scheme of neurohumoral processes occurring in the human body during stress. The dark arrows show the processes underlying the concept of G. Selye.

Inclusion of hormonal mechanisms

It should be noted that Hans Selye received the Nobel Prize for the discovery of this particular aspect of stress reactions - the activation of the adrenal cortex, which helps the human and animal body to overcome various difficulties with the help of special anti-stress hormones. This reaction is also triggered by the hypothalamus, but differs significantly from the previous one. Under stress, the adrenal cortex enhances the release of two groups of hormones: glucocorticoids and mineralcorticoids. The most important hormone of the first group is cortisol, which enhances all metabolic processes, increases the concentration of glucose in the blood (which is formed from amino acids in the liver), suppresses inflammation and reduces sensitivity to pain. In addition to glucocorticoids, stress increases the amount mineralcorticoids, which are able to increase blood pressure due to the retention of sodium and water in the body @@@@@7#####. As a result of all these processes, the degree of adaptation of the organism to the increased requirements of the external environment increases, however, it should be remembered that these reactions were well suited to overcoming the physical factors of the environment, contributing to the “Fight or Flight” reactions, but they do little to help a modern person with social stress.
Further development of events depends on how quickly the body manages to cope with stress, which successively goes through stages anxiety, adaptation and exhaustion.
In the first stage, the body tries to adapt to stress or overcome it. What we described earlier is, in fact, the essence of this stage.
If the stress factor continues to affect the body, then adaptation- the stage of balance of the stressor and protective mechanisms, at which the body manages to more or less compensate for the damage from the negative impact. This stage can be experienced by an athlete in the middle of a long distance, by the head of a company during the implementation of a responsible project, by a student in the first half of the examination session.
However, staying in a state of stress cannot last indefinitely, since the reserves of adaptive energy, according to Selye's teaching, are limited. Therefore, if the stress factor continues to affect the body, physiological stress is replaced by pathological, in other words, a person becomes ill. Such psychosomatic diseases, as arterial hypertension, nonspecific colitis, gastric ulcer and a number of other diseases, are frequent complications of prolonged psychological stress.

The role of the cardiovascular system in the formation of stress reactions

According to the results of numerous clinical observations and experimental studies, the cardiovascular system primarily responds to stress, and also becomes one of the first targets of stress @@@@@5, 9, 10#####. According to most researchers, the leading pathogenic factor in relation to the cardiovascular system during stress is a violation of the permeability of the membranes of cardiac cells leading to disorders of their metabolism and hypoxia@@@@@22#####. At the same time, researchers emphasize the two-way relationship between stress and ischemia heart muscle: on the one hand, ischemia often occurs as a result of a stress reaction that causes spasm and thrombosis of the coronary vessels, and on the other hand, ischemia due to any cause causes pain, fear of death, and as a result, pronounced emotional stress @@@ @@ten#####.

The importance of the nervous system in coping with stress

Noting the undoubted merits of H. Selye, it should be noted that in his theory, clearly insufficient importance is given to the role of the nervous system - the main regulatory system of our body, actively participating in all processes of adaptation to adverse environmental factors. Studying the mechanisms of adaptation of the organism to disturbing factors, it is impossible not to touch upon the classic works of W. Kennon, I. P. Pavlov, L. A. Orbeli, E. Gellhorn and other scientists who noted the most important role of the nervous system in the formation of adaptive reactions of the body under stress .

As academician K. V. Sudakov noted, “the center of gravity of research on the problem of stress is shifting from the sphere of neuroendocrine relationships more and more clearly to the so-called mental sphere, the basis of which is undoubtedly the emotional experiences of a person” @@@@@17; with. 5#####.

The beginning of the physiological direction of research on the problem of stress was laid by the work of W. Cannon, who created the theory of homeostasis. The leading place in maintaining homeostasis and in the interaction of the body with the environment belongs, according to Cannon, to the autonomic nervous system. At the same time, he assigned a special role to the sympathetic-adrenal system, which mobilizes the body for the implementation of hereditary programs of "fight and flight."
A great contribution to the study of the mechanisms of stress was made by physiologists of the Russian school I. P. Pavlov, L. A. Orbeli, P. V. Simonov. Physiologist L. A. Orbeli discovered the phenomenon of the “trophic” action of sympathetic nerves, one of the first to discover the ability of the nervous system to directly influence the metabolism in tissues, bypassing endocrine mechanisms. As a result of studying the patterns of the course of nervous processes in critical conditions, I. P. Pavlov created the theory of experimental neurosis, according to which, under certain external influences that require maximum functional stress of higher nervous activity (HNA), the weak link of the nervous processes is disrupted and the functioning of the strong link is distorted. In his experiments under conditions of experimental neurosis, the interaction between the processes of excitation and inhibition in the cerebral cortex was disturbed. In the course of experimental neurosis, which in its essence was a typical stress, there were disruptions in the functioning of the GNA in the direction of inhibition or excitation, which was later confirmed in the studies of domestic and foreign authors. Recognizing the outstanding achievements of I.P. Pavlov in the study of the physiology of the central nervous system, it should be remembered that his studies were carried out on experimental animals and their results do not provide an exhaustive picture of the mechanisms of stress in humans due to the existence of a second signaling system in the latter and the characteristics of life in a social environment. environment. Nevertheless, even while working with animals, I. P. Pavlov noted the essential role of individual factors, in particular, the congenital type of HNA, in shaping the picture of an emerging experimental neurosis. The fact that stressful situations can lead to significant physiological disturbances was shown in experiments on monkeys, where a conflict situation with demonstrative deprivation of a sexual partner led to persistent hypertension and impaired cardiac activity.
As P. V. Simonov noted, “negative emotions arise in situations of pragmatic uncertainty, lack of information necessary for organizing actions” @@@@@14; with. 34#####. The important role of the uncertainty factor in the emergence and development of mental stress reactions is indicated by both domestic @@@@4##### and foreign researchers @@@@23#####.
Other works have shown the importance of other conditions that contribute to the development of stress:
+ immobilization @@@@@18#####;

Stress as a biological and psychological category. If "Yes" - this is biological stress, if "No" - psychological

Categories of stress;

General concepts and categories of stress

Factors that cause stress and non-specific ways to deal with them, the intensity of the body's need for adaptation. Unpleasant emotional arousal, accompanied by an increase in physiological stress, negative reflexive feelings of a person.

Similar Documents

2.2. Psychological system of activity and stress

Chapter 1 Stress as a biological and psychological category

63. CATEGORY OF BUDDHA

Chapter 1 Intelligence and Biological Adaptation

Chapter V. The Roots of Homosexuality: The Biological Basis

Not all stress is stress. And misfortune can be a blessing

7. HOW IS THE CATEGORY ORGANIZED?

Soul category

CHAPTER II Clinical and biological death

CHAPTER 1. Male and female. Biological evolution of relationships

CHAPTER 2. Man and woman. Biological history of civilization

Chapter 1 Male and female. Biological evolution of relationships

Chapter 2 Man and woman. Biological history of civilization

The main types of stress - studying the enemy, winning the battle

What are the types of stress?

Physiological stress is an elementary form of adaptation

Psychological stress

Characteristics of the psychological form of stress

List of abbreviations

Chapter 1 Stress as a biological and psychological category

1.1. The problem of stress in biology and medicine

1.1.1. Classic stress concept

1.1.2. Physiological manifestations of stress

Hypothalamus activation

Increased activity of the sympathetic nervous system

Inclusion of hormonal mechanisms

The role of the cardiovascular system in the formation of stress reactions

The importance of the nervous system in coping with stress

Chapter 1
Stress as a biological and psychological category