PSY 210 Week 4 Checkpoint Effects of Stress

PSY 210 Week 4 Checkpoint Effects of Stress

Sample Answer for PSY 210 Week 4 Checkpoint Effects of Stress Included After Question

You are currently an associate at an advertising agency where you have worked for 2 years. You are pursuing a promotion to the position of advertising executive. While you expected to put in extra hours and some added responsibilities as part of earning the promotion, your boss has increased your workload significantly, including some projects that had been assigned to other associates. You have more deadlines than you think you can meet, plus the pressure of creating new and innovative material for your campaigns.

Answer each of the following questions in 50 to 75 words:

·         What steps of the general adaptation syndrome will I experience?

·         What emotional and cognitive effects might this stressor produce?

·         If this stress continues, how might it affect my health?

How might I resolve this situation effectively?

How It Affects Physical and Psychological Health

A Sample Answer For the Assignment: PSY 210 Week 4 Checkpoint Effects of Stress

Title:  PSY 210 Week 4 Checkpoint Effects of Stress

Everyone feels stressed at some point in their lives. In fact, some people feel stressed out every single day. This is because there are so many things in people’s daily lives that require their undivided attention and they start worrying when things start to get overwhelming. Some of the most common things that generate stress are relationships, starting a new job, moving to a new house, and etc. Everyone copes with stress differently because the way people experience it varies from person to person. It is impossible for us to measure this negative emotion because everyone has different definitions when it comes to the word “stress.” However, just because we are unable to measure stress doesn’t mean we ignore the science behind it as it is very important to understand how our body reacts to stress.

As part of the central nervous system (CNS), the brain plays a major role in terms of reacting and coping with stress. This is due to the fact that the hippocampus, amygdala, and some areas of the prefrontal cortex regulate the physiological and behavioral stress processes of a person, which can either promote short-term adaptation (allostasis) or maladaptive wear-and-tear (allostatic load) (McEwen & Gianaros, 2010). When we encounter a stressful situation, the HPA axis which consists of the hypothalamus and pituitary glands in the brain along with the adrenal glands are triggered as a fight-or-flight response to deal with the stressor. The hypothalamus at the bottom of the brain sends a message to the front of the pituitary, sparking the production of adrenocorticotropic hormone (ACTH) at the front of the pituitary gland. The ACTH will then prompt the release of hormones through the adrenal glands, with cortisol being the primary stress hormones being released. Epinephrine is also one of the hormones released by the adrenal glands. Cortisol alters our immune system, raises the glucose amount in the bloodstream, and etc. to help us face high-stress situations more efficiently while epinephrine prepares us for any dangerous situation by inducing a racing heart, heavy breathing, and more to increase our survival chances. There are various types of stress but the primary ones are acute stress and chronic stress. Chronic stress can severely affect one’s health because excessive stimulation of the adrenal glands will negatively impact the body and the immune system as it takes a toll on the body.

One of the biggest health risks that stress poses is cardiovascular disease (CVD). This is because chronic stress increases the blood pressure and vascular hypertrophy, which means that the muscles constricting the vasculature become thicker, elevating the resting blood pressure and response stereotypy, requiring a vascular response to every stressor (Schneiderman, Ironson, & Siegel, 2005). Hypertrophy of the left ventricle, which is caused by overworking the heart, could eventually damage the formation of arteries and plaque because the blood pressure level is constantly changing so quickly between resting and elevated blood pressure level. Mechanistic studies have been done to prove the role of stress in hypertension, a type of CVD. According to Spruill (2010), researchers proposed the cardiovascular reactivity hypothesis that suggested people who display exaggerated cardiovascular responses when they face stressors have a greater risk for hypertension than people who show less reactivity so they carried out an investigation that proved to be an important contribution to back up this hypothesis by demonstrating the stress-hypertension relationship by measuring the BP reactivity of air traffic controllers to job stress over a course of 20 years. Through studies of laboratory stress, it has been proven that poor BP recovery or even failure for BP to return to resting levels can lead to hypertension.

CVD isn’t the only physical health issue caused by stress. Stress can also weaken the immune system, exposing people to autoimmune diseases. Evidence discussed by Schneiderman et al. (2005) mentions how the acute stress response involves the activation and migration of cells in the innate immune system and this is mediated by proinflammatory cytokines so cortisol eventually suppresses proinflammatory cytokine production in a healthy person when they face chronic stress but that’s not the case when someone has an autoimmune disease because stress will continue to promote prolonged activation of proinflammatory cytokine production which will eventually lead to the exacerbation of pathophysiology and symptomatology. An overactive immune system is also responsible for paralysis and blindness as it destroys the myelin surrounding nerves in multiple sclerosis (MS) (Schneiderman et al., 2005).

Chronic stress doesn’t just damage one’s physical health, it can also be extremely strenuous on the mind, exposing people to psychological issues such as depression. As mentioned earlier, stress can weaken the immune system and in terms of mental health, various biological mechanisms have linked depression with inflammatory processes, autonomic nervous system dysfunction, and impaired coronary flow reserve that prompts the risk of myocardial ischemia (Cohen, Edmondson, & Kronish, 2015). To study the depression-stress circuit, studies have been done on depressed people and cancer patients receiving interleukin-1 to fight cancer. The results revealed that the cancer patients started developing depression and people with depression had elevated cytokine levels (Azar, 2001). This study proves that the brain and the immune system is a loop and it points back to the previously mentioned CVD, as depression is prevalently found in patients with CVD too. In terms of cardiovascular diseases, studies suggested that depression could increase the risk of hypertension because it decreases nighttime blood pressure dipping (Cohen et al., 2015). Another finding has also proven that high cortisol level can damage the hippocampus which is responsible for memory, causing depressed people to have unusual behaviors (Sheline, Wang, Gado, Csernansky, & Vannier, 1996). High level of cortisol can deteriorate the effectiveness of the hippocampus and the prefrontal cortex if they persist, causing undesirable changes in the brain structure and provoking the development of mental illness like depression and even anxiety (Steffens, 2002). It is vital to understand that physiological arousal leads to maladaptive patterns of behavior, and over the long haul it could even influence a person’s attitude (S. Khan & R. Khan, 2017).

Plenty of findings have revealed that chronic stress leads to mental and physical health by using observational designs through the integration of epidemiological research. However, the drawback of using this method is that it’s hard to produce causal conclusions (Steptoe & Kivimäki, 2013). For example, although laboratory studies on the delay of BP recovery have provided convincing evidence that chronic stress leads to physical illness such as CVDs, researchers should still carry out additional research such as meta-analysis as this helps to focus on the role of psychological stress in other CVDs. According to Steptoe and Kivimäki (2013), studies using exogenous factors in natural experiments and designs are recommended to test causality with precision. In reference to treatments, there are many cognitive and behavioral therapies that are able to help depressed people but researchers still do not know what is the best way to prevent patients with CVD from turning depressed. Most preventions carried out by researchers are secondary preventions such as conventional depression treatments. Results have shown that this barely reduced depressive symptoms in patients with CVD (Cohen, Edmondson, & Kronish, 2015). Due to the lack of efficient methods to reduce the impact of chronic stress on people’s mental and physical health, interventions that can help prevent or reduce chronic stress is very important, these interventions are also known as stress-reduction interventions. A prime example of stress-reduction intervention is meditation as it can bring relief to people who are chronically stressed. Living a healthy lifestyle such as having a balanced diet or exercising daily can also help reduce the risk of chronic stress.

It is undeniable that stress is a part of our daily life as it plays a big role in a lot of our everyday activities. Our response to stress could either help us or hurt us. Evidently, feeling stressed out all the time can only threaten our health. Therefore, it is up to us to determine how we deal with stress. The key is to remember that we should never take our health for granted because after all, prevention is better than cure and it is much easier to live a healthy lifestyle than to be cured of an illness.

Together, these systems regulate

physiological and behavioral stress processes, which can be adaptive in the short-term and maladaptive in the long-

term. Importantly, such stress processes arise from bidirectional patterns of communication between the brain and

the autonomic, cardiovascular, and immune systems via neural and endocrine mechanisms underpinning cognition,

experience, and behavior. In one respect, these bidirectional stress mechanisms are protective in that they promote

short-term adaptation (allostasis). In another respect, however, these stress mechanisms can lead to a long-term

dysregulation of allostasis in that they promote maladaptive wear-and-tear on the body and brain under chronically

stressful conditions (allostatic load), compromising stress resiliency and health. This review focuses specifically on

the links between stress-related processes embedded within the social environment and embodied within the brain,

which is viewed as the central mediator and target of allostasis and allostatic load.

Together, these systems regulate

physiological and behavioral stress processes, which can be adaptive in the short-term and maladaptive in the long-

term. Importantly, such stress processes arise from bidirectional patterns of communication between the brain and

the autonomic, cardiovascular, and immune systems via neural and endocrine mechanisms underpinning cognition,

experience, and behavior. In one respect, these bidirectional stress mechanisms are protective in that they promote

short-term adaptation (allostasis). In another respect, however, these stress mechanisms can lead to a long-term

dysregulation of allostasis in that they promote maladaptive wear-and-tear on the body and brain under chronically

stressful conditions (allostatic load), compromising stress resiliency and health. This review focuses specifically on

the links between stress-related processes embedded within the social environment and embodied within the brain,

which is viewed as the central mediator and target of allostasis and allostatic load.

Together, these systems regulate

physiological and behavioral stress processes, which can be adaptive in the short-term and maladaptive in the long-

term. Importantly, such stress processes arise from bidirectional patterns of communication between the brain and

the autonomic, cardiovascular, and immune systems via neural and endocrine mechanisms underpinning cognition,

experience, and behavior. In one respect, these bidirectional stress mechanisms are protective in that they promote

short-term adaptation (allostasis). In another respect, however, these stress mechanisms can lead to a long-term

dysregulation of allostasis in that they promote maladaptive wear-and-tear on the body and brain under chronically

stressful conditions (allostatic load), compromising stress resiliency and health. This review focuses specifically on

the links between stress-related processes embedded within the social environment and embodied within the brain,

which is viewed as the central mediator and target of allostasis and allostatic load.

References

Azar, B. (2001). A new take on psychoneuroimmunology. PsycEXTRA Dataset, 32(11). doi:10.1037/e304072004-016

Cohen, B. E., Edmondson, D., & Kronish, I. M. (2015). State of the Art Review: Depression, Stress, Anxiety, and Cardiovascular Disease. American Journal of Hypertension28(11), 1295–1302. http://doi.org/10.1093/ajh/hpv047

Khan, S.M., & Khan, R.A. (2017). Chronic Stress Leads to Anxiety and Depression.

McEwen, B. S. and Gianaros, P. J. (2010), Central role of the brain in stress and adaptation: Links to socioeconomic status, health, and disease. Annals of the New York Academy of Sciences, 1186: 190-222. doi:10.1111/j.1749-6632.2009.05331.x

Schneiderman, N., Ironson, G., & Siegel, S. D. (2005). STRESS AND HEALTH: Psychological, Behavioral, and Biological Determinants. Annual Review of Clinical Psychology1, 607–628. http://doi.org/10.1146/annurev.clinpsy.1.102803.144141

Sheline, Y. I., Wang, P. W., Gado, M. H., Csernansky, J. G., & Vannier, M. W. (1996). Hippocampal atrophy in recurrent major depression. Proceedings of the National Academy of Sciences of the United States of America93(9), 3908–3913.

Spruill, T. M. (2010). Chronic Psychosocial Stress and Hypertension. Current Hypertension Reports12(1), 10–16. http://doi.org/10.1007/s11906-009-0084-8

Steffens, D. C. (2002). Hippocampal Volume and Incident Dementia in Geriatric Depression. American Journal of Geriatric Psychiatry, 10(1), 62-71. doi:10.1176/appi.ajgp.10.1.62

Steptoe, A., & Kivimäki, M. (2013). Stress and Cardiovascular Disease: An Update on Current Knowledge. Annual Review of Public Health, 34(1), 337-354. doi:10.1146/annurev-publhealth-031912-114452

Lopes Write Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: PSY 210 Week 4 Checkpoint Effects of Stress

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Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

  • Your response needs to be a minimum of 150 words (not including your list of references)
  • There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
  • Include in-text citations in your response
  • Do not include quotes—instead summarize and paraphrase the information
  • Follow APA-7th edition
  • Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed
  • Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
  • Here are some helpful links
  • Student paper example
  • Citing Sources
  • The Writing Center is a great resource

Also Read: PSY 210 Week 3 DQ 2

 

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

 

Course Room Etiquette:

  • It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
  • All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

 

Office Hours:

  • My office hours vary so feel free to shoot me an email at [email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
  • Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
  • I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forumI will respond to all posts or emails within 24 or sooner.

 

Late Policy and Grading Policy

Discussion questions:

  • I do not mark off for late DQ’s.
  • I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
  • I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
  • Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

  • Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
  • Any activity or assignment submitted after the due date will be subject to GCU’s late policy
  • Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
  • No assignments can be accepted for grading after midnight on the final day of class.
  • All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

  • Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
  • Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
  • It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
  • substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do notmeet the active engagement expectation.
  • Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
  • I do expect outside sources as well as class materials to formulate your post.
  • APA format is not necessary for DQ responses, but I do expect a proper citation for references.
  • Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
  • will not accept responses that are from Wikipedia, Business com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
  • Stay away from the use of personal pronouns when writing.As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

  • Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
  • This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
  • Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
  • Please review your LopesWrite report prior to final submission.
  • Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

  • Representing the ideas, expressions, or materials of another without due credit.
  • Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
  • Failing to document direct quotations without proper citation and referencing.
  • Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
  • If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
  • We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

  • All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
  • Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

  • Please note that Microsoft Office is the software requirement at GCU.
  • I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
  • If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

  • The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
  • The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
  • Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

  • If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with mepersonally for further clarification.
  • While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
  • However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedurewhich is outlined in the GCU Catalog and Student Handbook.