Stress, Coping, and Cognitive Restructuring

LEARNING OBJECTIVES

COPING WITH STRESSORS — Chapters 5-7: Interventions and Coping Strategies. Stress Management | OCCC

LEARNING OBJECTIVES

1. Distinguish between problem-focused and emotion-focused coping. 2. Apply Lazarus's appraisal model to a personal stressor. 3. Identify at least 3 cognitive distortions in everyday thinking. 4. Practice one relaxation intervention technique. 5. Connect concepts to your Emotional Wellness Plan. STRESS IS NOT JUST ABOUT WHAT HAPPENS: Stress isn't just about WHAT happens — it's about how we PERCEIVE and APPRAISE what happens. Build your toolkit for managing that appraisal process. LAZARUS'S APPRAISAL MODEL (1984): "Stress is the result of a determination that a demand exceeds available resources." TRANSLATION: Stress happens when you BELIEVE you can't handle what's in front of you. KEY WORD: BELIEVE.

THREE STAGES OF APPRAISAL

1. PRIMARY — "Is this a threat?" How much of a threat? How important is the outcome? 2. SECONDARY — "Do I have resources?" Physical and social; psychological and material. 3. REAPPRAISAL — "Did it work?" Was my response effective? Do I need to try something else?

TWO TYPES OF COPING

TASK-ORIENTED / Problem-Focused — "What can I CHANGE?" Making a study schedule; asking professor for help; breaking tasks into steps. FEELING-ORIENTED / Emotion-Focused — "How can I FEEL better?" Talking to a friend; deep breathing; reframing thoughts. Key Point: Neither is "better" — the best copers use BOTH flexibly depending on the situation.

THE LIES WE TELL OURSELVES

"Your brain lies to you. Not maliciously — it's just trying to make sense of the world quickly. But these shortcuts amplify stress." TOP 5 COGNITIVE DISTORTIONS COLLEGE STUDENTS USE: Catastrophizing — "I failed this test, my life is over." One test does not equal your whole future. Overgeneralizing — "I ALWAYS mess up." Always? Really? Every time? Mind-Reading — "They think I'm stupid." Can you read minds? Black and White — "If it's not perfect, it's terrible." Where's the middle ground? Filtering — "I got one criticism, day ruined." What about the 5 positives? Connection: identify which distortions might be inflating your perception of the threat.

LEARNING OBJECTIVES

"Think of stress like a road trip going somewhere you don't want to go." STRESSOR → Cognitive Restructuring (challenge distorted thoughts) → PERCEPTION → Relaxation Techniques (deep breathing, meditation) → EMOTION → PMR / Body Awareness → PHYSICAL → Exercise / Physical Activity (walk, workout, stretch) → CONSEQUENCES. Epstein's Hierarchy: Prevention > Source Management > Thought Management > Relaxation.

LEARNING OBJECTIVES

"I'm going to fail this class" becomes "This class is challenging, but I have resources and time to improve." Key: Balanced does not mean Positive. It means realistic. Examine the EVIDENCE for and against a stressful thought.

LEARNING OBJECTIVES

Training your body to recognize the difference between tension and relaxation. Body scan: scan from head to toes, notice where you hold tension, take one deep breath and consciously release tension in one area. Previews the Progressive Muscle Relaxation worksheet.

LEARNING OBJECTIVES

Return to a stressor. Resource: "What's one resource I have to handle this?" Action: "What's one small action I could take?" Example — Stressor: "Big exam next week, haven't started studying." Resource: "I have the textbook and study group access." Action: "Tonight I'll review chapter 1 for 30 min."

LEARNING OBJECTIVES

S — Specific: use appraisal model to define your target. M — Measurable: track coping attempts and reappraisals. A — Achievable: assess your resources. R — Relevant: connect to emotional wellness. T — Time-bound: set clear practice schedule. FOR OBSTACLES: identify cognitive distortions that might derail you. FOR SOLUTIONS: choose interventions from the roadblock model. Your wellness plans are PRACTICE for building these skills.

LEARNING OBJECTIVES

1 Appraise (primary, secondary, reappraisal). 2 Choose (problem- or emotion-focused). 3 Challenge (cognitive distortions). 4 Apply (interventions at roadblocks).