Long-Term Stress Analysis

This assignment will explore the concept of stress by firstly distinguishing between the definitions set out by Selye 919560 and Cox (1976). Following this assignment will critically evaluate the General Adaption Syndrome, SRRS and Daily Hassles explanations of stress and finally, conclude with a discussion on individual differences based on Friedman and Rosenman’s research.

Burnout is defined as psychological syndrome of prolonged exposure to work related stress that contains three components: exhaustion, depersonalization, and reduced self-efficiency. (Chirico, 2016). Exhaustion is the depletion of energy due to excessive workload, and there is a lack of social support to overcome exhaustion (Chirico, 2016). Depersonalization is also known as cynism, when an individual becomes distant or indifferent towards the work or his or her clients (Chirico, 2016). Whereas, reduced personal accomplishment (self-efficacy) is when an individual feels incompetent and becomes less productive at work (Chirico, 2016). Burnout is often confused with work related stress strain because “burnout” and “stress-strain” are both as a result of job stress; however, the difference lies in the time the person experiences stress and the process that made them the way they are. Stress-strain is a temporary condition accompanied by mental and physical symptoms of stress. Whereas, burnout is a chronic malfunction that develops overtime resulting from prolonged occupational stress.

The brain develops in such a way that it leaves itself vulnerable to these negative influences. The prenatal brain develops an overabundance of neurons, some of which are then carefully eliminated before age 4 (5). In a process similar to this, the amount of synapses between neurons is built up during early childhood and then pruned back for the next 30 years of life (5). These two processes are both disturbed by elevated levels of stress hormones (5). The two centers of the brain with the most postnatal changes, including the growth of new neurons after birth, are the hippocampus, which is part of the limbic system, and the cerebellar vermis (6). The hippocampus is in charge of creating and retrieving memories, working together with the other parts of the limbic system, such as the amygdala, which records the emotions for each memory. The vermis controls the production and release of two of the catecholamine neurotransmitters, dopamine and norepinephrine (6). Both the vermis and the limbic system have higher concentrations of receptors for the stress hormone cortisol than anywhere else in the brain (6). Due to this fact, these still-developing areas are the most vulnerable to the damage done by elevated levels of stress hormones.

The hippocampus is important for learning and memory without it you cannot learn new facts or ideas. This acts as a gateway to learning new memories, all memories must pass through the hippocampus before they can become a permanent memory in the gray matter, also known as the cerebral cortex. Hippocampal damage results in the loss of new memories, if your hippocampus is destroyed your ability to learn new facts, learn new memories or ideas is then a lost necessity. The hippocampus is about declarative knowledge, that’s the knowledge that is learned by facts and memory.Glucocorticoids have the ability to damage neurons in the hippocampus. The hippocampus is about declarative knowledge, that’s the knowledge

There has been a myriad of research investigating the symbiotic relationship between hippocampal volume and major mood disorders (MDD) like depression. Despite being one of the most prevalent illnesses, the underlying pathogenesis and neurobiology of MDD remain unclear. It has been widely documented that patients with a MDD tend to have smaller hippocampal volumes (Sheline et al., 1996, Nordanskog et al., 2014). The hippocampus is known to be closely affiliated with the hypothalamic-pituitary-adrenal axis, which is required to produce glucocorticoids that are involved in stress mechanisms (Chen et al., 2010). Moreover, stressful life events are considered a critical risk factor in the development of depression (Zannas et al., 2013). This, coupled with findings which suggest that depressed patients have difficulty with hippocampal-dependent learning and memory tasks (Gould et al., 1998, Gould et al., 2007), accentuates the relationship between the hippocampus and MDD being mediated through stress. There are various hypotheses regarding what may cause hippocampal volume diminution as a consequence of stress. Major propositions involve hippocampal neurogenesis in the dentate gyrus (Becker and Wojtowicz, 2007), glial numbers, apoptosis (Czeh and Lucassen, 2007) and granule neuron numbers (Boldrini et al., 2013). Other mechanisms that may affect hippocampal volume like neuropil reduction, shifts in fluid balance between the ventricles and brain tissue and changes in

Boyes and French (2010) conducted an experiment to test the hypothesis that participants who were assigned to the high-stress condition would deem the task more negatively and used more emotion-focused coping than participants in the mild-stress condition, and if high-neuroticism participants were placed in either the high-or mild-stress condition they would report the task more negatively and use less task-focused coping than low-neuroticism participants.

The hippocampal formation is rich in mineralocorticoid (MRs) and glucocorticoid receptors (GRs). The receptors work to maintain basal HPA tone and regulate the negative feedback of glucocorticoid release during a stress response. Therefore it is not a surprise that the hippocampus is vulnerable to influences of stress and depression. Depressed patients have a decreased hippocampal volume which differs with the amount of incidences and duration of the illness. Similarly, post-mortem studies of hippocampal tissue gathered from individuals with depression reveal changes in grey matter density, decreased neuropil, and reduced hippocampal neurogenesis. Animal models of depression exposed to chronic stress exhibit similar changes in hippocampal structure

Do you ever feel tired after endless days of work, exhausted after the daily grind, or distraught after you poor your heart and soul into a task only to be repaid in only the most minuscule of scraps? Eventually, you are not happy anymore. You go back to work in order to physically survive, but you definitely are not thriving. This is actually a serious condition, referred to as burnout, which is affecting millions of Americans according to an article written by Jari J. Hakanen and Arnold B. Bakker speaking of this little-discussed topic. The article, titled “Born and Bred to Burn Out” introduces its topic fairly well and contains fairly high quality of research used, at least in my eyes. It mentions how it was difficult to obtain its research,

Plants continuously encounter various environmental stresses and use qualitative and quantitative measures to resist pathogen attack. Qualitative stress responses, based on monogenic inheritance, have been elucidated and successfully used in plant improvement. By contrast, quantitative stress responses remain largely unexplored in plant breeding, due to complex polygenic inheritance, although hundreds of quantitative trait loci for resistance have been identified. Recent advances in metabolomics and genomics technologies now offer opportunities to overcome the hurdle of polygenic inheritance and identify candidate genes for use in plant breeding, thus improving the global food security. Potato is vulnerable to pests and diseases affecting leaves,

Maslach and Leiter (1997) define burnout as "the index of the dislocation between what people are and what they have to do. It represents erosion in values, dignity, spirit and will—an erosion of the

Studies show that burned-out people experience “emotional exhaustion, depersonalization, and a reduced sense of personal accomplishment” (Evers, W. G., & Tomic, W., 2003). These studies bring up the point that burn-out is both physical and mental describing emotional fatigue, depersonalization, and limited personal achievement. These effects do not mesh well with the traditional characteristics expected in a teacher. In fact, burn-out contributes to student apathy in many cases. The problem becomes that most burn-out studies lack actual proof of the relationship between the stressors and health concerns. The studies I looked at attempted to solve this problem and establish these connections in order to find a workable solution.

Burnout is composed of three dimensions which are: emotional exhaustion, depersonalization, and feelings of reduced personal accomplishment/achievement (Maslach & Jackson, 1981). Emotional exhaustion refers to a feeling of being emotionally debilitated by work so much that one feels physically collapsed and being unable to recover to work or previous physical health any more (King & DeCicco, 2009). Depersonalization or Cynicism involves pessimism toward one’s coworkers and job which may lead to one’s eagerness to quit his/her career (Maslach & Leiter, 1997). And finally, lower personal accomplishment is described as feeling of not being successful and competent enough and believing that one’s efforts are futile (Maslach & Leiter, 1997). Burnout

In 1974, Freudenberger initially explored burnout in helping professions and concluded that it was a phenomenon resulting from workers' inability to handle increasing pressure to succeed professionally. Later the concept of burnout was defined by Cherniss [3] as a response to chronic difficulty in dealing with stress. Maslach and Jackson [21] view burnout as a multidimensional construct with three distinct dimensions: emotional exhaustion, depersonalization, and low personal accomplishment.

Depression is a serious issue, and it is important that we approach treating it with much care. There is a question in psychology about one type of treatment: Is routine of value to individuals with depression? Side A says that routine is of value to individuals with depression, while Side B says routine is not of value to individuals with depression. It is important to evaluate each side before drawing a conclusion.

Twelve barley varieties available in Bangladesh Agricultural Research Institute (BARI) were selected for the determination of their antioxidant activity during saline stress. Varieties are: Bari barley -1, Bari barley -2, Bari barley -3, Bari barley -4, Bari barley -5, Bari barley -6, Bari barley 7, BHL-10, BHL-12, BHL-15, BHL-19, and BHL-26. Seedlings were grown in field condition and were imposed to a certain level of salinity. Data were taken on different parameters in fully expanded leaves of 10 day stressed seedlings.