Assignment 1 Lasa 2: Effects Of Stress Provide A 1-Pa 619809

Assignment 1 Lasa 2 Effects Of Stressprovide A 1 Page Description Of

Provide a 1-page description of a stressful event currently occurring in your life. Then, referring to information you learned throughout this course, address the following: What physiological changes occur in the brain due to the stress response? What emotional and cognitive effects might occur due to this stressful situation? Would the above changes (physiological, cognitive, or emotional) be any different if the same stress were being experienced by a person of the opposite sex or someone much older or younger than you? If the situation continues, how might your physical health be affected? What three behavioral strategies would you implement to reduce the effects of this stressor? Describe each strategy. Explain how each behavior could cause changes in brain physiology (e.g., exercise can raise serotonin levels). If you were encouraging an adult client to make the above changes, what ethical considerations would you have to keep in mind? How would you address those ethical considerations? In addition to citing the online course and the text, you are also required to cite a minimum of two scholarly sources. Please use the Argosy University online library to find appropriate scholarly sources. For reputable web sources, look for .gov or .edu sites as opposed to .com sites. Please do not use Wikipedia. Your paper should be double-spaced, in 12-point Times New Roman font, and with normal 1-inch margins; written in APA style; and free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page. The body of the paper should be at least 6 pages in length. Save the response as AU_PSY350_M5_A1_LastName_FirstInitial.doc. Submit your response to the Submissions Area by the due date assigned.

Paper For Above instruction

The experience of stress is an inevitable part of human life, impacting individuals across all ages, genders, and backgrounds. For this paper, I will describe a current stressful event: managing overwhelming academic deadlines while balancing personal commitments. This situation has triggered various psychological and physiological responses that exemplify the complex nature of stress and its effects on the body and mind.

When faced with stress, the brain's hypothalamic-pituitary-adrenal (HPA) axis activates, leading to the release of stress hormones such as cortisol and adrenaline. These hormones prepare the body for a 'fight or flight' response by increasing heart rate, blood pressure, and energy supplies. Neuroimaging studies indicate that prolonged exposure to elevated cortisol levels can impair functions in the hippocampus, crucial for memory consolidation, and in the prefrontal cortex, responsible for decision-making and emotional regulation (McEwen, 2007). As a result, individuals may experience difficulties in concentration, impaired memory, and heightened emotional reactions.

Emotionally, stress often manifests as anxiety, irritability, or frustration, which can interfere with daily functioning and relationships. Cognitively, stress impacts attention, problem-solving abilities, and decision-making processes, often leading to cognitive overload or tunnel vision (Lupien et al., 2009). Variations in physiological, emotional, and cognitive responses to stress can be observed depending on demographic factors. For example, studies suggest that women may experience heightened emotional responses due to hormonal differences, while older adults might exhibit a blunted physiological stress response but increased emotional resilience. Conversely, children or adolescents may display more pronounced physiological reactions but less emotional regulation capacity (Gunnar & Quevedo, 2007).

If the stressful situation persists without intervention, the chronic release of stress hormones can have detrimental health effects, including increased risk of cardiovascular disease, compromised immune function, and mental health disorders such as depression or anxiety (Cohen et al., 2012). Long-term stress can also lead to behaviors like poor sleep, unhealthy eating patterns, and reduced physical activity, further exacerbating health risks.

To mitigate the effects of ongoing stress, I would incorporate three behavioral strategies: regular physical activity, mindfulness meditation, and social support engagement. Exercise stimulates the release of neurotransmitters such as serotonin and endorphins, which elevate mood and reduce stress levels (Sharma & Madaan, 2006). Mindfulness meditation promotes relaxation and emotional regulation by activating the parasympathetic nervous system, thereby decreasing cortisol levels (Kabat-Zinn, 2003). Maintaining strong social connections offers emotional support, reducing feelings of isolation and providing practical coping resources.

From an ethical standpoint, encouraging clients to adopt these behavioral strategies requires sensitivity to individual differences, cultural considerations, and possible physical limitations. I would ensure informed consent by explaining potential benefits and risks and tailor recommendations to suit the client's unique circumstances. Respect for autonomy is paramount; therefore, I would involve clients in decision-making and respect their choices regarding stress management techniques. Confidentiality and cultural competence are integral to ethical practice, ensuring that interventions are appropriate and respectful of personal values (American Psychological Association, 2017).

References

• American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. https://www.apa.org/ethics/code
• Cohen, S., Janicki-Deverts, D., & Miller, G. E. (2012). Psychological stress and disease. JAMA, 298(14), 1685–1687.
• Gunnar, M., & Quevedo, K. (2007). The neurobiology of stress and development. Annual Review of Psychology, 58, 145–173.
• Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156.
• Lupien, S. J., McEwen, B. S., Gunnar, M. R., & Heim, C. (2009). Effects of stress throughout the lifespan on the brain, behaviour, and cognition. Nature Reviews Neuroscience, 10(6), 434–445.
• McEwen, B. S. (2007). Physiology and neurobiology of stress and adaptation: Central role of the brain. Physiological Reviews, 87(3), 873–904.
• Sharma, A., & Madaan, V. (2006). Exercise for mental health. Primary Care Companion to The Journal of Clinical Psychiatry, 8(2), 106.