Licerio Antiporda Sr. National High School - Dalaya Annex: Review of Related Literature

REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
REGION 02 (CAGAYAN VALLEY)
SCHOOLS DIVISION OFFICE OF CAGAYAN
LICERIO ANTIPORDA SR. NATIONAL HIGH SCHOOL – DALAYA ANNEX

Chapter 2
REVIEW OF RELATED LITERATURE
Whether one studies student stress or some other area related to stress, stress has
many properties that are similar across human situations. Stress may or may not be
detrimental. Some stress is needed for motivation and can be useful to individuals who have
responsibilities and/or deadlines to meet. However, there are thresholds for stress that, once
crossed, can be detrimental to adequate psychological and physical functioning (Brantley &
Jones, 1993). For example, "change" is a normal and inexorable feature of every level of
social life, but for some people, the quality of change is potentially damaging (Pearl in,
1989). Populations in a developmental transition, such as teenagers leaving home for the
first time to attend college, are thought to be especially vulnerable to occurrences and effects
of stress (Towbes & Cohen, 1996). Research has shown that the adverse effects of stress are
detrimental to society, both in terms of individual suffering and in relation to the economic
burden of medical expenses, absenteeism, and occupational, faculty, or student injuries
(Abouserie, 1994). Stress is a challenging process (Pearl in, Menaghan, Lieberman, &
Mullan, 1981) and researchers are striving to identify and define stress in order to help
sufferers better manage its effects (Vlisides, Eddy, & Mozie, 1994).
Definitions of Stress
It seems as if everyone knows what stress is, but there are varying definitions of
stress. For the most part, researchers agree that stress is a transactional process between
person and environment (Crandall et al., 1992) that includes stressors, stress mediators, and
stress outcomes (Pearlin, 1989). Stress is also understood as the result of an imbalance
between demands and the adaptive capacities of the mind and body (Abouserie, 1994). A
stressed individual has physical, mental, and/or emotional reactions resulting from the
subject's response to environmental tensions, conflicts, and tensions, conflicts, and pressures
(Abouserie, 1994). Some common stress reactions include fatigue, negative thoughts, and
1

anxiety (Hinds & Burroughs, 1997). Because of its importance in both physical and
psychological health, a tremendous amount of research has focused on the issues
surrounding the concept of stress (Crandall et al., 1992) and characteristics of stress in
certain contexts. Stressors can be thought of as events, problems, or pressures that
potentially produce stress (Abouserie, 1994). Similarly, they are defined as events or
conditions that demand adjustments beyond the normal wear and tear of daily living
(Gadzella, 1994) Stressors, when combined with other stressors or prolonged, can become
chronic. Chronic stress is conceptualized as the accumulation of ongoing strains (Towbes &
Cohen, 1996) or enduring problems or conflicts (Pearl in, 1989). Many people experience
chronic stress in terms of role overload, interrole conflict, and role captivity (Pearlin, 1989).
Role overload means that demands on energy and stamina exceed the individual's capacities.
lnterrole conflict refers to the incompatible demands of multiple roles, especially roles of
family and work. Role captivity refers to reluctantly participating in an essential role such as
taking on extra responsibilities as a spouse of a college student. Stressors generally occur in
clusters and therefore become significant (Pearlin, 1989). If stress continues, the body's
resources for fighting stress may be depleted and the individual enters the exhausted stage
(Gadzella, 1994). Exhaustion or emotional exhaustion is noted in the literature as the last
stage of the stress cycle. Seyle (1956) discussed the three stages of stress as being (a) the
alarm reaction (b) the resistance phase, and (c) exhaustion. These stages are the body's
attempt to restore equilibrium (Selye, 1956). Overextension of the self manifests as a severe
loss of energy that cannot be renewed (Garden, 1991). This condition of overextension,
along 6 with psychological and emotional distress or strain, is known as "burnout" (Garden,
1991). Some of the possible consequences of burnout are productivity problems, reduction
in motivation and effectiveness, and in some instances a "sense of failure" (Saunders &
Balinsky, 1993). Burnout is treated like stress (Garden, 1991) and the same prescriptions for
stress are recommended to alleviate the symptoms of "burnout." Stress and burnout are used
interchangeably in our society; technically, however, burnout is an outcome of prolonged
stress. There are similar definitions of stress, all relating to stressors, stress moderators (e.g.,
2

exercise, sleep, healthy foods, family support, recreation, etc.), and stress outcomes. When
stressors persist and moderators fail, an individual will experience burnout. The
consequences of burnout are manifest in problems with productivity and motivation. Stress
symptoms manifest themselves emotionally, behaviorally, cognitively, and physically
(Vlisides et al, 1994). Table I contains the various symptoms and reactions associated with
stress.
Theories of Stress and the Stress Process

Stress has been conceptualized by several models that are similar in describing the
stress process. The stress process has typically been examined in terms of stressors, stress
mediators, and stress outcomes (Pearl in, 1989). One of the more well-known stress models
is the ABCX model (Hill, 1949) simply stated, A represents the stressor(s), stimulus, or
event. B equals an individual's resources to cope with the stressor. C stands for the
individual's definition or perception of the event. And X represents the outcome of ABC, or
the crisis. Stress occurs when resources are weak or absent, and perceptions of the event are
negative. The double ABCX model (McCubbin & Patterson, 1983) differs from Hill's model
in that stressors and strains are discussed in terms of building or piling up overtime. The
individual or family must readapt to the stressors and strains by using or renewing resources
and reorganizing perceptions of the stressors. Dollahite (1991) created the ABCDXYZ
Resource Management Model of crisis and stress. This model applies to individuals in a
family context and also to families in general. The ABCDXYZ model is thought to be both
descriptive and prescriptive of the process that occurs in many individuals and families and
can be useful in crisis and stress management (Dollahite, 1991). Dollahite highlights the
demands (D), coping (Y), and adaptive behaviors (Z) families utilize to cope with the
stressor(s). The model represents the interaction between the stressor, the demands of the
situation, the coping resources, and how the situation is defined by the individual/family
(Dollahite, 1991). The ABCDXYZ model is similar to Lazarus and Folkman's (1984)
transaction model of stress whereby the level of stress experienced depends on how a person
3

appraises the situation and adapts to ir --there is a transaction between personal resources
and the situation. In conclusion, several stress models concur with and describe the general
stress process of stressors, moderators, and outcomes. Emphasis is given to the regulation of
stress outcomes through the use or activation of personal and/or physical resources.

Licerio Antiporda Sr. National High School - Dalaya Annex: Review of Related Literature

Uploaded by

Copyright:

Available Formats

Licerio Antiporda Sr. National High School - Dalaya Annex: Review of Related Literature

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Licerio Antiporda Sr. National High School - Dalaya Annex: Review of Related Literature

Uploaded by

Copyright:

Available Formats

REPUBLIC OF THE PHILIPPINES

SCHOOLS DIVISION OFFICE OF CAGAYAN