Stress and coping with stress 2.5-STRESR
1. Psychological and physiological stress and its functions
2. Biological basis of stress reactions
3. The general models of stress and stress at work
4. Stress, stressors and burnout and workaholism
5. Stress among specific professions
6. PTSD and post-traumatic growth
7. Family-work and work-family conflicts and its consequences
8. Psychological and biological consequences of stress
9. Methods of measuring stress and styles of coping
10. Possibilities and barriers in psychological stress management
11. Moderators and mediators relationship between Stressors and health
12. Burnout syndrome
Field of study
Supplementary literature
Student workload
Study level
Education profile
Type of course
obligatory courses
The semester in which the subject is carried out
Mode
Requirements
Course coordinators
Learning outcomes
Knowledge
as a result of the conducted classes, the student should be able to:
• define the basic concepts of stress
• characterize the main models of stress
• understand the relationships of stress, human behavior and disorders psychosomatic
Skills
as a result of the conducted classes, the student should be able / have the ability to:
• explain the mechanisms of stress reactions
• apply knowledge of stress models to identify stressors and coping with stress
Social competence
as a result of the conducted classes, the student has / demonstrates:
• deepened awareness of stress mechanisms and their relationship to the environment
• readiness to buffer stressors in various difficult situations
• involvement in promoting ways of coping with stress
• responsibility in helping those affected by chronic stress and those suffering from PTSD syndrome
Assessment criteria
The 90% frequency of participation in course is obligatory. The basic method of evaluation is reading articles focusing on stress and writing papers. Student should write a paper on each one of the topics shown below:
1. Why is the psychological standpoint valuable in stress research?
2. List and describe in detail the most important negative health outcomes of stress: ulcers, cognitive disorders, eating disorders, diabetes, depression, immune system disorders.
3. The foundations of salutogenesis theory.
4. Describe the Job Demands-Control model and Job-Demands model.
5.The Theory of Positive Disintegration by Kazimierz Dąbrowski
6. Why work-related stress can be harmful?
Practical placement
not applicable
Bibliography
Antonovsky, A. (1996). The salutogenic model as a theory to guide health promotion. Health Promotion INternational, 11(1), 11-18.
Hobfoll, S. E. (2006). Stress, culture and community. Springer.
Jasiński, A. M., Derbis, R., Walczak, R. (2021). Workload, job satisfaction and occupational stress in Polish midwives before and during the COVID-19 pandemic. Medycyna Pracy, 72(6), 623-632. https://doi.org/10.13075/mp.5893.01149
Mittelmark, M. B., Bauer, G. F. (2016). The Meanings of Salutogenesis. In: Mittelmark, M. B., Sagy, S., Eriksson, M., et al., (Eds.), The Handbook of Salutogenesis [Internet]. Cham (CH): Springer; 2017. Chapter 2. Available from: https://www.ncbi.nlm.nih.gov/books/NBK435854/ doi: 10.1007/978-3-319-04600-6_2
The theory of positive integration by Kazimierz Dąbrowski. http://positivedisintegration.com/
Schaufeli, W. B. (2017). Applying the Job Demands-Resources model: A ‘how to’ guide to measuring and tackling work engagement and burnout. Organizational Dynamics, 46, 120-132.
The Handbook of Stress and Health: A Guide to Research and Practice. (2017). C. L., Cooper & J. C., Quick (Eds.), Wiley.
Ogińska-Bulik, N. 2005). EMOTIONAL INTELLIGENCE IN THE WORKPLACE: EXPLORING ITS EFFECTS ON OCCUPATIONAL STRESS AND HEALTH OUTCOMES IN HUMAN SERVICE WORKERS. IJOMEH 2005;18(2) 167 International Journal of Occupational Medicine and Environmental Health, 18(2):167-175.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: