Test: Stress - 1 - MCAT MCQ

Secondary appraisal involves evaluating one's available resources and coping strategies to determine whether they are sufficient to effectively deal with the encountered situation. This question reflects the assessment of personal resources in order to determine the individual's perceived ability to handle the stressor.

"Physical exercise and cognitive flexibility," it suggests that the individual used both physical exercise and cognitive flexibility as stress coping or stress management techniques.

Engaging in physical exercise, such as jogging for thirty minutes every day, can help reduce stress by releasing endorphins and promoting overall well-being. It can serve as a healthy outlet for built-up tension and provide a distraction from work-related stressors.

Cognitive flexibility, on the other hand, refers to the ability to adapt and adjust one's thinking in response to different situations. By resolving to try something different and incorporating a new approach to managing stress, the individual demonstrated cognitive flexibility. This shift in perspective and willingness to explore alternative strategies likely contributed to the decrease in stress levels.

Therefore, option D, "Physical exercise and cognitive flexibility," captures the stress coping techniques utilized by the individual in this scenario.

Prolonged, elevated levels of cortisol associated with Cushing's syndrome and chronic exposure to glucocorticosteroid medication are known to have negative effects on memory and can lead to neuronal atrophy. This atrophy primarily affects the hippocampus, which is responsible for explicit memory formation and retrieval.

Over time, research has shown that there can be gender differences in the physiological response to stress and its impact on allostasis (the process of achieving stability through change) and allostatic load (the cumulative wear and tear on the body due to chronic stress). It has been observed that females may exhibit different stress responses and have distinct physiological patterns compared to males.

Therefore, the original theory of GAS, which described a stereotyped physiological response to stress, has been expanded to acknowledge the potential gender differences in the physiological response and its effects on allostasis and allostatic load.

Glucocorticoids, such as cortisol, are hormones that are released in response to stress. They are part of the body's natural stress response system and play a crucial role in regulating various physiological processes during stressful situations.

Glucocorticoids are released by the adrenal glands, specifically the adrenal cortex, in response to signals from the hypothalamus and pituitary gland. They help to mobilize energy, increase blood sugar levels, suppress the immune system, and modulate inflammation, among other functions, to prepare the body to cope with stress.

Therefore, option A, Glucocorticoids, is the hormone associated with stress.

Giving financial assistance to a friend is an example of instrumental, or tangible support, which is one of the principle categories of social support. Instrumental support involves providing practical or tangible help to someone in need. It includes actions such as giving money, providing resources, offering physical assistance, or taking practical steps to alleviate a person's difficulties or challenges.

In this scenario, the woman's act of giving financial assistance to her friend falls under the category of instrumental support, as she is providing tangible help to address a specific need or situation.

Learned helplessness refers to a state where an individual believes they have no control over their environment or the outcomes of their actions. In the context of students, weak self-efficacy (lack of belief in their own abilities), an external locus of control (belief that external factors control their lives), and lacking behavioral control (inability to take action to influence outcomes) contribute to a perceived lack of control.

When students have low self-efficacy, they may doubt their abilities to cope with stressors and may not attempt to challenge or overcome them. Similarly, an external locus of control leads students to attribute the outcomes to external factors, reducing their motivation to take action. Lacking behavioral control means they are unable to modify their behaviors to effectively deal with stressors.

As a result, students with weak self-efficacy, an external locus of control, and lacking behavioral control are more likely to experience learned helplessness. They may feel helpless and unable to take meaningful action to address stressors, leading to a diminished sense of control and potential negative impacts on their well-being.

Therefore, option A accurately describes how these factors influence learned helplessness in students.

Social withdrawal is not an effective coping strategy for stress management. While it may temporarily provide relief from stressors, prolonged social isolation and withdrawal can have negative consequences on mental health and well-being. Social support and connection with others are important in managing stress. Engaging in meaningful social interactions, seeking support from friends and family, and maintaining a strong social support network are generally more effective strategies for stress management.

Option B, social withdrawal, involves avoiding social interactions and isolating oneself from others, which can lead to feelings of loneliness, increased stress, and reduced access to support systems. It is important to find healthy ways to engage with others and seek support during times of stress.

An ambient stressor refers to a chronic and relatively constant stressor that is present in the environment. It typically affects a large group of people and is not directly under an individual's control. High levels of pollution, such as air pollution or noise pollution, are examples of ambient stressors. They can have negative impacts on physical and mental health over an extended period.

Option A, the death of a loved one, is a major life event or a discrete stressor rather than an ambient stressor. It is a significant and often acute stressor that can have a profound impact on an individual's well-being.

Option C, moving to an unfamiliar city, is also not an example of an ambient stressor. It is a life transition or a change-related stressor that can cause stress but is typically a temporary or time-limited stressor.

Option D, perceived disrespect from a peer, is an interpersonal stressor that involves social interactions and perceptions of negative treatment from others. It is not considered an ambient stressor.

Therefore, option B, high levels of pollution, best represents an example of an ambient stressor.

The psychometric property of the assessment that is supported by the findings is predictive validity. Predictive validity refers to the extent to which a measure accurately predicts or is associated with a future outcome or criterion of interest. In this case, the psychologist administered the assessment to assess stress levels based on participants' reported negative life events in the past year. She then obtained access to the participants' health records over the next year to examine the rates of physical illnesses. The significant, moderate correlation between high scores on the assessment and high rates of physical illnesses suggests that the assessment is predictive of physical illness.

Options A and B, retest reliability and inter-rater reliability, respectively, are not applicable to this study. Retest reliability refers to the consistency of scores when the same assessment is administered to the same individuals at two different time points. Inter-rater reliability refers to the degree of agreement between different raters or observers when using the same assessment.

Option C, content validity, refers to the extent to which a measure assesses the intended content or domain. While the description mentions that the assessment asks participants to detail negative life events related to stress, the findings do not directly support or provide information about the content validity of the assessment.