| appraisal support | Includes helping an individual to understand a stressful event better and what resources and coping strategies may be mustered to deal with it. Through such exchange of appraisals, the individual facing a stressful event can determine how threatening the stressful event is likely to be and can profit from suggestions as to how to offset the stressful aspects of the event.
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| avoidant (minimizing) coping style | The tendency to cope with threatening events by withdrawing, minimizing, or avoiding them; believed to be an effective short-term, though not an effective long-term, response to stress.
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| buffering hypothesis | The hypothesis that coping resources are useful primarily under conditions of high stress and not necessarily under conditions of low stress.
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| confrontative (vigilant) coping style | The tendency to cope with stressful events by tackling them directly and attempting to develop solutions; may ultimately be an especially effective method of coping, although it may produce accompanying distress.
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| coping | The process of trying to manage demands that are appraised as taxing or exceeding one’s resources.
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| coping outcomes | The beneficial effects that are thought to result from successful coping; these include reducing stress, adjusting more successfully to it, maintaining emotional equilibrium, having satisfying relationships with others, and maintaining a positive self-image.
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| coping style | An individual’s preferred method of dealing with stressful situations.
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| costs of coping | The depletion of internal or external resources that occurs in response to attempting to manage stressful events.
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| direct effects hypothesis | The theory that coping resources, such as social support, have beneficial psychological and health effects under conditions of both high stress and low stress.
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| emotional support | Indications from other people that one is loved, valued, and cared for; believed to be an important aspect of social support during times of stress.
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| hardiness | An individual difference characterized by a sense of commitment, a belief in personal control, and a willingness to confront challenge; believed to be a useful resource in coping with stressful events.
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| informational support | The provision of information to a person going through stress by friends, family, and other people in the individual’s social network; believed to help reduce the distressing and health-compromising effects of stress.
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| matching hypothesis | The hypothesis that social support is helpful to an individual to the extent that the kind of support offered satisfies the individual’s specific needs.
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| negative affectivity | A personality variable marked by a pervasive negative mood, including anxiety, depression, and hostility; believed to be implicated in the experience of symptoms, the seeking of medical treatment, and possibly also illness.
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| pessimistic explanatory style | A chronic tendency to explain negative events as due to internal, stable, and global qualities of the self and to attribute positive events to external, unstable, and nonglobal factors; believed to contribute to the likelihood of illness.
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| social support | Information from other people that one is loved and cared for, esteemed and valued, and part of a network of communication and mutual obligation.
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| stress carriers | Individuals who create stress for others without necessarily increasing their own level of stress.
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| stress inoculation | The process of identifying stressful events in one’s life and learning skills for coping with them, so that when the events come up, one can put those coping skills into effect.
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| stress management | A program for dealing with stress in which people learn how they appraise stressful events, develop skills for coping with stress, and practice putting these skills into effect.
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| stress moderators | Internal and external resources and vulnerabilities that modify how stress is experienced and its effects.
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| tangible assistance | Involves the provision of material support by one person to another, such as services, financial assistance, or goods.
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| time management | Skills for learning how to use one’s time more effectively to accomplish one’s goals.
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2003 McGraw-Hill Higher Education