Jerrold S. Greenberg,
University of Maryland--College Park
ISBN: 0072972408 Copyright year: 2006
What's New
Laboratory assessment activities and exercises have been added at the end of selected chapters to allow students to determine how well they relate to the constructs discussed in the chapter. In addition, the text is perforated for easy removal of the labs allowing students to develop their own stress portfolio.
More detail on stress theory has been added in Chapter 1, including life events theory, hardiness theory, and social support theory.
A new section about psychosocial illness has been added to Chapter 3, to demonstrate the relationship between the mind and the body regarding illness and disease.
Elaboration of the stress model has been added to Chapter 4 by discussing the possibility of feedback loops from one part of the model to others; however, the focus remains on how the stress model can be used to manage stress.
Additional research findings about using humor to manage stress are presented in Chapter 7. These research findings lend credence to the value of using certain types of humor to cope with stress.
Additional anxiety disorders are also discussed in Chapter 7 including panic disorder, social phobia, and specific phobias.
Additional new research findings about spirituality and stress have been included in Chapter 8, including a section on spirituality, the threat of terrorism, and the role of social support to better cope with this threat. Also, the contribution that service-learning can make to enhance spiritual health is presented.
The discussions of diaphragmatic breathing and other breathing exercises have been expanded in Chapter 12 giving the student more options when deciding to use breathing exercise as a relaxation technique.
An updated section has been added to Chapter 12 that discusses the value of pets in managing stress; numerous research findings are presented that validate that pets can help students to cope better with the stressors they experience.
A new section has been added in Chapter 13 that elaborates on the role and value of exercise for the elderly; presents research findings which support the physiological and psychological benefits of exercise in older populations.
Additional theories of health behavior change are presented in Chapter 14, including ways in which these theories can be employed by the reader to adopt behaviors (such as exercising regularly or studying more), or refrain from engaging in (such as socializing too much, or smoking or drinking alcohol products).
A new section on national health objectives and diversity is included in Chapter 15 that elaborates on the reasons for health disparities.
The presentation of workaholism has been clarified in Chapter 16 to propose that workaholism is often a function of confused identity, wherein the workaholic identifies with the job rather than the person he or she is.
A new section on financial issues as they relate to college students has been added in Chapter 17, including some of the causes for students experiencing financial stress and suggested remedies are offered.
A new section has been added in Chapter 18 that discusses gay and lesbian families, including the issue of gay marriage, with the laws and court decisions related to gay marriage outlined.
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2006 McGraw-Hill Higher Education