Stress and coping

Leisure may potentially play a key role in rehabilitation counseling, including psychiatric rehabilitation. Based on recovery
and positive psychology frameworks in which meaning-making is a central concept, this study examined the role of leisuregenerated
meanings (LGMs) experienced by culturally diverse individuals with mental illness in potentially helping them
better cope with stress, adjust to and recover from mental illness, as well as feel more actively engaged in life. One-onone
survey interviews were conducted with African (n = 35), Hispanic/Latino (n = 28), Caucasian (n = 28), and Asian
(n = 8) American adults (aged between 23 and 78) (total n = 101) with mental illness (e.g., bipolar disorder, n = 32; major
depression, n = 23; schizophrenia, n = 22) in Philadelphia, Pennsylvania. Using general linear modeling, we found that LGMs
significantly predicted the adjustment to and recovery from mental illness, leisure stress-coping, leisure satisfaction, and
perceived active living positively, and lower leisure boredom. The findings have implications for psychiatric rehabilitation
to better support persons with mental illness from a strengths-based, meaning-centered, and active-living promotion
perspective in which leisure seems to play an important role.

Video games, and especially roleplaying games offer a way for players to escape stress and cope with stressors. Video games are a new, and potentially unique, mechanism for telling stories. They allow a player to not only interact with a world, but to fully immerse themselves in a digital world. Being able to quite literally escape to a fantasy world where your actions matter, and you"re given control can be a great form of self-therapy for players. This study aims to examine the results of a global pandemic and quarantine on player motivations and the reasons they play video games. The study collected detailed information on the video games genres and play time of each user and how it has been affected during self-isolation. Participants were also asked a series of questions that required them to evaluate their gaming habits both prior to and during the pandemic. This information was analysed to attempt to further understand players choices, in particular during a pandemic where there is an increased need to alleviate stress and experience a sense of escapism.

Meaning-making is increasingly being studied as a form of adaptive coping with stress both theoretically and in applied contexts such as health, trauma and positive psychology. Its implications for intervention have also been noted (Henry et al., 2010). However, questions about key components of the model, such as the role of meaning-making in automatically leading to meaning made, and the assumption that meaning made gives way to adaptive outcomes (see Bonanno, Papa, Lalande, Zhang, & Noll, 2005; Davis, Wortman, Lehman, & Silver, 2000), have been neither adequately explored nor answered. Most recently, meaning-making was also found to only partially mediate the relationship between belief and goal violations and individuals’ perceived change in their life philosophy (Lim, Park & Slattery, 2012), suggesting that factors other than meaning-making help to produce meaning made.

This study proposed that personal coping resources might mediate or moderate the relationship between meaning-making and meaning made, and took self-efficacy as one example. Self-efficacy has been found to be a separate, but related construct to meaning-making (van den Heuvel, Demerouti, Schreurs, Bakker, & Schaufeli, 2009). Although empirical comparisons of the two are limited, the expectancy-value theory (Bandura, 1995) suggests that self-efficacy would act as a motivational resource in guiding people to achieve a goal or aim.

Demographics: 280 undergraduates in a Singaporean university filled in a questionnaire that asked them to indicate a stressful event that had occurred recently. The majority of the sample was female (59%) and Chinese (85%); others identified as Indian (6%) and other ethnicity (9%). A majority (70%) affiliated themselves with a religion (34% Christianity, 19% Buddhism, 17% other faiths).

Measures: Participants answered questions about their worldview change after the event, meaning-making assessed through the Core Beliefs Inventory (CBI; Cann et al., 2010; used in Park, 2008) and their trait self-efficacy (Generalised Self-Efficacy Scale; Schwarzer & Jerusalem, 1995).

Results: Self-efficacy moderated the relation between meaning-making and meaning made, but only among individuals with similar levels of trait meaning-making. Among individuals with higher levels of trait meaning-making, the relationship between meaning-making and meaning made was strongest in the case of high self-efficacy, and weakest for low self-efficacy, reflecting our predictions. However, the opposite effect was observed for individuals with lower levels of trait meaning-making: meaning-making and meaning made were most strongly correlated when self-efficacy was low.

Discussion: We argue that: 1) the asymmetrical moderation effects of self-efficacy for individuals with different levels of trait meaning-making imply that meaning-making may also constitute a coping style, in addition to its being a process; 2) producing meaning may not necessarily be important, especially for individuals who score lower on trait meaning-making; 3) these results suggest that meaning-making has a controlled, cognitive character that could be further explored through metacognitive theories of rumination and worry (e.g. Watkins, 2004; Wells, 1995) in which individuals’ beliefs and appraisals about cognitive processes underlie pathological worry and repetitive thinking. Further research linking rumination and meaning-making may help to illuminate the elusive line between maladaptive and adaptive cognitive coping with stress and trauma.

Purpose: This research aims to determine the relationship between the coping skills and emotional eating habits of young adults.
Design and Methods: The population consisted of 473 nursing students whom registered in the Faculty of Health Sciences at a state university in Turkey during 2018 and 2019 education terms. Data were collected through the Demographic Form, Turkish Emotional Eating Scale (TEES), and Coping Style Scale (CSS).
Findings: “Eating in anxiety” (r = −.174; P = .000) and “eating in the negative mood” (r = −.123; P = .007) subscale scores of TEES showed a statistically significant, negative correlation with the “self‐confident approach” subscale score of CSS.
Practice Implications: In light of the data, it is suggested to increase the frequency of psychological counseling offered for these students and setup behavior change training either an individual or group settings. Besides, the conjoint effort of health professionals and psychiatric nurses would be highly beneficial for the development of effective assessment tools to determine students at risk and engage in appropriate prevention strategies such as training programs that would have a direct impact on the students’ habitual diet. Subsequent research is recommended incorporating additional variables such as body perception, ideal female image, expectations of perfection toward the body, and self‐worth defined thru the body.

This study examined two things: a) challenges confronting undergraduate students as a result of an abrupt transition to online learning in response to the COVID-19 pandemic, and b) the coping techniques that they employed to tackle the challenges. Using Google Forms, interviews were conducted with 418 undergraduate students in one of universities in Surabaya. Qualitative thematic analysis of the interviews produced three findings. First, among the problems faced by the students are poorly done online classes, trouble interacting with lecturers and classmates, difficulty in accessing course resources, bad Internet connection, environmental distractions, and chaotic changes in class schedules. Second, as a result, the students suffered from increased stress and poor learning experience. Third, to survive, they employed three major coping techniques: problem-focused, emotion-focused, and appraisal-focused. This study concludes that students, lecturers, parents, and the government employ coping strategies that are both synergistic and antagonistic.

Employers are being encouraged to find ways to engage with the mental health of their employees. Providing training in resilience is one way to respond. However, there is a lack of consistency and poor use of psychological theory which prevents comparison and evaluation between resilience training programmes. We describe a skills-based model of personal resilience which is drawn from psychological research in resilience, positive psychology, and general psychology which responds to these criticisms. Firstly, we describe the psychological theory that provides the background to the skills-based resilience model and research that contributes to the content of the model. Secondly, we focus on the application of the model to training, exploring the psychological processes that are needed to maximise the potential for individuals to develop and maintain resilience skills over the longer term.
Practitioner points
- Successful resilience training in the workplace requires the use of a comprehensive theoretically based model of both the skills needed for improved resilience and also the way the training is delivered.
- Trainers who themselves use resilience skills, such as emotion regulation and pro-social behaviours, to create trust and safety for participants are more likely to engage and motivate participants to make lasting changes.
- Linking participants' motivation to change, values and goals to resilience outcomes enhances engagement and the lasting impact of resilience training.
- Offering opportunity to reflect on successes and challenges during the development of new resilience skills strengthens the skills and builds confidence to continue to use them in the future.

Many studies have reported teacher stress as a complex phenomenon induced by various stressors. Among these, lack of self-efficacy remains one of the most significant stressor. Besides, self-efficacy
plays a moderating role in controlling stress. Stress over a significant period of time leads to burnout,
characterized by feelings of depersonalization, lack of accomplishment, and emotional exhaustion. This review encapsulates the major theoretical developments in the area of teacher stress and the concept of self-efficacy as a tool for coping with stress. In this review we found that literature within the sphere
of  teachers’  self-efficacy  and  its  relationship  with  stress-coping  is  still  in  its  infancy,  lacking  good empirical support in terms of sound methodologies and measurement tools. This paper concludes with implications for future research in relation to the limitations of the existing studies.

Frontline workers, such as teachers and social workers, often experience stress when delivering public services to clients, for instance because of high workloads. They adapt by coping, using such practices as breaking or bending rules for clients, or rationing services. Although coping is recognized as an important response to the problems of frontline work, the public administration field lacks a comprehensive view of coping. The first contribution of this article is therefore theoretical: conceptualizing coping during public service delivery and developing a coherent classification of coping. This is done via a systematic review of the literature from 1981-2014. Second, this article provides an overview of how coping during public service delivery has been studied since 1980. It shows that among else the type of profession (such as being a teacher or a police officer), the amount of workload and the degree of discretion influence how frontline workers cope with stress. It also reveals that frontline workers often draw on the coping family ‘moving towards clients’ revealing a strong tendency to provide meaningful public service to clients, even under stressful conditions. We conclude with an agenda for future studies, examining new theoretical, methodological and empirical opportunities.

Coping strategies belong undoubtedly to the most relevant variables for human performance and health. The Stress Coping Style Questionnaire SVF 78 has previously received critical remarks for the lack of theoretical foundations and unclear interrelationships between included strategies of coping. The present study verifies the factor structure of SVF 78 using exploratory factor analysis in a sample of 187 Czech undergraduates. Four common factors were extracted, interpreted and compared with the 3- and 5-factor solutions of the same data and with other studies analyzing local versions of the SVF Questionnaire in other countries. The results support methodological usefulness of using common factor scores instead of only empirically constructed stress coping questionnaire scales, particularly for research purposes.

The purpose of the study is to assess both perceived stress and coping strategies among university students in a specific cultural context. A sample of 223 undergraduate students from Qatar University responded to self-rating questionnaires, Perceived Stress Scale (PSS) and Brief Cope Inventory adapted forms. Based on the Perceived Stress Scale, the results show that a majority of participants evinced a moderate stress level (76 %) followed by a high stress level (12 %) and that girls are significantly more stressed than boys are. In addition, a high academic level is correlated with more perceived stress. Based on the Brief Cope Inventory, most of the participants used religion and a positive coping strategy. These results reveal that the effect of stress depends on the way it is perceived. Coping strategies are influenced by social and cultural characteristics. Culture affects our stress perception and individual choice of coping strategies. Assessing students' problems may help prevent the bad effects of stress on health and academic performance. Results also invite further study, particularly in the form of a longitudinal follow-up.

The transition from high school level to college level is naturally stressful for students. Stress is an imperative part of our life. Stress is an insistent effect caused by various fixed and difficult routine tasks in every part of our lives. Stress has a positive and negative impact. College students are among the most vulnerable segments of the population. College is a stressful time because many students have to adapt to a new academic and social environment. College based factors greatly affect college students. Stress has become a part of students 'academic lives, Because of various internal and external expectations Is placed on their shoulders. Few studies have been conducted at a global level to assess the prevalence of stress among students. Stress among college students is an ignored public health problem in India. Stress is a normal factor for all college students. Stress is usually arises from various academic, social, environmental, physical and psychological aspects also. But in this study was only focus on academic stress. The major academic factors that will contribute to more stress among college students greatly focus in this study. Furthermore, the researcher examines whether academic stress and their nature of the course of study are interrelated. In order to obtain reliable data, a total of 150 students of Under Graduate, Post Graduate and Master of Philosophy and Doctor of Philosophy Scholars of the College of Education were randomly and conveniently selected to fill out a self-developed questionnaire. Data were analyzed with the help of descriptive and inferential statistical techniques. The Software Package for Social Sciences (SPSS) facilitated the data computation process. the test shows that there is significant difference between causes of academic stress and the consequences of stress. The researcher suggested that the stress and stressors among the college students can be tackled by following the system of analyzing the individual behavior and to act upon and the students are advised to be ready to recognize their stress and take necessary steps to reduce the stress.