STRESS Rice, P (1998)

Coping with stress

Whether social support functions as a stress buffer or stress reliever, people engage in ongoing
dialogue, implicit or explicit, with social support units (family, friends, work, and church, for
example). . This dialogue involves an exchange of positive and negative information between the
person and the social unit. Information exchange may inspire positive coping behavior or may have
a decompensating effect on coping (Leavy, 1983).

Stress can be faced with social support to reduce or end it. In human interaction there is naturally
an explicit or implicit exchange of information that can lead to negative or positive responses to
cope with stress, therefore it can be a factor that benefits coping behavior as well as a factor that
reduces or prevents said behaviors. which keeps the stress.

It seems accurate to me to mention that social communication is not in itself a determining factor
in stress, nor does it only lead to a positive result.

STRESS Rice, P (1998)

Coping with stress

All of us struggle with stress in one way or another and usually on a daily basis. Even so, it seems
clear that we do not always face stress on an equal footing; We are not always successful with our
coping efforts. This may be because we do not know what the source of stress is, because we do
not have the weapons to combat stress or because we have not learned how to use the coping
weapons that are available.

In daily life we face stressors and live with the stress response, however, neither the situations nor
the efforts to deal with it and the results are the same in each case. The reasons for these
differences are in our resources, our knowledge of them and the use we give them, often based on
experience or learning to achieve effective coping with stressful situations.

I think it is important to mention that each person suffers stress in different ways depending on the
context and their perspective of it.

Coping with stress

People are creatures of habit much more than they like to think they are. This is true with coping
STRESS Rice, P (1998)
efforts as well. A habitual or stereotyped reaction to stress is called a coping style. One research
team suggested that coping can be categorized as proactive or reactive (Adams, Hayes, & Hopson,
1976). A proactive person is one who acts early to prevent stress from developing. A reactive
person cares little about preventative efforts and reacts only instinctively when stress occurs. Some
people become aggressive in reaction to the threat, while others become submissive.

Just as in the various responses to environmental stimuli, humans learn ways to deal with
stressors, often habituating and using what we could call a coping style. Of the coping styles we can
describe two large categories: proactive, which is avoiding stressors by acting preventively for the
appearance of stimuli; or reactive, reacting to stress the moment it appears, directing our actions
to reduce or end the stressor or the response we generate to it.

I find it interesting to talk about two general responses to stress in order to identify how we
experience this sensation and also initiate awareness and work on this coping if it is not functional.

Rice, P. (1998) Coping with Stress: Cognitive-Behavioral Strategies. In V.

Caballo (ED) Manual for the cognitive-behavioral treatment of psychological
disorders (pp. 323-358) XXI Century of Spain Editors
STRESS Alfonso et al (2015)

academic stress

Orlandini argues that, from preschool grades to postgraduate university education, when a person
is in a period of learning they experience tension. This is called academic stress and it occurs both
in individual study and in the classroom.

Academic stress according to Orlandini can occur from the beginning to the end of academic
training. This occurs due to the tension presented by the subject both inside and outside the
classroom, with studying being the main stress factor.

It is interesting how academic stress is not only presented by students within schools nor is it
unique to the highest academic degrees where the demand is thought to be greater.

STRESS Alfonso et al (2015)

academic stress

Academic stress describes those cognitive and affective processes that the student perceives as the
impact of academic stressors. That is, the student evaluates various aspects of the academic
environment and classifies them as threatening, as challenges or demands to which he or she can
respond effectively or not; These appraisals are related to anticipatory emotions such as: worry,
anxiety, confidence, anger, sadness, satisfaction, relief, etc.

Academic stress occurs from the effect of academic stressors on the affective and cognitive
processes of students. For this, it is important to know how each person evaluates each of these
factors to determine if their response to them is really academic stress, since an effective response
may or may not occur.

It is important to mention that the existence of stressors will not necessarily give rise to academic
stress, in addition to the fact that the central basis of the stressors must be academic to be able to
say whether the stress generated is academic stress or not.
STRESS Alfonso et al (2015)
academic stress

In this model, the systemic-processual components of academic stress would respond to the
continuous flow of input and output to which every system is exposed to achieve its equilibrium.
The student is subjected to a series of demands that, after being assessed as stressors, cause a
systemic imbalance (stressful situation); This manifests itself in a series of symptoms (indicators of
imbalance) that forces the student to carry out coping actions. This way of conceptualizing
academic stress allows us to recognize three systemic-processual components: stressful stimuli,
symptoms (indicators of systemic imbalance) and coping strategies.

As systems there is a process through which we interact with the world, likewise academic stress
has its own input and output of information. Under this model we can say that at first there is a
stressful stimulus which generates an imbalance in the system, so it is evaluated and in response
the system generates symptoms in the face of this imbalance, subsequently a coping response is
issued in order to return. to balance and avoid or overcome the situation.

I think the simplification of the stress process is correct, which we often see as confusing and
difficult to understand or differentiate from other responses of the body.

Alfonso, B., Calcines, M., Monteagudo, R. and Nieves, Z. (2015). Academic stress.
EDUMECENTRO, 7(2), 163-178. Recovered from http://scielo.sld.cu/scielo.php?
script=sci_arttext&pid=S2077- 28742015000200013&lng=es&tlng=es
STRESS Kloster, G and Perrotta, F. (2019)
Stress concept

It is striking that after more than half a century of excessive use of the term, its meaning still
cannot be precisely defined. There may be no other term in psychology about which there is more
ambiguity and abuse. It is frequently used by psychologists, doctors, psychiatrists, sociologists and
by people in general, in everyday conversations, on radio and television (Belloch et al., 2009).

Although the term stress has been used for more than half a century, there is still no exact
definition or conception of what this phenomenon is. Many times this has been used with too
much ambiguity and abuse by different fields of study such as medicine, sociology, psychology,
psychiatry, among others. It is possible that it is the psychological construct with fewer limits of
what it is and what it is not.

It seems important to me to know that along with the theoretical review we often do not face the
reality of the term stress, which has been described by various theories and used in various ways,
making it difficult to study without falling into ambiguities.

STRESS Kloster, G and Perrotta, F. (2019)

types of stress

Orlandini (1999) uses the terms eustress and distress to refer to positive and negative stress
respectively. Eustress is that which is necessary for health and personality growth, and can be
caused by a desired or pleasant task; and distress is that which can be caused by an unwanted,
prolonged, unpleasant task, etc. Both types start from the interpretation that the subject has of
the tasks or demands.

According to Orlandini (1999) there are two types of stress, positive stress (eustress) and negative
stress (distress). The first of these can be seen as necessary for the health and development of the
person, it is generally provoked by desired or pleasant tasks; unlike the second, which is generated
by unpleasant, undesirable or long-lasting tasks, which leads to a negative interpretation of the
situation and a response in the same sense in order to avoid or remove said task. Both types start
from the evaluation of the stressors made by the subject.

It seems good to me to understand that stress is something everyday and that it is not only
something bad in life because it can even generate satisfaction when achieving goals or its
opposite.

Stress symptoms
STRESS Kloster, G and Perrotta, F. (2019)
On the other hand, Barraza (2006) takes as a basis the classification of the author Rossi (2001)
previously developed and describes three indicators. These are: a) Physical: these are those that
involve the body's own reaction, such as nail biting, muscle tremors, migraines, insomnia, etc. b)
Psychological: these are those that have to do with the cognitive or emotional functions of the
person such as restlessness, concentration problems, mental blockage, depression, etc. c)
Behavioral: these are those that involve the person's behavior such as isolation from others,
arguing, absenteeism from classes, increase or reduction in food consumption, etc.

There are three types of symptoms of stress: the physical ones, which will be the response that the
body generates such as pain, tremors or sweat; The psychological components will be cognitive
and emotional such as irrational thoughts, mental block, depression, etc.; and the behavioral ones,
which will be those manifest behaviors of the person, such as isolation, aggression, alteration of
eating or sleeping habits.

It is important to understand what the symptoms of stress are; many times we think that it occurs
only in one of the possible dimensions to manifest itself.

Kloster, G. and Perrotta, F. (2019) Academic Stress in University Students of

the City of Paraná [Bachelor's thesis, Universidad Catolica Argentina]
https://repositorio.uca.edu.ar/bitstream/123456789/9774/1/estres-
academico-estudiantes-universitarios.pdf
STRESS García-Ros et al (2012)
Academic stress and its relationships

Thus, research shows the relationship between high levels of stress and obtaining worse academic
results, moderated by the coping strategies of the learners (Akgun & Ciarrochi, 2003; Struthers,
Perry & Menec, 2000) or by the academic self-concept ( p. g., González-Pienda et al., 2000),
although other works indicate that only very low levels of stress are related to obtaining inferior
results (Bermúdez et al., 2006).
Additionally, different studies highlight that individuals new to university show higher levels of
stress than their peers in more advanced courses and that these increase as the exam dates
approach (Martín, 2007).

There is evidence of the relationship between stress levels and obtaining worse academic results,
of course, these are mediated by the coping strategies and self-concept of the students. In addition
to final grades, both entering a new academic institution and being in exam season have been
shown to be stressors that affect a significant number of the student population.

It is important to understand that in the life of the student, getting good grades can be seen as a
stressful factor and in turn occur as a response to the stress that is experienced, generating a
vicious circle in some sector of the academic population.

STRESS García-Ros et al (2012)

Academic stress and its relationships

Finally, there are also numerous works that analyze the relationship between academic stress and
sex of students, whose conclusions mostly indicate that university students tend to express higher
levels of stress and demand greater emotional support than their peers (Campbell, Svenson &
Jarvis, 1992; Dixon & Chung, 2007), similar to the large volume of studies that indicate differences
between sexes in the impact of stressful events and in the level of perceived stress, which would
indicate that there is a differential vulnerability between sexes to stressors. (Barra-Almagia, 2009;
Day & Livingstone, 2003).

In various studies, a significant difference has been found in how stress affects male and female
students, with the latter being the ones who present higher levels of stress and demand for
emotional support. Likewise, these studies highlight the differences in the perceived level and
impact of the factors. stressors making visible a vulnerability between the sexes to stressors.

When identifying and evaluating it, it is important to know what factors may be important in
generating stress responses as well as the type of situations and responses that can be had to
provide the necessary help.

Definition of stress

Academic stress can be defined simply “as that which occurs in relation to the educational
STRESS García-Ros et al (2012)
environment” (Polo et al., 1996, p. 159), including both that experienced by teachers and by
students at all levels of the educational system. . However, it has been proposed to reserve the use
of this term to designate the experience of higher degree students, using the terms of teaching
stress when analyzing the situation of teachers (p. e.g., Augusto-Landa, LópezZafra & Pulido-
Martos, 2011) and school stress when talking about the levels of compulsory education, where it
has been addressed with greater profusion (p. e.g., Connor, 2001, 2003; Hodge, McCormick &
Elliot, 1997).

Academic stress can be understood as that which occurs in relation to the educational field. This
definition can cover both students of any level of education and teachers, which is why, to delimit
the concept, it has been proposed to use the term academic stress only for those students with a
higher degree, thus differentiating it from other phenomena such as teacher stress and school
stress.

Among several readings, it is one of the first that within its study a limitation of the concept is
generated greater than that proposed by other authors or open to ambiguity.

García-Ros, R., Pérez-González, F., Pérez-Blasco, J. and Natividad, L. (2012)

Evaluation of academic stress in students new to university. Latin American
Journal of Psychology 44(2). 143-154
https://www.redalyc.org/pdf/805/80524058011.pdf
STRESS Venancio, G. (2018)

Causes of academic stress

García and Muñoz (2004) concluded that what causes academic stress is fundamentally the
academic overload and the style of how each student deals with it.

Garcia and Muñoz (2004) conclude that the main factors in the appearance of stress are the
academic overload understood from resources and demands and the coping style of each student.

It seems important to me to understand that there are two main factors in stress, the stimulus and
how it is perceived and acted upon.

STRESS Venancio, G. (2018)

Causes of academic stress

For Naranjo (2009), he refers that academic stress as long-term damage manifests itself in:
discomfort, sadness, low self-esteem, lack of social skills, etc. These aforementioned factors make
university life not easy, but the student who faces these situations will achieve an adequate
balance.

Stress has both physical and psychological consequences, including fatigue, depression, low self-
esteem, and sleep problems. This affects the student's school life; however, overcoming these
adversities can lead to an adequate balance between the stimuli received and the response given.

It is important to know what negative stress can affect and know the level of deterioration that can
occur depending on the person who suffers from it.
STRESS Venancio, G. (2018)
Definition of stress

Hans Selye (1956 in Flores Ramírez 2001), pioneer in the variable stress, defines it as follows
"Stress is a non-specific physical response of the body to any demand, whether caused by, or
resulting from, pleasant or unpleasant conditions. ”. (p.74). We could conclude that this response
is a normal part of the body's preparation for confrontation or flight.

Stress can be defined as a non-specific physical response of the body to any demand, it can come
due to pleasant or unpleasant conditions. This definition allows us to understand stress as
something both positive and negative in life that prepares the body for the action of coping
through avoidance or coping.

It is important to have an idea of what stress is in general and that it is part of the normal and
natural responses of human beings.

Venancio, G. (2018) Academic Stress in Students of a National University of

Metropolitan Lima [Bachelor's thesis, Federico Villareal National University]
http://repositorio.unfv.edu.pe/bitstream/handle/UNFV/2383/VENANCIO%20
REYES%20GUIOVANE%20ANTONIA.pdf?sequence=1&isAllowed=y
STRESS Estrada et al. (2021)
What is stress?

Thus, stress is the psychological, physiological or emotional response of a person when trying to
adapt to internal or external pressures; Positive events that require a big change or involve some
physical or mental adaptation process can even generate stress. Thus, Barraza mentions that this
variable leads to a systemic process with adaptation features, especially psychological, which is
evident in a representative way and occurs with greater intensity in secondary and higher
education.

Stress occurs as a response of three manifestations, physical, emotional or psychological. This

occurs by seeking to adapt to both positive and negative internal and external pressures,
generating a physical and/or mental change. This adaptation occurs mainly on the psychological
level and in a more representative way starting with secondary education.

In a simple way, I like how it is mentioned that we can see stress as an adaptation process from
which both positive and negative results can be obtained for the subject.

STRESS Estrada et al. (2021)

What is stress?

There are studies about the prevalence and variables that are associated with the appearance of
academic stress, however, most of them were carried out on students of Health Sciences and
related careers, so this research will shed new light on How this phenomenon affects students in
the professional career of Education. In this order of ideas, some studies identified a high
prevalence of academic stress in students, while others found that the prevalence was moderate.
From the above, it can be concluded that there are personal, family or social factors that could
affect the levels of academic stress that students present.

Most studies on the prevalence of academic stress have focused on the Health Sciences student
sector. The results of these studies range from a moderate to high prevalence, possibly due to the
personal differences of each group studied such as the context, family and coping strategies which
influence the level of perceived stress.

It is interesting to know that it is not possible to simply estimate with such precision the prevalence
of a phenomenon that depends so much on the person and their resources rather than on the
factors that are presented to them in an area such as academia.

COVID-19 pandemic and stress

STRESS Estrada et al. (2021)
Now, the conditions in which the students developed have undergone a quite radical change, since
due to the COVID-19 pandemic, the Peruvian Government has decreed some measures to reduce
the rate of infections, among which are the virtualization of education, both in basic and higher
university and non-university education. In this way, students are facing a new scenario, but at the
same time with many difficulties such as limitations in terms of accessibility and connectivity to the
Internet, the unfavorable perception of didactics, teaching strategies and methodologies of
teachers, as well as work overload and continuous exposure to computers, laptops and cell
phones. These conditions have generated greater concern and would be affecting their
performance and increasing stress levels in students.

The COVID-19 pandemic has brought with it a set of changes from which different stressors are
derived depending on the individual situation experienced by each of the students. This not only
occurs in physical resources such as distance or isolation for virtual sessions, but also in
psychological ones such as the perception of self-efficacy or how it is believed that knowledge can
be acquired and at what level, among others. This can lead to an increase in stress symptoms.

There are few changes so radical that can be suffered within the academic field. In the case of the
pandemic, I believe it is important to determine how these changes occurred and their
consequences.

Estrada, E., Mamani, M., Gallegos, N., Mamani, H. and Zuloaga, M. (2021)
Academic Stress in Peruvian University Students in Times of the
COVID-19 pandemic. Venezuelan Archives of Pharmacology and Therapeutics
40(1) 88-93
https://www.revistaavft.com/images/revistas/2021/avft_1_2021/16_estres_
academico_estudiantes.pdf
STRESS Marin, M. (2015)
Consequences of stress

Many acts in a student's academic life can generate stress and cause negative results in their
health, well-being and/or academic performance. When exam time arrives, an increase in habits
that have a negative impact on health is observed in the student population, such as excessive
consumption of tobacco, caffeine, some exciting or tranquilizing substance.

In academic life there are different stimuli that can trigger a stress response and have negative
consequences in student and personal life. Example of the above, during the exam or evaluation
season, the student population resorts to unhealthy activities such as the consumption of tobacco,
coffee or other tranquilizing substances.

It is the first text that talks about substance use during stress, something that affects a large part of
the student population.

STRESS Marin, M. (2015)

Coping with stress

Therefore, the way in which the person appreciates the situation determines whether it is
perceived as stressful. It must be taken into account that individual differences play a significant
role in stress processes. Individual factors such as predisposing characteristics, motivations,
attitudes and experiences determine how people perceive and value demands; This evaluation
influences coping styles, emotional responses and long-term health outcomes (García, G. TO. 2011:
16)

When suffering from stress, psychological resources play a fundamental role in determining how
the task is perceived, this together with an evaluation of both the physical and psychological
resources available, self-efficacy, goals and the learned response to situations. These assessments
will lead to the cognitive, emotional and behavioral response to the stressful situation that each
person faces.

It seems correct to me that at this point stress has already been left aside as the stressors and the
focus is more on the subject's perception.

Components of stress
STRESS Marin, M. (2015)
Academic stress is a systemic process, of an adaptive and essentially psychological nature, that
occurs: a) when the student is subjected, in school contexts, to a series of demands that, according
to the student's own assessment, are considered stressors; b) when these stressors cause a
systemic imbalance (stressful situation) that manifests itself in a series of symptoms (indicators of
imbalance); and c) when this imbalance forces the student to carry out coping actions to restore
systemic balance (Berrio, GN and Mazo, Z.R. 2011: 78).

For the generation of specifically academic stress, the existence of three moments is essential: the
appearance of the stressor related to the school environment; the imbalance due to the subject's
reaction to these stimuli generating various symptoms; and the subject's forced response to
restore balance through a coping style.

To determine within our research whether we study academic stress or not, it is important to see
the existence of these 3 components and steps.

Marin, M. (2015). Stress in higher education students of Health Sciences. RIDE

Ibero-American Journal for Educational Research and Development, 6(11),
Retrieved from: https://www.redalyc.org/articulo.oa?id=498150319040
STRESS Barraza et al. (2019)
What is stress?

Stress is a term associated with the demands of the environment in which the person operates.
Each environment, each situation and each moment requires the person to act in X or Y way. These
demands for action are valued by the person themselves based on the resources they have to be
able to carry them out effectively without harm or detriment to them. When the person considers
that the demands exceed their real response possibilities, these demands are considered sources
of stress or stressors, this being the processual origin of stress.

Stress is closely related to the demands generated by the environment; each situation, moment,
aspect requires the person to respond in some way. This demand and response is valued by each
person in order to maintain balance in their life, avoiding damage. When the demand exceeds the
resources or possible response, it will be considered a stressor and will give rise to stress.

Once again we emphasize the importance of individual perception and possibilities for the
generation of stress and identification of its factors.

STRESS Barraza et al. (2019)

Coping with stress
Once the student realizes the presence of this type of stress, they use various coping strategies to
manage it; Among these coping strategies we can mention the assertive ability, the development
of a plan and execution of your tasks and the ability to focus on or try to obtain the positive from
the situation that worries you.

When a student is suffering from stress, he or she can respond in different ways, such as assertive
ability, making plans and executing tasks, or focusing and obtaining the positive or beneficial from
the situation.

These are the main ways of coping in students in the health sector

Main stressors
STRESS Barraza et al. (2019)
The general stressors that occur most frequently in this type of students are work overload,
teacher evaluation, limited time to do homework and homework, the type of work to be done, the
thesis and management of the virtual classroom. ; In the case of particular stressors, related to the
clinical work they perform, those that occur most frequently are: lack of time to relax, reduced
time between clinics, laboratories and seminars, lack of adequate staff in clinics and financial
responsibilities, as well as clinic care and patient absence.

In higher education, specifically in the health sector, the main stressors are work overload, the
type of task and time to complete it, the thesis or degree program, the lack of time to relax and the
very close times between different activities. coupled with the lack of adequate personnel and
clinical care provided.

Within the same field of health there are shared stressors despite the great differences between
the careers included in it.

Barraza, A., González, G., Garza, A. and Cazares, F. (2019) Academic Stress in
Dentistry Students. Mexican Journal of Stomatology 6(1) 12-26
https://www.remexesto.com/index.php/remexesto/article/view/236/431
STRESS APA (2014)
clinical stress

The presence of emotional or behavioral symptoms in response to an identifiable stressor is the

characteristic of adjustment disorders (Criterion A). The stressor may be a single event (e.g. e.g.,
the end of a romantic relationship) or there may be multiple stressors (e.g. e.g., associated with
temporary business crises and marital problems). Stressors may be recurring (e.g. e.g., associated
with temporary crises in a business, unsatisfactory sexual relations) or continuous (e.g. (e.g., a
persistent painful illness with increasing disability, living in a high-crime neighborhood). Stressors
can affect a single individual, a family, or a larger group or community (e.g. e.g. A natural disaster)
Some stress factors may accompany the development of certain events (e.g. e.g., going to school,
leaving home, returning to parents' home, getting married, becoming a parent, not achieving work
goals, retirement)

In adjustment disorder, for its classification, the most important thing is the stressors, which can
be differentiated by whether they are a single event, multiple events, whether they are maintained
over time or are lapses. These factors can affect from one person to entire communities and can
even occur at the same time as the event takes place.

I liked that the classification takes into account the factors that also serve as an important part to
determine a person's level of coping.

STRESS APA (2014)

clinical stress

Subjective distress or impaired functioning associated with adjustment disorders frequently

manifests as decreased performance at work or school and with temporary changes in social
relationships. In people who have a medical illness, adjustment disorder can complicate the course
of the illness (e.g. e.g., a decrease in compliance with the recommended therapeutic regimen, an
increase in the length of hospital stay).

In clinical-pathological stress, various consequences can be described, such as decreased

performance in various areas of life and social interaction problems, as well as worsening or
lethargy of improvement in situations of medical illness, creating lack of adherence to treatment,
delay. in recovery, among others.

It is important to talk about stress at clinical levels to determine the level of functionality of the
person suffering from stress.

clinical stress
STRESS APA (2014)
The context of the person's cultural environment must be taken into account when making a
clinical judgment of whether or not the person's response to the stressor is maladaptive or
whether or not the accompanying psychological distress is greater than what would be expected.
The nature, meaning and experience of stressors, as well as the evaluation of the response to
these factors, may vary from culture to culture.

To determine how maladaptive the subject's behavior or response is to a stressor, it is important

to know their culture because both this response and the discomfort presented can vary in the
functionality they have for the subject or their environment depending on the context in which
they are present. this is found.

For both clinical and non-clinical purposes, it is important to understand that beyond good or bad
responses, we speak of adaptation to the situation on the part of the subject seeking the greatest
functionality.

American Psychiatric Association (2014) Diagnostic and Statistical Manual of

Mental Disorders DSM-5. Panamericana
 STRESS APA (2014)

Stress

What we have to be clear about is that stress is not a disease like anxiety, but rather it will
fundamentally be a reaction.

Stress is not something pathological or bad, simply a specific response to a stimulus.

In one sentence it seems very clear to me that we should not see stress as we always
conceptualize the phenomenon as bad or pathological.

STRESS APA (2014)

Stress

Thus, in a study by Frankenhauser, when people who had to perform a job or a task were
subjected to a background noise of 76-78 decibels, there was an increase in the secretion of
adrenaline, norepinephrine, cortisol and an acceleration of the heart rate. But if some of them
were told not to worry about performance, this increase did not occur despite the noise. That is,
having to do the work with set objectives and with noise (uncontrolled situation) produced
anxiety. and ultimately a measurable stress in the release of these substances, and this did not
occur if they did not have to comply with the imposed demands or if they could regulate the noise
level (controlled situation).

In a study by Frankenhauser, it was concluded that the same levels of stress did not occur when
workers were asked for a certain amount or type of results in a given time, as when they were not
requested. This search for results generated greater anguish and measurable stress in the group
whose demands were well established, which changed into a lack of demands or greater control
over the situation.

I think it is a very good example of how demands, perception of the situation and control over it
are determining factors in the generation of stress.
STRESS APA (2014)

Stress

Certainly, much has been written, and continues to be written, about the biological alterations
(hormonal, immunological...) that cause stress, but anxiety, anger, depression and even intense
pleasure can provoke adrenocortical responses similar to those caused by stress. any generalized
emotional disturbance and, as indicated by R. Grinker, the emotional and philological effects
resulting from stress are specific to each individual.

Although much research has been generated about stress and its relationship with pathologies
such as anxiety, depression, among others, and positive effects on humans, the constant remains
that the effects and manifestations of stress are specific to each individual.

In this paragraph I like how it mentions what has been said in other readings about the vagueness
of the term, which more than anything is due to the nature of the phenomenon itself.

Rojo, J. (2018) Understanding anxiety, phobias and stress. Pyramid Editions