Tag: anxiety

Can stress can be adaptive as well as maladaptive?

Stress has long been understood as an intricate and prevalent phenomenon with both adverse and constructive consequences, impacting people across diverse domains and life stages. Drawing from established psychological theories, this essay recognises stress as a complex force, delving into the determinants of its manifestation, while exploring its dual nature as both detrimental and beneficial influence. 

The contemporary biopsychosocial model of stress (Rith-Najarian et al., 2014) and Lazarus and Folkman’s transactional model (1984) highlight stress’s adaptive facet, which is triggered when individuals manage and assess challenges within their coping framework. Neurologically we see the hippocampus, a crucial brain region, discerning stress types (McEwen & Morrison, 2013). Stress can spur individuals to solve problems, act and become motivated, foster personal growth, performance and build resilience. Denoted as ‘eustress’ (Hargrove et al., 2013).  

Activation and process of the physiological stress response cultivates effective coping mechanisms and adaptation to changing circumstances, offering invaluable learning opportunities for skill acquisition and personal growth (Laine & Shansky, 2022). This adaptive perspective perceives stress as integral to life, offering ongoing room for human development. 

Conversely, stress can also be maladaptive. Persistent overwhelming of an individual’s coping resources leads to chronic stress, with a sustained activation of the stress response adversely affecting physical and mental health. Allostatic load, the stress response’s wear and tear can influence concerns like cardiovascular disease and psychiatric disorders (McEwen & Gianaros, 2010; McEwen & Stellar, 1993). 

As far back as 1908 the Yerkes-Dodson law proposed an inverted u-shape relationship between performance and stress, revealing excessive stress will impair performance and cognitive function (Yerkes & Dodson, 1908). Subsequent research has outlined the issues of excessive stress in a multifactorial way. Demonstrating the negative consequence on memory capacity, decision-making, problem solving and attentional deficits. Additionally, affecting well-being, mental health and emotional exhaustion (Arnsten, 2009; Dedovic et al., 2009). 

Different theories of stress, such as the General Adaptation Syndrome (Cambell et al.,2013), the Allostatic Load Model (McEwen & Stellar, 1993) and Biopsychosocial Model (Rith-Najarian et al., 2014), provide frameworks to understand the nature of stress. These theories acknowledge stress’s outcome depends on individual variances, coping approaches, and socio-environmental contexts. 

The Transactional Model (Lazarus & Folkman, 1984) and more recently the underpinnings of cognitive behavioural therapies underline the significance of cognitive appraisal on determining the stress response (Beck, 2005; Nakao et al., 2021). These models recognise the subjectivity of stress and what role our own assumptions, beliefs and associations play on whether stress will be adaptive or maladaptive. 

In conclusion, stress is a multifaceted phenomenon exerting maladaptive and adaptive effects on the individual. Understanding this dual nature elucidates stress’s implications for health and wellbeing. As a construct stress serves as a motivating force towards adaptation but can become chronic when overwhelming coping resources yield a variety of negative outcomes. Although no unified theory of psychological stress exists, existing frameworks offer crucial insights into the factors that determine whether stress becomes adaptive or maladaptive. Neuroimaging and epigenic advancements continue our comprehension (Nater, 2021). Stress and its psycho-biological aspects do not operate in isolation and are influenced by contextual factors.  By mastering the stress dynamic, we can mitigate maladaptive outcomes and progress towards adaptive states. 

References

Arnsten, A. F. T. (2011). Prefrontal cortical network connections: key site of vulnerability in stress and schizophrenia. International Journal of Developmental Neuroscience, 29(3), 215–223. https://doi.org/10.1016/j.ijdevneu.2011.02.006

Beck, A. T. (2005). The Current State of Cognitive Therapy. Archives of General Psychiatry, 62(9), 953. https://doi.org/10.1001/archpsyc.62.9.953  

Campbell, T.S., Johnson, J.A., Zernicke, K.A. (2013). General Adaptation Syndrome. In: Gellman, M.D., Turner, J.R. (eds) Encyclopedia of Behavioral Medicine. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-1005-9_1135) 

Dedovic, K., D’Aguiar, C., & Pruessner, J. C. (2009). What Stress Does to Your Brain: A Review of Neuroimaging Studies. The Canadian Journal of Psychiatry, 54(1), 6–15. https://doi.org/10.1177/070674370905400104 

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer. 

Hargrove, M. B., Becker, W. S., & Hargrove, D. F. (2015). The HRD Eustress Model. Human Resource Development Review, 14(3), 279–298. https://doi.org/10.1177/1534484315598086 

Laine, M. A., & Shansky, R. M. (2022). Rodent models of stress and dendritic plasticity – Implications for psychopathology. Neurobiology of Stress, 17, 100438. https://doi.org/10.1016/j.ynstr.2022.100438 

McEwen, Bruce S., and John H. Morrison. “The Brain on Stress: Vulnerability and Plasticity of the Prefrontal Cortex over the Life Course.” Neuron, vol. 79, no. 1, July 2013, pp. 16–29, https://doi.org/10.1016/j.neuron.2013.06.028.

McEwen, B. S., & Gianaros, P. J. (2010). Central role of the brain in stress and adaptation: Links to socioeconomic status, health, and disease. Annals of the New York Academy of Sciences, 1186(1), 190–222. https://doi.org/10.1111/j.1749-6632.2009.05331.x 

McEwen, B. S., & Stellar, E. (1993). Stress and the individual. Mechanisms leading to disease. Archives of Internal Medicine, 153(18), 2093–2101. https://doi.org/10.1001/archinte.153.18.2093 

Nakao, M., Shirotsuki, K., & Sugaya, N. (2021). Cognitive–behavioral therapy for management of mental health and stress-related disorders: Recent advances in techniques and technologies. BioPsychoSocial Medicine, 15(1). https://doi.org/10.1186/s13030-021-00219-w 

Nater, U. M. (2021). Recent developments in stress and anxiety research. Journal of Neural Transmission, 128(9), 1265–1267. https://doi.org/10.1007/s00702-021-02410-3 

Rith-Najarian, L. R., McLaughlin, K. A., Sheridan, M. A., & Nock, M. K. (2014). The biopsychosocial model of stress in adolescence: self-awareness of performance versus stress reactivity. Stress (Amsterdam, Netherlands), 17(2), 193–203. https://doi.org/10.3109/10253890.2014.891102 

Yerkes, R.M., & Dodson, J.D. (1908). The Relation of Strength of Stimulus to Rapidity of Habit Formation. Journal of Comparative Neurology & Psychology, 18, 459–482. https://doi.org/10.1002/cne.920180503 

Supporting Families When Mental Health Services Are Stretched: Practical Solutions for Parents

In today’s fast-paced world, mental health services are under immense pressure. Waiting lists are growing, resources are stretched thin, and many families find that their children and teens don’t meet the high thresholds required for formal intervention. Yet, these young people and their families are still struggling, needing support and guidance that can feel out of reach.

As the demand for services continues to rise, it’s becoming increasingly important to explore alternative ways of providing families with the help they need. That’s where practical, home-based solutions can play a vital role.

The Gaps in Mental Health Support for Young People

One of the biggest challenges faced by parents today is the gap between needing help and accessing it. Mental health services, particularly for children and teens, often have strict thresholds that must be met for families to receive formal support. For those who don’t meet these criteria, it can be a frustrating and isolating experience, knowing something is wrong but not having access to the right tools or professional interventions to address it.

This gap leaves many families feeling stuck—unable to access services yet still witnessing their child’s struggles with anxiety, emotional regulation, or relationship difficulties. The reality is that while their concerns may not meet the threshold for clinical intervention, they are still very real and deserve attention.

How Can Parents Step In?

Given the pressures on mental health services, it’s essential to equip parents with practical, effective tools that they can use at home. Our resources, designed specifically for parents to use with their children and teens, offer a solution to bridge this gap. These resources are not just about temporary fixes; they are structured around long-term strategies that promote emotional well-being, resilience, and healthy communication within the family.

The key to our resources is their focus on systemic and trauma-informed approaches. Rather than viewing mental health as something to be treated solely by professionals, the guides encourage parents, schools and the community to take an active role in the healing and growth of their families. By understanding the family as a system, parents can better identify the patterns and dynamics that may be contributing to their child’s struggles, and work to create positive, lasting change together.

Why a Systemic Approach Matters

Thinking systemically means understanding that a young person’s mental health is not just an individual concern—it’s something that affects and is affected by the entire family. When a child or teen is struggling, it impacts the whole family dynamic, from communication patterns to emotional balance. The interventions in your guides help parents to address these broader dynamics, creating a more supportive environment where everyone can thrive.

This holistic approach is essential, especially when families cannot access formal services. It empowers parents to take steps that can prevent problems from escalating, while also reinforcing the family’s ability to navigate challenges together.

Filling the Gap When Services Are Stretched

In a time when services are overwhelmed, our resources provide a critical lifeline for parents who might otherwise feel powerless to support their child’s mental health. They offer structured, therapeutic activities that parents can integrate into their daily lives, building emotional resilience and improving communication in a way that is both manageable and effective.

For families who don’t meet service thresholds or are facing long waiting times, these guides act as a proactive solution, helping them navigate their child’s needs with confidence. Instead of waiting for things to get worse, parents can use these interventions to address issues early on, potentially reducing the need for more intensive services later.

A Lifeline for Families

In this challenging landscape, providing parents with practical, easy-to-use resources can make all the difference. Our resources offer families the opportunity to take control of their mental health journey, addressing concerns in a proactive, collaborative way. While they may not replace professional services, they fill a vital gap for those who are waiting or unable to access formal intervention.

At a time when mental health services are stretched to their limits, these guides offer a lifeline, empowering parents to step in and make meaningful changes for the well-being of their children and the entire family. By focusing on connection, communication, and systemic thinking, these resources can help families create a stronger foundation for long-term mental and emotional health.

Investing in these tools means investing in your family’s collective well-being—an essential step in navigating the challenges of today’s mental health landscape.