The focus of modern psychological stress research is the possibility of processing stress. It is about the relationship between person and environment. Stress processing is measured in “stress diagnostics” via the following five topics:.
- Emotional intelligence (EQ)
- Positive coping behavior
- Negative coping behavior
- Perfectionism
- Social support
For Lazarus (1991, 1999), the first step in stress processing is the process of evaluation (“appraisal”). The individual assesses in a first step the new situation, to what extent it is insignificant for him or pleasant-positive or but threatening – that is, stress-producing. The stress-related assessments are in turn subdivided into threat, harm/loss recognition, and challenge. With this subdivision it becomes clear that a challenge can be connected also with positive experience qualities, the stress concept after Lazarus does not remain thus limited to negative emotions. In a second step the concerning estimates its mastering possibilities. It asks itself: Which possibilities of the accomplishment are to me at the disposal? Is there a possibility to avoid the situation or to affect it actively? The subsequent possibility of coping with stress, the so-called “coping” behavior, is considered by some authors (Laux, 1983; Schneewind and Ruppert, 1995) to be more important for the stress consequences than the frequency and intensity of the stress episodes themselves. Textbooks describe a variety of solutions to this problem. They refer to the very individual coping styles, for example an active or passive-avoidant style or a differentiation between emotion- and problem-related coping. One example will be used to explain such a difference:
A stressful situation, for example an exam, has to be coped with. In problem-related coping, the candidate will study the recommended exam literature in detail. He will try to find out the examiner’s favorite questions. He will possibly join a working group. He will also try to divide up the amount of material and deal only with specific topics. This problem-centered work makes the upcoming exam seem less threatening. A re-evaluation of the situation takes place. In emotion-centered action, the focus is on regulating emotions. In order to cope with anxiety and anger, possibly also depression, relaxation procedures are learned. The candidate seeks support from friends. He practices positive thinking. Overall, he develops defensive reappraisal to cope with the threat. The individual forms of coping strategies, for example trivializing, distancing (I carry on as if nothing has happened), need for social support, recognition of responsibility (I recognize that the problem comes from me), search for self-affirmation, escape tendency (I hope that a miracle will happen), social tapping or planned problem solving (building up a plan of action that I follow), are considered in the “stress diagnosis” in a detailed list of questions. Positive and negative coping strategies result. If they are positive, the patient has the ability to deal constructively with critical situations or with stress; if they are negative, stress-reinforcing attitudes predominate. Resignative behavior with tapping out or self-punishment gain the upper hand and then have the effect of promoting illness in the long term. After assessing such coping options, the step to coping follows, i.e. the attempt and the effort to cope with the stress; however, success is not guaranteed. The attempt may even lead to failure and thus to an increase in stress. These individual resources – that is, the buffer zones for processing stress – are not determined by coping behavior alone. Their extent is also regulated by a variety of personality variables that are also measured in “stress diagnostics.” The best known is Type A behavior: People with a pronounced tendency toward perfectionism set excessive standards for their own performance. They put themselves under time pressure, are more ambitious than average, or find themselves constantly competing with others. These behaviors have a stress-reinforcing effect. Type A behavior is included in the “stress diagnostics” in the subject area of perfectionism.Social resources play a special role in stress management. However, it is not the case that it is fundamentally sensible to have as much social support as possible. For example, self-esteem is more likely to be lifted if the stressor is coped with alone (Moos and Schäfer, 1993). Also, too much social support is often associated with responsibilities for new social roles. But it is important to know that if one’s efforts fail, help is available from elsewhere. A relatively recently described personality trait important for stress management is emotional intelligence (EQ) (Goleman, 1996). It is contrasted with cognitive intelligence (IQ). Emotional intelligence is the ability to motivate oneself, even in the face of frustration. People with high EQ can better control their impulses and moods, acute stressful situations do not prevent them from thinking and acting. But also the feelings of other people are perceived in the right intensity. The EQ is independent of the IQ. The EQ score is measured in “stress diagnostics” and helps shape the quality of stress processing.
