This content explores the relationship between health, stress, and coping mechanisms. It discusses the Theory of Reasoned Action and its impact on health behavior. It also delves into the reasons why good behavior does not always result in action.
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HEALTH, STRESS AND COPING Name Professor Institution Date
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Task 1 Head, K. J., & Noar, S. M. (2014). Facilitating progress in health behaviour theory development and modification: The reasoned action approach as a case study.Health Psychology Review,8(1), 34-52. Mullan, B., & Westwood, J. (2010). The application of the theory of reasoned action to school nurses’ behaviour.Journal of Research in Nursing,15(3), 261-271. Task 2 The relationship between the Theory of Reasoned Action and health behaviour The theory of the reasoned action focuses on the links and the relationship contained in human attitudes.This kind of theory is majorly being used to determine the behavior of the individuals’ based on their pre-existing attitudes and general intentions. Some of the behavior which sometimes individuals do commitnormally results from their performing general behavior. This therefore based on some of the things which individually do normally thinks about at a particular time. This is also outlined by Headand Noar (2014) on the facilitating progress in health behaviortheorydevelopmentandmodification:Thereasonedactionapproachasacase study.Health Psychology Review. This touches on the personal and the general attitude of the individuals at a particular time.Head and Noah clarified some of the relationships between the attitude and the behavior. Similarly, some of the critics have it that attitude theories were not showing any good behavior of human. In addition, the theory reason action has a primary purpose on the evaluation of the individuals' behavior which relies on some of the fundamental performed action. Moreover, the normative components also add to whether the person will actually perform the action. Based on the principles of the theory, it is more evident that the
intention to perform a particular behavior precedes the actual behavior (Torres, 2010). One of the examples which have the same outcomes as explain above is intended behavior. Behavior intention is significant being they are determined by the attitudes and are subjective to the norms. Task 3 Reasons why good behavior does not result in action It is very difficult for good behavior to result in the actions, these are presumably explained in the theory of the behavioral intentions (Barriball, Fitzpatrick, & Roberts, 2011). This kind of theory assumes that behavior results from the intention to perform the action. As it stands, normally, people decide on their intention in advance depending on choice of behavior. Therefore, intentions are the best pick envisage what people will do or carry out at a particular time. It characterized and determined by the two factors, that is the individual's attitude behavior and subjective norms. In precise, an individual attitude-behavior normally makes some of the clear judgment is the certain behavior is right or wrong thus makes individuals make some of the quick action after the decision. Moreover, subjective norms are characterized by personal beliefs andsocialworld(Frankenhaeuser,Lundberg&Chesney,2012).Theyaregenerallythe perceptions and commitment. It is also founded on beliefs about the other and the opinion about one's behavior. This, therefore, explains some of the anomalies deceptions which lie on the pre- judgment before someone done something such as what will someone say about my action of the particular events or the situation (Mullan & Westwood, 2010). Therefore, the theory supported that the characteristic outlined above normally joined to yields the intention which directs an individual to do particular activities thus action performed. Therefore based on these factors,
that’s the individual and the subjective norms, the situation attitudes may be weightier than the personal attitudes.
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Part 2: PSYCHOLOGICAL DISTRESS IN UNIVERSITY STUDENTS Task 1 what the articles are all about The articles are all about some of the fundamental behavior which leads to the distress in the university student. It outlines some of the factors which leads constitute to the psychological distress among the university students. Based on the review of the literal articles, it is evident that in the last three decades it has been notified that distress is both longstanding and the current problems (Head, & Noar, 2014). This is because students are getting stressed due to the poverty or the failure to meet the required standard of the university .similarly, the lifestyles are some of the factors which can stress a student's some of the circumstances. This is more in the sense that some may feel outdated in some of the circumstances which may compel them to drop their unique appearances. Thus they can envied their colleague's behavior which may result to the failure or decrease in the general performance in the class. Task 2: protective factors against mental health problems To protect individuals from some of the natural psychological matters sometimes is very difficult. Most of the students especially the university students display numerous factors attributed to mental thinking problems. Majority of the students tends to dispersed due to some of the social factors which are characterized by the loneliness, failing in the exams, lack of enough money to take care of them in the mid of the semesters as well as company. These factors tend to make the learners have health problems in general. Therefore, some of the protective measures should be adopted to help university students (Mark, & Smith, 2012). Task 3 some of the cautions which should be realized by the Australian government
Some of the limitations of the depression have to do with the students drop out from school, which may affect the Australians nation as a whole. Similarly, drop out of the school due lack of the money something which can have negative impacts to the learners as well as the government since it evokes the failure in the supportive of the free sponsorship of the university (Folkman & Nathan, 2011). Therefore the caution should be taken to all the varsities students on some of the possible problem which they have in the institution (Zablotsky, Bradshaw & Stuart, 2013). Task4:stress and mental health summary With reference to Mark& Smith (2012) on the Effects of occupational stress, job characteristics, coping,andattributionalstyleonthementalhealthandjobsatisfactionofuniversity employees.Issues related toAnxiety, Stress & Copingshould be addressed with a serious note. Factors which can contribute to the stress are social issues which are constitutes and impacts a lot to the lives of the students in the school and off from school. Due to stress thus result in the constant decrease of the body thus mental health. Based on the research of the Mark and the smith, they made it clear that stress is one of the factors which can make students drop out drastically or failed to continue with education due to some of the unrelated pre-occupied thoughts. Therefore, health in generals is a core factor in helping the students to perform bit from the school and in their social interaction.
Task 5 References Folkman, S., & Nathan, P. E. (Eds.). (2011).The Oxford handbook of stress, health, and coping. Oxford University Press. Frankenhaeuser, M., Lundberg, U., & Chesney, M. (Eds.). (2012).Women, work, and health: Stress and opportunities 6thedition.Springer Science & Business Media. Head, K. J., & Noar, S. M. (2014). Facilitating progress in health behaviour theory development and modification: The reasoned action approach as a case study.Health Psychology Review,8(1), 34-52. Mark, G., & Smith, A. P. (2012). Effects of occupational stress, job characteristics, coping, and attributionalstyleonthementalhealthandjobsatisfactionofuniversity employees.Anxiety, Stress & Coping,25(1), 63-78. Mullan, B., & Westwood, J. (2010). The application of the theory of reasoned action to school nurses’ behaviour.Journal of Research in Nursing,15(3), 261-271 Por, J., Barriball, L., Fitzpatrick, J., & Roberts, J. (2011). Emotional intelligence: Its relationship to stress, coping, well-being and professional performance in nursing students.Nurse education today,31(8), 855-860. Torres, L. (2010). Predicting levels of Latino depression: Acculturation, acculturative stress, and coping.Cultural Diversity and Ethnic Minority Psychology,16(2), 256.
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Zablotsky, B., Bradshaw, C. P., & Stuart, E. A. (2013). The association between mental health, stress, and coping supports mothers of children with autism spectrum disorders.Journal of autism and developmental disorders,43(6), 1380-1393.