Stress management is a wide spectrum of techniques and psychotherapies aimed at controlling a person's level of stress, especially chronic stress, usually for the purpose of and for the motive of improving everyday functioning. In this context, the term 'stress' refers only to a stress with significant negative consequences, or distress in the terminology advocated by Hans Selye, rather than what he calls eustress, a stress whose consequences are helpful or otherwise.
Stress produces numerous physical and mental symptoms which vary according to each individual's situational factors. These can include physical health decline as well as depression. The process of stress management is named as one of the keys to a happy and successful life in modern society. Although life provides numerous demands that can prove difficult to handle, stress management provides a number of ways to manage anxiety and maintain overall well-being.
Despite stress often being thought of as a subjective experience, levels of stress are readily measurable, using various physiological tests, similar to those used in polygraphs.
Many practical stress management techniques are available, some for use by health professionals and others, for self-help, which may help an individual reduce their levels of stress, provide positive feelings of control over one's life and promote general well-being. Other stress reducing techniques involve adding a daily exercise routine, finding a hobby, writing your thoughts, feelings, and moods down and also speaking with a trusted one about what is bothering you. It is very important to keep in mind that not all techniques are going to work the same for everyone, that is why trying different stress managing techniques is crucial in order to find what techniques work best for you. An example of this would be, two people on a roller coaster one can be screaming grabbing on to the bar while the other could be laughing while their hands are up in the air (Nisson). This is a perfect example of how stress effects everyone differently that is why they might need a different treatment. These techniques do not require doctors approval but seeing if a doctors technique works better for you is also very important.
Evaluating the effectiveness of various stress management techniques can be difficult, as limited research currently exists. Consequently, the amount and quality of evidence for the various techniques varies widely. Some are accepted as effective treatments for use in psychotherapy, while others with less evidence favoring them are considered alternative therapies. Many professional organizations exist to promote and provide training in conventional or alternative therapies.
There are several models of stress management, each with distinctive explanations of mechanisms for controlling stress. Much more research is necessary to provide a better understanding of which mechanisms actually operate and are effective in practice.
Walter Cannon and Hans Selye used animal studies to establish the earliest scientific basis for the study of stress. They measured the physiological responses of animals to external pressures, such as heat and cold, prolonged restraint, and surgical procedures, then extrapolated from these studies to human beings.
Subsequent studies of stress in humans by Richard Rahe and others established the view that stress is caused by distinct, measurable life stressors, and further, that these life stressors can be ranked by the median degree of stress they produce (leading to the Holmes and Rahe stress scale). Thus, stress was traditionally conceptualized to be a result of external insults beyond the control of those experiencing the stress. More recently, however, it has been argued that external circumstances do not have any intrinsic capacity to produce stress, but instead their effect is mediated by the individual's perceptions, capacities, and understanding.
The generalized models are:
- The emergency response/fight-or-flight response by Walter Cannon (1914, 1932)
- General Adaptation Syndrome by Hans Selye (1936)
- Stress Model of Henry and Stephens (1977)
- Transactional (or cognitive) Stress Model / stress model of Lazarus after Lazarus (1974)
- Theory of resource conservation by Stevan Hobfoll (1988, 1998; Hobfoll & Buchwald, 2004)
Richard Lazarus and Susan Folkman suggested in 1981 that stress can be thought of as resulting from an "imbalance between demands and resources" or as occurring when "pressure exceeds one's perceived ability to cope". Stress management was developed and premised on the idea that stress is not a direct response to a stressor but rather one's resources and ability to cope mediate the stress response and are amenable to change, thus allowing stress to be controllable.
Among the many stressors mentioned by employees, these are the most common:
- Conflicts in company
- The way employees are treated by their bosses/supervisors or company
- Lack of job security
- Company policies
- Co-workers who don't do their fair share
- Unclear expectations
- Poor communication
- Not enough control over assignments
- Inadequate pay or benefits
- Urgent deadlines
- Too much work
- Long hours
- Uncomfortable physical conditions
- Relationship conflicts
- Co-workers making careless mistakes
- Dealing with rude customers
- Lack of co-operation
- How the company treats co-workers
In order to develop an effective stress management program, it is first necessary to identify the factors that are central to a person controlling his/her stress and to identify the intervention methods which effectively target these factors. Lazarus and Folkman's interpretation of stress focuses on the transaction between people and their external environment (known as the Transactional Model). The model contends that stress may not be a stressor if the person does not perceive the stressor as a threat but rather as positive or even challenging. Also, if the person possesses or can use adequate coping skills, then stress may not actually be a result or develop because of the stressor. The model proposes that people can be taught to manage their stress and cope with their stressors. They may learn to change their perspective of the stressor and provide them with the ability and confidence to improve their lives and handle all of the types of stressors.
Health realization/innate health modelEdit
The health realization/innate health model of stress is also founded on the idea that stress does not necessarily follow the presence of a potential stressor. Instead of focusing on the individual's appraisal of so-called stressors in relation to his or her own coping skills (as the transactional model does), the health realization model focuses on the nature of thought, stating that it is ultimately a person's thought processes that determine the response to potentially stressful external circumstances. In this model, stress results from appraising oneself and one's circumstances through a mental filter of insecurity and negativity, whereas a feeling of well-being results from approaching the world with a "quiet mind".
This model proposes that helping stressed individuals understand the nature of thought—especially providing them with the ability to recognize when they are in the grip of insecure thinking, disengage from it, and access natural positive feelings—will reduce their stress.
High demand levels load the person with extra effort and work. A new time schedule is worked up, and until the period of abnormally high, personal demand has passed, the normal frequency and duration of former schedules is limited.
Many techniques cope with the stresses life brings. Some of the following ways reduce a lower than usual stress level, temporarily, to compensate the biological issues involved; others face the stressor at a higher level of abstraction:
- Autogenic training
- Social activity
- Cognitive therapy
- Conflict resolution
- Cranial release technique
- Getting a hobby
- Music as a coping strategy
- Deep breathing
- Yoga Nidra
- Reading novels
- Relaxation techniques
- Artistic expression
- Fractional relaxation
- Physical exercise
- Progressive relaxation
- Somatics training
- Spending time in nature
- Stress balls
- Natural medicine
- Clinically validated alternative treatments
- Time management
- Planning and decision making
- Listening to certain types of relaxing music
- Spending quality time with pets
Stress prevention and resilienceEdit
Although many techniques have traditionally been developed to deal with the consequences of stress, considerable research has also been conducted on the prevention of stress, a subject closely related to psychological resilience-building. A number of self-help approaches to stress-prevention and resilience-building have been developed, drawing mainly on the theory and practice of cognitive-behavioral therapy.
Levels of stress can be measured. One way is through the use of psychological testing: The Holmes and Rahe Stress Scale [two scales of measuring stress] is used to rate stressful life events, while the DASS [Depression Anxiety Stress Scales] contains a scale for stress based on self-report items. Changes in blood pressure and galvanic skin response can also be measured to test stress levels, and changes in stress levels. A digital thermometer can be used to evaluate changes in skin temperature, which can indicate activation of the fight-or-flight response drawing blood away from the extremities. Cortisol is the main hormone released during a stress response and measuring cortisol from hair will give a 60- to 90-day baseline stress level of an individual. This method of measuring stress is currently the most popular method in the clinic.
Stress management has physiological and immune benefits.
Positive outcomes are observed using a combination of non-drug interventions:
Types of stressEdit
Acute stress is the most common form of stress among humans worldwide.
Acute stress deals with the pressures of the near future or dealing with the very recent past. This type of stress is often misinterpreted for being a negative connotation. While this is the case in some circumstances, it is also a good thing to have some acute stress in life. Running or any other form of exercise is considered an acute stressor. Some exciting or exhilarating experiences such as riding a roller coaster is an acute stress but is usually very enjoyable. Acute stress is a short term stress and as a result, does not have enough time to do the damage that long term stress causes.
Chronic stress is unlike acute stress. It has a wearing effect on people that can become a very serious health risk if it continues over a long period of time. Chronic stress can lead to memory loss, damage spatial recognition and produce a decreased drive of eating. The severity varies from person to person and also gender difference can be an underlying factor. Women are able to take longer durations of stress than men without showing the same maladaptive changes. Men can deal with shorter stress duration better than women can but once males hit a certain threshold, the chances of them developing mental issues increases drastically.
Stress in the workplace is a commonality throughout the world in every business. Managing that stress becomes vital in order to keep up job performance as well as relationship with co-workers and employers. For some workers, changing the work environment relieves work stress. Making the environment less competitive between employees decreases some amounts of stress. However, each person is different and some people like the pressure to perform better.
Salary can be an important concern of employees. Salary can affect the way people work because they can aim for promotion and in result, a higher salary. This can lead to chronic stress.
Cultural differences have also shown to have some major effects on stress coping problems. Eastern Asian employees may deal with certain work situations differently from how a Western North American employee would.
A study was done on the stress levels in general practitioners and hospital consultants in 1999. Over 500 medical employees participated in this study done by R.P Caplan. These results showed that 47% of the workers scored high on their questionnaire for high levels of stress. 27% of the general practitioners even scored to be very depressed. These numbers came to a surprise to Dr. Caplan and it showed how alarming the large number of medical workers become stressed out because of their jobs. Managers stress levels were not as high as the actual practitioners themselves. An eye opening statistic showed that nearly 54% of workers suffered from anxiety while being in the hospital. Although this was a small sample size for hospitals around the world, Caplan feels this trend is probably fairly accurate across the majority of hospitals.
Stress management programsEdit
Many businesses today have begun to use stress management programs for employees who are having trouble adapting to stress at the workplace or at home. Some companies provide special equipments adapting to stress at the workplace to their employees, like coloring diaries and stress relieving gadgets. Many people have spill over stress from home into their working environment. There are a couple of ways businesses today try to alleviate stress on their employees. One way is individual intervention. This starts off by monitoring the stressors in the individual. After monitoring what causes the stress, next is attacking that stressor and trying to figure out ways to alleviate them in any way. Developing social support is vital in individual intervention, being with others to help you cope has proven to be a very effective way to avoid stress. Avoiding the stressors altogether is the best possible way to get rid of stress but that is very difficult to do in the workplace. Changing behavioral patterns, may in turn, help reduce some of the stress that is put on at work as well.
Employee assistance programs can include in-house counseling programs on managing stress. Evaluative research has been conducted on EAPs that teach individual stress control and inoculation techniques such as relaxation, biofeedback, and cognitive restructuring. Studies show that these programs can reduce the level of physiological arousal associated with high stress. Participants who master behavioral and cognitive stress-relief techniques report less tension, fewer sleep disturbances, and an improved ability to cope with workplace stressors.
Another way of reducing stress at work is by simply changing the workload for an employee. Some may be too overwhelmed that they have so much work to get done, or some also may have such little work that they are not sure what to do with themselves at work. Improving communications between employees also sounds like a simple approach, but it is very effective for helping reduce stress. Sometimes making the employee feel like they are a bigger part of the company, such as giving them a voice in bigger situations shows that you trust them and value their opinion. Having all the employees mesh well together is a very underlying factor which can take away much of workplace stress. If employees fit well together and feed off of each other, the chances of lots of stress is very minimal. Lastly, changing the physical qualities of the workplace may reduce stress. Changing things such as the lighting, air temperature, odor, and up to date technology.
Intervention is broken down into three steps: primary, secondary, tertiary. Primary deals with eliminating the stressors altogether. Secondary deals with detecting stress and figuring out ways to cope with it and improving stress management skills. Finally, tertiary deals with recovery and rehabbing the stress altogether. These three steps are usually the most effective way to deal with stress not just in the workplace, but overall.
Aviation is a high-stress industry, given that it requires a high level of precision at all times. Chronically high stress levels can ultimately decrease the performance and compromise safety. To be effective, stress measurement tools must be specific to the aviation industry, given its unique working environment and other stressors. Stress measurement in aviation seeks to quantify the psychological stress experienced by aviators, with the goal of making needed improvements to aviators' coping and stress management skills.
To more precisely measure stress, aviators' many responsibilities are broken down into "workloads." This helps to categorise the broad concept of "stress" by specific stressors. Additionally, since different workloads may pose unique stressors, this method may be more effective than measuring stress levels as a whole. Stress measurement tools can then help aviators identify which stressors are most problematic for them, and help them improve on managing workloads, planning tasks, and coping with stress more effectively.
To evaluate workload, a number of tools can be used. The major types of measurement tools are:
- Performance-based measures;
- Subjective measures, like questionnaires which aviators answer themselves; and
- Physiological measures, like measurement of heart rate.
Implementation of evaluation tools requires time, instruments for measurement, and software for collecting data.
The most commonly used stress measurement systems are primarily rating scale-based. These systems tend to be complex, containing multiple levels with a variety of sections, to attempt to capture the many stressors present in the aviation industry. Different systems may be utilised in different operational specialties.
- The Perceived Stress Scale (PSS) – The PSS is a widely used subjective tool for measuring stress levels. It consists of 10 questions, and asks participants to rate, on a five-point scale, how stressed they felt after a certain event. All 10 questions are summed to obtain a total score from 0 to 40. In the aviation industry, for example, it has been used with flight training students to measure how stressed they felt after flight training exercises.
- The Coping Skills Inventory – This inventory measures aviators' skills for coping with stress. This is another subjective measure, asking participants to rate, on a five-point scale, the extent to which they use eight common coping skills: Substance abuse, Emotional support, Instrumental support (help with tangible things, like child care, finances, or task sharing), Positive reframing (changing one's thinking about a negative event, and thinking of it as a positive instead), Self-blame, Planning, Humour and Religion. An individual's total score indicates the extent to which he or she is using effective, positive coping skills (like humor and emotional support); ineffective, negative coping skills (like substance abuse and self-blame); and where the individual could improve.
- The Subjective Workload Assessment Technique (SWAT) – SWAT is a rating system used to measure individuals' perceived mental workload while performing a task, like developing instruments in a lab, multitasking aircraft duties, or conducting air defense. SWAT combines measurements and scaling techniques to develop a global rating scale.
Pilot stress report systemsEdit
Early pilot stress report systems were adapted and modified from existing psychological questionnaires and surveys. The data from these pilot-specific surveys is then processed and analyzed through an aviation-focused system or scale. Pilot-oriented questionnaires are generally designed to study work stress or home stress. Self-report can also be used to measure a combination of home stress, work stress, and perceived performance. A study conducted by Fiedler, Della Rocco, Schroeder and Nguyen (2000) used Sloan and Cooper's modification of the Alkov questionnaire to explore aviators' perceptions of the relationship between different types of stress. The results indicated that pilots believed performance was impaired when home stress carried over to the work environment. The degree of home stress that carried over to work environment was significantly and negatively related to flying performance items, such as planning, control, and accuracy of landings. The questionnaire was able to reflect pilots' retroactive perceptions and the accuracy of these perceptions.
Alkov, Borowsky, and Gaynor started a 22-item questionnaire for U.S. Naval aviators in 1982 to test the hypothesis that inadequate stress coping strategies contributed to flight mishaps. The questionnaire consists of items related to lifestyle changes and personality characteristics. After completing the questionnaire, the test group is divided into two groups: "at-fault" with mishap, and "not-at-fault" in a mishap. Then, questionnaires from these two groups were analyzed to examine differences. A study of British commercial airline pilots, conducted by Sloan and Cooper (1986), surveyed 1,000 pilot members from the British Airline Pilots' Association (BALPA). They used a modified version of Alkov, Borowsky, and Gaynor's questionnaire to collect data on pilots' perceptions of the relationship between stress and performance. Being a subjective measure, this study's data was based on pilots' perceptions, and thus rely on how accurately they recall past experiences their relationships to stress. Despite relying on subjective perceptions and memories, the study showed that pilot reports are noteworthy.
Parsa and Kapadia (1997) used the BDI to survey a group of 57 U.S. Air Force fighter pilots who had flown combat operations. The adaptation of the BDI to the aviation field was problematic. However, the study revealed some unexpected findings. The results indicated that 89% of the pilots reported insomnia; 86% reported irritability; 63%, dissatisfaction; 38%, guilt; and 35%, loss of libido. 50% of two squadrons and 33% of another squadron scored above 9 on the BDI, suggesting at least low levels of depression. Such measurement may be difficult to interpret accurately.[why?]
College can be a stressful time for many students, as they adjust to a new and unfamiliar environment while transitioning from adolescence to adulthood. Nearly 80% of college students report frequently dealing with daily stress. Sources of stress that influence college students’ stress levels include family and friends who are often physically further away, as well as changes in communication patterns with these individuals. Long-held beliefs (i.e. religious beliefs) as well as new opportunities for various behavior (i.e. alcohol and drug use) are also significant influential factors. In addition to these potential sources of stress, college students are also faced with often rigorous academic demands. In order to manage this stress, students rely on many strategies including problem-focused and emotion-focused coping.
Problem-focused strategies employ action-oriented behavioral activities like planning, for example. Emotion-focused strategies involve the expression of emotion and often include the altering of expectations. Although problem-focused strategies have often been found to be more effective than emotion-focused strategies, both categories include coping mechanisms that effectively reduce the negative impacts of stress.
There are several practical examples of problem-focused or approach-based coping strategies. Notably, developing time management skills, avoiding procrastination, and goal-setting are associated with stress reduction. These skills allow students to better prioritize new responsibilities, leaving them more time for sleep and leisure activities, which have been shown to reduce stress. Additionally, working towards or maintaining healthy sleep habits helps individuals better cope with high levels of stress.
Several emotion-focused strategies have also been found to be effective in combating stress. Accommodation strategies that do not directly change the stressor, but rather change one’s emotions surrounding the stressor, such as positive reframing, are widely associated with stress reduction. Strategies like finding humor and journaling—especially gratitude journaling—are also effective.
Without effective coping skills, students tend to engage in unsafe behaviors as a means of trying to reduce the stress they feel. Ineffective coping strategies popular among college students include drinking excessively, drug use, excessive caffeine consumption, withdrawal from social activities, self-harm, and eating disorders. These ineffective strategies can be dangerous because they often become habitual, addictive, and sometimes fatal. For example, when college students turn to drinking as a way of coping with stress, they begin to drink larger quantities and more frequently, instead of just occasionally with friends. This can lead to alcohol poisoning, addiction, and other dangerous behaviors. The problems these coping methods create can cause more harm than good and often lead to more stress for the student.
Researchers have not found significant gender differences in regard to how men and women use problem-focused coping strategies. However, there is gender variation in regard to emotion-focused coping. Women tend to use emotion-focused coping strategies more often than men on average. However, men do report using one emotion-focused coping strategy more often than women—mental disengagement in the form of alcohol use. Overall, women report higher stress levels than men, specifically for social relationships, daily hassles, finances, self-imposed stress, frustration, and academics. This could be because women are often more in-tune to their emotions and are more comfortable expressing their feelings.
While stress for college students is part of the transitional experience, there are many strategies that students can use to reduce stress in their lives and manage the impacts of stress. Time management skills which encompass goal setting, scheduling, and pacing are effective approaches to reducing stress. Additionally, students should keep up their physical and mental health with regular exercise, healthy eating, good sleep habits, and mindfulness practices. There are several services, such as counseling and therapy, available to students that can be accessed both on and off campus to support stress management and overall student wellbeing.
- Paul Susic MA Licensed Psychologist Candidate. "Stress Management: What can you do?". St. Louis Psychologists and Counseling Information and Referral. Archived from the original on January 24, 2013. Retrieved February 5, 2013.
- Cannon, W. (1939). The Wisdom of the Body, 2nd ed., NY: Norton Pubs.
- Selye, H (1950). "Stress and the general adaptation syndrome". Br. Med. J. 1 (4667): 1383–92. doi:10.1136/bmj.1.4667.1383. PMC 2038162. PMID 15426759.
- Lazarus, R.S., & Folkman, S. (1984). Stress, Appraisal, and Coping. New York: Springer.
- Somaz, Wenk Heidi & Tulgan, Bruce (2003). Performance Under Pressure: Managing Stress in the Workplace.Canada. HRD Press Inc.p 7-8. ISBN 0-87425-741-7
- Mills, R.C. (1995). Realizing Mental Health: Toward a new Psychology of Resiliency. Sulzberger & Graham Publishing, Ltd. ISBN 0-945819-78-1
- Sedgeman, J.A. (2005). Health Realization/Innate Health: Can a quiet mind and a positive feeling state be accessible over the lifespan without stress-relief techniques? Med. Sci. Monitor 11(12) HY47-52. "Archived copy". Archived from the original on 2012-09-25. Retrieved 2007-01-22.CS1 maint: Archived copy as title (link)
- Lehrer, Paul M.; David H. (FRW) Barlow, Robert L. Woolfolk, Wesley E. Sime (2007). Principles and Practice of Stress Management, Third Edition. pp. 46–47. ISBN 978-1-59385-000-5.CS1 maint: Multiple names: authors list (link)
- Leubner, D., and Hinterberger, T. (2017). “Reviewing the Effectiveness of Music Interventions in Treating Depression.” Archived 2017-07-29 at the Wayback Machine Front Psychol.eCollection 2017 Jul 7;8:1109. PMID 28736539 Archived 2017-09-28 at the Wayback Machine doi: 10.3389/fpsyg.2017.01109
- Dubbed "Destressitizers" by The Journal of the Canadian Medical Association
- Spence, JD; Barnett, PA; Linden, W; Ramsden, V; Taenzer, P (1999). "Lifestyle modifications to prevent and control hypertension. 7. Recommendations on stress management. Canadian Hypertension Society, Canadian Coalition for High Blood Pressure Prevention and Control, Laboratory Centre for Disease Control at Health Canada, Heart and Stroke Foundation of Canada". Canadian Medical Association Journal. 160 (9 Suppl): S46–50. PMC 1230339. PMID 10333853.
- Robertson, D (2012). Build your Resilience. London: Hodder. ISBN 978-1444168716.
- Bower, J. E. & Segerstrom, S.C. (2004). "Stress management, finding benefit, and immune function: positive mechanisms for intervention effects on physiology". Journal of Psychosomatic Research. 56 (1): 9–11. doi:10.1016/S0022-3999(03)00120-X. PMID 14987958.
- Wolfgang Linden; Joseph W. Lenz; Andrea H. Con (2001). "Individualized Stress Management for Primary Hypertension: A Randomized Trial". Arch Intern Med. 161 (8): 1071–1080. doi:10.1001/archinte.161.8.1071. PMID 11322841. Archived from the original on 2011-11-12.
- McGonagle, Katherine; Ronald Kessler (October 1990). "Chronic Stress, Acute Stress, Depressive Symptoms" (PDF). American Journal of Community Psychology. 18 (5): 681–706. doi:10.1007/BF00931237.
- Bowman, Rachel; Beck, Kevin D; Luine, Victoria N (January 2003). "Chronic Stress Effects on Memory: Sex differences in performance". Hormones and Behavior. 43 (1): 48–59. doi:10.1016/S0018-506X(02)00022-3.
- "Archived copy". Archived from the original on 2016-03-10. Retrieved 2016-03-09.CS1 maint: Archived copy as title (link)
- "Workplace Stress Management Resource - OFAI". www.ofai.co.uk. Archived from the original on 2016-03-27.
- lars. "Avoiding change-induced stress in the workplace — Nordic Labour Journal". www.nordiclabourjournal.org. Archived from the original on 2013-08-24.
- Caplan, R.P (November 1994). "Stress, Anxiety, and Depression in Hospital Consultants, General Practitioners, and Senior Health Managers". BMJ. 309 (6964): 1261–1269. doi:10.1136/bmj.309.6964.1261. PMC 2541798.
- "Anti stress diary with adult coloring pages". Archived from the original on 2017-05-15.
- "20 Gadgets to Help You Fight Stress - Hongkiat Magazine". 2016-07-14. Archived from the original on 2017-02-17.
- Schultz&Schultz, D (2010). Psychology and work today. New York: Prentice Hall. p. 374.
- Hardy, Sally (1998). Occupational Stress: Personal & Professional Approaches. United Kingdom: Stanley Thornes ltd. pp. 18–43.
- Woldring, Michael (1996-03-15). "Human Factors Module: Stress" (PDF). European Organisation for the Safety of Air Navigation. 1: 3–16. Archived (PDF) from the original on 2015-12-22.
- Lehrer, P; Karavidas, M; Lu, SE; Vaschillo, E; Vaschillo, B; Cheng, A (May 2010). "Cardiac data increase association between self-report and both expert ratings of task load and task performance in flight simulator tasks: An exploratory study". International Journal of Psychophysiology. 76 (2): 80–7. doi:10.1016/j.ijpsycho.2010.02.006. PMID 20172000.
- Biondi, M; Picardi, A (1999). "Psychological stress and neuroendocrine function in humans: The last two decades of research". Psychotherapy and Psychosomatics. 68 (3): 114–50. doi:10.1159/000012323. PMID 10224513.
- Langan-Fox, J; Sankey, M; Canty, JM (October 2009). "Human factors measurement for future air traffic control systems". Human Factors. 51 (5): 595–637. doi:10.1177/0018720809355278. PMID 20196289.
- Kirschner, J; Young, J; Fanjoy, R (2014). "Stress and coping as a function of experience level in collegiate flight students". Journal of Aviation Technology and Engineering. 3 (2): 14–19. doi:10.7771/2159-6670.1092. Archived from the original on 2016-05-28.
- Corwin, W.H. (1992-04-01). "In-flight and post flight assessment of pilot workload in commercial transport aircraft using the subjective workload assessment technique". The International Journal of Aviation Psychology. 2 (2): 77–93. doi:10.1207/s15327108ijap0202_1.
- Young, James (December 2008). The Effects of Life-Stress on Pilot Performance (PDF) (Report). NASA Ames Research Center. pp. 1–7. Archived (PDF) from the original on 2016-03-05.
- Muller, Ronald; Andreas Wittmer; Christopher Drax, eds. (2014). Aviation Risk and Safety Management: Methods and Applications In Aviation Organizations. Springer International. ISBN 978-3-319-02779-1.
- O'Connor, Paul E.; Cohn, Joseph V., eds. (2010). Human Performance Enhancement in High-Risk Environments: Insights, Developments, and Future Directions from Military Research. ABC-CLIO. ISBN 978-0-313-35983-5.
- Barralabc, C; Rodríguez-Cintasb, L; Martínez-Lunaabc, Nieves; Bachillerabc, D; et al. (2014-11-13). "Reliability of the Beck Depression Inventory in opiate-dependent patients". Journal of Substance Abuse: 1–6. doi:10.3109/14659891.2014.980859.
- Tackle College Stress Head On with These Stress Management Tips . (n.d.). Retrieved from https://www.affordablecollegesonline.org/balancing-student-stress/
- Ellen H. Zaleski , Christina Levey-Thors & Kathleen M. Schiaffino (1998) Coping Mechanisms, Stress, Social Support, and Health Problems in College Students, Applied Developmental Science, 2:3, 127-137, DOI: 10.1207/s1532480xads0203_2
- Dyson, R., & Renk, K. (2006). Freshmen adaptation to university life: Depressive symptoms, stress, and coping. Journal of Clinical Psychology, 62(10), 1231-1244. doi:10.1002/jclp.20295
- Penley, J. A., Tomaka, J., & Wiebe, J. S. (2002). The association of coping to physical and psychological health outcomes: A meta-analytic review. Journal of behavioral medicine, 25(6), 551-603. / Brougham, R. R., Zail, C. M., Mendoza, C. M., & Miller, J. R. (2009). Stress, sex differences, and coping strategies among college students. Current Psychology, 28, 85-97.
- Welle, P. D., & Graf, H. M. (2011). Effective lifestyle habits and coping strategies for stress tolerance among college students. American Journal of Health Education, 42(2), 96-105. / Managing Stress. (2018). Retrieved from https://campusmindworks.org/help-yourself/self-care/managing-stress/
- Carver, C. S. (2011). The handbook of stress science: Biology, psychology, and health. New York, NY: Springer Publishing Company. / Managing Stress. (2018). Retrieved from https://campusmindworks.org/help-yourself/self-care/managing-stress/
- Cheng, S. T., Tsui, P. K., & Lam, J. H. (2015). Improving mental health in health care practitioners: Randomized controlled trial of a gratitude intervention. Journal of consulting and clinical psychology, 83(1), 177. / Managing Stress. (2018). Retrieved from https://campusmindworks.org/help-yourself/self-care/managing-stress/
- Tackle College Stress Head On with These Stress Management Tips . (n.d.). Retrieved from https://www.affordablecollegesonline.org/balancing-student-stress/
- Nowak, L. (2018, October 04). Stress and Alcohol Use Among College Students: What Are the Real Dangers? Retrieved from https://www.altamirarecovery.com/blog/stress-and-alcohol-use-among-college-students-what-are-the-real-dangers/
- Purdue University Global. (2019, March 05). The College Student's Guide to Stress Management. Retrieved from https://www.purdueglobal.edu/blog/student-life/college-students-guide-to-stress-management-infographic/
- Brougham, R. R., Zail, C. M., Mendoza, C. M., & Miller, J. R. (2009). Stress, sex differences, and coping strategies among college students. Current Psychology, 28, 85-97
- Brougham, R. R., Zail, C. M., Mendoza, C. M., & Miller, J. R. (2009). Stress, sex differences, and coping strategies among college students. Current Psychology, 28, 85-97.
- Hall, N. C., Chipperfield, J. G., Perry, R. P., Ruthig, J. C., & Goetz, T. (2006). Primary and secondary control in academic development: gender-specific implications for stress and health in college students. Anxiety, Stress, & Coping, 19(2), 189-210.
- Regents of the University of Michigan. (n.d.). Managing Stress. Retrieved from https://campusmindworks.org/help-yourself/self-care/managing-stress/