Stress Theory:
Stress Management Training
• Based on cognitive-behavioural theories of stress: stress is the OUTCOME of a variety of environmental and
COGNITIVE processes.
• Stress: seen as a negative emotional and physiological state, which results from out cognitive responses to
events: a process.
Aaron Beck, Albert Ellis:
• Our cognitive response to events => our mood (not the events
themselves) + feelings of distress/negative emotional states =
consequences of irrational thinking.
Stress: the result of misinterpretations of environmental events/
cognitions which will exaggerate the NEGATIVE elements + lose
focus on the POSITIVE elements.
ANTs (Beck): automatic negative thoughts.
◦ Drive negative emotions
◦ Come to mind automatically, as a first response to a situation
◦ Without LOGIC
◦ Because they are automatic, they are taken as true,
unchallenged.
Two levels of cognitions: (Beck)
Surface cognitions: we are aware of them
◦ Accesses and reported with ease.
Cognitive schemata: unconscious beliefs, about ourselves and the world.
◦ Influences our cognitions => our behaviour, physiological arousal.
Stress evoking thoughts => increase in OS arousal; behaviour can be more/less helpful in resolving the problem +
the anxiety felt.
Thoughts which lead to negative emotions: (Beck)
Price: schemata for type A behaviour:
◦ Low self esteem
◦ Esteem of others only by continuously proving
yourself as an achiever
◦ Competitive, time-urgent, hostile thought
(underlying beliefs)
, Stress Management Training
There are serious of factors which can be changed => reduce stress
The focus is on: changing people’s reactions to events
Relaxation: to minimise high levels of arousal
associated with stress.
Changing cognitive reactions: more complex
Very few trainings address factors which trigger stress:
◦ Limitation
◦ The most effective way of reducing stress is to prevent it
from occurring in the first place.
1. Changing Triggers
• Often neglected
• No standard intervention
• Triggers differ => interventions differ.
First, identify situations which contribute to someone’s stress.
Change their nature/ reduce frequency.
◦ When driving, maybe leave earlier => less pressure.
Gerard Egan: technique to identify + change triggers: problem-focused counselling: adapted to coping with stress
• Some sources are easier to change than others.
• Helpful: to change easier stressors, and then more on to
the more difficult ones.
• Personal resources/ learning new skills.
• Relax, reduce frequency
2. Relaxation Training
Relaxing while dealing with any stress.
◦ Medications: time out; => increase in perceived control.
◦ Increase access to calm and constructive thought process.
Learning Relaxation Skills
First stage: learning how to relax under optimal conditions.
◦ Comfortable, quite space
◦ Trained professional
◦ Regular practice
Jacobson’s deep muscle relaxation technique:
◦ Tensing and relaxing muscle groups in an ordered sequence
◦ It will shift to relaxation without prior tension.
◦ Monitoring levels of tension daily
◦ Integrate into daily life (after a period of learning)
◦ Goal: not to sea-ce the cause of stress, but to remain relaxed while dealing with a stressor.
Stress Management Training
• Based on cognitive-behavioural theories of stress: stress is the OUTCOME of a variety of environmental and
COGNITIVE processes.
• Stress: seen as a negative emotional and physiological state, which results from out cognitive responses to
events: a process.
Aaron Beck, Albert Ellis:
• Our cognitive response to events => our mood (not the events
themselves) + feelings of distress/negative emotional states =
consequences of irrational thinking.
Stress: the result of misinterpretations of environmental events/
cognitions which will exaggerate the NEGATIVE elements + lose
focus on the POSITIVE elements.
ANTs (Beck): automatic negative thoughts.
◦ Drive negative emotions
◦ Come to mind automatically, as a first response to a situation
◦ Without LOGIC
◦ Because they are automatic, they are taken as true,
unchallenged.
Two levels of cognitions: (Beck)
Surface cognitions: we are aware of them
◦ Accesses and reported with ease.
Cognitive schemata: unconscious beliefs, about ourselves and the world.
◦ Influences our cognitions => our behaviour, physiological arousal.
Stress evoking thoughts => increase in OS arousal; behaviour can be more/less helpful in resolving the problem +
the anxiety felt.
Thoughts which lead to negative emotions: (Beck)
Price: schemata for type A behaviour:
◦ Low self esteem
◦ Esteem of others only by continuously proving
yourself as an achiever
◦ Competitive, time-urgent, hostile thought
(underlying beliefs)
, Stress Management Training
There are serious of factors which can be changed => reduce stress
The focus is on: changing people’s reactions to events
Relaxation: to minimise high levels of arousal
associated with stress.
Changing cognitive reactions: more complex
Very few trainings address factors which trigger stress:
◦ Limitation
◦ The most effective way of reducing stress is to prevent it
from occurring in the first place.
1. Changing Triggers
• Often neglected
• No standard intervention
• Triggers differ => interventions differ.
First, identify situations which contribute to someone’s stress.
Change their nature/ reduce frequency.
◦ When driving, maybe leave earlier => less pressure.
Gerard Egan: technique to identify + change triggers: problem-focused counselling: adapted to coping with stress
• Some sources are easier to change than others.
• Helpful: to change easier stressors, and then more on to
the more difficult ones.
• Personal resources/ learning new skills.
• Relax, reduce frequency
2. Relaxation Training
Relaxing while dealing with any stress.
◦ Medications: time out; => increase in perceived control.
◦ Increase access to calm and constructive thought process.
Learning Relaxation Skills
First stage: learning how to relax under optimal conditions.
◦ Comfortable, quite space
◦ Trained professional
◦ Regular practice
Jacobson’s deep muscle relaxation technique:
◦ Tensing and relaxing muscle groups in an ordered sequence
◦ It will shift to relaxation without prior tension.
◦ Monitoring levels of tension daily
◦ Integrate into daily life (after a period of learning)
◦ Goal: not to sea-ce the cause of stress, but to remain relaxed while dealing with a stressor.
