Efficacy of Preparation, Distraction, and Information, on Decreasing the Stress Response.

摘要

This dissertation examined the efficacy of providing preparation, distraction, and information on attenuating response to a laboratory stressor. The impact of different mechanisms thought to mediate stress, such as coping technique, perceived control, predictability, and preparedness for the stressor, were also examined. Seventy five subjects were randomly assigned to five groups. One group received procedural information and was allowed to prepare for the stressor. Another group was given stressor pre-exposure and then engaged in a distraction task. The third intervention group was given stressor pre-exposure. Two control groups were included, controlling for the psychological and physiological effects of stressor pre-exposure and information provision. After the interventions, subjects were exposed to 6 minutes of mental arithmetic. Psychological, physiological, and behavioral measures were assessed throughout the study. Results showed that all three intervention groups exhibited less stress compared to the control groups. The group given stressor pre-exposure plus distraction showed a decrease in stress across a greater number of indices than the other intervention groups including smaller changes in negative affect, lower cardiovascular reactivity, and fewerbehavioral aftereffects. Results also showed that Monitor scores (subjects who tend to seek out information about stressful events) predicted stress responding, and this relationship was dependent on whether subjects were in the intervention groups or control groups. Further, the more predictable the task, the more prepared subjects felt, and the less out of control subjects reported being during the task, the lower the self-reported stress levels. Perceptions regarding ability to stop the task positively predicted the physiological impact of the stressor. Results are discussed in relation to mechanisms responsible for stress reduction, and implications for future research.