Comparing real-life and laboratory-induced stress reactivity on cardio-respiratory parameters: Differentiation of a tonic and a phasic component

2010 ◽  
Vol 101 (2) ◽  
pp. 218-223 ◽  
Author(s):  
Nathalie Pattyn ◽  
Pierre-François Migeotte ◽  
Xavier Neyt ◽  
Annick van den Nest ◽  
Raymond Cluydts
Keyword(s):  
Stress Reactivity ◽  
Real Life ◽  
Induced Stress ◽  
Phasic Component ◽  
Respiratory Parameters

scholarly journals Race and ethnic variation in college students’ allostatic regulation of racism-related stress

2020 ◽  
Vol 117 (49) ◽  
pp. 31053-31062 ◽  
Author(s):  
Jacob E. Cheadle ◽  
Bridget J. Goosby ◽  
Joseph C. Jochman ◽  
Cara C. Tomaso ◽  
Chelsea B. Kozikowski Yancey ◽  
...  
Keyword(s):  
Nervous System ◽  
Sympathetic Nervous System ◽  
Stress Reactivity ◽  
Negative Emotion ◽  
Electrodermal Activity ◽  
Wearable Sensors ◽  
Real Life ◽  
Sympathetic Nervous ◽  
Interpersonal Discrimination ◽  
Related Stress

Racism-related stress is thought to contribute to widespread race/ethnic health inequities via negative emotion and allostatic stress process up-regulation. Although prior studies document race-related stress and health correlations, due to methodological and technical limitations, they have been unable to directly test the stress-reactivity hypothesis in situ. Guided by theories of constructed emotion and allostasis, we developed a protocol using wearable sensors and daily surveys that allowed us to operationalize and time-couple self-reported racism-related experiences, negative emotions, and an independent biosignal of emotional arousal. We used data from 100 diverse young adults at a predominantly White college campus to assess racism-related stress reactivity using electrodermal activity (EDA), a biosignal of sympathetic nervous system activity. We find that racism-related experiences predict both increased negative emotion risk and heightened EDA, consistent with the proposed allostatic model of health and disease. Specific patterns varied across race/ethnic groups. For example, discrimination and rumination were associated with negative emotion for African American students, but only interpersonal discrimination predicted increased arousal via EDA. The pattern of results was more general for Latinx students, for whom interpersonal discrimination, vicarious racism exposure, and rumination significantly modulated arousal. As with Latinx students, African students were particularly responsive to vicarious racism while 1.5 generation Black students were generally not responsive to racism-related experiences. Overall, these findings provide support for allostasis-based theories of mental and physical health via a naturalistic assessment of the emotional and sympathetic nervous system responding to real-life social experiences.

On the relationship between physical activity, physical fitness, and stress reactivity to a real-life mental stressor.

2019 ◽  
Vol 26 (4) ◽  
pp. 344-355 ◽  
Author(s):  
Jens-Peter Gnam ◽  
Simone-Nadine Loeffler ◽  
Sascha Haertel ◽  
Florian Engel ◽  
Stefan Hey ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
Stress Reactivity ◽  
Real Life ◽  
The Relationship

scholarly journals The Interaction between Childhood Bullying and the FKBP5 Gene on Psychotic-Like Experiences and Stress Reactivity in Real Life

PLoS ONE ◽  
2016 ◽  
Vol 11 (7) ◽  
pp. e0158809 ◽  
Author(s):  
Paula Cristóbal-Narváez ◽  
Tamara Sheinbaum ◽  
Araceli Rosa ◽  
Sergi Ballespí ◽  
Marta de Castro-Catala ◽  
...  
Keyword(s):  
Stress Reactivity ◽  
Real Life ◽  
Childhood Bullying

scholarly journals Does Cardiorespiratory Fitness Buffer Stress Reactivity and Stress Recovery in Police Officers? A Real-Life Study

2020 ◽  
Vol 11 ◽  
Author(s):  
René Schilling ◽  
Christian Herrmann ◽  
Sebastian Ludyga ◽  
Flora Colledge ◽  
Serge Brand ◽  
...  
Keyword(s):  
Cardiorespiratory Fitness ◽  
Police Officers ◽  
Stress Reactivity ◽  
Real Life ◽  
Stress Recovery ◽  
Life Study ◽  
Real Life Study

scholarly journals Pituitary volume, stress reactivity and genetic risk for psychotic disorder

2011 ◽  
Vol 42 (7) ◽  
pp. 1523-1533 ◽  
Author(s):  
P. Habets ◽  
D. Collip ◽  
I. Myin-Germeys ◽  
E. Gronenschild ◽  
S. van Bronswijk ◽  
...  
Keyword(s):  
Psychotic Disorder ◽  
Emotional Stress ◽  
Life Stress ◽  
Stress Reactivity ◽  
Daily Life ◽  
Real Life ◽  
Cortisol Reactivity ◽  
Biological Stress ◽  
Mri Scans ◽  
Volume Stress

BackgroundHypothalamic–pituitary–adrenal (HPA) axis hyperactivity, associated with increased pituitary volume, may mediate observed alterations in stress reactivity in patients with psychotic disorder. We examined the association between pituitary volume, real-life stress reactivity and genetic liability for psychotic disorder.MethodPituitary volumes were derived from magnetic resonance imaging (MRI) scans of 20 patients with psychotic disorder, 37 non-psychotic siblings of these patients, and 32 controls. The Experience Sampling Method (ESM) was used to measure emotional stress reactivity [changes in negative affect (NA) associated with daily life stress] in the three groups, and biological stress reactivity (changes in cortisol associated with daily life stress) in siblings and controls. Interactions between group, stress and pituitary volume in models of NA and cortisol were examined.ResultsGroups did not differ in pituitary volume. Patients showed significantly higher emotional stress reactivity than siblings and controls. In addition, emotional stress reactivity increased with increasing pituitary volume to a greater degree in patients than in controls and siblings. Siblings had higher cortisol levels than controls but did not show increased cortisol reactivity to stress. There was no interaction between pituitary volume, stress and group in the model of cortisol.ConclusionsHigher pituitary volume was associated with increased emotional stress reactivity in patients with psychotic disorder, siblings and controls. The association was significantly stronger in the patient group, suggesting a process of progressive sensitization mediating clinical outcome.

scholarly journals Cues conditioned to withdrawal and negative reinforcement: Neglected but key motivational elements driving opioid addiction

2021 ◽  
Vol 7 (15) ◽  
pp. eabf0364
Author(s):  
Caroline B. Pantazis ◽  
Luis A. Gonzalez ◽  
Brendan J. Tunstall ◽  
Stephanie A. Carmack ◽  
George F. Koob ◽  
...  
Keyword(s):  
Chronic Pain ◽  
Stress Reactivity ◽  
Negative Reinforcement ◽  
Opioid Use Disorder ◽  
Opioid Consumption ◽  
Opioid Use ◽  
Emotional Pain ◽  
Induced Stress ◽  
Cue Processing ◽  
Emotional Effects

Opioid use disorder (OUD) is a debilitating disorder that affects millions of people. Neutral cues can acquire motivational properties when paired with the positive emotional effects of drug intoxication to stimulate relapse. However, much less research has been devoted to cues that become conditioned to the aversive effects of opioid withdrawal. We argue that environmental stimuli promote motivation for opioids when cues are paired with withdrawal (conditioned withdrawal) and generate opioid consumption to terminate conditioned withdrawal (conditioned negative reinforcement). We review evidence that cues associated with pain drive opioid consumption, as patients with chronic pain may misuse opioids to escape physical and emotional pain. We highlight sex differences in withdrawal-induced stress reactivity and withdrawal cue processing and discuss neurocircuitry that may underlie withdrawal cue processing in dependent individuals. These studies highlight the importance of studying cues associated with withdrawal in dependent individuals and point to areas for exploration in OUD research.

A peek in the micro-sized world: a review of design principles, engineering tools, and applications of engineered microbial community

2020 ◽  
Vol 48 (2) ◽  
pp. 399-409
Author(s):  
Baizhen Gao ◽  
Rushant Sabnis ◽  
Tommaso Costantini ◽  
Robert Jinkerson ◽  
Qing Sun
Keyword(s):  
Microbial Community ◽  
Microbial Communities ◽  
Environmental Remediation ◽  
Real Life ◽  
Design Principles ◽  
Microbial Interactions ◽  
Potential Applications ◽  
New Gene ◽  
Global Biogeochemical Cycles ◽  
Synthetic Microbial Communities

Microbial communities drive diverse processes that impact nearly everything on this planet, from global biogeochemical cycles to human health. Harnessing the power of these microorganisms could provide solutions to many of the challenges that face society. However, naturally occurring microbial communities are not optimized for anthropogenic use. An emerging area of research is focusing on engineering synthetic microbial communities to carry out predefined functions. Microbial community engineers are applying design principles like top-down and bottom-up approaches to create synthetic microbial communities having a myriad of real-life applications in health care, disease prevention, and environmental remediation. Multiple genetic engineering tools and delivery approaches can be used to ‘knock-in' new gene functions into microbial communities. A systematic study of the microbial interactions, community assembling principles, and engineering tools are necessary for us to understand the microbial community and to better utilize them. Continued analysis and effort are required to further the current and potential applications of synthetic microbial communities.

The Speech-Language Pathologist in the Public Schools: Preparation for Real Life Practices From the Perspective of a Speech-Language Pathology Program Coordinator

2010 ◽  
Vol 11 (2) ◽  
pp. 60-65
Author(s):  
Francine Wenhardt
Keyword(s):  
Public Schools ◽  
School Setting ◽  
Real Life ◽  
Effective School ◽  
Program Coordinator ◽  
Educational Preparation ◽  
The Public ◽  
Speech Language Pathologist ◽  
New Graduate ◽  
Language Pathology

Abstract The speech-language pathologist (SLP) working in the public schools has a wide variety of tasks. Educational preparation is not all that is needed to be an effective school-based SLP. As a SLP currently working in the capacity of a program coordinator, the author describes the skills required to fulfill the job requirements and responsibilities of the SLP in the school setting and advises the new graduate regarding the interview process and beginning a career in the public schools.

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