Now in a thoroughly revised and significantly expanded second edition, this volume comprehensively examines the nature of psychosocial stress, the strategies individuals use to cope with it, and the implications for adaptation and health across the lifespan. Carolyn M. Aldwin synthesizes a vast body of knowledge within a conceptual framework that emphasizes the transactions between mind and body and between persons and environments. She also provides a methodological primer for stress and coping research, critically reviewing available measures and the latest data analysis techniques.
New in the Second Edition
*Updated throughout with new concepts, tools, and data
*Two new chapters address physiology and physical health
*Expanded coverage of sociocultural and religious aspects of coping
*Cutting-edge perspectives on emotion regulation and stress-related growth
*Expanded coverage of childhood, young adulthood, and mid-life
This course is based on the book, Stress, Coping, and Development, Second Edition: An Integrative Perspective created by Aldwin, Carolyn M., PhD
2007, Second Edition
Course Material Author
Aldwin, Carolyn M., PhD
Carolyn M. Aldwin, PhD, is Professor and Chair of the Department of Human Development and Family Sciences, Oregon State University, Corvallis. She received her doctorate from the University of California, San Francisco, in 1982 and was a National Institute of Mental Health postdoctoral scholar in Human Development, Environmental Demands, and Health. Dr. Aldwin received a FIRST award from the National Institute on Aging for her study of psychosocial factors affecting health in aging early in her career; she has published more than 70 articles and chapters in this area and coedited the _Handbook of Health Psychology and Aging_ for Guilford Press. Dr. Aldwin is a fellow of both Divisions 20 (Adult Development and Aging) and 38 (Health Psychology) of the American Psychological Association, as well as of the Gerontological Society of America.
Aldwin, Carolyn M., PhD authored the material only, and was not involved in creating this CE course. They are identified here for your own evaluation of the relevancy of the material this course is based on.
This course is recommended for health care professionals, especially psychologists, counselors, social workers, and nurses who seek knowledge about the ways people cope with stressful experiences, emphasizing an integrative conceptual framework. It is appropriate for intermediate to advanced levels of participants' knowledge.
After taking this course, you should be able to:
Explain why stress is important and how stress may be defined in several contexts.
Identify design, measurement, and statistical issues relating to stress and coping research.
Cite examples of physiological responses to stress and how coping skills can be applied to mitigate them.
Apply concepts presented for coping with traumatic stress to clinical work with patients/clients.
Evaluate information presented regarding developmental studies of coping.
Recognize ways in which stress can lead to transformational coping, self-development, and wisdom.
Disclosure of Relevant Financial Relationships
Disclosure of Relevant Financial Relationships
CE Learning Systems, LLC is an independent provider of continuing medical education. CE Learning Systems, LLC has no proprietary or financial interest in medical or healthcare products over which the FDA (USA) or EMA (EU) has regulatory authority.
In accordance with our disclosure policies, CE Learning Systems, LLC is committed to ensuring balance, independence, objectivity, and scientific rigor for all accredited continuing education. These policies include assigning relevance to, and mitigating, all perceived or real conflicts of interest between any individual with control over the content and any ineligible company (commercial interest).
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Individual relationship(s) or lack thereof, and its nature, with any/all ineligible company, and
any investigational, off-label, or non-FDA approved content or discussion
CE Learning Systems, LLC has reviewed these disclosures, assigned relevance based on the relationship and scope of content, and identified those with the potential to compromise the goals and educational integrity of the education. Relevant relationships, or lack thereof, are shared with the learner.
Education has been independently peer-reviewed to validate content, mitigate identified conflicts of interest, and ensure:
All recommendations involving clinical medicine is based on evidence that is accepted within the medical profession as adequate justification for their indications and contraindications in the care of patients.
All scientific research referred to, reported, or used in accredited continuing education in support or justification of a patient care recommendation conforms to the generally accepted standards of experimental design, data collection, and analysis.
Content is appropriate, fair and balanced, unbiased, referenced, and non-promotional.
The planners have reported the following: There are no relevant disclosures.
Course Material Author
The authors have disclosed any disclosures within the material.
Course Creator: Keith Gibson, Ph.D.
There are no relevant disclosures.
There is no commercial support for this distance-learning course.
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