Stress and Cognitive Functions

 

Consider the work of an air traffic controller or an emergency room physician. Both jobs require alertness, quick thinking, and sound judgment in the making of a constant stream of life-or-death decisions. This process occurs with every worker’s shift, day after day. Imagine the impact of such an ongoing responsibility on cognitive functioning.

Stress has profound effects on cognitive functions, such as decision making, occasionally altering the brain in surprising ways. Stress symptoms may lead to prominent clinical characteristics, which often go beyond anxiety and fear. Stress hormones can affect neurotransmitter systems in the brain, causing physical changes in some cases. The hippocampus, for example, can atrophy as a result of chronic stress.

For this Discussion, consider effects of stress on cognitive functions. Then think about a time when stress affected your cognitive functions.

With these thoughts in mind:

BY DAY 3
Post a brief explanation of how stress affects cognitive functions, including the roles of the amygdala and the prefrontal cortex. Then provide examples of situations when stress affected your attention, memory, problem solving, or decision making. Finally, explain how you might mitigate the effects of stress on cognitive functions

Sample Solution

Stress and Cognitive Functions

Stress is usually defined as an actual or anticipated threat or disruption of organism homeostasis, which usually leads to an acute stress response allowing for adaptation to the new condition. Psychological stress can affect cognitive function in the short-term (e.g., as when an individual`s thoughts are occupied with an argument that happened earlier in the day resulting in reduced ability to pay attention to, keep track of, or remember steps in the task at hand) as well as over the long-term (e.g., as when those who experience chronic stress show accelerated cognitive decline compared to their less-stressed peers of the same age). High levels of catecholamine release during stress rapidly impair the top-down cognitive functions of the prefrontal cortex (PFC), while strengthening the emotional and habitual responses of the amygdala and basal ganglia.

This essay is a reflective essay based on Kolb’s (1984) cycle of reflective learning I will be reflecting upon my experience as part of a group in which the end result was presenting a group presentation. Reflective practice is a mixture of deliberate and calculated thinking alongside more spontaneous thoughts (Neilson, Stragnell & Jester, 2007). Kolbs (1984) cycle consists of four stages. The first stage is concrete experience, which is when the experiences occur or are completed. The second stage is the reflective observation stage whereby the person reflects on the experience. The next stage is abstract conceptualisation this is concluding and learning form the experience. The final stage is active experimentation which involves planning and trying out what you have learned. Kolbs model creates an action plan similar to that in Gibbs (1988) model. In compression in John (2017) model the emphasis is more on retrospective reflection rather than active experimentation.

Concrete experience: we were split into groups in our seminar. I was in a group of 5 and I was lucky enough to know one member of my group but I had never met the other four (who all new each other). From the first group meeting I nominated myself to be the leader and so was involved in delegating tasks to the other team members. This was difficult as at least one of our team members were absent per meeting despite this, due to there being at least 4 team members per meeting there was no social loafing, as predicted by (Klung & Bagrow, 2016). Due to not everyone turning up to every meeting it was hard to contact those who were absent to explain to them what they needed to do creating extra work. However due to social media I was able to make contact with them and explain the tasks to the absent team members. The creation of the PowerPoint was a gradual process that we started during our first seminar and was completed four days before we were due to present our presentation. We faced similar challenges which were also faced in multidisciplinary team (MDT) meeting (Kassianos, 2015) such as availability problems with everyone taking different modules and so having a different schedule and outside of university commitments made it challenging to find a time that suited everyone. I was lucky enough to get on very well with all group members the group was very cohesive which in turn produced a positive group working environment. We ran through the presentation before we presented it to the group to time our PowerPoint and to reduce everyone’s anxiety. Everyone in the group was apprehensive abou

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