BackgroundThe consequences of stress are typically regarded from a deficit-oriented approach, conceptualizing stress to be entirely negative in its outcomes. This approach is unbalanced, and may further hinder individuals from engaging in adaptive coping. In the current study, we explored whether negative views and beliefs regarding stress interacted with a stress framing manipulation (positive, neutral and negative) on measures of stress reactivity for both psychosocial and physiological stressors.MethodNinety participants were randomized into one of three framing conditions that conceptualized the experience of stress in balanced, unbalanced-negative or unbalanced-positive ways. After watching a video on stress, participants underwent a psychosocial (Trier Social Stress Test), or a physiological (CO2 challenge) method of stress-induction. Subjective and objective markers of stress were assessed.ResultsMost of the sampled population regarded stress as negative prior to framing. Further, subjective and objective reactivity were greater to the TSST compared to the CO2 challenge. Additionally, significant cubic trends were observed in the interactions of stress framing and stress-induction methodologies on heart rate and blood pressure. Balanced framing conditions in the TSST group had a significantly larger decrease in heart rate and diastolic blood pressure following stress compared to the positive and negative framing conditions.ConclusionFindings confirmed a deficit-orientation of stress within the sampled population. In addition, results highlighted the relative efficacy of the TSST compared to CO2 as a method of stress provocation. Finally, individuals in framing conditions that posited stress outcomes in unbalanced manners responded to stressors less efficiently. This suggests that unbalanced framing of stress may have set forth unrealistic expectations regarding stress that later hindered individuals from adaptive responses to stress. Potential benefits of alternative conceptualizations of stress on stress reactivity are discussed, and suggestions for future research are made.

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The objective of this study was to examine whether continuing education that focuses on service learning could provide older students (over the age of 50) with knowledge and skills that increase their life satisfaction, confi dence, and community integration. We also examined whether it could provide them with meaningful and purposeful experiences. We surveyed older students prior to a service-learning program on satisfaction with life, self-esteem, extraversion, life purpose, depression, loneliness, and self-control coping. After completing the service-learning program, we again surveyed the older students, using the same measures one year later. We found that the service-learning program benefi tted the students in terms of their self-esteem, loneliness, confi dence, and skill Résumé L'objectif de cette étude est d'évaluer si la formation continue ciblant l'apprentissage par le service pouvait fournir aux étudiants plus âgés (51 ans et plus) des connaissances et des aptitudes qui améliorent leur satisfaction envers la vie, leur taux de confi ance et leur intégration communautaire. Nous avons également étudié si la formation continue pouvait leur faire vivre des expériences utiles et enrichissantes. Nous avons sondé des étu-diants plus âgés avant qu'ils n'entreprennent un programme d'apprentissage par le service. Nous les avons sondés sur leur satisfaction envers la vie, leur estime d'eux-mêmes, leur extraversion, leur raison d'être, la dépression, la solitude et la gestion de la maîtrise de soi. Un an plus tard, une fois le programme terminé, nous avons à nouveau sondé ces 1 JPCOE JFPPELA r t i c l e P r o m o t i n g M e a n i n g a n d L i f e S a t i s f a c t i o n t o O l d e r S t u d e n t s . . . 2 J P C O E , V o l 1 . 1 , 2 0 1 6 J F P P E L , V o l 1 . 1 , 2 0 1 6 J P C O E . n e t

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