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9990 · 3.4.3

Managing stress — practice questions

Practice and worked examples for 9990 Managing stress. Short previews only — attempt the full question in MarkScheme against the official scheme.

Worked example 1

A junior doctor reports burnout from 60-hour weeks, sleep deprivation, and anxiety before night shifts.

(a) Using Lazarus & Folkman's model, explain the doctor's stress response. [4 marks] (b) Outline Stress Inoculation Training (SIT) and one other stress management technique suitable for this case. [4 marks] (c) Evaluate problem-focused vs emotion-focused coping for workplace stress. [6 marks]

Show solution outline

(a) Transactional model applied:

  • Primary appraisal: Doctor evaluates 60-hour weeks as threat to health, relationships, and patient safety — high perceived severity.
  • Secondary appraisal: Coping resources feel insufficient — cannot easily reduce hours (systemic constraint), lacks control (Karasek high-strain job).
  • Stress response: Emotional (anxiety before shifts), physiological (sleep disruption, elevated cortisol), behavioural (burnout, possible errors).
  • Reappraisal failure: Does not reframe night shifts as manageable challenge — fixed threat appraisal maintains distress.

(b) Interventions:

  • SIT (Meichenbaum): Phase 1 — doctor learns to identify stress triggers and catastrophising thoughts. Phase 2 — acquires skills (progressive relaxation, positive self-talk). Phase 3 — practises coping during simulated high-pressure scenarios.
  • Biofeedback: Monitor heart rate and muscle tension during pre-shift period; learn to reduce physiological arousal through breathing techniques before anxiety escalates.

(c) Evaluation — problem vs emotion-focused coping:

Problem-focused:

  • Strengths: Addresses root cause — e.g. negotiating rota changes, reporting unsafe hours to BMA; most effective when stressor is controllable.
  • Limitations: NHS systemic issues (understaffing) may be unchangeable by an individual doctor — problem-focused attempts fail, increasing helplessness.

Emotion-focused:

  • Strengths: Useful when stressor cannot be changed — SIT, mindfulness, social support reduce distress without requiring system change; immediate relief.
  • Limitations: Does not fix organisational cause — risk of blaming the individual for systemic burnout; emotion-focused alone may normalise exploitative working conditions.

Judgement: Best approach combines both — organisational problem-focused (workplace wellness programmes, 3.5.2) plus individual emotion-focused (SIT, biofeedback). Neither alone is sufficient for occupational stress.

Worked example 2

A student is using biofeedback to manage anxiety before exams. Their average heart rate during a simulated exam (baseline) was 115 beats per minute (bpm). After 8 weeks of biofeedback training, they learned to use relaxation techniques to lower their heart rate. In a final simulated exam, their average heart rate was 85 bpm.

(a) Calculate the percentage decrease in the student's average heart rate. [2 marks] (b) Using principles of biofeedback, explain how this reduction was likely achieved. [3 marks]

Show solution outline

(a) Calculation of Percentage Decrease:

  • Formula: Percentage Decrease = [(Initial Value - Final Value) / Initial Value] * 100
  • Step 1: Identify values.
    • Initial Heart Rate = 115 bpm
    • Final Heart Rate = 85 bpm
  • Step 2: Substitute values into the formula.
    • Percentage Decrease = [(115 - 85) / 115] * 100
  • Step 3: Calculate the difference.
    • 115 - 85 = 30 bpm
  • Step 4: Perform the division and multiplication.
    • Percentage Decrease = (30 / 115) * 100
    • Percentage Decrease = 0.2608... * 100
  • Step 5: Final Answer.
    • The student achieved a 26.1% decrease in average heart rate (rounded to one decimal place).

(b) Explanation of the Biofeedback Process:

  • Feedback Loop: The student was likely connected to an ECG monitor that provided real-time visual or auditory feedback on their heart rate.
  • Operant Conditioning: When the student used a cognitive or relaxation technique (e.g., deep breathing, positive imagery) that successfully lowered their heart rate, the feedback (e.g., a pleasant tone, a descending graph line) acted as a positive reinforcer. This reinforcement increased the likelihood of them using that technique again.
  • Learned Control: Over the 8 sessions, this process of trial, error, and reinforcement enabled the student to gain conscious, voluntary control over an autonomic physiological response (heart rate), a skill they could then apply in the stressful exam situation without the machine.