COURSE OUTLINE

INTRODUCTION TO PSYCHOLOGY
TOPIC ONE: APPRECIATE THE BASIS OF HUMAN BEHAVIOUR
 Definition of psychology
 Development of Psychology
 Methods of Psychology
 Psychology and Other Social Sciences
 Motives for Human Behaviour: (Drives, Needs, Instincts, e.tc.)
TOPIC 2: Cognitive Development and Self-Concept
 Cognitive Development
 Self-Concept
TOPIC 3: Personality and Personality Development
 Definition of Personality
 Model of Personality
TOPIC 4: Know the process of learning
 Definition of learning
 Types of learning
 Methods of learning
TOPIC 5: Understand human emotion
 Definition of emotion
 Types of emotion
TOPIC 6: Comprehend the process of Attitude formation and change
 Definition of Attitude and attitude formation
 Components of Attitude
 Changes of attitude (causes of changes)
 Define motivation
 Theories of motivation
TOPIC 7: Psychological Effects of Health
 Health, And Its Effects
 Ill-Health and Its Effect

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  Fatigue and Frustration and Interest
 Psycho-social factors in health (poverty, hunger)
 Explain coping mechanism, (relaxation therapy, behavioural modification)
LECTURE NOTE
TOPIC 1: Introduction to Psychology
 Definition and Development of Psychology
 Methods of Psychology
 Motives for Human Behaviour: (Drives, Needs, Instincts, e.tc.)
 Psychology and Other Social Sciences
 Approaches to the Study of Psychology
 Some Basic Concepts in Psychology
 Specialties in Psychology

A. DEFINITION AND DEVELOPMENT OF PSYCHOLOGY

 Psychology is the scientific study of mind and behavior. The word “psychology” comes
from the Greek words “psyche,” meaning life, and “logos,” meaning explanation.
Psychology is a popular major for students, a popular topic in the public media, and a part
of our everyday lives. Television feature psychologists who provide personal advice to
those with personal or family difficulties. Crime, dramas and others feature the work of
forensic psychologists who use psychological principles to help solve crimes. And many
people have direct knowledge about psychology because they have visited psychologists,
for instance, school counselors, family therapists, and religious, marriage, or bereavement
or counselors.
 Psychology is mainly concerned with the systematic (or scientific) study of human
behaviour. Such systematic study allows psychologists to offer explanations for different
behaviour and in some cases to make predictions about future behaviour.
 Psychology is the scientific study of behavior and mental processes
-Behavior: Overt (i.e., can be directly observed, as with crying)
-Mental Processes: Covert (i.e., cannot be directly observed, as with remembering)
 Psychology is the science of human and animal behavior.

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  The psychology is the study of t9ekiihuman thought deals with how people mentally
represent and process complex information.
Zimbardo (1992) captures the views of many by suggesting that the goals
of psychology are:
1. To objectively describe the behaviour of individuals.
2. To develop an, understanding of the causes and consequences of that behaviour using
explanations which are based upon the best available evidence and creative imagination?
3. To predict accurately if, when, how and in what form from a given situation.
4. To demonstrate that it is possible to control a given behavioural response by making it start,
stop, or vary in some predictable way.
Zimbardo also suggests using psychology in ways that can improve the quality of the lives of
individuals and of society in general.
PSYCHOLOGY DEVELOPMENT
It is the development pf human beings’ cognitive or intellectual, emotional, intellectual and
social capabilities and functioning over a course of a normal life span from infancy through old
age.
The three development in psychology are physical, cognitive, and psychosocial development.
Psychology Emerged as scientific discipline with the founding of Wundt’s Laboratory in Leipzig
at the end of the nineteenth century (1879) Wundt’s method, both experimental and meditative,
thoughtful to study an adult’s mind and behavior. It was not well known until after 10 years later,
James Baldwin, who had attended Wundt’s seminar in Germany, founded a laboratory
experimental in Toronto in which the experiments devoted basically on how mental development
were performed (Baldwin, 1930). His work was a source of inspiration for Piaget, who is one of
the most prominent figures in developmental psychology.
Psychology as a Science

Despite the differences in their interests, areas of study, and approaches, all psychologists have
one thing in common: They rely on scientific methods. they use scientific methods to create new
knowledge about the causes of behavior, whereas psychologist-practitioners, such as clinical,
counseling, industrial-organizational, and school psychologists, use existing research to enhance
the everyday life of others. The science of psychology is important for everyone.

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In a sense all humans are scientists. We all have an interest in asking and answering questions
about our world. We want to know why things happen, when and if they are likely to happen
again, and how to reproduce or change them. Such knowledge enables us to predict our own
behavior and that of others.

B. METHODS OF PSYCHOLOGY
Some important methods of studying human behavior formulated by psychologist are:

i. Introspection or self -examination method.

ii. Observation method
iii. Experimental method
iv. Clinical method
v. Survey method
vi. Genetic method
vii. Testing method
i. Introspection or self-examination method: this method simply means to look
within. It is very hard to understand the inner feeling and experiences of other person.
But the individual can observe and report. Eg. Only a patient can report about his pain
and other disturbance than anyone else. He will look within himself and explain how
he is feeling.
ii. Observation Method: it is a process whereby the observe and collect data. Example
of a nurse observing a patient’s temperature, pulse, BP, even facial expressions and
others.
This method is very important and useful in the areas where experimental cannot be
conducted. This method is very useful to study the children, mentally ill, animals and
unconscious patient.
iii. Experimental Method: this is the most objective way of studying the behavior. In
this method experiments are conducted in laboratories under controlled conditions.
iv. Clinical / Case history Method: this method is commonly in the health/ hospitals
and educational setting. When a nurse collects detailed information pertaining to the
patient health or diseases. The information includes the past history of diseases and
treatment taken already, changes if any, and present condition and others.

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 v. Survey Methods: this method is use to gather information from large number of
people. Questionnaires, checklists, rating scales, inventories are commonly used to
collect required data or information. This method is usually used to gather
information about political opinion, awareness, customers’ preferences and even
information about medical profession.
vi. Generic Method: it is also referring to as developmental method. Most of our
behaviors are as a result of earlier experience. For example, to understand an adult
behavior we need to know their childhood development. Which can be done cross-
sectional or longitudinal study.
vii. Testing Method: different tests are developed by psychologist to study various
aspects of behavior. The attitudes, interests, intelligence, abilities, adjustments,
personality, and others factors which influence behavior by administering suitable
tests.

C. MOTIVES FOR HUMAN BEHAVIOUR: (Drives, Needs, Instincts, e.tc.)

Motivation is the driving force behind human actions. Motivation is the process that
initiates, guides, and maintains goal – oriented human behaviors. It is what helps you to do or
acquire a particular thing. Example what help or push you to get that promotion at work.
Motivation causes you to act in a way that gets you closer to your goals. Which includes the
biological, social, and cognitive forces. Other also includes:
i. Activation: is the decision to initiate a behavior.eg enrolling in psychology courses,
ii. Persistence is the continued effort toward a goal irrespective of challenges along the
way, and.
iii. Intensity is the concentration and vigor that we put in pursuing a goal.
Some of our motives to act are biological, while others have personal and social origins. We
are motivated to seek food, water, and many more. According to Self-Determination Theory
(Ryan and Deci, 2000), the three motivators of human behavior are: (Autonomy,
competence, and relatedness).
a. Autonomy the need to have control and choice over one’s actions.
b. Competence the need to feel capable and effective, and
c. Relatedness the need for social connection and interaction with others.

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D. PSYCHOLOGY AND OTHER SOCIAL SCIENCES
Social sciences are a group of academic disciplines that study human society and its interactions
with other human beings, the natural world and technology. The social sciences are often used to
help people understand how their own lives fit into the larger world and how someone actions
may affect another person.

Other social sciences include

i. Anthropology is the science of humanity. Such as human behavior, cultural relation.

ii. Economics look into the production, distribution and consumption of good and
services
iii. Political sciences is the scientific analysis of political activity and behavior
iv. Sociology is the study of society, both on an individual and structural level.
v. Geography is the science that studies the Earth and the physical and human influences
that shape it.
vi. Philosophy is the study of fundamental nature of knowledge, reality and existence.
vii. Development study it is the process of being developed
viii. Archaeology is the study of humanity through material remains of past life and
behavior similar to anthropology.
ix. Criminology is the scientific study of crime including its causes, prevention, and its
impact on society. and many more

TOPIC TWO: COGNITIVE DEVELOPMENT AND SELF- CONCEPT

A. COGNITIVE DEVELOPMENT
Children grow and develop rapidly in their first five years across the four main areas of
development. These areas are motor (physical), language and communication, cognitive and
social/emotional.

Cognitive Development means how children think, explore and figure things out.

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It is the development of knowledge, skills, problem solving, a dispositions, which help children
to think about and understand world around them. Brain development is part of cognitive
development.

Cognitive Development is the process by which human being acquire, organize, and learn to use
knowledge.

Cognitive Development is the changes over time in children’s thing, reasoning, use of language,
problem solving, and learning.

Cognitive development is the growth of a child’s ability to think and reason. This growth
happens between differently from 6 to 12 years, and from 12 to18

Jean Piaget stages of Development

Piaget theory of cognitive development suggest that that children move through different
learning stages.

S/N STAGE AGE GOAL

1 Sensorimotor From birth to 18 – 24 months Object permanence
2 Preoperational From 2 to 7 years Symbolic thought
3 Concrete operational Ages 7 to 11 years Logical thought
4 Formal operational Adolescence to Adulthood Scientific reasoning

B. ACTIVITIES TO PROMOTE HEALTHY CHILDREN COGNITIVE

DEVELOPMENT.
To promote child’s cognitive development, it is important that you actively engage in quality
interactions on daily bases. Talking, reading, nursery rhymes, creative activities, thinking games
and others

i. Talking with the baby and naming commonly used objects

ii. Letting your baby explore toys and move about
iii. Singing and reading to your baby
iv. Exposing them to books and puzzles
v. Expanding on your child’s interest in specific learning activities

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 vi. Answer your child’s “WHY” questions.

C. SELF CONCEPT
 According to (Rosenberg’s, 1979) self-concept is the totality of an individual’s thoughts
and feelings having reference to himself as an object.
 Self-concept is the individual’s belief about himself or herself, including the person’s
attributes and who and what self is.
 It is the image we have of ourselves
 Self- concept is the broad view of who we are physically, mentally, socially, and even
spiritually.
D. THE THREE CONCEPTS OF SELF-CONCEPT
According to Rogers, the three core part of self- concept are:
i. Ideal self: your vision and ambitions of who you want to be
ii. Real self (self-Image): how you currently see and perceive yourself.
iii. Self- esteem: how much worth and value you believe you have
E. FACTORS THAT INFLUENCE INDIVIDUAL SELF-CONCEPT
 Family, Education, Media, physical Appearance, Culture, Abuse, Relationship,
Gender, Income, Age and many more.
TOPIC THREE: PERSONALITY AND PERSONALITY DEVELOPMENT

A. DEFINITION OF PERSONALITY
Personality is referring to the enduring characteristic and behavior that comprises a
person’s unique adjustment to life such as traits, interests, drives, values, self-concept,
abilities, and emotional patterns.
Personality a characteristic way of thinking, feeling, and behavior. It also embraces
moods, attitude and opinion thought in addition to social behaviour.
Personality describes the unique patterns of thoughts, feelings and behaviors that
distinguish a person from others.
Personality reveals distinctive traits of mind and behavior of a person.
B. TYPES OF PERSONALITY
 Planner. A planner believes in a structural approach and mapping things out

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  Explorer is a person that find inspiration in recovery, and the thrill of new
experiences. You are motivated by taking up a new challenges or role, or even
being given a difficult task or problem to solve.
 Sage: is someone that is committed to helping team and colleagues to gain deeper
insight and wisdom. Is also a mentor, advisor and motivator.
 Hero: is a purpose driven, and on a mission to make the world a better place. Also
courageous and boldness.
 Collaborator: are people who seek connections and belonging and supportive,
faithful and down to earth. Also believe in teams and ecosystems and strive hard
to building relationships.
 Innovator: are people who are imaginative, inventive and driven to build things of
enduring meaning and value. Also more concerned with impacting the future
rather than winning personal praises.
 Outlaw: they people who often question the rules but for a good cause and believe
in changes. They have a very strong desire to challenge the status quo and make
things better.
 Other types of personality include: Realistic(Doer), Investigative(Thinker),
artistic (Creator), social (Helper), enterprising (persuader) and conventional
(Organizer).
 Model of Personality
C. MODEL OF PERSONALITY
 Agreeableness
 Openness to experience
 Conscientiousness
 Extraversion
Agreeableness: this kind of people tend to be more cooperative, forgiving, generous and
appreciative and it is usually increases with age.
Openness or Openness to experience: this includes traits such as having wide interests,
curiosity, and insightfulness. It is also the level of creativeness and responsiveness to
changes.

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 Conscientiousness: this personality describes a person’s ability to regulate impulse
control in order to engage in goal- directed behavior (Grohol,2019). It measures of how
careful, deliberate, self-disciplined, and organized an individual is. The traits include
organized, responsible, and reliable
Extraversion: is a measure of how sociable, outgoing, and energetic and individual is. It
reflects the tendency and intensity to which someone seeks interaction with their
environment socially. Traits include talkative, assertive, and outgoing.

TOPIC FOUR: KNOW THE PROCESS OF LEARNING

A. DEFINITION OF LEARNING
Learning is the process of acquiring new understanding, knowledge, behaviours, skills,
values, attitudes and preferences.
According to H. J. Klausmeir learning is the process which lead to some behavioural
change a result of some experience, training, observation, engagement and others.
It is the process of acquiring new knowledge or expanding on already known facts,
through organized or un-organized methods.
Leaning are relatively permanent behavioural modifications which take place as a result
of experiences
Learning can be define as any permanent change in behavior that occur as a result of
practice and experience.

B. TYPES OF LEARNING
 Motor learning: this types of learning is our day to day life refer to motor
activities such as habits skills, facts, and others \.
 Verbal learning: this kind of learning involves the language we speak; the
communication devices we use. Signs, pictures, symbols, words and others.
 Concept learning: it is a form of learning which requires higher order mental
processes like thinking, reasoning, intelligence and others. We learn different
concept from childhood.

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  Discrimination learning: this is a kind of learning to differentiate between
stimuli and showing an appropriate response to these stimuli. Example sound
horns of different vehicles. Like bus, car, ambulance etc.
 Learning principles: individuals learn certain principles related to science,
mathematics, grammar and others in order to manage their work effectively.
 Problem solving: this is a higher order learning process. This learning requires
the use of cognitive abilities- such as thinking, reasoning, observation,
imagination, generalization. It is useful to overcomes difficult situation
encountered by the people.
 Attitude learning; attitude is a predisposition which determines and directs our
behavior. We develop different attitudes from our childhood about the people,
objects and things we know. Our behavior may be positive or negative it
depending upon our Attitude.
C. METHODS OF LEARNING
 Observation is the kind of learning that take place through observing and
imitating the behavior of others.
 Imitation: students can learn much through copying the actions. It is the tendency
of repeat the observed actions of others.
 Trial and error: we all learn from our errors. Likewise, students do. They also
learn from their own mistakes.
 Learning by insight: is a learning process where by individual reach the solution
all of a sudden while solving a problem.
 Other method of learning include: lecture, reading, audio-visual, demonstration,
practice, group discussion, teaching, play away and transfer of training.

TOPIC FIVE: UNDERSTANDING HUMAN EMOTION

A. DEFINITION OF EMOTION
Emotion is a feeling such as happiness, love, fear, anger, or hatred which can be caused by the
situation that you are in or the people you are with

Emotion is a strong feeling deriving from one’s circumstances, mood, relationship with others.

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Emotion are psychological states that include subjective, physiological, and behavioural
elements.

Emotion is the reaction that humans give in response to an event. And the kind of emotion a
person feels depends on the circumstances they are facing. It is also known as a state of mind.

B. TYPES OF EMOTION
There are many different types of emotions that have an influence on how we live and interact
with others. At times, it may seem like we are ruled by these emotions. The choices we make, the
action we take, and the perceptions we have are all influenced by the emotions we are
experiencing at the moment.

Types of emotion include: digest, surprise, happiness, satisfaction, amusement, interest, awe,
anticipation, admiration, anger, fear, sadness, anxiety, embarrassment, contentment, guilt, pride
in achievement, relief, shame, and boredom.

The following are the basic kinds of emotion and their effect on human behavior by (Paul
Eckman 1970).

Basic emotion: this include happiness, sadness, disgust, fear, surprise, and anger.

 Happiness: tends to be the one that people strive for the most. Happiness is often defined
as a pleasant emotional state that is characterized by feelings of contentment, joy, etc.
 Sadness: is a temporary emotional state characterized by feelings of disappointment,
grief, hopelessness, crying, withdrawing from others and many more.
 Fear: this is a powerful emotion that can also play an important role in survival. When
face some sort of danger and experience fear, we go through fight or flight response.
 Disgust: this can be displayed in a number of ways including: body language, poor
hygiene, infection, blood, rot, and death can also trigger a disgust response. It can also
occur when we see people engaging in immoral, distasteful, or evil behavior.
 Anger: is a powerful emotion characterized by feelings of hostility, agitation, and
frustration toward others. Example facial expressions, physiological responses,
aggression behaviours, anger issues. And many more.

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  Surprise: this is usually quite brief and is characterized by physiological startle response
following something unexpected. This kind of emotion can be positive, negative, or
neutral.
TOPIC SIX: COMPREHEND PROCESS OF ATTITUDE FORMATION AND CHANGE

A. DEFINITION OF ATTITUDE AND ATTITUDE FORMATION

I. ATTITUDE
 Attitude is a learned tendency to evaluate things in a certain way.
 Attitude is the readiness of the psyche to act or react in a certain way. This usually come
in pairs, conscious and unconscious state of mind.
 Attitude is the manner, disposition, feeling, and position about a person or things,
tendency, or orientation, especially in mind.
 Attitude is a positive or negative evaluation of an object; it influences an individual’s
behavior towards that object in a favourable or unfavourable manner.
II. ATTITUDE FORMATION
Attitude is a general and lasting positive or negative opinion or feeling about someone,
object, or issue.
Attitude formation occur through either direct experience or the persuasion of others or
media.
Attitude formation occurs through either direct experience or the persuasion of others or the
media. Attitudes have three foundations such as emotion, behavior and cognitions.
Attitude is formed base on the following; experiences, perceptual bases, observation of other
attitude, association, social factors, learningand personality.
B. COMPONENTS OF ATTITUDE
Attitude reflects on how an individual feel about something. Attitude have three
structural components. Which include cognitive, affective, and behavioural component
 Cognitive component (belief and knowledge): this represents the opinion or
belief segment of an attitude. It consists of the real or assumed knowledge, belief
and information that people has about a particular thing.
 Affective component (feelings): is the emotional or feeling segment of attitude.
It consists of feeling or an emotional response of the individual to the object;

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 either positive, negative, or neutral. It also controls how much the person like or
dislike the attitude object.
 Behavioural component (attitude on behaviour): is an intention to behave in a
certain way toward someone or something. It also controls how the individual
act on the basis of his cognitive and affective set.
C. CHANGES OF ATTITUDE
Changes of attitude (causes of changes). Attitude are not set in stone and may change when
people learn new information, when they are persuaded by influential people, or when they
experience discomfort due to holding conflict beliefs.
 Social factor
 Direct instruction
 Family
 Prejudices or biases
 Personal experience
 Media
 Educational and religious
 Institutions
 Physical factors
 Economic status and education
D. DEFINITION OF MOTIVATION
Motivation is derived from the word “motive” which means needs, desires, wants or drives
within the individuals. It is the driving force behind human action.
Motivation is the process of motivating, encouraging, persuading people to take action to
achieve a goal.
Motivation is the process that initiates, guides, and maintains goal- oriented behaviours.
It is also a willingness to expand energy to achieve a goal or reward
E. THEORIES OF MOTIVATION
Motivation is a force that pushes people to work with a high level of commitment and focus,
even if things are going against them.

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Motivation theory is the study understanding what drives a person to work towards a particular
goal or outcome.

Some of the most famous motivational theories include the following:

1. Maslow’s Theory of Hierarchical Needs.

Abraham Maslow says that a person will be motivated when all his need is fulfilled. People
do not work for security or money, but they work to contribute and to use their skill. He
explains this by creating a pyramid to show how people are motivated.

Maslow’s Hierarchy of needs

 Physiological needs: this are basic needs for survival such as air, sleep, food,
water, clothing and shelter.
 Safety needs: protection from threats, deprivation, health, secure employment,
and property.
 Social (belongingness and love) needs: the need for association, affiliation,
friendship, and so one.
 Self-esteem needs: this are needs for respect and recognition
 Self -actualization needs: these include opportunity for personal development,
learning, morality, and fun/creative/ challenging work. Self-actualization is the
highest- level of need to which human being can aspire.

Self -
actualization

Self - esteem

Social needs

Safety needs
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Physiological needs
Maslow’s Hierarchy of needs

2. McCLELLAND’S THEORY OF NEED

McClelland affirms that we all have three motivating drivers which we do not depend on our
gender or age. One of this dominate our behavior. Which is depends on our life experiences.

i. Achievement: a need to accomplished and demonstrate own competence. People

with a need for achievement prefer tasks that provide for personal responsibility and
results based on their own efforts.
ii. Affiliation: a need for love, belonging and social acceptance. They tend to participate
in social gathering.
iii. Power: a need for controlling own work 0r the work of others. They aspire for
positions with status and authority.
3. VROOM’S THEORY OF EXPECTANCY
Vroon’s expectancy theory of motivation says that an individual’s motivation is affected
by their expectations about the future. He said that an individual’s motivation is affected
by the following:
i. Expectancy: it is belief that increased effort lead to increased performance. i.e
working harder is better.
ii. Instrumentality: it is also belief that if you perform well, the outcome will be a
valuable one. Example doing good job has something good for it.
iii. Valence: is how much importance the individual places upon the expected
outcome.
Motivation = V*I*E.
TOPIC SEVEN: THE PSYCHOLOGICAL EFFECT OF HEALTH

A. DEFINATION OF HEALTH
Health is a state of physical, mental, and social well-being, not just the absence of disease or
infirmity. Good health helps us to live a full life.

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Health is the condition of being sound in body, mind, or spirit; especially freedom from physical
disease or pain.

It is the extent of an individual’s continuing physical, emotional, mental, and social ability to
cope with his or her surroundings or environment.

According to World Health Organization (WHO) health is a state of complete physical, mental,
and social wellbeing not merely the absence of disease or infirmity (WHO,1948).

Health is the ability of a person or group of individuals to realize aspirations and satisfy needs
and similarly to change.

B. CAUSES OF ILL HEALTH

Ill health is a state in which people are unable to function normally and without pain

Illness is the state of being mentally, physical ill sickness.

Ill health is a state of illness or bad health.

Ill health are health conditions involving changes in emotion, thinking or behavior or
combination of all.

Causes of Ill Health

Health problems can be caused by different things. The following are the causes of ill health

i. Genetic make-up
ii. Lifestyle behavior (smoking, drinking, drug addict)
iii. Exposure to toxic substance.
iv. Poor hygiene.
v. Infection
vi. Psychological such as stress and worry
vii. Poverty and lack of food
viii. Aging
ix. Violation of social taboos such as clashes, absence of trust, trouble. Etc
x. Family issues
C. FATIGUES FRUSTRATION AND INTEREST

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 Fatigue: is a feeling of constant exhaustion, burnout or lack of energy. It could be physical,
mental or combination of both.

It is a term used to describe an overall feeling of tiredness or lack of energy.

Fatigue sometimes is a symptom that needs treatment. It is caused by a medicine or lined to

depression.

It is the feeling of lack of energy and motivation that can be physical, or mental, even both.

FRUSTRATION

Frustration is a state of mind where you are feeling annoyed, and impatient because you
cannot do or achieve what you want.

Frustration is a common emotional response to opposition, related to anger, annoyance, and

disappointment.

It is the feeling of irritability or anger because of inability to achieve something.

Frustration is an emotional response to stress. It’s a common feeling that everyone will
experience in life. It can be short or long –term, frustration is usually caused by stress at
work, pursuing a goal that may not be attain, solving problem without solution.

Signs of frustration are: losing of temper, giving up, feeling sad or anxious lack of self-
confidence, trouble sleeping, starving or irregular eating, turning to drugs and alcohol.

INTEREST

It is the psychological state of engagement and a relatively enduring predisposition to re-

engage particular.

Interest is a feeling or emotion that causes attention to focus on an object, event, or process.

It is the feeling of wanting to give your attention to something or someone.

D. PSYCHO- SOCIAL FACTORS IN HEALTH (poverty, hunger)

Poverty, Hunger, Stress, Social exclusion, Discrimination, Violence, Loneliness, Marital status,
psychological, cultural aspect, and many more.

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 E. COPING MECHANISM (Relaxation therapy, Behaviour modification).
Coping mechanisms are the strategies people often use in the face of stress and/or trauma to help
manage painful or difficult emotions. The following are some methods of coping mechanism:

 Support: talking about a stressful event with a supportive person can be an effective way
to manage stress. Seeking external support instead of self-isolating and internalizing help
greatly
 Relaxation: any number of relaxing activities also help a lot in coping with stress.
Relaxing activities may include practicing meditation, muscle relaxation and other
calming techniques also help.
 Problem solving: this involves identifying a problem that is causing stress and then
developing and putting into action some potential solution for effective management.
 Humor: making light of a stressful situation may help people maintain perspective and
prevent the situation from becoming overwhelming.
 Physical activities: this can also serve as natural and healthy form of stress relief.
Examples are running, yoga, swimming, dancing, walking, sports, and many other types
of physical activity can be of help.

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