Consider the following prompt and craft a response that sufficiently captures all aspects of it from your unique point of view and original research. Please cite and reference any source(s) you use to help write this response in APA format. Notice that in addition to your Main Entry post, you will need to offer two substantive classmate response posts to complete this exercise. See below instructions that will guide your peer engagement thinking/posting. See syllabus or course calendar for due dates for both main entry posts and peer engagement.
Think of a time in which you and your family members, friends, and/or classmates experienced an event you viewed as either threatening or challenging, but others viewed the same event in the opposite manner (e.g., you viewed it as challenging, but your friend viewed it as threatening or vice versa).
a. Describe the differences in the outward reactions of those who experienced the event as threatening compared to those who viewed the event as challenging.
b. Hypothesize what neurobiological mechanism(s) might control the differences in how these individuals judged the same event.
c. Are there any potential environmental stimuli or contexts that could have contributed to these differences?
Part 2: Stress and Society
Research supports the fact that discrimination experienced by marginalized people is a significant stressor. Further, various aspects of identity, such as gender, race, ethnicity, etc., can lead to some people being simultaneously exposed to multiple forms of discrimination that can have even greater deleterious effects on health and well-being.
a. How might facing the chronic stress of repeated discrimination affect an individual’s health? Highlight at least two biological mechanisms and their potential effects on health and well-being. Cite peer-reviewed research to support your argument.
b. Could repeated discrimination influence disease progression in marginalized groups? Cite peer-reviewed research to support your argument.
c. Identify at least one strategy that could be implemented to reduce the negative health effects of discrimination in marginalized groups.
Full Answer Section
Outward Reactions: Threat vs. Challenge
- Those who viewed the event as Threatening: For some students, particularly those who were already feeling overwhelmed, had a history of technological difficulties, or whose grades were precariously balanced, the LMS outage would likely be perceived as a significant threat. Their outward reactions might include:
- Emotional Distress: Visible signs of panic, anxiety, frustration, or even anger. They might express hopelessness, fatalism ("This always happens to me!"), or extreme worry about failing.
- Avoidance/Withdrawal: Some might freeze, become withdrawn, or express a desire to give up. They might be seen pacing anxiously, constantly checking their phones for updates, but not actively seeking solutions.
- Negative Communication: Complaining loudly, blaming the university or IT department, or engaging in pessimistic discussions with peers. They might focus on the unfairness of the situation.
- Physiological Signs (if observable): Increased heart rate, shallow breathing, tense posture, and potentially a pale or flushed complexion.
- Those who viewed the event as Challenging: Other students, perhaps those with a strong problem-solving orientation, a history of resilience, or a more secure academic standing, might appraise the same outage as a challenge. Their outward reactions would differ markedly:
- Proactive Problem-Solving: Immediately seeking alternative solutions (e.g., contacting professors, looking for off-campus Wi-Fi, using mobile hotspots, collaborating with peers on alternative submission methods).
- Calm Determination: While perhaps frustrated, their demeanor would be one of focused determination rather than panic. They might express phrases like, "Okay, what's our next step?" or "We'll figure this out."
- Positive Communication: Offering support to peers, sharing potential workarounds, or attempting to rally group efforts to find solutions. They might frame the situation as an "obstacle to overcome."
- Adaptive Physiology (less outwardly visible): While still experiencing an arousal response, it would be geared towards active coping, potentially with a more focused and energized state rather than diffuse anxiety.
b. Hypothesized Neurobiological Mechanism(s) Controlling Differences
The divergence in appraisal – from threat to challenge – is fundamentally rooted in the interplay of several neurobiological mechanisms, primarily involving the prefrontal cortex (PFC), the amygdala, and the hypothalamic-pituitary-adrenal (HPA) axis.
- Amygdala Activation and Threat Appraisals: The amygdala, a key structure in the limbic system, is centrally involved in processing emotional salience, especially fear and threat. In individuals appraising the LMS outage as threatening, the amygdala's initial rapid, "low-road" processing (LeDoux, 1996) would quickly signal danger. This strong amygdala activation would trigger a rapid stress response via the HPA axis, leading to the release of cortisol and adrenaline. This "fight-or-flight" response, while adaptive for immediate physical danger, can be counterproductive for cognitive challenges, leading to impaired executive function and an anxious, avoidant state.