BPCS-186 Solved Question Paper

Question 1: Different kinds of stress and key biological responses

Understanding different forms of stress

When we say “I am stressed”, we usually mean very different things – from a short burst of tension before an exam to months of grinding pressure at work. Psychologists therefore speak of different types of stress.

• Helpful, energising stress – Sometimes a deadline, an interview or a sports match makes us more alert and focused. This positive, performance–boosting tension is often called eustress. It pushes us to prepare better and show our best.
• Neutral, background stress – There are small demands which we notice but which don’t really harm or benefit us – for example, mild traffic noise or a slightly busy day. These mild pressures may be called neutral stress; we register them, but they don’t trouble us for long.
• Harmful stress – When demands are too high or too long–lasting, stress begins to damage our body and mind. This unpleasant form is often called distress. It may be:
  • Short and intense – e.g. panic before an unexpected viva, or dealing with a sudden argument.
  • Long and ongoing – e.g. months of family conflict, financial worries or an impossible workload.
• Too much or too little demand – Some people suffer because life is overloaded (constant deadlines, multiple roles). Others feel dull, bored and under-used – for example, a highly capable employee stuck in repetitive work. Both extremes can be stressful in different ways.

In real life, students often feel a small “good stress” before an exam which helps them revise, but if the pressure becomes constant through the semester, sleep and concentration start to break down – that is when stress turns harmful.

Cannon’s “fight–or–flight” reaction

When the brain decides that something is threatening – a strict boss calling you suddenly, a dog barking at you, or an aggressive driver – the body reacts automatically. This quick survival response is called the fight–or–flight reaction.

• The brain sends signals to the adrenal glands.
• Adrenaline and related hormones are released into the blood.
• Heart rate and breathing speed up, muscles get extra blood, and pupils widen so that we can see better.
• Digestion and other non-urgent functions slow down so that energy can be used for action.

In the workplace this can look like sweaty palms, racing heart and “tunnel vision” before a crucial presentation. The body is preparing either to “fight” the situation (face it actively) or to “run” from it.

Selye’s General Adaptation Syndrome (GAS)

Hans Selye described how the whole body passes through three broad stages if pressure continues for some time.

• Alarm stage – The person first faces a stressor: being told about a surprise inspection, hearing about a family illness, etc. The fight–or–flight response is triggered; we feel shocked, tense or suddenly energised.
• Resistance stage – If the pressure goes on, the body tries to adapt. We work hard, rearrange our schedule, make plans and “push through”. Outwardly we may look fine, but energy is being consumed continuously.
• Exhaustion stage – When stress continues beyond our capacity to cope, defences break down. People may fall sick, feel emotionally numb or burnt out, become irritable and lose productivity.

Many employees recognise this pattern: excitement with a new role (alarm), then months of working late (resistance), and finally feeling drained, falling ill frequently and even thinking of quitting (exhaustion).

Question 2: People who are more vulnerable to stress – meaning and key influences

What do we mean by “stress-prone”?

Some people seem to get tense and overwhelmed far more easily than others who are in the same situation. “Stress proneness” refers to this tendency of an individual to experience higher levels of stress across many situations, because of their personality pattern, habits and way of thinking.

Personal patterns that increase stress vulnerability

• Hurry-driven, competitive style – Individuals who are always racing against time, hate waiting, interrupt others and see everything as a contest are often described as having a Type A pattern. They may achieve a lot, but they also generate pressure for themselves in almost every setting.
• Hostility and chronic anger – People who frequently feel “people are against me”, who react with irritation and distrust, experience constant inner tension. Even minor events – a small delay, a casual remark – can become stressors.
• Perfectionistic standards – When someone believes “anything less than perfect is failure”, normal mistakes feel like disasters. A student with such standards may spend hours re-doing assignments and still feel dissatisfied, leading to tiredness and self-criticism.
• Procrastination habits – Putting off tasks until the last moment creates artificial emergencies. For example, postponing exam preparation and then trying to learn everything in two nights produces sleep loss and anxiety which could have been avoided.
• Learned helplessness or pessimism – After repeated failures or criticism, some people start believing “nothing I do will work”. They stop trying to change situations, feel stuck and expect the worst. This mindset magnifies stress because every challenge looks impossible.
• Poor health and lifestyle – Lack of sleep, irregular meals, minimal physical activity and overuse of caffeine or nicotine weaken the body’s capacity to deal with daily pressures.

In real organisational life, managers often notice that two employees with the same workload react very differently – one treats it as a challenge, the other gets headaches and anxiety. The difference usually lies not in the tasks, but in these inner patterns and coping habits.

Question 3: Short notes – factors that soften stress and the appraisal view of stress

(1) Personal and situational factors that reduce or increase impact of stress

It is not only the strength of a stressor that matters; features of the person and the environment can either cushion or magnify its effect. These are often called “stress-moderating” factors.

• Personality resources – People with a strong sense of commitment (“my work has meaning”), feeling of control (“I can influence what happens”) and readiness to see change as a challenge rather than a threat tend to handle pressure better. This hardy attitude often keeps them healthier.
• Beliefs about control and future – Individuals with an internal sense of control and optimistic style of thinking are more likely to see stressful situations as workable. They plan, experiment and learn from failure instead of giving up.
• Social connections – Supportive family, friends or colleagues provide practical help and emotional comfort. Simply having one or two people who listen without judgement dramatically changes how heavy a problem feels.
• Cultural and gender roles – Expectations about who “should” handle what (housework, caregiving, earning) influence both the amount of stress and the coping methods available. In many societies, women carry multiple roles, which can raise their stress load but also give them strong relationship skills.
• Past learning and skills – Training in time management, emotional regulation or problem solving provides tools that reduce the impact of future stressors.

For example, two students who both fail an exam may react very differently. One has supportive parents and believes “I can improve next time”, while the other feels alone and thinks “I’m useless”. The stressful event is the same, but moderators make the emotional result very different.

(2) Seeing stress as a result of appraisal – the cognitive view

Lazarus and colleagues suggested that stress is not just about what happens to us, but about how we interpret what happens.

• First look: primary appraisal – When an event occurs (e.g. sudden transfer, strict feedback, or a new project), we quickly judge: “Is this irrelevant, positive, a challenge or a threat?” Seeing it as a challenge often produces energy; seeing it as a threat produces anxiety.
• Second look: secondary appraisal – We then ask, often unconsciously, “What can I do about it? Do I have the skills, time, support and energy to handle this?” If we think we have enough resources, stress stays manageable; if not, stress rises.
• Ongoing re-appraisal – As we learn more or as the situation changes, we re-evaluate. For example, after talking to a teacher, a student may realise the exam is more predictable than feared, and stress levels drop.

This model explains why the same event (say, a transfer to another city) can feel exciting to one person and frightening to another. It also shows why coping strategies that change how we view a situation (cognitive restructuring, mindfulness) can reduce stress even when the external event has not changed.

Question 4: How stress influences performance and productivity

Performance at different levels of stress

Completely stress-free situations are usually not the most productive. A small amount of pressure – a target date, a presentation to prepare for – often sharpens focus and encourages effort. However, when demands keep rising beyond our capacity, performance drops sharply.

• Low pressure – People may feel bored or unchallenged; attention wanders, and work is done mechanically.
• Moderate pressure – Energy, involvement and creativity are usually highest. Students revise sincerely but still sleep; employees stretch themselves but can recover after work.
• Excessive pressure – When deadlines pile up or expectations are unclear, mistakes increase, concentration breaks and even simple tasks feel heavy.

Effects at the workplace and in study settings

• Cognitive overload – Under heavy stress, working memory is flooded with worries (“What if I fail?”, “What will boss say?”). This leaves less space for problem solving and clear decision-making.
• Decline in quality and speed – People overlook details, misread emails, forget steps or need more time to finish tasks. Re-work increases.
• Absenteeism and presenteeism – Some employees start taking frequent sick leave to escape pressure; others come to work but function far below their potential because they are exhausted, anxious or disengaged.
• Accidents and safety issues – Stress reduces alertness and increases risk-taking. In factories, hospitals or transport jobs this can lead to serious errors.
• Team climate – Irritable, overworked staff tend to argue more, share less information and blame each other. This further lowers overall productivity.

Realistically, most of us have experienced evenings where, after a long tense day, we stare at the laptop for an hour without getting anything meaningful done. That is stress reducing effective output, even though “hours at work” may look the same.

Question 5: Coping with stress – helpful and unhelpful ways

What is coping?

Coping refers to the thoughts and actions we use to handle situations that we find demanding or upsetting. It includes everything from breathing exercises before an exam to talking with a friend or planning a job change.

Importantly, coping is not automatically healthy. Some strategies genuinely reduce stress and build strength; others only hide the discomfort for a while and create new problems.

Helpful (adaptive) coping

• Problem-solving efforts – clarifying the issue, gathering information, discussing options and taking realistic action (e.g. planning a study schedule, negotiating workload with a supervisor).
• Emotion regulation – techniques like exercise, relaxation, journaling or meditation that help calm strong emotions so we can think clearly.
• Seeking support – sharing with trusted people, getting advice or emotional comfort, joining support groups.
• Healthy lifestyle choices – regular sleep, balanced food, moderate physical activity and hobbies that give a sense of joy and mastery.

Such strategies often reduce stress in the long run and improve both physical and psychological health. For example, a student anxious about presentations who joins a speaking club and practises regularly is coping adaptively.

Unhelpful (maladaptive) coping

• Escaping through substances – relying on alcohol, drugs or excessive caffeine to “numb” feelings or stay awake.
• Avoidance and denial – not opening emails, ignoring bills, or pretending health symptoms do not exist.
• Self-blame and harsh self-talk – constantly telling oneself “I am useless”, which increases anxiety and depression.
• Risky or impulsive behaviour – reckless driving, binge-eating, aggressive outbursts.

These may bring short-term relief, but they usually increase problems: finances get worse, relationships are damaged, and the original stressor remains unsolved. A young professional who drinks every evening to forget office politics will normally feel more tired and less capable of handling work the next day.

Question 6: Using relaxation practices and mindfulness to handle stress

Why body–based relaxation helps

Stress activates the body’s alarm systems – faster heart rate, tight muscles, shallow breathing. Relaxation methods do the opposite: they deliberately switch on the body’s calming systems. With practice, this becomes a powerful way to lower tension before it becomes overwhelming.

Common relaxation practices

• Slow breathing exercises – The person sits comfortably, inhales slowly through the nose, allowing the abdomen to rise, pauses briefly, and exhales gently through the mouth. Doing this for 5–10 minutes reduces heartbeat and promotes a sense of safety. Many students use it just before entering an exam hall.
• Progressive muscle relaxation (PMR) – Here, muscle groups (feet, calves, thighs, abdomen, shoulders, face) are tightened for a few seconds and then released. By moving through the body, people learn the difference between tension and relaxation and can let go of tightness consciously.
• Guided imagery – The person closes their eyes and imagines a safe, pleasant place – a quiet garden, seashore, temple courtyard – noticing colours, sounds and smells. This mental “mini-vacation” sends calming signals to the nervous system.

In real workplace wellness programmes, these methods are often taught in short sessions. Employees who practise them regularly report fewer headaches, better sleep and more patience in dealing with customers.

Mindfulness as an approach to stress

Mindfulness means paying full, non-judgmental attention to the present moment – to breath, body sensations, thoughts and feelings – instead of being pulled constantly into regrets about the past or worries about the future.

• Observing, not fighting thoughts – Stress often increases when we wrestle with our thoughts (“I must not think about this”). In mindfulness practice we simply notice: “There is a worried thought”, and let it pass like a cloud.
• Anchoring in the body – Focusing on breath moving in and out, or the feeling of feet on the ground, helps stop the mind from chasing every anxious idea.
• Accepting emotions – Instead of labelling emotions as “bad” and suppressing them, mindfulness invites us to feel them gently and curiously. Paradoxically, this often makes them less intense.

For example, a medical student who practises ten minutes of mindful breathing before ward rounds may still feel nervous, but the nervousness becomes manageable rather than overwhelming. Over weeks, many people notice better concentration and a kinder attitude towards themselves.

Question 7: Managing time in an organised way to reduce stress

Why time management and stress are linked

Very often, stress does not come only from the amount of work but from how it is organised. When tasks are unclear, piled up and constantly postponed, even moderate workloads feel unbearable. Systematic time management gives a sense of control, which immediately lowers anxiety.

Principles of effective time use

• Clarity about goals – First, we decide what truly matters: clearing three core papers this semester, completing a project, spending time with family. Without such clarity, we waste energy on low-value activities.
• Prioritising tasks – All tasks are not equal. Many people use simple labels like “must do today”, “important but can wait”, and “optional”. Another approach is to separate urgent–important tasks from those which are only urgent or only important.
• Breaking work into smaller steps – Instead of “write assignment”, which feels huge, we create steps such as “read unit 1”, “make outline”, “write first draft”. Small steps are less scary and easier to schedule.
• Planning blocks of focused time – Keeping specific slots (for example 7–9 p.m. on weekdays) for concentrated study or project work, and protecting them from interruptions, increases output dramatically.
• Using tools wisely – Diaries, digital calendars, reminder apps and simple to-do lists help keep track of commitments so that the mind is not overloaded with remembering everything.
• Allowing buffer time – Real life brings delays and surprises. Building small gaps between tasks prevents one delay from ruining the entire day’s plan.
• Learning to say “no” or “not now” – Many students take on extra responsibilities because they feel guilty refusing. Politely declining or postponing less important requests is essential for realistic scheduling.

Time management techniques in practice

In daily life, effective time managers usually review their day each evening, note what is pending and adjust the next day’s plan. When exams are near, they create a weekly timetable that balances study, rest and short breaks. Because their plan is visible, they feel pressure but not chaos – which is exactly the zone where performance is highest.

Question 8: Problem-solving as a way of managing stress

Why problem-solving reduces stress

Many stressors are not simply “bad feelings” but concrete difficulties – for example, conflict with a roommate, unclear project instructions, or debt. In such cases, systematic problem-solving can cut stress at its root by changing the situation.

Steps in a practical problem-solving approach

• 1. Identify and define the problem clearly – Instead of “everything is a mess”, we write a specific statement: “I submit assignments late because I start them only two days before the deadline.” A precise definition prevents us from fighting shadows.
• 2. Collect facts and understand causes – We check what, when, where and with whom the problem occurs. For example, we may notice that assignments are delayed mainly when there are evening social events or when we are unsure how to start.
• 3. Generate possible options – At this stage we list all reasonable ways of dealing with it without judging them yet: starting earlier, asking a friend for help, talking to the tutor, reducing non-essential activities, etc.
• 4. Evaluate pros and cons – We quickly compare each option: How practical is it? What resources does it need? What side effects could it have?
• 5. Choose a plan and act – We select one or two options and decide exactly what to do and by when. For example, “I will start reading for each assignment at least one week earlier and write a rough outline three days before.”
• 6. Review and adjust – After trying the plan for some time, we check results. If delays have reduced but not disappeared, we fine-tune the strategy rather than giving up.

Real-life application

Consider a young employee constantly stressed by monthly bill payments. By using these steps, she may discover that the main cause is irregular tracking of expenses. She then sets up automatic reminders, creates a simple budget and shifts some payments to auto-debit. Within a few months, the same period of the month that once brought panic becomes routine. Here, problem-solving has directly changed the stress-producing situation, not just the feelings around it.

In this way, problem-solving is not a one-time magic trick but a disciplined habit. The more often learners use it, the more confident they feel facing future challenges, which itself protects them from stress.