Parte 1: Impostazione e preparare la pelle <ol><li> Impostare i seguenti sensori respirazione cintura, EMG, ECG, conduttanza cutanea, temperatura, terreno; </li><li> Preparare la pelle strofinando delicatamente con un batuffolo imbevuto d&#39;alcol nelle seguenti località: la fronte sopra gli occhi per EMG, all&#39;interno di entrambi i polsi per ECG, dorso della mano sinistra per terra (posizione del dell&#39;elettrodo di massa può variare a seconda macchina di occasione); </li><li> Aggiungere sensori per la pelle nelle seguenti località: respirazione cintura intorno alla vita, EMG sulla fronte sopra ciascun occhio, ECG all&#39;interno di ogni polso, conduttanza cutanea sul dito medio della mano sinistra, termometro sul puntatore della mano sinistra, a terra sul dorso della mano sinistra; </li><li> Seleziona sessione per respirazione HRV +; </li><li> Assicurarsi che impedenza è accettabile per tutti i sensori e che i sensori sono sensibili al movimento del cliente e la produzione di letture ragionevole. </li></ol> Parte 2: Registrazione <ol><li> Spiegare la procedura per il cliente. </li><li> (Min 0-2) Istruire il cliente a convivere tranquillamente con gli occhi aperti. Record di due minuti basale. </li><li> (Min 2-4) Al termine dei due minuti, iniziano a due minuti a stress cognitivo - problemi aritmetici che aumenta gradualmente in difficoltà da risolvere senza l&#39;uso della penna e carta o calcolatrice (se l&#39;aritmetica è particolarmente difficile per il cliente, chiedere loro per sottrarre ripetutamente sette a partire da 100, vale a dire, &quot;sette seriale&quot;). Dare le seguenti istruzioni al cliente: &quot;Nei prossimi 2 minuti, sarò richiesto di risolvere alcuni problemi di matematica. Si prega di lavoro il più velocemente possibile e mi dica la risposta &quot;. Non fornire un feedback se rispondere al cliente è corretto o non corretti ed offrire incoraggiamento minima (es., &quot;basta fare il meglio che puoi&quot;) in modo da non eliminare le lievi proprietà dello stress inducendo di questo esercizio. </li><li> (Min 4-6) Lasciate che il cliente sa che questa parte della valutazione è finita e chiedere a lui / lei a convivere tranquillamente con gli occhi aperti per 2 minuti. </li><li> (Min 6-8) Iniziare fattore di stress fisico: accendere il forte rumore nocivi (bambini che piangono, incidenti stradali, ecc) e chiedere al cliente di ascoltare i suoni senza messa fuori. </li><li> (Min 8-10) Spegnere il rumore, e chiedere al cliente di convivere tranquillamente con gli occhi aperti per 2 minuti. </li><li> (Min 10-12) Iniziare fattore di stress emotivo: chiedere al cliente di parlare di un incidente stressante che ricordo bene, sono i dettagli della manifestazione, i loro pensieri e sentimenti. Fornire minima risposta empatica al fine di non ridurre la risposta allo stress. </li><li> (Min 12-14) Interrompere la storia del cliente, anche se lui / lei non è finito, e istruire il client a convivere tranquillamente con gli occhi aperti. </li><li> Interrompere la registrazione, salvare i dati, e lasciare che il cliente sa che la valutazione è fatta. </li></ol> Parte 3: Debriefing e pianificazione del trattamento <ol><li> Chiedere al cliente circa la loro esperienza durante la valutazione. Quali parti sono state particolarmente stressanti e perché? Forse lui / lei si sentono le alterazioni funzionali succedendo? </li><li> Revisione dati secondo i criteri descritti nell&#39;appendice I. </li><li> Ha scelto i parametri fisiologici che devono essere affrontate sulla base di analisi di cui sopra. Se la lettura del sensore al basale è superiore o inferiore alla norma, l&#39;obiettivo terapeutico è quello di aiutare il cliente a portare quel parametro fisiologico alla normalità in un ambiente non stressante. Se la lettura del sensore durante l&#39;evento stressante è superiore o inferiore alla norma, l&#39;obiettivo terapeutico è quello di aiutare il cliente ad identificare i fattori di stress ed essere in grado di mantenere il normale livello di funzionamento fisiologico sotto stress. Se la lettura del sensore nel periodo di inattività indica la mancanza di recupero, l&#39;obiettivo terapeutico è quello di aiutare il cliente a portare quel parametro fisiologico a livello normale rapidamente a seguito di un fattore di stress. Qualsiasi o di tutti questi obiettivi possono essere inclusi nel piano di trattamento. </li></ol> Appendice I Valutazione dello stress interpretazione linee guida (Tutti &quot;bold&quot; risposte indicano le zone da trattare) <table border="0"><tbody><tr><td colspan="3"> EMG (normale lettura &lt;3 microvolt) </td></tr><tr><td> 1. È EMG elevati al basale? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 2. EMG è elevato oltre la linea di base in uno dei tre fattori di stress? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 3. C&#39;è il recupero di EMG a livello di base durante i periodi di riposo? </td><td> sì _ </td><td> no _ </td></tr><tr><td colspan="3"> Frequenza cardiaca (range normale 60-80 battiti al minuto) </td></tr><tr><td> 1. È la frequenza cardiaca elevata al basale? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 2. Frequenza cardiaca elevata è passata la linea di base in uno dei tre fattori di stress? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 3. C&#39;è il recupero della frequenza cardiaca a livello di base durante i periodi di riposo? </td><td> sì _ </td><td> no _ </td></tr><tr><td colspan="3"> Frequenza respiratoria (normale tasso &lt;12 respiri al minuto) </td></tr><tr><td> 1. È il tasso di respirazione elevati al basale? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 2. Tasso di respirazione è elevato oltre la linea di base per ogni fattore di stress? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 3. C&#39;è il recupero della respirazione tasso di riferimento durante i periodi di riposo? </td><td> sì _ </td><td> no _ </td></tr><tr><td colspan="3"> Conduttanza cutanea </td></tr><tr><td> 1. È conduttanza cutanea elevati al basale? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 2. È la conduttanza cutanea elevata passato la linea di base per qualsiasi fattore di stress? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 3. C&#39;è il recupero di conduttanza cutanea al basale durante i periodi di riposo? </td><td> sì _ </td><td> no _ </td></tr><tr><td colspan="3"> Dito temperatura (normale lettura&gt; 90F) </td></tr><tr><td> 1. È la temperatura delle dita bassa al basale? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 2. La temperatura diminuisce dito passato la linea di base per qualsiasi fattore di stress? </td><td> y es _ </td><td> no _ </td></tr><tr><td> 3. C&#39;è il recupero della temperatura dito al basale durante i periodi di riposo? </td><td> sì _ </td><td> no _ </td></tr><tr><td colspan="3"> Variabilità della frequenza cardiaca (norme variano in base all&#39;età) </td></tr><tr><td> 1. È basso tasso di variabilità cardiaca al basale? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 2. La variabilità della frequenza cardiaca diminuisce passato la linea di base per qualsiasi fattore di stress? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 3. C&#39;è il recupero della variabilità della frequenza cardiaca durante i periodi di riposo? </td><td> sì _ </td><td> no _ </td></tr></tbody></table> Appendice I Valutazione dello stress interpretazione: <table border="0"><tbody><tr><td colspan="3"> EMG (normale lettura &lt;3 microvolt) </td></tr><tr><td> 1. È EMG elevati al basale? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 2. EMG è elevato oltre la linea di base in uno dei tre fattori di stress? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 3. C&#39;è il recupero di EMG a livello di base durante i periodi di riposo? </td><td> sì _ </td><td> no _ </td></tr><tr><td> Frequenza cardiaca (range normale 60-80 battiti al minuto) </td></tr><tr><td> 1. È la frequenza cardiaca elevata al basale? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 2. Frequenza cardiaca elevata è passata la linea di base in uno dei tre fattori di stress? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 3. C&#39;è il recupero della frequenza cardiaca a livello di base durante i periodi di riposo? </td><td> sì _ </td><td> no _ </td></tr><tr><td> Frequenza respiratoria (normale tasso &lt;12 respiri al minuto) </td></tr><tr><td> 1. È il tasso di respirazione elevati al basale? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 2. Tasso di respirazione è elevato oltre la linea di base per ogni fattore di stress? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 3. C&#39;è il recupero della respirazione tasso di riferimento durante i periodi di riposo? </td><td> sì _ </td><td> no _ </td></tr><tr><td> Conduttanza cutanea (normale lettura &lt;5 ohm micro) </td></tr><tr><td> 1. È conduttanza cutanea elevati al basale? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 2. È la conduttanza cutanea elevata passato la linea di base per qualsiasi fattore di stress? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 3. C&#39;è il recupero di conduttanza cutanea al basale durante i periodi di riposo? </td><td> sì _ </td><td> no _ </td></tr><tr><td> Dito temperatura (normale lettura&gt; 90F) </td></tr><tr><td> 1. È la temperatura delle dita bassa al basale? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 2. La temperatura diminuisce dito passato la linea di base per qualsiasi fattore di stress? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 3. C&#39;è il recupero della temperatura dito al basale durante i periodi di riposo? </td><td> sì _ </td><td> no _ </td></tr><tr><td> Variabilità della frequenza cardiaca (norme variano in base all&#39;età) </td></tr><tr><td> 1. È basso tasso di variabilità cardiaca al basale? </td><td> sì _ </td><td> no _ </td></tr><tr><td> 2. La variabilità della frequenza cardiaca diminuisce passato la linea di base per qualsiasi fattore di stress? </td><td> sì _ </td><td> no _ </td></tr><tr> &lt;td&gt; 3. C&#39;è il recupero della variabilità della frequenza cardiaca durante i periodi di riposo? </td><td> sì _ </td><td> no _ </td></tr></tbody></table> Pianificazione del trattamento: Se la lettura è superiore o inferiore rispetto al normale al basale, obiettivo del trattamento è quello di aiutare clienti che portare parametro fisiologico alla normalità in tutte le circostanze Se la lettura è superiore o inferiore del normale durante l&#39;evento stressante, obiettivo del trattamento è quello di aiutare clienti di identificare i fattori di stress ed essere in grado di mantenere il normale livello di funzionamento fisiologico sotto stress Se una lettura indica mancanza di recupero nel periodo di inattività, obiettivo del trattamento è quello di aiutare clienti che portare parametro fisiologico a livello normale rapidamente a seguito di un fattore di stress.

<ol>
	<li>Arena, J., Schwartz, M. S., Schwartz, M. S., Andrasik, M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Psychophysiological+assessment+and+biofeedback+baselines.">Psychophysiological assessment and biofeedback baselines.</a> A Practitioners Guide. , 128-158 (2005).</li><li>Schwartz, N. M., Schwartz, M. S., Schwartz, M. S., Andrasik, M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Definitons+of+biofeedback+and+applied+psychophysiology.">Definitons of biofeedback and applied psychophysiology.</a> A Practitioners Guide. , 27-42 (2005).</li></ol>

The authors have nothing to disclose.

Psicofisiologiche completato nella valutazione dello stress appendici fornisce un professionista biofeedback con le informazioni necessarie per formulare un piano di trattamento. Questa valutazione fornisce informazioni su entrambi stereotipie risposta individuale, o uniformità di alcune risposte fisiologiche a tutti i fattori di stress, e di stimolo-risposta specificità, o individuo risposte uniche fisiologiche a diversi tipi di stress. Con queste informazioni, il cliente è poi in grado di imparare a prevedere che t...

<table><tbody><tr><td>Physiolab I-330-C2</td><td>J&amp;amp;J</td><td></td><td></td></tr><tr><td>PLUS 12 ch</td><td></td><td></td><td></td></tr></tbody></table>

psychophysiological stress assessment using biofeedback 

In mezzo secolo, la ricerca in biofeedback ha dimostrato fino a che punto la mente umana può influenzare il funzionamento del sistema nervoso autonomo, si pensava di essere al di fuori del controllo cosciente. Consentendo agli utenti di osservare i segnali dal proprio corpo, il biofeedback permette loro di sviluppare una maggiore consapevolezza delle proprie reazioni fisiologiche e psicologiche, come lo stress, e imparare a modificare tali reazioni. Professionisti biofeedback può facilitare questo processo, valutando le reazioni della gente s ad eventi moderatamente stressante e la formulazione di un biofeedback basato piano di trattamento. Durante la valutazione dello stress il praticante primo record una base per letture fisiologici, e quindi presenta il client con diversi fattori di stress lieve, come un cognitivi, stress fisico ed emotivo. Varietà di fattori di stress è presentato al fine di determinare una persona stimolo-risposta specificità, o differenze di reazione di ogni persona a stimoli qualitativamente diverso. Questo video illustra il processo di valutazione dello stress psicofisico utilizzando le linee guida generali biofeedback e presente per la pianificazione del trattamento.

Watch this Scientific Journal Video about Psychophysiological Stress Assessment Using Biofeedback at JoVE.com

Psychophysiological Stress Assessment Using Biofeedback

In questo video si descrive un metodo per valutare la reazione psicofisiologica allo stress della persona utilizzando il biofeedback. Saremo anche presenti linee guida generali per la pianificazione del trattamento.

Lo stress di valutazione psicofisiologica Utilizzando Biofeedback

In the last half century, research in biofeedback has shown the extent to which the human mind can influence the functioning of the autonomic nervous ...

psychophysiological-stress-assessment-using-biofeedback

Research

JoVE Journal

Biology

Psychophysiological Stress Assessment Using Biofeedback 

13.3K Views.  Cambridge Health Alliance. In questo video si descrive un metodo per valutare la reazione psicofisiologica allo stress della persona utilizzando il biofeedback. Saremo anche presenti linee guida generali per la pianificazione del trattamento.

Video: Psychophysiological Stress Assessment Using Biofeedback

An Alternative to the Traditional Cold Pressor Test: The Cold Pressor Arm Wrap

Recently research on the relationship between stress and cognition, emotion, and behavior has greatly increased. These advances have yielded insights into important questions ranging from the nature of stress&#39; influence on addiction1 to the role of stress in neural changes associated with alterations in decision-making2,3. As topics being examined by the field evolve, however, so too must the methodologies involved. In this article a practical and effective alternative to a classic stress induction technique, the cold pressor test (CPT), is presented: the cold pressor arm wrap (CPAW). CPT typically involves immersion of a participant&#39;s dominant hand in ice-cold water for a period of time4. The technique is associated with robust activation of the sympatho-adrenomedullary (SAM) axis (and release of catecholamines; e.g.&#160;adrenaline and noradrenaline) and mild-to-moderate activation of the hypothalamic-pituitary-adrenal (HPA) axis with associated glucocorticoid (e.g.&#160;cortisol) release. While CPT has been used in a wide range of studies, it can be impractical to apply in some research environments. For example use of water during, rather than prior to, magnetic resonance imaging (MRI) has the potential to damage sensitive and expensive equipment or interfere with acquisition of MRI signal. The CPAW is a practical and effective alternative to the traditional CPT. Composed of a versatile list of inexpensive and easily acquired components, CPAW makes use of MRI-safe gelpacs cooled to a temperature similar to CPT rather than actual water. Importantly CPAW is associated with levels of SAM and HPA activation comparable to CPT, and can easily be applied in a variety of research contexts. While it is important to maintain specific safety protocols when using the technique, these are easy to implement if planned for. Creation and use of the CPAW will be discussed.

The cold pressor test is a classic stress induction task used in a wide range of research examining the relationship between stress and cognition, emotion, and behavior. In this article, a practical and versatile alternative to the traditional cold pressor test is presented: the cold pressor arm wrap.

Un'alternativa al tradizionale test pressor freddo: l'involucro freddo del braccio pressor

Recently research on the relationship between stress and cognition, emotion, and behavior has greatly increased. These advances have yielded insights into ...

Ricerca

Comportamento

The Trier Social Stress Test Protocol for Inducing Psychological Stress

This article demonstrates a psychological stress protocol for use in a laboratory setting. Protocols that allow researchers to study the biological pathways of the stress response in health and disease are fundamental to the progress of research in stress and anxiety.1 Although numerous protocols exist for inducing stress response in the laboratory, many neglect to provide a naturalistic context or to incorporate aspects of social and psychological stress. Of psychological stress protocols, meta-analysis suggests that the Trier Social Stress Test (TSST) is the most useful and appropriate standardized protocol for studies of stress hormone reactivity.2 In the original description of the TSST, researchers sought to design and evaluate a procedure capable of inducing a reliable stress response in the majority of healthy volunteers.3 These researchers found elevations in heart rate, blood pressure and several endocrine stress markers in response to the TSST (a psychological stressor) compared to a saline injection (a physical stressor).3 Although the TSST has been modified to meet the needs of various research groups, it generally consists of a waiting period upon arrival, anticipatory speech preparation, speech performance, and verbal arithmetic performance periods, followed by one or more recovery periods. The TSST requires participants to prepare and deliver a speech, and verbally respond to a challenging arithmetic problem in the presence of a socially evaluative audience.3 Social evaluation and uncontrollability have been identified as key components of stress induction by the TSST.4 In use for over a decade, the goal of the TSST is to systematically induce a stress response in order to measure differences in reactivity, anxiety and activation of the hypothalamic-pituitary-adrenal (HPA) or sympathetic-adrenal-medullary (SAM) axis during the task.1 Researchers generally assess changes in self-reported anxiety, physiological measures (e.g. heart rate), and/or neuroendocrine indices (e.g. the stress hormone cortisol) in response to the TSST. Many investigators have adopted salivary sampling for stress markers such as cortisol and alpha-amylase (a marker of autonomic nervous system activation) as an alternative to blood sampling to reduce the confounding stress of blood-collection techniques. In addition to changes experienced by an individual completing the TSST, researchers can compare changes between different treatment groups (e.g. clinical versus healthy control samples) or the effectiveness of stress-reducing interventions.1

This article describes a protocol for inducing psychological stress in participants, which enables researchers to measure psychological, physiological and neuroendocrine responses to stress within single participants or between groups.

The Social Trier Protocollo di prova dello stress per indurre stress psicologico

This article demonstrates a psychological stress protocol for use in a laboratory setting.  Protocols that allow researchers to study the biological ...

Medicina

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Typically, self-reports are used in educational research to assess student response and performance to a classroom activity. Yet, addition of biological and physiological measures such as salivary biomarkers and galvanic skin responses are rarely included, limiting the wealth of information that can be obtained to better understand student performance. A laboratory protocol to study undergraduate students&#39; responses to classroom events (e.g., exams) is presented. Participants were asked to complete a representative exam for their degree. Before and after the laboratory exam session, students completed an academic achievement emotions self-report and an interview that paralleled these questions when participants wore a galvanic skin sensor and salivary biomarkers were collected. Data collected from the three methods resulted in greater depth of information about students&#39; performance when compared to the self-report. The work can expand educational research capabilities through more comprehensive methods for obtaining nearer to real-time student responses to an examination activity.

Research on undergraduate students' academic achievement emotions have primarily relied on self-reports in laboratory settings. Studies rarely include bio-physiological measures to these self-reports. This protocol will describe a methodology that integrates self-reports with and bio-physiological measures to assess student response and performance during a laboratory examination activity.

L&#39;utilizzo di galvanici Risposte pelle, salivari Biomarkers, e di auto-report per valutare Undergraduate Student prestazioni durante un esame di laboratorio di attività

Typically, self-reports are used in educational research to assess student response and performance to a classroom activity. Yet, addition of biological ...

Assessing the Effects of Music Listening on Psychobiological Stress in Daily Life

Music listening is associated with stress-reducing effects. However, most of the results on music listening and stress were gathered in experimental settings. As music listening is a popular activity of daily life, it is of utmost importance to study the effects of music listening on psychobiological stress in an everyday, daily-life setting. Here, a study protocol is presented that allows the assessment of associations between music listening and psychobiological stress in daily life by noninvasively measuring salivary cortisol (as a marker of the Hypothalamic-Pituitary-Adrenal (HPA) axis) and salivary alpha-amylase (as a marker of the Autonomic Nervous System (ANS)). The protocol includes advice on the study design (e.g., sampling protocol), the materials and methods (e.g., the assessment of psychobiological stress in daily life, the assessment of music listening, and the manual), the selection of participants (e.g., the approval of the institutional review board and inclusion criteria), and the statistical analyses (e.g., the multilevel approach). The representative results provide evidence for a stress-reducing effect of music listening in daily life. Particularly, specific reasons for listening to music (especially relaxation), as well as the presence of others while doing so, increase this stress-reducing effect. At the same time, music listening in daily life differentially affects the HPA axis and ANS functioning, thus emphasizing the need for a multi-dimensional assessment of stress in daily life.

A study protocol is presented on how to assess associations between music listening and psychobiological stress (as measured by subjective stress levels, salivary cortisol, and salivary alpha-amylase) in daily life. Advice on study design, materials, methods, selection of participants, and statistical handling is provided. Representative results are presented and discussed.

Valutare gli effetti della musica Ascolto sullo stress psicobiologico nella vita quotidiana

Music listening is associated with stress-reducing effects. However, most of the results on music listening and stress were gathered in experimental ...

A Community-based Stress Management Program: Using Wearable Devices to Assess Whole Body Physiological Responses in Non-laboratory Settings

A pragmatic breath-based intervention to benefit human performance and stress management is timely and valuable to individuals seeking holistic approaches for emotional regulation and optimizing compensatory reserve mechanisms. This protocol is designed to not only teach mind-body awareness but also to provide feedback utilizing physiological data and survey results. The primary findings of this study showed that heart coherence and alpha variables were significantly correlated after four weeks of the breath-based meditation stress protocol. Meditation and rhythmic breathing produced significant increases in alpha brain activity. These brain physiological responses conformed to the Pleth Variability Index (PVI) changes, suggesting the ability of the human body to enter into a meditative state and effectively manage stress. When assessed after four weeks of daily practicing the techniques employed in the stress management protocol, based on the Five Facet Mindfulness Questionnaire, subjects improved in applying mindfulness skills. The overall mindfulness score, Pleth variability index (PVI), and perfusion index (PI) increased after the 4-week intervention period. Results from electroencephalography (brain waves) were consistent with a meditative state during the post-study follow-up session. This provides evidence that wearable devices are feasible for data collection during a breath-based stress management intervention. This protocol can be easily and efficiently implemented into any study design in which physiological data are desired in a non-laboratory-based setting.

Stress is an unavoidable and persistent component of life and holistic approaches for its management are being considered. A standardized methodology was created to demonstrate the feasibility of a breath-based stress management protocol that can be used with commercially available portable technology.

Un programma di gestione di Community-based Stress: Utilizzando dispositivi indossabili per valutare l'intero corpo risposte fisiologiche nelle impostazioni Non-laboratorio

A pragmatic breath-based intervention to benefit human performance and stress management is timely and valuable to individuals seeking holistic approaches ...

Enactive Phenomenological Approach to the Trier Social Stress Test: A Mixed Methods Point of View

The single Trier Social Stress Test (TSST) and the TSST for groups (TSST-G) are the most used protocols to experimentally induce psychosocial stress. These tests are based on uncontrollability and social-evaluative threat, inducing psychological and physiological consequences (e.g., anxiety, emotional states, salivary cortisol increases). Many quantitative experimental studies have investigated these stress inducers and these consequences. But, as far as we know, this study is the first to provide a qualitative analysis to access the participants' voices so as to understand the dynamics of their experience throughout the TSST and the TSST-G. This paper outlines a mixed methods approach to the TSST. This approach can help to maximize the information that can be gained from the TSST, which researchers often use without looking more closely at what is qualitatively happening psychologically for participants during the stressor itself. In this way, this protocol is an example of mixed methods, showing the added value of using the enactive phenomenological approach to analyze experimental protocols more deeply. This kind of mixed methods is helpful to access the experience, to understand the actor's point of view, and to analyze in-depth the dynamics of cognitive processes like intentions, perceptions, enacted knowledge, and emotion. The discussion section shows the different uses of a mixed methods protocol, exploiting the enactive phenomenological approach to analyze a protocol or to give a cross vision of the same research subject. This section deals with different existing applications, pointing out some critical steps in this mixed methods approach.

Here, we present an original mixed method combining a quantitative and a qualitative approach to examine accurately participants&#39; experiences during the Trier Social Stress Test and the Trier Social Stress Test for groups.

Approccio fenomenologico enattive per la prova di sforzo sociale di Treviri: un punto di vista metodi misti

The single Trier Social Stress Test (TSST) and the TSST for groups (TSST-G) are the most used protocols to experimentally induce psychosocial stress. ...

Evaluation of Commercial-Off-The-Shelf Wrist Wearables to Estimate Stress on Students

Wearable commercial-off-the-shelf (COTS) devices have become popular during the last years to monitor sports activities, primarily among young people. These devices include sensors to gather data on physiological signals such as heart rate, skin temperature or galvanic skin response. By applying data analytics techniques to these kinds of signals, it is possible to obtain estimations of higher-level aspects of human behavior. In the literature, there are several works describing the use of physiological data collected using clinical devices to obtain information on sleep patterns or stress. However, it is still an open question whether data captured using COTS wrist wearables is sufficient to characterize the learners' psychological state in educational settings. This paper discusses a protocol to evaluate stress estimation from data obtained using COTS wrist wearables. The protocol is carried out in two phases. The first stage consists of a controlled laboratory experiment, where a mobile app is used to induce different stress levels in a student by means of a relaxing video, a Stroop Color and Word test, a Paced Auditory Serial Addition test, and a hyperventilation test. The second phase is carried out in the classroom, where stress is analyzed while performing several academic activities, namely attending to theoretical lectures, doing exercises and other individual activities, and taking short tests and exams. In both cases, both quantitative data obtained from COTS wrist wearables and qualitative data gathered by means of questionnaires are considered. This protocol involves a simple and consistent method with a stress induction app and questionnaires, requiring a limited participation of support staff.

A protocol to evaluate solutions based on commercial-off-the-shelf (COTS) wrist wearables to estimate stress in students is proposed. The protocol is carried out in two phases, an initial laboratory-based stress induction test, and a monitoring stage taking place in the classroom while the student is performing academic activities.

Valutazione del polso Commercial-Off-The-Shelf indossabili per stimare lo Stress sugli studenti

Wearable commercial-off-the-shelf (COTS) devices have become popular during the last years to monitor sports activities, primarily among young people. ...

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Measuring Biophysical and Psychological Stress Levels Following Visitation to Three Locations with Differing Levels of Nature

Visitation to natural environments has been linked to psychological stress reduction. Although most stress-related research has relied on self-report formats, a growing number of studies now incorporate biological stress-related hormones and catalysts, such as cortisol and &#945;-amylase, to measure levels of stress. Presented here is a protocol to examine the effects on levels of biophysical and psychological stress following visitation to three different locations with differing levels of nature. Biophysical and self-reported psychological stress levels are measured immediately upon entering the selected locations and just prior to the visitors leaving the site. Using a &#34;drool&#34;&#160;method, the biophysical measure consists of 1-2 mL samples of saliva provided by study subjects upon entry to one of three study locations. As prescribed by extant literature, the saliva is collected within a 45 minute time frame following the end of the visitor&#8217;s engagement at the location. Following saliva collection, the samples are labeled and transported to a biological lab. Cortisol is the biophysical variable of interest in this study and measured using an ELISA process with a TECAN plate reader. To measure self-reported stress, the Perceived Stress Questionnaire (PSQ), which reports levels of worry, tension, joy, and perceived demands. Data are collected at all three sites in the late afternoon through early evening. When compared across all three settings, stress levels, as measured by both the biological markers and self-reports, are significantly lower after visitation to the most natural setting.

The purpose of this paper is to identify changes in stress levels after visitation to three different settings and to describe the methods used in identifying stress levels based on measures of salivary cortisol, &#945;-amylase, and a psychological self-report instrument.&#160;

Misurazione dei livelli di stress biofisico e psicologico dopo la visita in tre località con diversi livelli di natura

Visitation to natural environments has been linked to psychological stress reduction. Although most stress-related research has relied on self-report ...

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Over the past ten years, research into students&#39; emotions in educational environments has increased. Although researchers have called for more studies that rely on objective measures of emotional experience, limitations on utilizing multi-modal data sources exist. Studies of emotion and emotional regulation in classrooms traditionally rely on survey instruments, experience-sampling, artifacts, interviews, or observational procedures. These methods, while valuable, are mainly&#160;dependent on participant or observer subjectivity and is limited in its authentic measurement of students&#39; real-time performance to a classroom activity or task. The latter, in particular, poses a stumbling block to many scholars seeking to objectively measure emotions and other related measures in the classroom, in real-time.
The purpose of this work is to present a protocol to experimentally study students&#39; real-time responses to exam experiences during an authentic assessment situation. For this, a team of educational psychologists, engineers, and engineering education researchers designed an experimental protocol that retained the limits required for accurate physiological sensor measurement, best-practices of salivary collection, and an authentic testing environment. In particular, existing studies that rely on physiological sensors are conducted in experimental environments that are disconnected from educational settings (e.g., Trier Stress Test), detached in time (e.g., before or after a task), or introduce analysis error (e.g., use of sensors in environments where students are likely to move). This limits our understanding of students&#39; real-time responses to classroom activities and tasks. Furthermore, recent research has called for more considerations to be covered around issues of recruitment, replicability, validity, setups, data cleaning, preliminary analysis, and particular&#160;circumstances (e.g., adding a variable in the experimental design) in academic emotions research that relies on multi-modal approaches.

An experimental design was developed to investigate the real-time influences of an examination experience to assess the emotional realities students experience in higher education settings and tasks. This design is the result of a cross-disciplinary (e.g., educational psychology, biology, physiology, engineering) and multi-modal (e.g., salivary markers, surveys, electrodermal sensor) approach.

Una progettazione sperimentale interdisciplinare e multimodale per studiare esperienze di esame autentico quasi in tempo reale

Over the past ten years, research into students&#39; emotions in educational environments has increased. Although researchers have called for more studies ...

The use of Biofeedback in Clinical Virtual Reality: The INTREPID Project

Generalized anxiety disorder (GAD) is a psychiatric disorder characterized by a constant and unspecific anxiety that interferes with daily-life activities. Its high prevalence in general population and the severe limitations it causes, point out the necessity to find new efficient strategies to treat it. Together with the cognitive-behavioral treatments, relaxation represents a useful approach for the treatment of GAD, but it has the limitation that it is hard to be learned. The INTREPID project is aimed to implement a new instrument to treat anxiety-related disorders and to test its clinical efficacy in reducing anxiety-related symptoms. The innovation of this approach is the combination of virtual reality and biofeedback, so that the first one is directly modified by the output of the second one. In this way, the patient is made aware of his or her reactions through the modification of some features of the VR environment in real time. Using mental exercises the patient learns to control these physiological parameters and using the feedback provided by the virtual environment is able to gauge his or her success. The supplemental use of portable devices, such as PDA or smart-phones, allows the patient to perform at home, individually and autonomously, the same exercises experienced in therapist's office. The goal is to anchor the learned protocol in a real life context, so enhancing the patients' ability to deal with their symptoms. The expected result is a better and faster learning of relaxation techniques, and thus an increased effectiveness of the treatment if compared with traditional clinical protocols.

The Project on Virtual Reality Intelligent Multi-sensor System for the Treatment of Anxiety-related Disorders (INTREPID) is aimed at developing a multi-sensor context-aware virtual reality system for the treatment of anxiety-related disorders.

Lo stress di valutazione psicofisiologica Utilizzando Biofeedback

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