Name: the social dimension of stress: experimental manipulations of social support and social identity in the trier social stress test
Uploaded: 2015-11-19T14:00:00
Description: Watch this Scientific Journal Video about The Social Dimension of Stress: Experimental Manipulations of Social Support and Social Identity in the Trier Social Stress Test at JoVE.com

This research was supported by a grant (AZ: 76202-29-3/11) from the Ministry for Science and Culture of Lower Saxony (Germany) to Andreas Mojzisch and Jan H&#228;usser.

Two studies11,12 that applied the described procedures have been approved by the ethics committee of the University of Hildesheim and were in line with the declaration of Helsinki.
1. Set-up
<img alt="Figure 1" src="/files/ftp_upload/53101/53101fig1.jpg" />
Figure 1.&#160;Sketch of the set-up in the two experimental rooms. P = real participant, C1/C2 = confederates, mic = microphone, cam = camera <a href="https:/...

<ol>
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A., Kattenstroth, M., van Dick, R., Mojzisch, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=“We”+are+not+stressed:+social+identity+in+groups+buffers+neuroendocrine+stress+reactions.">“We” are not stressed: social identity in groups buffers neuroendocrine stress reactions.</a> J. Exp. Soc. Psychol. 48 (4), 973-977 (2012).</li><li>Frisch, J. U., H&#228;usser, J. A., van Dick, R., Mojzisch, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Making+support+work:+the+interplay+between+social+support+and+social+identity.">Making support work: the interplay between social support and social identity.</a> J. Exp. Soc. Psychol. 55, 154-161 (2014).</li><li>Nuttin, J. 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G. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Effects+of+a+supportive+or+an+unsupportive+audience+on+biological+and+psychological+responses+to+stress.">Effects of a supportive or an unsupportive audience on biological and psychological responses to stress.</a> J. Pers. Soc. Psychol. 98 (1), 47-56 (2010).</li><li>Haslam, S. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Psychology in organizations: the social identity approach. , (2004).</li><li>Kudielka, B. M., Hellhammer, D. H., W&#252;st, S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Why+do+we+respond+so+differently?+Reviewing+determinants+of+human+salivary+cortisol+responses+to+challenge.">Why do we respond so differently? Reviewing determinants of human salivary cortisol responses to challenge.</a> Psychoneuroendocrino. 34 (1), 2-18 (2009).</li><li>Kudielka, B. M., Gierens, A., Hellhammer, D. H., W&#252;st, S., Schlotz, W. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Salivary+cortisol+in+ambulatory+assessment&#8212;some+dos,+some+don&#8217;ts,+and+some+open+questions.">Salivary cortisol in ambulatory assessment&#8212;some dos, some don&#8217;ts, and some open questions.</a> Psychosom. Med. 74 (4), 418-431 (2012).</li><li>Doosje, B., Ellemers, N., Spears, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Perceived+intragroup+variability+as+a+function+of+group+status+and+identification.">Perceived intragroup variability as a function of group status and identification.</a> J. Exp. Soc. Psychol. 31 (5), 410-436 (1995).</li><li>Birkett, M. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+Trier+Social+Stress+Test+protocol+for+inducing+psychological+stress.">The Trier Social Stress Test protocol for inducing psychological stress.</a> J. Vis. Exp. 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This protocol describes two effective manipulations of (a) the relationship between different protagonists in the TSST (i.e., between participants in the TSST-G11 or between the TSST-committee and the participant12) and (b)&#160;the behavior of the TSST-committee12.
The proposed manipulation of social identity has several strengths. First, it can be easily implemented before commencing the TSST. Hence, it does not alter the standard TSST protocol, whic...

As social animals1, humans strive for belongingness2. Hence, for humans the behavior of significant others as well as their relationships with them are of great importance, especially in unfamiliar and challenging situations. For example, in stressful situations supportive behavior of other people as well as positive social relationships can act as powerful resources to cope with stress3,4. These social resources, however, interact in a complex way and are sometimes not effective stress buffers5 per se . In order to study the conditions under which supportive behavior and social relationships have an effect on stress reactions, two different manipulations are introduced that can be implemented in the Trier Social Stress Test (TSST)6,7 or the group version of the TSST (TSST-G)8. Both are standard protocols to induce high levels of psychological and physiological stress in the laboratory7. The TSST(-G) is framed as a simulated job interview, in which participants are supposed to convince two interviewers (i.e., the selection committee) that they are the most suitable candidate for a job position. Additionally, participants have to perform a mental arithmetic task in front of the selection committee. In order to increase the social-evaluative threat, participants are told that a video of them will be recorded for an analysis of their nonverbal behavior and a voice frequency analysis6,7.
Manipulation of social versus personal identity
To manipulate social relationships within the TSST(-G), different techniques to induce a shared social identity9&#8212;a feeling of &#8220;we&#8221;-ness&#8212;between protagonists in the TSST/TSST-G are proposed (compare Gockel et al.10, H&#228;usser et al.11). Specifically, the manipulation of a&#160;social identity &#160;consists of the following steps11,12: (1) Participants are placed at the same table. (2) Throughout the experimental procedure participants are addressed as a group. (3) The initial letter of participants&#8217; names is manipulated to be identical because people prefer letters constituting their own name13. This name letter effect can be linked to increased interpersonal attraction14. (4) Participants&#8217; age and occupation are manipulated to be similar. (5) Participants are given T-shirts of the same color. (6) Participants work alone on a task in which they have to generate and write down ideas to improve the quality of life in their city (Task 1). Their ideas are put into a collective box and they are told that the group performance will be analyzed. (7) Participants are asked to think of similarities (e.g., goals, wishes, and habits) between themselves and their fellow group members (Task 2). (8) A group picture is taken.
In order to induce a personal identity, the following means are taken: (1) Participants are seated at three individual tables. (2) Throughout the experimental procedure participants are addressed as individuals. (3) The initial letter of participants&#8217; names is manipulated to be different. (4) Participants&#8217; age and occupation are manipulated to be different. (5) Participants are given T-shirts of different colors. (6) Participants also work on Task 1. However, their ideas for improving the quality of life are put into individual boxes and it is emphasized that their individual performance will be analyzed. (7) Participants should think of things (e.g., goals, wishes, and habits) that distinguish themselves from their fellow group members. (8) An individual picture of each participant is taken. Importantly, in both conditions participants are not allowed to interact with each other in any form. Furthermore, please note that the realization of steps 3 and 4 requires the use of confederates and may therefore not be applicable in every study design.
Manipulation of supportive versus unsupportive behavior
To study the effects of (un)supportive behavior, an experimental manipulation of non-verbal behavior of the TSST-selection committee members (compare Taylor et al.15) is introduced. Importantly, only the non-verbal behavior of the committee is altered: In stark contrast to the standard version of the TSST6, in which the committee members are trained to communicate with the participant in an unresponsive neutral manner (i.e., the committee members provide no facial feedback at all), the committee members now behave either supportively or unsupportively. However, the standardized verbal statements of the committee members and the procedure of the TSST are unchanged.
These two experimental manipulations can be applied independently of each other but can also be combined. In sum, the identity manipulation has been tested in our laboratory on 186 male and female healthy students and the manipulation of committee behavior on 90 male and female healthy students. In the present article, we describe the combination of both manipulations as conducted by Frisch et al.12. Building on the social identity approach16, Frisch et al. 12 hypothesized that social support in a stressful situation will only be effective in buffering stress responses, if the provider and the recipient of support share a social identity. This hypothesis was tested using a 2 (social versus personal identity) &#215; 2 (unsupportive versus supportive committee behavior) between-subjects design. In the first part of this experiment, a shared social identity (versus personal identity) was induced between three participants. In fact, there was only one real participant and the other two persons were confederates who pretended to be real participants throughout the study. The two confederates were used in order to assure a standardized committee behavior in the upcoming TSST. In this second part of the experiment, the TSST was introduced to the participants and they were told that one of them would have to serve as job applicant and the other two would constitute the committee. The two confederates were designated as members of the TSST-committee by using a bogus drawing of lots procedure. During the TSST, the non-verbal behavior of those two committee members was manipulated and they acted either supportively or unsupportively. The following protocol describes the procedure of this experiment12 and the manipulations in more detail.

<table border="0" cellpadding="0" cellspacing="0" width="841">
	<tbody>
		<tr>
			<td>9 T-shirts in 3 colors (i.e., 3 in each color)</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Social/personal identity manipulation.</td>
		</tr>
		<tr>
			<td>3 stick-on labels</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Social/personal identity manipulation.</td>
		</tr>
		<tr>
			<td>3 boxes (e.g., made of cardboard)</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Social/personal identity manipulation (task 1).</td>
		</tr>
		<tr>
			<td>a little pouch&#160;</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Bogus lot drawing procedure (entails three lots: two neatly folded lots labeled with with &#8220;committee&#8221; and one crumpled-up lot labeled with &#8220;applicant&#8221;).</td>
		</tr>
		<tr>
			<td>2 stopwatches</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Place them on the table in Room 2 (for the TSST-committee).</td>
		</tr>
		<tr>
			<td>2 video cameras</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Place in Room 2 (one for allegedly filming the participant, one for filming the behavior of the committee).</td>
		</tr>
		<tr>
			<td>2 tripods</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Place in Room 2.</td>
		</tr>
		<tr>
			<td>1 microphone</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Place in Room 2 (for allegedly recording the speech and the answers of the participant).</td>
		</tr>
		<tr>
			<td>1 microphone stand</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Place in Room 2.</td>
		</tr>
		<tr>
			<td>several pens</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td></td>
		</tr>
		<tr>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
		</tr>
		<tr>
			<td>Furniture</td>
			<td></td>
			<td></td>
			<td></td>
		</tr>
		<tr>
			<td>3 chairs</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Room 1 A and B (social/ personal identity manipulation).</td>
		</tr>
		<tr>
			<td>1 big table</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Room 1A (social identity manipulation).</td>
		</tr>
		<tr>
			<td>3 small tables</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Room 1B (personal identity manipulation).</td>
		</tr>
		<tr>
			<td>1 big table</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Room 2 (TSST-committee).</td>
		</tr>
		<tr>
			<td>2 chairs</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Room 2 (TSST-committee).</td>
		</tr>
		<tr>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
		</tr>
		<tr>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
		</tr>
		<tr>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
		</tr>
		<tr>
			<td>Questionnaires/ instructions</td>
			<td></td>
			<td></td>
			<td></td>
		</tr>
		<tr>
			<td>3 informed consents</td>
			<td></td>
			<td></td>
			<td>Use the&#160; informed consent of your institution (for all participants, i.e., the two confederates and the real participant).</td>
		</tr>
		<tr>
			<td>3 manipulation checks of identity salience</td>
			<td>Items of Frisch et al. (2014), H&#228;usser et al. (2012) or Doosje et al. (1995)</td>
			<td></td>
			<td>Hand out after the identity salience manipulation (for all participants, i.e., the two confederates and the real participant).&#160;</td>
		</tr>
		<tr>
			<td>2 &#34;instructions&#34; for the TSST-committee</td>
			<td></td>
			<td></td>
			<td>Hand out to the committee members (i.e., the confederates) at the end of the bogus lot drawing procedure. These &#34;instructions&#34; are part of the cover story so that the real participant believes that the two confederates are real participants as well and need to be informed about their roles in the TSST. However, since the confederates are of course already familiar with the TSST procedure, it is not important what these instructions actually entail (e.g., as a reminder for the confederates they may entail the exact wording of the verbal instructions of the committee).</td>
		</tr>
		<tr>
			<td>2 solutions to the mental arithmetic task</td>
			<td></td>
			<td></td>
			<td>Place them on the table in Room 2 (for the TSST-committee).</td>
		</tr>
		<tr>
			<td>1 (or 3) manipulation check(s) of committee behavior</td>
			<td>Items of Frisch et al. (2014)</td>
			<td></td>
			<td>Hand out after the TSST (for the real participant only). (However, in order to keep up the role of the confederates as real participants, a similar questionnaire can be handed out to the confederates asking them how they evaluate their own behavior during the TSST.)&#160;</td>
		</tr>
		<tr>
			<td>several sheets of blank paper</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Hand out for task 1, task 2, preparation time of TSST (for the real participant), notes during the TSST (for the TSST-committee).</td>
		</tr>
	</tbody>
</table>

the social dimension of stress: experimental manipulations of social support and social identity in the trier social stress test

In many situations humans are influenced by the behavior of other people and their relationships with them. For example, in stressful situations supportive behavior of other people as well as positive social relationships can act as powerful resources to cope with stress. In order to study the interplay between these variables, this protocol describes two effective experimental manipulations of social relationships and supportive behavior in the laboratory. In the present article, these two manipulations are implemented in the Trier Social Stress Test (TSST)&#8212;a standard stress induction paradigm in which participants are subjected to a simulated job interview. More precisely, we propose (a) a manipulation of the relationship between different protagonists in the TSST by making a shared social identity salient and (b) a manipulation of the behavior of the TSST-selection committee, which acts either supportively or unsupportively. These two experimental manipulations are designed in a modular fashion and can be applied independently of each other but can also be combined. Moreover, these two manipulations can also be integrated into other stress protocols and into other standardized social interactions such as trust games, negotiation tasks, or other group tasks.

Two studies (H&#228;usser et al.11 and Frisch et al.12) showed the effectiveness of the identity manipulation on 186 healthy students (97 females, age range 18 to 35 years, mean (M) age = 22.40 years, standard deviation (SD) = 2.83 years). Moreover, Frisch et al.12 tested the effectiveness of the committee behavior manipulation on 90 healthy students (49 females, age range 18 to 29, M = 22.00 years, SD = 2.31 years).
<p cl...

Watch this Scientific Journal Video about The Social Dimension of Stress: Experimental Manipulations of Social Support and Social Identity in the Trier Social Stress Test at JoVE.com

The Social Dimension of Stress: Experimental Manipulations of Social Support and Social Identity in the Trier Social Stress Test

Previous research on the social dimension of stress has focused on two important variables: social identity and social support. This protocol introduces an effective experimental manipulation of these two social variables and describes their implementation in a standard stress induction paradigm (Trier Social Stress Test).

In many situations humans are influenced by the behavior of other people and their relationships with them. For example, in stressful situations ...

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A Mouse Model of Subchronic and Mild Social Defeat Stress for Understanding Stress-induced Behavioral and Physiological Deficits

Stressful life events often increase the incidence of depression in humans. To study the mechanisms of depression, the development of animal models of ...

Experimental Research Examining How People Can Cope with Uncertainty Through Soft Haptic Sensations

Human beings are constantly surrounded by uncertainty and change. The question arises how people cope with such uncertainty. To date, most research has ...

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

The ability to recall the past allows us to report on details of previous experiences, from the everyday to the significant. Because recall memory is ...

A Within-subjects Experimental Protocol to Assess the Effects of Social Input on Infant EEG

Despite the importance of social interactions for infant brain development, little research has assessed functional neural activation while infants ...

A Visual Guide for Studying Behavioral Defenses to Pathogen Attacks in Leaf-Cutting Ants

The complex lifestyle, evolutionary history of advanced cooperation, and disease defenses of leaf-cutting ants are well studied. Although numerous studies ...

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. ...

Integrating Computerized Linguistic and Social Network Analyses to Capture Addiction Recovery Capital in an Online Community

The article describes a new methodology designed with the aim of finding a comprehensive, unobtrusive, and accurate way of capturing social recovery ...