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Fish experiencing stressful conditions increase production of the glucocorticoid hormone cortisol, which alters energy intake and allocation to help recover physiological homeostasis. Fish experiencing prolonged elevations of cortisol, however, often exhibit reduced somatic growth. While it has been shown previously in fish that cortisol inhibits anabolic growth processes in part via changes in endocrine growth hormone (Gh)/insulin- like growth factor-1 (Igf1) signaling, it is not fully understood which components of Gh/Igf1 pathways are modulated by cortisol. Here, we explored how cortisol influences the Gh/Igf1 system in blue rockfish (Sebastes mystinus) by administering exogenous cortisol and examining effects on Igf1 pathways. Cortisol-treated rockfish had higher plasma cortisol both 5 h and 24 h after injection compared to fish treated with vehicle solution only. Cortisol-treated rockfish also had lower plasma Igf1, even though relative expression of igf1 mRNAs in the liver was unaffected by cortisol. Rockfish treated with cortisol did, however, exhibit higher liver mRNA levels of Igf binding proteins (Igfbps) igfbp1a and igfbp1b, which encode Igfbps with proposed inhibitory influences on Igf1 stimulation of somatic growth. Cortisol-treated fish also expressed reduced liver mRNA levels of igfbp2a, an Igfbp thought to facilitate Igf1 transport in fish, as well as reduced mRNAs in skeletal muscle for myoblast determination protein 2 (myod2), a transcriptional activator for other genes promoting myocyte differentiation during myogenesis. Taken together, these findings point to cortisol-related changes in liver Igfbp expression as a mechanism for shifting Igf1 regulation of growth in fish experiencing elevated glucocorticoid secretion. Temperature is a key regulator of metabolism and growth in teleost fishes. Fish experiencing atypically high temperatures undergo a variety of physiological changes to cope with the elevated temperature, which often includes a reduction in the rate of somatic growth. Studies examining the effects of elevated temperatures on fish growth have typically focused on longer duration increases in average temperature. However, with anomalous ‘heat wave’ events becoming more common in aquatic habitats with climate change, fishes may increasingly be exposed to shorter-term periods of extreme elevated temperature. In this study, black rockfish (Sebastes melanops) were exposed to a short-duration period of elevated temperatures resembling the effects of a heat wave event on a rocky intertidal tidepool, a habitat used by young-of-the-year juveniles of this rockfish species. Black rockfish maintained on two different food rations (1% or 9% g feed per g body mass per day) for 21 d were exposed to elevated temperatures simulating a ~6°C maximum temperature increase for a ~54 h period, after which temperatures were returned to ambient ocean conditions. Rockfish in both ration treatments showed reduced body condition and lower mass-specific growth rates (SGR) during the 3 week period following the heat event period, but then subsequently increased growth above pre- stressor growth rates during the 6 and 9 week period after the high temperature event. Plasma insulin-like growth factor 1 (Igf1) hormone concentrations were correlated with an individual rockfish’s mass-specific growth rate prior to the heating event, but then decreased in both feed treatments following the event and no longer showed that positive relationship to growth. Plasma glucose was also altered by the heating event and increased to remain higher in both feed treatments following the heat event. Plasma osmolality was initially lower in both food ration groups 20 d after the heating event, but then diverged to increase back toward pre-event osmolality values in 9% ration fish, but not 1% ration fish, 6 weeks following the heat event. These findings suggest that exposure of juvenile black rockfish to an acute temperature elevation resembling the heat wave conditions that occur in the species’ tidepool nursey habitats may have consequences for both somatic growth and osmotic balance for weeks following the heating event.

Nursing is a stressful occupation with various physical and psychosocial stressors inherent in its practice. While the physical stressors of nursing are generally understood, less understood are the psychological and social stressors of the profession. With the many changes in healthcare facilities and structures that are occurring today and, in turn, affecting nurses, it is increasingly important to better understand the psychosocial stress experiences of nurses. Grounded in the Job Demand-Control-Support Framework, the objectives of this study were to: 1) examine factors associated with quality of work life (QWL) of Registered Nurses working in four small urban hospital-based obstetric programs, 2) determine if nursing occupational stress, QWL, and various factors (e.g., demographic, locations with and without cross-training) are associated with nurses’ work ability, where work ability is the worker’s capacity to perform their work, as was measured by the work ability index, and 3) review and evaluate some workplace interventions targeting occupational stress management and burnout for nurses.

Although the personal life of the therapist has been a topic of interest for nearly sixty years there is still a paucity of research in this area. There is also a lack of research into the personal lives of researcher psychologists. In this study 282 psychologists (151 researchers and 131 therapists) who attended regional meetings and seminars sponsored by professional psychological associations in Texas were sampled. Job stressors, personal problems and health concerns, relaxation techniques, life satisfaction, and work impact on personal life were some of the areas examined. The most important stressors associated with research were excessive teaching responsibilities, pressures associated with funding and lack of time for a personal life. For therapists the most important stressors associated with work were suicide attempts by clients, clients showing resistance, and clients being angry. Therapists reported more concerns related to anxiety, depression, and family problems than researchers. Both groups chose exercise/sports and movies/television as their most common methods for relaxation. Therapists were three times more likely to have been in therapy than researchers and once in therapy reported six times the number of hours. Researchers reported less childhood abuse than therapists. However, therapists were more satisfied with their current life, indicating having good friends and liking where they lived more than researchers. Therapists were also more likely to feel that their work had impacted their lives and that these benefits were mostly positive. The array of positive benefits ranged from being a better person to enjoying life more. Overall, results showed that, although therapists generally began life in less happy circumstances, and experienced greater personal problems and health concerns currently, they reported feeling more satisfied with their lives than researchers.

PE lessons are a unique context to address the declining levels of physical activity in the UK, offering the opportunity for students to achieve age appropriate physical activity recommendations. Therefore, it is imperative that researchers and practitioners understand variables that underpin students motivational processes in PE lessons. Psychological resilience refers to the idea that some individuals are able to positively adapt to the stressors they encounter. Conceptual theorisers of resilience propose that the concept comprises three constructs: stressors, positive adaptation, and protective factors. The purpose of the thesis is to focus on the first construct of stressors: which may be major life events, or the minor and cumulative demands of everyday life. Specifically, the current thesis aims to develop a measure of stressors in the context of PE lessons within the wider framework of resilience. The thesis is split into five chapters. The first chapter overviews the importance of facilitating motivation and engagement in PE lessons, and introduces the concept of resilience to stressors. Chapter two is split into three parts and comprises three reviews: the first provides an overview of the definitions, concepts, and theoretical models of academic resilience; the second is a systematic review of the approaches to measuring academic resilience and; the third presents a narrative review of daily stressors experienced by adolescents. Chapter three presents the first two studies of this programme of research. Study one is a qualitative exploration of the common stressors experienced by secondary school students during their PE lessons. Underpinned by the concept of resilience, study two explores the protective factors students utilise to facilitate their positive adaptation to these everyday stressors. Drawing on the reviews presented in chapter two, and the qualitative exploration of stressors in PE, chapter four presents a series of studies describing the development of the PE Experiences Questionnaire (PEEQ). Specifically, study three explores the content validity of a pool of items designed to reflect common stressors in PE lessons. Study four examines the factorial structure of the PEEQ using exploratory factor analysis, and study five tests the factorial structure of the PEEQ using confirmatory factor analysis. Study six tests the factorial structure on an independent sample, examines whether it is invariant across gender, and tests the relationship between the PEEQ and related educational constructs. Overall, the current programme of research has advanced the field of educational psychology by providing greater understanding of the potential stressors experienced during PE lessons, and the dynamic processes by which students respond.

Magister Public Health - MPH / The unprecedented increase in HIV and AIDS cases has trickled down to the already impoverished health sector, thus impacting health workers in various ways. In a shrinking health workforce, HIV/AIDS has created an extra demand and workload, emotional burden and stress among health workers. The study aimed to explore and describe nurses’ workplace stressors and coping strategies with regards to HIV/AIDS environment. The exploratory- descriptive study was qualitative in nature. Geita District Hospital was selected as it is the only health facility in the district that provides in-patient care services related to HIV/AIDS. The study population consisted of all nurses who work with HIV and AIDS patients and the managers providing support to nurses. The researcher interviewed twelve nurses and two key informants. Face to face interviews were conducted and a semi-structured interview guide was utilised to collect data. Thematic content analysis was utilised and themes were derived from the concepts that emerged during the process. Validity and trustworthiness of the study was established through triangulation and member checking. The findings of the study revealed that nurses in HIV/AIDS experience stress from the workplace. Nurses struggled with issues of death and dying, feared occupational exposure and found it difficult to cope with nursing shortage, increased workload and inadequate training. The nurses were generally disturbed by lack of organisational support and the unavailability of resources such as; basic medical supplies and protective equipment. Nurses seemed to be resorting more to positive reappraisal, planful problem solving and seeking social support strategies.

Submitted in fulfilment of the requirements of the Master in Education in the Department of Educational Psychology and Special Education in the Faculty of education at the University of Zululand, 2019. / This study forms part of an ongoing attempt to understand the prevalence and management of stressors experienced by teachers. The main focus for this study is foundation phase teachers in rural Mbombela schools. Quantitative and qualitative measures were used in order to gain more insight into the prevalence and management of stressors experienced by teachers. A questionnaire with open-ended and closed-ended questionnaires was used to collect data. The results of the study indicated a high prevalence of foundation phase teachers experiencing stressors. There was also an indication that the teachers do have the necessary skills to cope with stressors that they experience as a result of their teaching and learning environment. Exercise, spirituality and planning were the main techniques teachers used in the management of stressors. Recommendations were made in order to assist teachers with the management of stressors they experience as a result of their teaching and learning environment. Avenues for further research are also discussed.

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