Stress Test: What We’ve Learned from Stress Research in 80 Years
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Stress Test is a series about the science behind our busy lives and how stress affects our bodies. The biweekly column uncovers the latest research and explains how to put it to use in a practical way. Look for the science behind epigenetic markers of stress, mindfulness, meditation and deep brain stimulation.
The first scientific publication to document “stress” came out in 1936 — more than 80 years ago. Several researchers from the University of California at Irvine, Japan and Slovakia teamed up earlier this year to unpack the publication and figure out what we’ve learned about stress during the last few decades. They published their findings in the journal Current Pharmaceutical Design in late June.
They found that although stress research has grown dramatically across several disciplines in the past few decades, early research in the 1930s began to make connections between stress and gastrointestinal problems such as ulcers. Scientists also understood positive and negative forms of stress by the 1970s. What scientists need to know now, they argue, is exactly how stress works at the molecular level, and how we can prevent and manage stress in our busy lives.
The most recent study — as well as others that have investigated the 1936 paper — provides a few tips for stress-related situations and diseases.
1. Stress definitely affects our bodies.
In the original 1930s research, 29-year-old Hans Selye of of McGill University in Montreal, Canada, experimented on rats that were exposed to severe stress and saw during autopsies that three major changes occurred. Their adrenal glands that produced extra adrenaline enlarged, their lymph nodes that protect the immune system shrank, and their stomachs filled with ulcers. He called this the “stress triad.” Essentially, excess adrenaline and steroids released from our body — also that dreaded cortisol — make us tired, fat and sick.
2. Stress comes in good and bad forms.
You probably heard about “eustress” and “distress” in health or P.E. classes in middle school, along with lessons about self-esteem and sex education. The words sound clinical and stale to us now, but Selye concluded after a long career in experimental medicine that we experience both unpleasant stressors as well as rewarding stressors. He introduced the terms in 1974, as well as his last definition of stress as the “nonspecific response of the body on any demand on it.” Essentially, our adrenal glands may not recognize the difference between good and bad stress, but our brain does, and it controls how our body responds.