THE BIOFEEDBACK STRESS TEST Developments in Business Simulation and Experiential Learning, Volume 29, 2002 The Biofeedback Stress Test Schultz, Marian University of West Florida mschultz@uwf.edu Schultz, James Embry-Riddle Aeronautical University schultzj@cts.db.erau.edu ABSTRACT Stress can be defined as an arousal reaction to some outside stimulus (Girdano & Everly, 1986), or as the nonspecific response of the body to any demand made upon it (Selye, 1974; Organ & Bateman, 1986). The identifiable symptoms of the stress reaction are heightened arousal of both psychological and physiological processes. Research into stress began with the general adaptation syndrome (G.A.S.) in 1936, which provided the foundation for the relationship between the physiology and pathology of stress (Selye, 1974). To comprehend the physiology of stress, it is necessary to acquire an understanding of the autonomic nervous system (ANS) that controls basic, elementary body processes such as hormone balance, metabolism, body fluid regulation, vascular (blood vessel) activity, and reproduction. The hypothalamus, a small collection of nerve cells at the base of the brain, provides the link between the nervous system and the endocrine system, and regulates the activities of the ANS. Hypothalamus stimulation prepares the body for possible action by increasing the discharge of hormones, increasing the availability of energy, preparing the cardiovascular system by shifting blood flow to essential organs, and tensing the muscles. The impulses that originate from the ANS are carried throughout the body through two systems, the sympathetic and parasympathetic. The sympathetic system stimulates the adrenal glands causing them to secrete epinephrine (adrenaline) which, in turn, increases the activity of the organs that are needed for the fight or flight response, while inhibiting the organs that are not needed. The parasympathetic system also increases the activity of some organs, while inhibiting the action of others, but contrary to the action of the sympathetic system. It slows the action of the heart while expanding the blood vessels (Girdano & Everly, 1986). When the brain receives a stimulus (or stressor), a message is sent to the pituitary, which in turn, secretes the hormone adrenocorticotrophic hormone (ACTH), into the bloodstream. ACTH circulates to the adrenal cortex causing secretion of the hormones glucocorticoids (primarily cortisol) and the mineralcorticoids (primarily aldosterone) affecting the body's metabolism by increasing energy, either for the stress response or for recovery from a long period of overactivity. Cortisol also increases the metabolic process of the liver that causes it to form more glucose. This assures the body of an adequate supply of an energy source during the accelerated period of activity. Aldosterone is used to prepare the body for increased muscular activity. These hormones are then sent to the different organs of the body that subsequently change to meet the demands (Girdano & Everly, 1986). The hormones enter the bloodstream and trigger a succession of changes in the body chemistry - in the level of fatty acids in the blood and in the blood's clotting chemistry, while at the same time altering the digestive processes (Organ & Bateman, 1986). The messages are sent to the organs of the body, which changes to meet the demands. Some of the symptoms cause the pulse to quicken, the pupils to dilate, the lungs to take in more oxygen to fuel muscles, muscle tension to increase blood pressure to rise, and respirations to increase. Long-term stress is negative to an individual. It consists of increasingly higher levels of prolonged and uninterrupted periods of stress where the body cannot return to its homeostatic state. The results of long-term stress are a higher pulse rate and increased blood pressure, both of which are known to lead to heart disease. Other illnesses, which can be generated by stress, include gastric or duodenal ulcers (the stress ulcers), and various types of mental illnesses (Selye, 1974). To correct the problem of excessive stress, one must be aware of its causes and symptoms. If an individual can sense that stress is influencing his or her performance, then that individual can take steps to reduce the stress (Schultz, 1992). Biofeedback devices have been used for muscle tension monitoring brain waves, and monitoring body temperature. The interpretation of a person's skin temperature has become a useful technique in biofeedback system refers to control over vasoconstriction (constriction of the blood vessels) and vasodilation (dilation of the blood vessels) (Girdano & Everly, 1986). Information about the activity of the arteries was found by measuring the temperature of the skin's surface. 270 mailto:mschultz@uwf.edu mailto:schultzj@cts.db.erau.edu Developments in Business Simulation and Experiential Learning, Volume 29, 2002 The biofeedback technique is based on the fundamental learning principle that an individual can learn to perform a particular response when given information about the consequences of that response (feedback), and then make the appropriate compensatory behavioral adjustments. The ability to interpret a person's skin temperature has become a useful technique in biofeedback stress studies (Roberts, Kewman & MacDonald, 1973). The reaction of microencapsulated cholesteric liquid crystals (MCLC) to various skin temperatures can be used to readily identify the homeostatic (state of arousal) condition being experienced by an individual. One MCLC product, the Biodot, is temperature sensitive and changes color in accordance with the user's skin temperature, since skin temperature is purported to reflect a particular mood change in an individual (Schultz, Schultz & Williams, 1986). In order to understand the theory associated with Biodot functions, it is important to understand the operants that regulate the skin's temperature. The autonomic nervous system (ANS) which controls the activity of our internal organs, glands, heart, lungs, and all the smooth muscles of the body, is made up of two opposing networks: the sympathetic nervous system (SNS) and the parasympathetic nervous system (PNS). The SNS is activated in times of stress. Under duress, the body automatically undergoes vasoconstriction causing an increasing an increase in the amount of blood flowing to vital organs. Simultaneously, blood moves away from the extremities causing the temperature in these areas to decrease (Gatchel & Price, 1979), resulting in a color change in the Biodot (Schultz, 1986, 1987, 1988, 1990; Jenson, 1993). The PNS functions at slow metabolic rates or, at times, at rest. In this state, the blood flow is regulated throughout the body in a constant manner, causing the temperature of the skin to be higher than in times of stress (Gatchel & Price, 1979). Biofeedback is also defined as a process of developing an additional feedback loop upon the already present homeostatic adaptive control system (Gaarder, 1981). In some cases, individuals may have a defective, undeveloped, or non-existing internal control system and, therefore, use biofeedback to compensate for the condition. Since biofeedback can be applied to help regulate the ANS and control ultimate stress related problems, knowledge of how one will perform in a stress related situation will enable that individual to take preventive action, if needed, to maximize their performance level. Biodots, developed by Biodots International, Inc., contain a spectrum of color capabilities. Each color variance corresponds to a predetermined skin temperature. The Biodot is a small flat device, approximately one-quarter inch in diameter, with a small amount of adhesive on the back enabling it to adhere to the skin without temperature interference. Biodots are effective biofeedback devices due to the small size, quick reaction time, and ease of interpretation. According to data provided by the manufacturer, the ideal location to place the Biodot is on the back of the hand, between the thumb and index finger. For individuals with poor blood circulation, the Biodot should be placed on the upper and innermost portion of their forearm in order to more accurately reflect changes in the skin's temperature. For accuracy and consistency in reading the Biodot, placement directly on the veins, arteries, or bones is not recommended (Biodot International, 2001). Five previous studies utilized Biodots as a method of assessing skin temperature to measure stress levels. A 1986 study (Schultz, Schultz, & Williams) investigated the differences in stress levels for business students taking written examinations and giving oral presentations. A second study by Schultz, Schultz, and Becker (1987) determined whether a student’s stress level, prior to an examination, could predict final test scores. A third study by Schultz, Leptrone, and Schultz (1988) measured stress levels created by various types of examinations. The fourth study by Jenson, Schultz and Schultz (1993) evaluated stress variations occurring during evaluations. The fifth study by Schultz, Schultz and Riley (1990) studied the affects on performance resulting in variations in stress levels. According to Barrios, the inventor of the stress control card, it is extremely important for an individual to detect stressful situations in order to avoid subsequent stress- related problems, for example high blood pressure. As an alternative to the Biodot, the stress control card has successfully reduced many stress related problems because of its ability to detect temperature changes indicative of stress (Mullich, 1984). REFERENCES Biodot International, Inc. (2001) Teacher's Guide. Gaarder, K.R. & Montgomery, P.S. (1981). Clinical Biofeedback, Procedural Manual for Behavioral Medicine. Baltimore/London. Gatchel, R.J., & Price, K. P. (1979). Biofeedback: An Introduction and Historical Overview. In R.J. Gatchel and K.P. Price (Eds.), Critical Applications of Biofeedback: Appraisal and Status. New York Pergamon Press. Jenson, T., Schultz, J., & Schultz, M. (1993). Affects on Performance Resulting From Stress Variations Occuring During Evaluations. Paper presented at North American Economic and Finance Association 8th International Congress, Montego Bay, Jamaica. Mullich, J. (1984). A Devise for Reducing Stress? Los Angeles Times, Apr. 3, Part 5. Organ , J. & Bateman, T. (1986). Stress Management, New York. Roberts, A.H., Kewman, D.G., & MacDonald, II. (1973). Voluntary Control of Skin Temperature: Unilateral Changes Using Hypnosis and Feedback Journal of Abnormal Psychology. Vol. 82, 63-168. Selye, H. (1974). Stress Without Distress. N.Y.: J.B. Lippincott Co. 271 Developments in Business Simulation and Experiential Learning, Volume 29, 2002 Schultz, M., Schultz, J., & Williams, (1986). Stress Levels Experienced by Business Students Prior to Oral Presentations and Written Evaluations. Paper presented at the Eastern Region Conference of the Association of Human Resources Management and Organizational Behavior, New Orleans, LA. Schultz, M., Schultz, J., & Becker, J. (1987). A Study of the Relationship Between Examination Scores and the Degree of Stress Exhibited by Individuals Before, During, and After Examinations. Paper presented at the International Atlantic Economic Conference, Munich, Germany. Schultz, M., Leptrone, J., & Schultz, J. (1988) Utilizing Biodots to Measure Stress Levels Created by Various Types of Examinations. Paper presented at the International Atlantic EconomicConference, London, England. Schultz, M., Schultz, J., & Reilly, T. (1990) Affects on Performance Resulting from Variations in Stress Levels Occurring During Evaluations. Journal of the Southwestern Society of Economists, Vol, 17, No. 1, 73-77. AUTHOR NOTE The background information for this study was taken from articles and presentations by Schultz and Jenson. The information was used in order to validate the use of the “Biodot” as a biofeedback device. The information establishes the credibility of the Biofeedback Stress Test, which is the focus of this paper. 272 Developments in Business Simulation and Experiential Learning, Volume 29, 2002 BIOFEEDBACK STRESS EVALUATION The purpose of this exercise is to allow an individual to evaluate his or her stress levels in various situations. The exercise utilizes the Biodot, a small, flat dense, approximately one-quarter inch in diameter, with a small amount of adhesive on the back, which enables it to adhere to the skin without temperature interference. The Biodot is composed of microencapsulated cholesteric liquid crystals, which react to various skin temperatures, by indicating changes in color. Studies have shown that skin temperatures can be used to identify the homeostatic condition being experienced by an individual. When an individual is experiencing stress, the blood moves away from the extremities causing the temperature in these areas to decrease, causing the color of the Biodot to change. For this reason, the manufacturer of the Biodot has stated that it should be placed on the back of the hand, between the thumb and index fingers. For individuals with poor circulation, it should be placed on the upper and innermost portion of the forearm. For consistency purposes, do not place the Biodot on veins, arteries, or bones. The following table indicates the color of the Biodot when it is reflecting the corresponding temperature and physiological state. __________________________________________________________ Color Temperature Physiological State Black 87 Very Tense Amber 89.6 Tense Yellow 90.6 Unsettled Green 91.6 Involved Turquoise 92.6 Relaxed Blue 93.6 Calm Violet 94.6 Very Relaxed _______________________________________________ 1. Select as what you would perceive as a “normal” 24-hour day. 2. Place the Biodot on the back of your hand between the thumb and index finger (or on the upper and innermost section of the forearm if you have poor circulation). 3. Record the color reflected in the center of the dot every time it changes on the attached form in the column marked “Biodot Color”. 4. Utilizing the values in the following table, calculate and record the change in value on the attached form in the column marked “Value Change”. For example, if the color change is from Green to Blue, the value to record would be “2”. If the change was from Turquoise to Amber, record a “3”. 5. Total the number of changes and the amount of value changes. Black 1 Amber 2 Yellow 3 Green 4 Turquoise 5 Blue 6 Violet 7 6. Divide the number of Biodot color changes into the total amount of value changes. This value equates to the Value Change Index. 7. Assign the values from the table to the colors in the Biodot Color Column. Add the values and calculate the mean. This value equals to the Mean Color Index. 8. Use the attached matrix to plot your level of stress. 9. Repeat this exercise on other times to ascertain if the level of stress fluctuates or remains constant. 273 Developments in Business Simulation and Experiential Learning, Volume 29, 2002 274 BIODOT COLOR CHART Biodot Color Value Change _____________ ____________ _____________ ____________ _____________ ____________ _____________ ____________ _____________ ____________ _____________ ____________ _____________ ____________ _____________ ____________ _____________ ____________ _____________ ____________ _____________ ____________ _____________ ____________ _____________ ____________ _____________ ____________ _____________ ____________ Total # of Changes ______ Total of Value Changes________ Mean Color Index ______ Value Change Index ________ MEAN COLOR INDEX 7 6 5 4 3 2 1 7 6 HIGH 5 4 MEDIUM 3 2 LOW 1 Table of Contents Volume 29, 2001 Threshold Marketer A Family Of Marketing Simulations: Basic Marketer And Advanced Marketer Team Mode And Solo Mode Globalization As An Extended Experiential Exercise The Benefits And Planning Considerations Of Short Term Study Abroad Programs How 2 Setup Your Office Computer To Run Linux For Teaching E-Commerce Without Messing Everything Else Up Incorporating Cosmopolitan-Related Focus-Group Research Into Global Advertising Simulations Demonstration Of Advanced Features In Computer-Assisted Gaming Of International Business A Comparison Of Discrimination-Based Versus Conventional Simulation Game Scoring A Universal Mathematical Law Criterion For Algorithmic Validity The Impact Of Public Policy On Innovation: A Simulation Project For Research And Teaching Participant Identification Of Competitors In A Marketing Simulation Competition Simulation Research In The Hospitality Industry "Computer Simulation, Games And Roleplay: Drawing Lines Of Demarcation" Simulation Distribution Alternatives: Author/User Considerations Managing The Curiosity Gap Does Matter: What Do We Need To Do About It? Use Of External Interventions In A Computer Based Simulation Putting Service Learning Into Orbit It's A Wonderful Life: Simulating The Golden Years Adventures In Creating An Outdoor Leadership Challenge Course For An Emba Program Vbotz: A Pedagogical Cross-Disciplinary, Multi-Academic Level Manufacturing Corporate Simulation Use Of Computer Modeling In Management Accounting Is Simulation Performance Related To Application? An Exploratory Study Learning Cooperatively May Not Be Learning Collaborately! Perception Is Reality: Sharing Frames International Management Virtual Teamwork: A Simulation Financial Plan For Your Life And Career Goals Using Project-Based Experiential Learning Groups In The Principles Of Marketing Course Futures Course: Learning How To Anticipate The Future Of Business Interactive Online Strategic Market Planning With The Web-Based Boston Consulting Group (BCG) Matrix Graphics Package Strategy Learning In A Total Enterprise Simulation Investigation Of The Impact Of Decision Parameters For A Dutch Auction Simulation For Ipo Issues Integrating In-Class Learning With Out-Of-Classroom Experiences Through A Managerial Competency Development Framework War And Peace: Managing Students Learning Experience In A Competitive Simulation Game Virtually Experiential Classrooms Exercise: Conducting Role Plays Using Student Generated Cases Procedural Justice And Acceptance In Group Decision Making The E-Commerce Game: A Strategic Business Board Game Does Student Preparation Matter In A Simulation? A Comparison Of Pedagogical Styles The Game Of Business - A Weekend MBA Course Volume-Dependent Money Exchange Model For Gaming Simulations Implementing Service Learning For Accountants: The Not For Profit Project To Teach Vikings To Behave Among Mandarins: Lessons From Teaching With A Simulation Model Of Applied Business Ethics In International Management Maze Bright Teachers In The Classroom The Validity Investigation Of A Test Assessing Total Enterprise Simulation Learning What Makes Strategy Possible: An Illustration Using Paper And Scissors Learning Micro-OB Skills While Making Top Management Decisions In A Multinational Industrial Firm The Absel Research Heritage And The Bkl: Leveraging Their Value For Future Research New Product Development (Npd) Simulations: Some Challenging Questions And Tough Modeling Issues The Biofeedback Stress Test The Power Circle Exercise Total Enterprise Simulation Learning Compared To Traditional Learning In The Business Policy Course A Business Game Distance Education Application: Learning Outcomes And Experiences Is the Tobin's Q a good Indicator of a Company's Performance? A Critical Examination of the "Experiential" Premise Underlying BUsines Simulation Usage