Hostname: page-component-74656f9884-2dmjx Total loading time: 0 Render date: 2026-11-08T13:43:15.189Z Has data issue: false hasContentIssue false

A transdisciplinary perspective of chronic stress in relation to psychopathology throughout life span development

Published online by Cambridge University Press:  15 July 2011

Robert-Paul Juster*
Affiliation:
University of Montreal McGill University
Gustav Bizik
Affiliation:
Charles University
Martin Picard
Affiliation:
McGill University
Genevieve Arsenault-Lapierre
Affiliation:
University of Montreal McGill University
Shireen Sindi
Affiliation:
University of Montreal McGill University
Lyane Trepanier
Affiliation:
University of Montreal
Marie-France Marin
Affiliation:
University of Montreal
Nathalie Wan
Affiliation:
University of Montreal
Zoran Sekerovic
Affiliation:
University of Montreal
Catherine Lord
Affiliation:
University of Montreal
Alexandra J. Fiocco
Affiliation:
Ryerson University
Pierrich Plusquellec
Affiliation:
University of Montreal University of Sherbrooke
Bruce S. McEwen
Affiliation:
Rockefeller University
Sonia J. Lupien
Affiliation:
University of Montreal
*
Address correspondence and reprint requests to: Robert-Paul Juster, 7401 Hochelaga, McGill University, Louis Riel Pavilion, Unit 226, Room RI-2678, Montreal, QC H1N 3M5, Canada; E-mail: robert.juster@mail.mcgill.ca.
Rights & Permissions [Opens in a new window]

Abstract

The allostatic load (AL) model represents an interdisciplinary approach to comprehensively conceptualize and quantify chronic stress in relation to pathologies throughout the life cycle. This article first reviews the AL model, followed by interactions among early adversity, genetics, environmental toxins, as well as distinctions among sex, gender, and sex hormones as integral antecedents of AL. We next explore perspectives on severe mental illness, dementia, and caregiving as unique human models of AL that merit future investigations in the field of developmental psychopathology. A complimenting transdisciplinary perspective is applied throughout, whereby we argue that the AL model goes beyond traditional stress–disease theories toward the advancement of person-centered research and practice that promote not only physical health but also mental health.

Information

Type
Articles
Copyright
Copyright © Cambridge University Press 2011
Figure 0

Figure 1. The term transdisciplinarity was coined by Jean Piaget in the 1970s to describe integrative, multilevel approaches to scientific inquiry. In more modern perspectives (Kessel & Rosenfield, 2008; Rosenfield, 1992), emergent properties stem from the dynamic interactions among health domains at biological, psychological, social, behavioral, and spiritual levels, that collectively shape global health. A transdisciplinary approach to health research is consistent with the allostatic load model whereby health and disease are believed to emerge as the totality of life domains that are best understood when studied in synergy. Adapted from “The need for a transdisciplinary, global health framework,” by M. Picard, C. M. Sabiston, and J. K. McNamara, 2011, Journal of Alternative and Complementary Medicine, 17, 179–184. Copyright 2011 by Mary Ann Liebert, Inc. Adapted with permission. [A color version of this figure can be viewed online at www.journal.cambridge.org/dpp]

Figure 1

Figure 2. Four types of allostatic states. The top panel illustrates normal allostatic responses, in which a response is initiated by a stressor, sustained for an appropriate interval, and then turned off. The remaining panels illustrate four conditions that lead to allostatic load, namely, repeated “hits,” lack of adaptation, prolonged response, and inadequate response (McEwen, 2006a) . [A color version of this figure can be viewed online at www.journal.cambridge.org/dpp]

Figure 2

Figure 3. Nonlinear network of mediators of allostasis and allostatic load. Arrows indicate that each system regulates the others in a reciprocal manner, creating a nonlinear network (McEwen, 2006a).

Figure 3

Table 1. Individual biomarkers commonly incorporated into the allostatic load index

Figure 4

Figure 4. The life cycle model of stress (Lupien et al., 2009). How the effects of chronic or repeated exposure to stress (or a single exposure to severe stress) at different stages in life depend on the brain areas that are developing or declining. Stress in the prenatal period affects the development of many of the brain regions that are involved in regulating the hypothalamus–pituitary–adrenal (HPA) axis such as the hippocampus, the frontal cortex, and the amygdala (programming effects). Postnatal stress has varying effects: exposure to maternal separation during childhood leads to increased secretion of glucocorticoids, whereas exposure to severe abuse is associated with decreased levels of glucocorticoids. Thus, glucocorticoid production during childhood differentiates as a function of the environment (differentiation effects). From the prenatal period onward, all developing brain areas are sensitive to the effects of stress hormones (broken blue bars); however, some areas undergo rapid growth during a particular period (solid blue bars). From birth to 2 years of age the hippocampus is developing; it might therefore be the brain area that is most vulnerable to the effects of stress at this time. By contrast, exposure to stress from birth to late childhood might lead to changes in amygdala volume, as this brain region continues to develop until the late 20s. During adolescence the hippocampus is fully organized, the amygdala is still developing, and there is an important increase in frontal volume. Consequently, stress exposure during this period should have major effects on the frontal cortex. Studies show that adolescents are highly vulnerable to stress, possibly because of a protracted glucocorticoid response to stress that persists into adulthood (potentiation/incubation effects). In adulthood and during aging the brain regions that undergo the most rapid decline as a result of aging (red bars) are highly vulnerable to the effects of stress hormones. Stress during these periods can lead to the manifestation of incubated effects of early adversity on the brain (manifestation effects) or to maintenance of chronic effects of stress (maintenance effects). For complete information on the life cycle model of stress, see Lupien et al. (2009). [A color version of this figure can be viewed online at www.journal.cambridge.org/dpp]

Figure 5

Table 2. Identified environmental toxins frequently studied

Figure 6

Figure 5. Smoking as an example of pharmaceutical allostatic load. In this illustration, smoking is used to automedicate against symptoms iatrogenically brought forth by prescribed antipsychotic medications in interaction with constitutional factors. [A color version of this figure can be viewed online at www.journal.cambridge.org/dpp]

Figure 7

Figure 6. Antipsychotic effects on allostatic load levels. Pharmacological allostatic load prompts schizophrenic and bipolar patients to remediate themselves against the side effects brought forth by antipsychotics with maladaptive behaviors. This leads to increased or decreased levels for biomarkers representing the primary mediators and secondary outcomes, as well as increased or decreased risk of developing comorbid tertiary outcomes. Conversely, neuroprotective and neurotrophic effects of antipsychotics can concordantly ameliorate these parameters of allostatic load. Arrows correspond to increases or decreases as a function of antipsychotics, while equal signs represent no change. [A color version of this figure can be viewed online at www.journal.cambridge.org/dpp]

Figure 8

Table 3. Primary components of AL and their association with dementia incidence or cognitive decline

Figure 9

Table 4. Association between inflammatory markers and dementia incidence or cognitive decline

Figure 10

Table 5. Metabolic syndrome and vascular indices in association with dementia or cognitive decline

Figure 11

Figure 7. A transdisciplinary framework in comparison to other research approaches. Transdisciplinarity is illustrated here as the large triangle, which contains smaller triangles representing the merging of independent disciplines. At first, multidisciplinary approaches apply perspectives of individual disciplines to understand scientific problems (e.g., psychology, molecular biology), forming next the backbone of interdisciplinary approaches and methodologies (e.g., integrated fields of research like psychoneuroendocrinology and biopsychosocial approaches). The transdisciplinary approach emerges as a kind of Gestalt, whereby the whole is greater than the sum of its disciplinary parts. In this way, we are better equipped to address complex issues like developmental psychology in relation to AL and stress-related disease. This, in turn, fosters person-centered approaches to research, treatment, and prevention of psychopathologies that are more precise, refined, and representative of the individual. [A color version of this figure can be viewed online at www.journal.cambridge.org/dpp]