Stressors and The Flexible Line of Defense

The outer barrier of the student system is known as the flexible line of defense.  Its ideal function is to keep the student free from stressors or the symptoms that stressors cause.  The flexible line of defense is dynamic and will expand and contract depending on the level of protection needed (Fawcett, 2000).

From a victim’s perspective, Steve’s stressors are Ben’s teasing and aggression. Initially, Steve’s flexible line of defense will bulk up in response to being bullied.  It does so in order to protect him from the harm that Ben’s actions may cause.  Research has found that the most common ways of dealing with bullying are to ignore it and/or avoid the perpetrator (Gamliel, Hoover , Daughtry, & Imbra, 2003).  Steve’s flexible line of defense may include his ability to ignore Ben’s behavior and avoid contact with him.  Steve may even confront Ben in an attempt to defuse Ben’s aggression.  If successful, Steve’s student system will return to a normal, stable state.  Unfortunately, Ben’s bullying has penetrated Steve’s flexible line of defense, as evidenced by his frequent visits to the nurse’s office.

Perpetrators can respond in a similar manner.   Ben’s stressors are his parents’ separation and his father’s substance abuse. Initially, Ben’s flexible line of defense will bulk up in response to the turmoil at home.  It does so in order to protect him from the harm that the parents’ actions may cause.   Ben’s flexible line of defense may include his ability to ignore or deny his parents’ separation.  Initially, Ben may cope with the changes at home.  If successful, Ben’s student system will return to a normal, stable state, but the stress at home has penetrated Ben’s flexible line of defense, as evidenced by his bullying of his classmates.

Normal Line of Defense
The next level of protection lies within the normal line of defense, and this represents the student’s usual level of wellness.  It evolves over time as one learns to cope with stressors and behavior patterns.  The normal line of defense is also dynamic; in a well state the line is expanded and contracts when wellness is compromised (Fawcett, 2000).

While some students build up a tolerance for certain stressors, others remain vulnerable to the very same stressors.  The normal line of defense can include protective mechanisms such as denial or repression, thus allowing the student system to function “normally” in a stressful situation. In Steve’s case, the bullying has gone on for six months and his defenses are low, thus leaving him in an unstable state.  Similarly, in Ben’s case, the trouble at home has gone on for years and his defenses are low, thus also leaving him in an unstable state.

Lines of Resistance
In an involuntary reaction, the final barrier of the student system is activated; this is known as the lines of resistance.  Examples of the lines of resistance include the body’s ability to fight infection and to heal from wounds.  These protective mechanisms assist the student in returning to wellness after stressor invasion (Fawcett, 2000). 

Fortunately, neither Steve nor Ben has been critically injured, and with the proper interventions they will heal.  All of these barriers serve to protect the central core of the student system which is comprised of the basic energy resources common to all humans; for example genetic structure, normal temperature range, and ego structure (Fawcett, 2000).