Stress And It’s Management

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Stress and Its Management

Course Syllabus Course Information Course Title: PSY2230: Stress and Its Management Course Number: CRN 90160 Term and Year: First Half (A): Fall Semester, 2019 (03 Sep 2018 – 22 Oct 2018) Credit Hour: 3.00 Course Format: Virtual

Instructor Information Full Name: Kristen Lee EdD, LICSW Please see teaching philosophy and bio in Blackboard Email Address: k.lee@northeastern.edu Office Hours: Email or call me to schedule an appointment

Course Description This course will provide students with a research-experiential approach to understanding stress and its

effects on human behavior and physiology. Stress is an aspect of everyday contemporary life. This course discusses the work of researchers and

practitioners in stress management and considers the causes of stress from a variety of theoretical and practice- based perspectives. Topics include the relation of stress to health, communication, relationships, academic and work performance. In addition, this course examines the techniques and implementation of stress management in personal and professional arenas. Students will consider different perspectives of stress and learn coping methods from various social and cultural standpoints.

Expectations

• Workload: This is a 7.5 week, three-credit course; students should expect 2.5 hours a week of faculty instruction/self-study and a minimum of 5 hours of out-of-class student work per week.

• Policy on late work: Unexcused late assignments will be penalized. Unless specified otherwise, each assignment is due at 11:59 pm EST for the date indicated. No make-up work (homework, discussion board posts, quizzes, etc) will be permitted. Extra credit assignments are not available. If valid circumstances arise, deadline extensions may be offered (when requested with adequate prior notice: two days before due date).

• Communication with Instructor: Outside of class, please direct all communications through university email or through the “Ask the Instructor” forum in the Bb Discussion Board. During normal working hours, I can also be reached at the CPS office by the phone number listed in Instructor Information. I try to respond to all questions/comments as soon as I receive them, but please note that the department standard response time is between 24 and 48 hours.

 

 

 

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Course Materials

Required Texts: • Stress Management for Life: A Research-Based Experiential Approach. 4th ed. (2015). Olpin, M. &

Hesson, M. Wadsworth Publishing. ISBN[10]: 1305120590; ISBN[13]: 978-1305120594

• Reset: Make the Most of Your Stress: Your 24-7 Plan for Well-being (2014). Lee, K., IUniverse Publishing. ISBN[10]: 1491747579; ISBN[13]: 978-1491747575 (Hard Cover) ASIN: B0792RYY45; ISBN[13]: 978-1491747568 (eBook)

Two texts are required for this course. Please bring both to class. Additional readings will be made available in the Course Materials on Blackboard.

 

Student Learning Outcomes Program Objectives:

1. Specialized Knowledge Develop increased literacy with core concepts, perspectives, findings, and trends in psychology. 2. Broad Integrated Knowledge Engage in cross-disciplinary discourse and develop foundational critical thinking skills informed by inquiry, scientific methodology, and creativity. 3. Professional Knowledge Increase intellectual capacity to understand vocationally oriented values, standards, and techniques. 4. Socially Responsive Knowledge Analyze social challenges and opportunities contextually and formulate responses that are grounded in professional values and best practices. 5. Interpersonal and Technological Communication Skills Interact with others in a positive, professional, conscientious, collaborative manner in verbal and written communications. Display information competence and become nimble in using technology for multiple purposes. 6. Personal Development Emerge with insights and strategies to develop a professional identity and meaningfully engage in occupational endeavors, personal, relationships and civic activities.

Student Objectives:

This course offers students the opportunity to engage in experiential learning to develop needed skills, competencies, and dispositions beneficial for the 21st century global market. Based on satisfactory completion of this course, a student should be able to:

• Discuss the definition of stress and apply critical thinking to identify its causes and treatments • Become familiar with seminal and contemporary research on stress, coping and resilience • Identify common stressors inherent in today’s global marketplace • Develop an understanding of the impact of stress on physiological, emotional and cognitive processes • Recognize the role of stress and coping in human wellbeing, communication, relationships, academic and

work performance • Become familiar with stress management techniques pertinent to personal and professional functioning

 

 

 

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• Develop increased capacity for critical thinking, self-awareness and reflection to inform methods of stress reduction and self-care

• Consider global data and intervention constructs influential towards stress and coping Course Methodology

The study of psychology provides an important context for examining and understanding human behavior. By design, the course offers students the chance to develop a host of valuable skills for today’s marketplace, including but not limited to critical thinking, scholarly writing, metacognition, professional behavior and contextual learning. This course focuses upon a global, interdisciplinary, cross-cultural, and contextual view on stress and coping. Our collective inquiry will afford students the opportunity to apply thinking across a variety of professional roles in psychology, health care, social work, education, and leadership.

PSY2230 is a course with an interactive format that relies on your willingness to participate in all activities. We will use a variety of methods to achieve course objectives including lectures, discussion, and experiential activities. The syllabus lays out an initial plan for our work; it may be revised during the course to meet students’ needs and interests. This course will take a “cocoon approach”, enabling students to learn within the context of a supportive environment. Please refer to “Statement of Teaching Philosophy” under “Faculty Profile” in BB for an understanding of my background, teaching practices and style.

Grading/Evaluation Standards

 

Letter Grades: Northeastern University defines letter grades with the following criteria:

 

 

= Outstanding

= Good

= Satisfactory

= Poor

 

Grading Standards / Assessment of Learning

Deliverables Weight

Participation (in-class and online) 30% of final grade (multiple assignments: includes discussion boards)

Grade Numerical Equivalent A 94.00 – 100.00 A – 90.00 – 93.99 B + 87.00 – 89.99 B 84.00 – 86.99 B – 80.00 – 83.99 C + 77.00 – 79.99 C 74.00 – 76.99 C – 70.00 – 73.99 D + 67.00 – 69.99 D 64.00 – 66.99 D – 60.00 – 63.99 F Below 60.00

 

 

 

 

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Week 3 Quiz 20% of final grade (one assignment)

Reflection Paper (Target Behavior Report) 20% of final grade (one assignment)

Final Portfolio 30% of final grade (one assignment)

 

Assignment Details:

Assignment #1 (Discussion Boards)__________ 20% See Blackboard for due dates. You will participate in a total of six (6) discussions, worth five points each. Guidance for completion will be provided via Blackboard.

Assignment #2 (Week Three Quiz)______________________ 30% Due Week 3 by Tuesday, September 17th 11:59pm via assignments link in Blackboard. The purpose of the quiz is to ensure comprehension of the materials, and give you the opportunity to critically reflect on some of our foundational course concepts. We will be covering chapters 1-4, class discussion, and materials posted within week 1 & 2 reading, listening and viewing. The quiz will consist primarily of short answers, and should be taken independently. You will follow the prompts on blackboard to complete this assignment.

Assignment #3 (Target Behavior Report / Reflection Paper) 20% Due Week 5 by Tuesday, October 1st 11:59pm via assignments link in Blackboard. You will reflect critically upon your targeted behavioral goals and individual learnings from the first half of the course. This paper will allow you to demonstrate what you have learned and applied—concerning stress management. You will follow the prompts on blackboard to complete this assignment.

Assignment #4 (Final Portfolio)__________________________ 30% Due Week 7 by Tuesday, October 22nd 11:59pm via assignments link in Blackboard. You will complete a final portfolio, documenting your stress management plan. Using the RESET and SMARTER goals frameworks discussed in class, you will have the opportunity to develop a comprehensive wellness strategy that focuses on academic, professional, and personal development. You will follow the prompts on blackboard to complete this assignment.

Assignment Expectations:

Discussion: The Importance Of Relationships

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As its name implies, confidence intervals provide a range of values, along with a level of confidence, to serve as an estimate of some unknown population value. Since it is rare to have access to the entire population, you must frequently rely on the confidence interval of the sample to make some inference about the population of interest. Before making accurate inferences to the population, we need to fully understand how the three key components of the interval—variability in the data, sample size, and confidence level—impact the width of the interval.

For this Discussion, you will explore the relationship between these components and understand the trade-off between reducing risk in our confidence of estimates and increasing precision.

To prepare for this Discussion:

  • Review      Chapters 6 and 7 of the Frankfort-Nachmias & Leon-Guerrero text and in      Chapter 7, p. 188, consider Hispanic migration and earnings and focus on      how different levels of confidence and sample size work together.
  • Review      Magnusson’s web blog found in the Learning Resources to further your      visualization and understanding of confidence intervals.
  • Use the      Course Guide and Assignment Help found in this week’s Learning Resources      to search for a quantitative article related to confidence intervals.
  • Using the      SPSS software, General Social Survey dataset and choose a quantitative      variable that interests you.

By Day 3

Using SPSS:

  1. Take a      random sample of 100.
  2. Calculate      the 95% confidence interval for the variable.
  3. Calculate      a 90% confidence interval.
  4. Take      another random sample of 400.
  5. Calculate      the 95% confidence interval for the variable.
  6. Calculate      a 90% confidence interval.

Post your results and an explanation of how different levels of confidence and sample size affect the width of the confidence interval. Next, consider the statement, “Confidence intervals are underutilized” and explain what the implications might be of using or not using confidence intervals. Provide examples based on the results of your data. Also, use your research to support your findings.

Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

Frankfort-Nachmias, C., & Leon-Guerrero, A. (2018). Social statistics for a diverse society (8th ed.). Thousand Oaks, CA: Sage Publications.

  • Chapter 5,      “The Normal Distribution” (pp. 128-150)
  • Chapter 6,      “Sampling and Sampling Distributions” (pp. 151-178)
  • Chapter 7,      “Estimation” (pp. 179-201)

Wagner, W. E. (2016). Using IBM® SPSS® statistics for research methods and social science statistics (6th ed.). Thousand Oaks, CA: Sage Publications.

  • Chapter 3,      “Selecting and Sampling Cases”
  • Chapter 5,      “Charts and Graphs”
  • Chapter      11, “Editing Output”

Magnusson, K. (n.d.). Welcome to Kristoffer Magnusson’s blog about R, Statistics, Psychology, Open Science, Data Visualization [blog]. Retrieved from http://rpsychologist.com/index.html

As you review this web blog, select the Interpreting Confidence Intervals – new d3.js visualization link, once you select the link, follow the instructions to view the interactive for confidence intervals. This interactive will help you to visualize and understand confidence intervals.

Note: This is Kristoffer Magnusson’s personal blog and his views may not necessarily reflect the views of Walden University faculty.

Walden University Library. (n.d.). Course Guide and Assignment Help for RSCH 8210. Retrieved from http://academicguides.waldenu.edu/rsch8210

For help with this week’s research, see this Course Guide and related weekly assignment resources.

Datasets

Document: Data Set 2014 General Social Survey (dataset file)

Use this dataset to complete this week’s Discussion.

Note: You will need the SPSS software to open this dataset.

Document: Data Set Afrobarometer (dataset file)

Use this dataset to complete this week’s Assignment.

Note: You will need the SPSS software to open this dataset.

Document: High School Longitudinal Study 2009 Dataset (dataset file)

Use this dataset to complete this week’s Assignment.

Note: You will need the SPSS software to open this dataset.

TESTING & ASSESSMENT IN THE WORKPLACE

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Please follow the Rubric for this assignment

Benchmark – Personality Assessments

There are several personality inventories. Some examples are the Predictive Index, Myers-Briggs, and the Kiersey Termperament Sorter. (Note: this is not a comprehensive list.) Understanding the value of these measures for screening and assessment in hiring decisions is of the upmost importance. For this assignment, you will analyze two personality inventories used in human resources and industrial/organizational psychology. The analysis will include: title, author and publisher, theoretical foundation of the test; a description of each test content, purpose, structure, administration, and scoring guidelines; an evaluation of the reliability and validity of each test; a critique of the strengths and weaknesses of using each test in an applied setting; and an analysis of the multicultural application of each test. Frame your answer from a theoretical perspective. Lastly, determine the impact personality assessment has for the individual and group to improve organizational performance.

General Requirements:

Use the following information to ensure successful completion of the assignment:

· This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

· Doctoral learners are required to use APA style for their writing assignments.

Directions:

Write an essay (1,750-2,000 words) in which you will analyze two personality inventories. Be sure to address the following:

1. Critically evaluate two personality inventories.

2. Develop an empirical examination theoretical foundation for each inventory.

3. Assess each personality inventory for reliability and validity.

4. Evaluate the applied use as well as multicultural use of each inventory.

5. Evaluate the impact personality assessment has for the individual and group to improve organizational performance.

RESOURCES

Gurven, M., von Rueden, C., Massenkoff, M., Kaplan, H., & Lero Vie, M. (2013). How universal is the Big Five? Testing the five-factor model of personality variation among
forager–farmers in the Bolivian Amazon. Journal Of Personality And Social Psychology, 104(2), 354-370. doi:10.1037/a0030841

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-33782-001&site=ehost-live&scope=site

Consiglio, C., Alessandri, G., Borgogni, L., & Piccolo, R. F. (2013). Framing work competencies through personality traits: The Big Five Competencies grid. European Journal
Of Psychological Assessment, 29(3), 162-170. doi:10.1027/1015-5759/a000139
URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-22968-002&site=ehost-live&scope=site

Vigil-Colet, A., Morales-Vives, F., Camps, E., Tous, J., & Lorenzo-Seva, U. (2013). Development and validation of the overall personality assessment scale (OPERAS).
Psicothema, 25(1), 100-106.

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-02569-017&site=ehost-live&scope=site

Differentiate the motivational and performance-based advantages versus disadvantages for performers who adopt a short-term goal (

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6 pages plus a title and reference page

1. Motivation arises from both internal motives (i.e. needs, cognitions, emotions) and external events (i.e. incentives, consequences, social contexts).  Is one of these sources of motivation more potent or more effective in motivating people than is the other?  Are people primarily motivated by internal motives or by external events, or are people motivated about equally by internal motives and external events? Justify your response by giving examples from your own life.

2. Selecting one physiological need (e.g. hunger, thirst, sex) as an example, explain, how the biological beginnings of this need eventually manifest themselves as a psychological drive in a person’s subjective awareness.  In other words, explain how a biological event becomes a psychological motive. Give an original example to support your explanation.

3. How does self-determination theory explain how external events (e.g. rewards, praise) sometimes produce positive effects on motivation but other times produce negative effects? Give an original example to support your explanation.

4.  Learned helplessness theory relies on the components of contingency, cognition, and behavior to explain the motivational dynamics underlying helplessness.  Explain what these three components mean and provide an original illustrative example of each.

5.  Consider the origins of the need for achievement. Discuss and provide original examples from your own life, of each of the following three sources of high need for achievement:  its socialization influences, its cognitive influences, or its developmental influences.

6.  Differentiate the motivational and performance-based advantages versus disadvantages for performers who adopt a short-term goal (e.g., eat less than 2000 calories today) versus performers who adopt a long-term goal (e.g. lose 20 pounds this year) and offer a recommendation as to whether performers should adopt a short-term or a long-term goal. Explain/justify your recommendation.