post by Day 4 a brief explanation of the impact of stress on the immune system. Then describe the element of the immune system you selected and explain the repercussions of stress on that element. Finally, suggest one stress-reducing behavioral intervention for that specific element of the immune system and explain why this behavioral intervention might be effective. Be specific.

Readings

• Course Introduction: Please read the Course Introduction located on the left navigation bar.
• Course Text: Contrada, R. J. (2011). Stress, adaptation, and health. In R. J. Contrada & Baum (Eds.), The handbook of stress science: Biology, psychology, and health (pp. 1–9). New York, NY: Springer Publishing Company.
• Course Text: Dhabhar, F. S. (2011). Effects of stress on immune function: Implications for immunoprotection and immunopathology. In R. J. Contrada & A. Baum (Eds.), The handbook of stress science: Biology, psychology, and health (pp. 47–63). New York, NY: Springer Publishing Company.
• Book Chapter: Lovallo, W. R. (2005). Behavioral medicine and biomedicine. In Stress and health: Biological and psychological interactions (2nd ed., pp. 1–10). Thousand Oaks, CA: Sage Publishing.
  Stress and Health: Biological and Psychological Interactions by Lovallo, W. Copyright 2005 by Sage Publications, Inc. Reprinted by permission of Sage Publications, Inc., via the Copyright Clearance Center.
• Book Chapter: Lovallo, W. R. (2005). Psychosocial models of health and disease. In Stress and health: Biological and psychological interactions (2nd ed., pp. 11–28). Thousand Oaks, CA: Sage Publishing.
  Stress and Health: Biological and Psychological Interactions by Lovallo, W. Copyright 2005 by Sage Publications, Inc. Reprinted by permission of Sage Publications, Inc., via the Copyright Clearance Center.
• Book Chapter: Lovallo, W. R. (2005). History of the concept of stress. In Stress and health: Biological and psychological interactions (2nd ed., pp. 29–40). Thousand Oaks, CA: Sage Publishing.
  Stress and Health: Biological and Psychological Interactions by Lovallo, W. Copyright 2005 by Sage Publications, Inc. Reprinted by permission of Sage Publications, Inc., via the Copyright Clearance Center.
• Article: American Psychological Association. (2006). Stress weakens the immune system: Friends, relaxation strengthen health. Retrieved from http://www.apa.org/research/action/immune.aspx
• Article: Goh, Y. W., Sawang, S., & Oei, T. P. S. (2010). The revised transactional model (RTM) of occupational stress and coping: An improved process approach. Australian & New Zealand Journal of Organisational Psychology, 3(1), 13–20.
  Retrieved from the Walden Library using the Academic Search Complete database.
• Article: Kelso, T., French, D., & Fernandez, M. (2005). Stress and coping in primary caregivers of children with a disability: A qualitative study using the Lazarus and Folkman Process Model of Coping. Journal of Research in Special Educational Needs, 5(1), 3–10.
  Retrieved from the Walden Library using the Education Research Complete database.
• Article: Medline Plus. (2011). Stress. Retrieved from http://www.nlm.nih.gov/medlineplus/stress.html
• Article: Murphy, L., Denis, R., Ward, C. P., & Tartar, J. L. (2010). Academic stress differentially influences perceived stress, salivary cortisol, and immunoglobulin-A in undergraduate students. Stress, 13(4), 365–370.
  Retrieved from the Walden Library using the Academic Search Complete database.
• Article: National Mental Health Consumers’ Self-Help Clearing House. (n.d.). Resources. Retrieved from http://mhselfhelp.squarespace.com/res-idx
• Article: Segerstrom, S. C. (2010). Resources, stress, and immunity: An ecological perspective on human psychoneuroimmunology. Annals of Behavioral Medicine, 40(1), 114–125.
  Retrieved from the Walden Library using the Academic Search Complete database.
• Assessment: Wilson, D. R. (2006). Life stressor assessment. Adapted from Holmes, T., & Rahe, R. (1967). The social readjustment rating scale. Journal of Psychosomatic Research, 11(2), 213–218.
  The Social Readjustment Rating Scale by Holmes, T., & Rahe, R. In the Journal of Psychosomatic Research, 11(2). Copyright 1967 by Elsevier Health Science. Reprinted by permission of Elsevier Health Science via the Copyright Clearance Center.
• Handout: Laureate Education, Inc. (2012). Defining the stress response across multiple scientific disciplines. Unpublished document.
• Handout: Laureate Education, Inc. (2012). The body’s micro-response to stress. Unpublished document.
• Handout: McCance, K. L, & Huether, S. E. (2010). The stress response [Figure]. In Pathophysiology: The biologic basis for disease in adults and children (6th ed., pp. 340–341). Maryland Heights, MO: Elsevier.
  This article was published in Pathophysiology: The Biologic Basis for Disease in Adults and Children, McCance, K.L., & Huether, S. E. Pages 340-341. Copyright 2010 Elsevier.
• Handout: Wilson, D. R. (n.d.). Primary appraisal and coping.
  Used with permission from Dr. Debra Rose Wilson, PhD. All rights reserved.
• Website: The American Institute of Stress. (n.d.). Retrieved from http://www.stress.org/
  *Students may browse the Home page and the Topics of Interest tab without subscribing or logging into the webpage.

Media

• Video: National Institute of Mental Health. (Producer). (2009). Stress in the animal kingdom: What we can learn [Video webcast]. Available from http://www.nimh.nih.gov/news/media/2009/sapolsky.shtml

Read pages 275-277 of your text explaining Kohlberg’s theory of moral development.

Do research in other sources to provide you with a more in-depth look at the stages that are discussed.

Make a power point presentation consisting of at least 15 slides explaining these stages and how your own style of moral reasoning relates to Kohlberg’s stages.

You will have at least one slide explaining each stage and at least one slide giving an example of each stage.

You will answer the following questions about your own moral decision making in your discussion paper (using at least 500 words), after you have made your slide presentation on Kohlberg’s stages.

(1.)  Discuss your own moral decision making and how it relates to these stages.

(2.)  Do you make moral decisions at a different stage now than you did at an earlier point in your life? Explain and provide an example of a moral decision you made at an earlier point in your life.

(3.)  Discuss a recent moral decision that you made and explain how your style of moral reasoning relates to Kohlberg’s stage theory of moral development.

Access and complete the Learning Styles Inventory

Prepare and submit a 7- to 10-slide PowerPoint.

You will be graded on your completion of the following within your PowerPoint:

1. Identify the strengths of your learning style.
2. Compare these strengths to your personality type.
3. How do these strengths help communication in your relationships with others, i.e., at work, home, school.
4. Describe two challenges you may have with different personalities and learning styles in the way you communicate with others. What strategies can you use to improve these challenges?

While GCU style format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using GCU formatting guidelines, which can be found in the GCU Style Guide, located in the Student Success Center. Use two to three references from our readings or videos to support your work.  You must provide in-text citations within your writing, as well as a properly formatted reference slide.