PSYC 8995:
Seminar in Health Psychology – Stress and Health /

Fall 2011

Professor

Christyn Dolbier, Ph.D.
Associate Professor
Rawl Annex 141
252-328-2119
/ Class
W 1-3:50, Rawl 205
Office Hours
MW 9-11:30
or by appointment

Seminar description:The aims of this seminar are to understand: 1) the concept of stress and how to measure it; 2) stress links to the body and risk for certain diseases/disorders; and 3) ways to buffer, manage, and grow from stress. This seminar will provide you with an overview of major topics and current issues and research surrounding these areas. This requires an understanding of the dynamic interplay of biological, psychological, and socio-cultural factors. Consequently, you will be exposed to material concerning human physical systems, and social/psychological theories and principles.

Required readings:

Sapolsky, R.M. (2004). Why Zebras Don’t Get Ulcers: The Acclaimed Guide to Stress, Stress-Related Diseases, and Coping (3rd Edition). St. Martin’s Press:New York, NY.

There are a number of required journal article readings for this seminar. A copy of each reading will be made available on Blackboard in advance of its assigned due date.

Grading:Your final grade will be based on your attendance and participation in the seminar discussions, completion of 10 reaction papers, facilitation of a discussion, and a presentation and associated paper.

ComponentPercentPointsTotal pointsGrade

Attendance/participation20%100 450-500A = 90-100%

Reaction papers20%100 400-449B = 80-89%

Discussion facilitation20%100 350-399C = 70-79%

Paper20%100300-349D = 60-69%

Presentation20%1000-299F = 0-59%

Attendance and participation:It is important for everyone to complete all required readings prior to class, attend class, and actively participate in class (answer questions and contribute to class discussions). I will give one day as a freebie for you to miss should something unexpected arise.

Reaction papers:Prior to each class a brief reaction paper will be due that is based on the assigned readings for that class. Your papers are due by 5pm Monday before the class for which those readings are assigned, and are to be submitted by uploading them to Blackboard. Papers should: 1) reflect your own thoughts and ideas about the readings, not simply a summary of the readings; 2) draw upon your clinical health psychology experiences when applicable; and 3) include at least one thought-provoking discussion question per reading. Papers should be 1-2 typed, double spacedpages.

Discussion facilitation:You will be asked to pick a topic from weeks 3-9 for which you will serve as the discussion facilitator. You will have access to your classmates’ reaction papers for the topic you are responsible for so that you may use their discussion questions to plan and guide the discussion. Start by providing anoverviewof the key issues discussed in the reading, and then facilitate the discussion of the reading. Any of the following issues not addressed by the discussion questions should be added into the discussion: practical implications of the readings for clinical health psychology; critical evaluation of the theoriesand methods utilized in the empirical studies discussed in the reading;and where future research on the topic should go.

Paper:You will be required to write a paper including the following components: 1) de-identified or fictitious (but realistic) case history of a patient for whom stress plays a major role in the onset, progression, and/or reoccurrence of his/her medical condition; 2) summary of how stress effects themedical conditionand how it effects other biopsychosocial factors in the patient’s life related to the condition (e.g., regimen adherence, social support, sleep); and 3) description of how you would address the stress psychotherapeutically and include an empirically supported stress management technique in the patient’s treatment plan. I encourage you to draw from your clinical health psychology experience working with patients in choosing the case, medical condition, and/or stress management technique. The stress management technique may be a mainstream one or a complementary and alternative medicine one, as long as you demonstratethat there is solidresearch to support its efficacy. It should be one that you feel comfortable facilitating in class. The paper must be a minimum of 10 typed, double spaced pages (excluding title page and reference list), adhere to APA style, include at least five citations, and be submitted on Blackboard by Monday, November 7.

  • You will need to submit a brief paper proposal by September 21on Blackboard that identifies the medical condition and case,stress management technique with brief rationale supporting the choice, citation of an article you will assign the class to read on that technique, and a PDF of the article.The proposal should be 1-2 typed, double spaced pages. Further work on the paper should wait until you receive my feedback on your proposal. You may submit the proposal earlier than the deadline if you anticipate needing more time to complete the paper.

Presentation: During one of the last three weeks of class you will present the content of your paper to the class in a 20-30 minute presentation, facilitate the technique among your classmates (maximum 20 minutes), and hold a question and answer period.Your classmates will be assigned to read the article you chose on the stress management technique, undergo the technique, and be poised to ask questions.

Class policies:

Class format: With the exception of the first and last three weeks of classes, our class will follow a specific format: participation in a stress management technique, lecture, and class discussion of the readings for that week. The last three weeks of class will each consist of student presentations, participation in a stress management technique, and question and answer period.

Discussion etiquette: Appropriate discussion contributions include providing concrete examples from the readings to support your point(s); integrating personal observations and knowledge in an accurate and insightful way; presenting new observations; and constructively responding to fellow students and professors. The following guidelines are suggested for our seminar discussion forum: 1) listen to others respectfully; 2) strive to utilize language that is thoughtful, respectful, and collegial when communicating with your fellow students and professors; 3) when you disagree with someone, critique his/her ideas in a respectful and constructive manner; 4) direct your comments to your fellow students rather than to the professor; 5) try to understand other people’s behavior and perspectives rather than simply criticizing them; and 6) avoid stereotypes and humor that are disparaging of others.

Blackboard: Class materials, announcements, and grades are posted online using Blackboard. To enter our course, go to the Blackboard gateway ( Click Login and enter your ECU userid and password. If you have any trouble logging in, contact the ECU IT Help Desk at 252-328-9866. After you login, select Fall 2011 - PSYC 8995: Stress and Health and you are in.

Disability accommodations: ECU seeks to fully comply with the Americans with Disability Act. Students requesting accommodations based on a disability must be registered with the Department for Disability Support Services (DDSS; Slay 138; 252-737-1016; ; In order to receive accommodations, register with DDSS, inform me in advance of when you need accommodations, and provide me with the DDSS documentation.

Weather emergency: In case of a weather emergency, information is available via ECU’s emergency alert website: and emergency information hotline: 252-328-0062.

SCHEDULE*

Date /
Topics
/

Readings

/

Assignments

Week 1
Aug 24, Wed / Orientation to seminar; stress concept / None / Top 3 topics (due Fri)
Week 2
Aug 31, Wed / Stress concept; stress biology / Chapters 1 and 2; McEwen (1998) / Reaction paper (due Mon)
Week 3
Sept 7, Wed / Stress measurement / Cohen, Kessler & Gordon (1997) / Reaction paper (due Mon)
Week 4
Sept 14, Wed / Stress and your heart (Ford); stress and metabolism (Errickson) / Chapters 3 and 4; Merz et al (2002); Rosmond (2005) / Reaction paper (due Mon)
Discussion (Ford, Errickson)
Week 5
Sept 21, Wed / Stress, overeating, and your digestive tract (Dinatale); stress and growth / Chapters 5 and 6; Adam & Epel (2007); Coe & Lubach (2008) / Reaction paper (due Mon)
Paper proposal
Discussion (Dinatale)
Week 6
Sept 28, Wed / Stress and reproduction; stress and your immune system (Moran) / Chapters 7 and 8; Dunkel Schetter (2009); Segerstrom (2010) / Reaction paper (due Mon)
Discussion (Moran)
Week 7
Oct 5, Wed / Stress and pain (Rosman);stress and memory (Lehockey) / Chapters 9 and 10; McEwen & Kalia (2010); TBA / Reaction paper (due Mon)
Discussion (Rosman, Lehockey)
Week 8
Oct 12, Wed / Stress and aging (Daniels); stress and low socioeconomic status / Chapters 12 and 17; Lupien et al (2009); TBA / Reaction paper (due Mon)
Discussion (Daniels)
Week 9
Oct 19, Wed / Stress and depression, anxiety, hostility and addiction (Highsmith) / Chapters 14, 15, and 16 / Reaction paper (due Mon)
Discussion (Highsmith)
Week 10
Oct 26, Wed / Resilience concept; stress buffers; coping / Chapters 13 and 18; TBA / Reaction paper (due Mon)
Week 11
Nov 2, Wed / Stress-related growth; physiological thriving / TBA / Reaction paper (due Mon)
Week 12
Nov 9, Wed / Presentations / TBA / Paper (due Mon)
Presentation
Week 13
Nov 16, Wed / Presentations / TBA / Presentation
Week 14
Nov 23, Wed / Thanksgiving break – no seminar / None / None
Week 15
Nov 30, Wed / Presentations / TBA / Presentation

* Schedule is subject to change based on the pace of the seminar – any changes will be announced on Blackboard and during class.

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