Understanding Stress and Coping
28:174: SCC Fall 2009
(3 s.h.)
Department of Health and Sport Studies
http://www.uiowa.edu/~hss/
Tuesdays, 5:30-8:00, 302 FH
Instructor: Name: Jay M. Greenfeld, M.A.
Office: E118 FH
Phone: 319-335-9335
Email: (until 6pm daily)
Office Hours: Wednesdays 2:00-5:00
DEO Contact Information:
Name: Beth Pelton, Associate Professor
Office: E128 Field House
Phone: 319-335-9344
Email:
Course Supervisor:
Name: Christi Johnson
Office: E131 FH
Phone: 319-335-9348
Email:
Office Hours: MW 2:00-3:30, or by appointment
Required Texts:
Greenberg, J.S. (2009). Comprehensive Stress Management (9th, 10th, or 11thEd.). Dubuque, IA: McGraw Hill. The text can be purchased online or at Iowa Book & Supply.
Greenfeld, J.M. (2009). My choice - my life: Realizing your ability to create balance in life. Denver, CO: Outskirtspress. The text is available at Iowa Book & Supply & Prairie Lights.
Other Course Related Materials:
Additional course related materials (articles, study questions) will be made available on ICON.
Course-Specific Objectives:
The objectives of this course are to provide students with the following:
§ An understanding of stress and its effects on the body and mind based on theoretical concepts and scientific evidence.
§ Intervention techniques and methods for managing stress. These will be presented as a four-step model: life situation interventions, cognitive restructuring interventions, relaxation (emotion) interventions, and physical activity (physiological) interventions.
§ Opportunities for the application of the intervention techniques and stress management.
§ Opportunities to understand and analyze how stress is constructed and conceptualized in diverse populations (other than the University scene!)
§ Opportunities for exploring written and oral communication skills, while engaging classroom concepts with real-world settings
College of Liberal Arts and Sciences General Education Program (CLAS GEP) Objectives (This course counts toward Health and Physical Activity GE fulfillment!):
The CLAS GEP is designed to develop a student's critical thinking, analysis, and communication abilities by the effective use of oral, written, visual, and research skills appropriate to the liberal arts and sciences. The CLAS GEP as a whole aims to develop in every student enduring qualities that mark a liberally educated person:
· Open-mindedness, tolerance, and the ability to question and evaluate one’s own attitudes and beliefs.
· Sufficient general knowledge and proficiencies to adapt to new opportunities and vocations.
· The ability to understand and to cope with the complexity and diversity of contemporary life.
· A lifetime pursuit of personal intellectual growth and a lifetime practice of social responsibility.
Evaluation:
Evaluation will be based on the completion of one quiz, two assignments, one paper, and one presentation.
v Attendance:
o Students are expected to attend each class. In the event of an emergency or an unavoidable absence, please contact me as soon as possible.
v Stress Physiology Exam (Chs. 1-4) [25%] September 15
o The quiz will cover material from chapters 1-4 and from the first 3 weeks of class. Be prepared for multiple choice, matching, short answer, and short essay. The quiz will reflect approximately 50% lecture/discussion material and 50% textbook material.
v Stress Diary [15%] September 29
(1 point per day logged) October 20
v Questions 1-16, p. 82-83. [5%] October 6
v Rough Draft/outline [5%] October 27
v Holistic Stress Management Plan [20%] November 10
v Service Learning Presentation [10%] December 1 & 8
v Service Learning Reflection Journals [15%] Each week
v In class work up to: [5%] As assigned
v ______
Total possible: 100%
Course Schedule (**Please note this schedule can and will change)
Date Topic Reading
Unit 1: Physical aspects of the stress process
Week 1 Welcome, Administrative
Intro to Stress Mgmt Ch. 1
Week 2 Stress Physiology Ch. 2
Week 3 Stress Physiology Ch. 3
Intro to intervention: 4-step model Ch. 4
Week 4 Stress Phys. Quiz. Chs. 1-4
Service Learning
Unit 2: Holistic, personalized stress management
Week 5 Social Engineering Chs. 5, 6
Start Stress Diary 1!!
Week 6 Social Engineering Chs. 5, 6
Stress Diary 1 Due!
Week 7 Cognitive Restructuring Ch. 7
Q’s 1-16, p 74-75 Due!!
Week 8 Spirituality Ch.8
Begin Stress Diary 2!!
Week 9 Relaxation Techniques Ch. 9-12
Stress Diary 2 Due!!
Week 10 Physical activity Ch. 13
College Student Stress Ch. 17
HSMP Outline/rough draft due!
Week 11 Workshops, Catch up, relaxation, Q & A, service learning check-in
Strategies Ch. 14
Stress within different life situations
Stress in everyday life
Unit 3: Stress in a diverse world (different people experience stress in different ways)
Week 12 Diversity and Stress Ch. 15
Stress, Aging, and Life Change Ch. 19
HSMP Due!
Week 13 Occupational Stress Ch. 16
Family Stress Ch. 18
Week 14 THANKSGIVING RECESS
Week 15 Service-learning presentations
Week 16 Service-learning presentations
Instructor Policies:
Discussions: Plan on participating! I like to hear from each of you, as I believe each of you has valuable thoughts and ideas to share. Also, always be respectful of one another’s opinions and thoughts and listen!
Assignments: I do not accept assignments via email!!! I will only accept late assignments under very special circumstances and only with a written excuse for your absence. If you have a good reason to miss class, please let me know ahead of time and hand your assignment in early.
Tests: During test time, personal items like bags, notes, newspapers, jackets, etc. go under your desk. Cell phones and pagers must be shut off and under your desk, too. Baseball caps should not be worn or must be turned backwards.
Grading scale: Grades will be calculated on a percent-of-total basis (e.g., 90-100% of the total points is in “A” range). Grades will not be posted publicly during or after the semester. Check ICON for the latest updates. Please keep track of your scores and feel free to talk with me regarding test or assignment scores.
Grade range (Plus & minus grades will be used)
A: 90-100% B: 80-89 C: 70-79 D: 60-69 F: Below 59%
The College of Liberal Arts and Sciences Policies
Administrative Home of the Course
The administrative home of this course is the College of Liberal Arts and Sciences, which governs academic matters relating to the course such as the add/drop deadlines, the second-grade-only option, issues concerning academic fraud or academic probation, and how credits are applied for various graduation requirements. Different colleges may have different policies. Students with questions about these or other CLAS policies should speak with an academic advisor or with the staff in 120 Schaeffer Hall. Also see the CLAS Academic Handbook: www.clas.uiowa.edu/students/academic_handbook/index.shtml
Academic Fraud
The University expects the highest level of integrity from its students. All forms of plagiarism and any other activities that result in a student presenting work that is not his or her own are academic fraud. All academic fraud is reported to the departmental DEO and then to the Associate Dean for Academic Programs and Services. See Academic Fraud at www.clas.uiowa.edu/students/academic_handbook/ix.shtml
Making a Suggestion or a Complaint
Students have the right to be involved with their academic community and to make suggestions or complaints. Students are encouraged to visit with the instructor, with the course supervisor, and with the departmental DEO, showing a high level of responsibility and involvement in their own education. Please keep in mind that complaints must be made as soon as possible and always within six months of a specific incident. For more information visit, Student Complaints at www.clas.uiowa.edu/students/academic_handbook/ix.shtml#5
Accommodations for Disabilities
The University upholds actions of diversity and inclusion. Under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, instructors provide reasonable academic accommodations for qualified students with disabilities. Students seeking academic accommodations first register with Student Disability Services and meet with a counselor in that office who reviews documentation and determines eligibility for services. Students approved for accommodations arrange to meet privately with course instructors. Visit Student Disability Services at www.uiowa.edu/~sds/
Understanding Sexual Harassment
Sexual harassment is reprehensible and will not be tolerated by the University. It subverts the mission of the University and threatens the well-being of students, faculty, and staff. Visit this site (http://www.sexualharassment.uiowa.edu/) for definitions, assistance, and the full University policy.
Electronic Communication
University policy specifies that students are responsible for all official correspondences sent to their University of Iowa e-mail address (@uiowa.edu). Faculty and students should use this account for correspondences. (Operations Manual, III.15.2. Scroll down to k.11.)
Reacting Safely to Severe Weather
If a tornado or other severe weather is indicated by the National Weather Service radar, the UI outdoor weather sirens will sound. The class will seek appropriate shelter immediately, continuing class if possible when the event is over.
Absence due to Flu:
Flu-Like Symptom Policy, Fall 2009: Public health authorities have recommended that people with flu-like illnesses stay home and not return to public spaces until 24 hours after they have no fever. In order to prevent the spread of disease, please do not come to class, meet with other groups of students, attend office hours, or contact offices in person while you are ill. Based on this recommendation, I will not require you to report to a doctor or to Student Health to verify a flu-like illness. If you have flu-like symptoms, please email me so that I know why you are absent, then complete an illness-absence form (http://www.registrar.uiowa.edu/forms/H1N1_absence_form.pdf ) when you are well enough to do so. Your grade will not be penalized for absences if you are following the recommendations of health authorities. For more information about these recommendations go to http://www.cdc.gov/h1n1flu/sick.htm.
*The CLAS policy statements have been summarized from the web pages of the College of Liberal Arts and Sciences.
STRESS MANAGEMENT
Fall 2009
MAJOR ASSIGNMENTS
Stress Diaries– DUE September 29 & October 20 (~one page per day)
Go to (approx) page 78 in your textbook and look at the model stress diary. Keep a stress diary like this one for one full week. You may follow the form in the textbook or create your own format, but your diary must include all the components listed in your text. YOUR STRESS DIARY MUST BE NEAT AND WELL-ORGANIZED TO RECEIVE CREDIT.
ü Evaluation: Points will be awarded for
o Completeness—the majority of your stressors are noted
o Clarity—easy to read/understand
o Insightfulness—Recognition of new stresses or indicators of stress reactivity
Questions 1-16, Chapter 5- October 6
On pages 82-83 in your textbook, answer the questions #1 through #16. Please re-write each question before stating your answer. Use the experiences recorded in your diary to help you as you reflect upon your stressors. RESTATE THE QUESTION BEFORE TYPING YOUR RESPONSE. RESPONSES MUST BE TYPED, COMPLETE SENTENCES.
ü Evaluation:
o Completeness—questions are answered fully
o Clarity—easy to read/understand
o Insightfulness—questions are used to guide understanding and may be used to frame the personalized holistic stress management plan
Personalized Holistic Stress Management Plan – November 10
Using question 17/18 on page 83 of your textbook as a starting point, design a holistic stress management program for yourself. You should consider the stressors you have experienced and recorded in your diary and the things you have learned in this class. Your program should include elements of social engineering, cognitive restructuring, relaxation, and physical exercise. It should be tailored to meet your unique needs. PAPERS MUST BE 5-10 PAGES IN LENGTH, DOUBLE-SPACED, 12-POINT FONT, TYPED.
ü Evaluation:
o Social Engineering (15 points): how you will use social engineering to reduce stress in your life OR why it is not feasible to use social engineering
o Cognitive Restructuring (15 points): how you will use cognitive restructuring to reduce stress
o Relaxation (15 points): relaxation techniques you would like to implement, how you will implement/maintain them
o Physical Exercise (15 points): physical activities you currently do or would like to try, how you will implement/maintain the them
o Grammar (5 points): proper use of punctuation, spelling, sentence structure, subject/verb agreement, proper use of 1st/2nd/3rd person
o Style (5 points): coherent paragraph structure, transitions, introduction & conclusion, general flow of paper
o Flow (5 points): includes intro, description of why a HSMP is necessary, body, and conclusion
Service Learning Project Presentations – December 1 & 8
Student service-learning objectives:
The objectives of participating in service-learning are to provide students with the following:
§ Experience in service via a community based organization
§ Experience working with individuals outside of the university setting
§ A deeper and more nuanced understanding of stress and its effects on diverse populations
§ Opportunities to observe how stress management techniques may be applicable outside of the university setting
§ Other (established between community partner, student, and instructor)
Role of the student in service-learning:
§ Establish contact with Community partner
§ Engage in (minimum) 10 hours of service
§ Demonstrate learning of course objectives and service-learning objectives
§ Maintain open communication with course instructor and community partners regarding service and learning, as necessary
§ Other (established by community partner, student, and instructor)
Role of course instructor:
§ Facilitate student learning via in-class discussions and other learning experiences
§ Aid student in problem-solving, as necessary
§ Maintain open communication with student and community partners regarding student’s roles and progress, as necessary
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