PSY332: The Psychology of Stress Management



PSY3332: The Psychology of Stress Management

Instructor: Dr. Francis Craig Class Times: MWF 10:00 - 10:50

Office : SH400 Class Location: RTN109

Office Phone: 662-4774

Office Hours (sign up on my door to get your time!) M5:30-8:30, T11-11:30, TH2-3:30

E-Mail fcraig@mnsfld.edu Web Page: mnsfld.edu/~fcraig

Texts:.

Greenberg, Jerrold (2003). Comprehensive stress management (8th edition). New York, NY: McGraw-Hill.

Csiksentmihalyi, Michaly (1997). Finding flow: The psychology of engagement with everyday life. New York, NY: Basic Books.

Goals:

The purpose of this course is to provide the student with a understanding of the language, concepts in stress research and basic tools used to manage stress. In this pursuit, this course incorporates both traditional classroom lecture as well as skill training. Your primary goal should be to learn the research/conceptual background of the psychology of stress that you may come to appreciate “its” role and effects in our and others’ lives. Further you should develop a degree of competence in managing “distress” in your life..

Grade Construction:

The two tests (25% each) will be traditional examinations consisting of multiple choice, fill-in-the-blanks, and short essay questions.

Details of a personal research report (20%) will be provided in class and are attached to this syllabus.

A group-led Presentation on chapters in the text "Finding Flow" will contribute 10% of your grade

Written personal reflections and responses to each chapter in the text Finding Flow will contribute 10% of your grade.

Completions of class assignments will construct the last 15% of your grade. The assignments are critical to your experience of the course

. For each missed/late assignment 2% will be deducted from your final grade.

Grade Scale

|A+ 98-100 |B+ 87-89 |C+ 77-79 |D+ 66-69 |

|A 93-97 |B 84-86 |C 74-76 |D 64-65 |

|A- 90-92 |B- 80-83 |C- 70-73 |F 63 & below |

Make Up Test Policy:

All make-up tests will be LONG ESSAY. Make-up tests are afforded to students who have notified me in writing prior to class of their reason for absence. Make-ups will be conducted within 1 week of the missed exam. It is your responsibility to schedule this make-up test with me. Those who miss without an adequate excuse for absence can make up their grade by taking a cumulative final exam.

Cheating: Evidence of cheating will typically result in a grade of ZERO, and it is likely that further disciplinary action may be taken.

Attendance: After three absences, 2% will be deducted from your final grade for each subsequent absence regardless of reason. This is a relatively small class in which some material is quite technical. Role will be taken. You are expected to come to class and to contribute.

Extra Credit: Students with perfect attendance (no misses for any reason) will earn 10 additional test points.

Class Schedule:

|wk |Dates |Topics |Readings |Info |

|1 |A27, A29 |Introduction/Stress & College |Chapter 17-CSM | |

|2 |S2(Tues.), S3 |What is stress |Chapter -CSM | |

| |S5 |Activity 1: | | |

|3 |S8, 10 |Stress Psychophysiology |Chapter 2-CSM | |

| |S12 |Activity 2: | | |

|4 |S15, 17 |Stress, Illness & Disease |Chap 3-CSM | |

| |S19 |Activity 3: | | |

|5 |S22 |Review/Catch-up Day | | |

| |S24 |EXAM #1 |Chapters 1-3, 17 | |

| |S25 |TBA | | |

|6 |S29, O1 |Interventions |Chapter 4- CSM | |

| |O3 |Activity 4: | | |

|7 |O6, 8 |Perception Interventions |Chapter 7 - CSM | |

| |O10 |Activity 5: | | |

|8 |O13, 15 |Life Situations: Intrapersonal |Chapter 5- CSM | |

| |O17 |Activity 6: | | |

|9 |O20- |Fall Break- No Class |

| |O 22,24 |Life Situation-Interpersonal/Social |Chapters 6 & 8- CSM | |

|10 |O27 |Review- & Catch-Up | | |

| |O29 |EXAM #2 |Chapters 4-8-CSM | |

| |O31 |Meditation & Other Stress Management |Chapter 9-CSM | |

| | |Approaches | | |

|11 |N3, |Meditation/Autogenic Training |Chapter 10-CSM | |

| |N 5, 7 |Class Activities 8: Autogenic | | |

| | |Training | | |

|12 |N10, |Progressive Muscle Relaxation |Chapter 11- CSM | |

| |N12, 14 |Class Activity 9: PMR Class | | |

|13 |N17, |Structured/Expressive Writing |Pennebaker- Outside Readings | |

| |N19, 21 |Activities 10: S/E Writing | | |

|14 |M24 |Personal Research Paper Review | | |

| |M26 & 28 |Thanksgiving Holidays- No Class |

|15 |D1, 3, 5 |Group Presentations/Individual |Finding Flow: Chap 1-6 | |

| | |Reflection Papers | | |

| |December 5 (Last Day of Class) Personal Research Papers Due at Class Time |

|Final Exam Period- |Group Presentations/ |Finding Flow Chapters 7-9 | |

|Monday, December 8, |Class Discussions/ | | |

|10:15-12:15 |Final Reflections | | |

PSY3332: Personal Research Paper Guidelines

This paper is a mini-research project that will require you to incorporate a relaxation technique into your life and attempt to objectively assess its effects on parameters of stress. The paper is expected to follow the structure listed below EXACTLY. If you are not a psychology major you are still expected to follow this format. If you are a psychology major you will be graded on adherence to APA style!

Paper Sections

1. TITLE PAGE: Concisely describes the focus of your study. You may use the example title below (suggested)

THE EFFECTS OF 1-WEEK OF ON PHYSICAL AND PSYCHOLOGICAL SYMPTOMS OF STRESS

2. INTRODUCTION (2-3 Full pages):

In this section you should justify your study. What evidence is there that suggesting that finding a means to reduce stress would be important? Reviews of evidence cited in your text and outside sources to be found in the library will be absolutely necessary.

For Example,

A. Stress is defined in both physical and psychological terms.

Evidence: Is this is a reasonable approach?

B. Research has found that reducing of the experience of stress may be important to various aspect of one's health.

LIST. Evidence 1-3

C. It is clear from the research that both the effect of stress on physical and psychological may lead to these health problems.

HOW? Evidence 1-3

D. A technique which may be helpful in countering the effects of physical/psychological aspects of stress is

E. Based on the evidence I will observe the effects of on physical/psychological aspects of stress. 1. What is the technique supposed to affect

2. How has use of this been useful in the past

Evidence 1-3

3. METHODS (2+ Full Pages)

A) DESIGN (1 paragraph): Everyone is doing a "single subject pre-post"

B) SUBJECTS (1 paragraph): Describe yourself (e.g. 31 year old married male)

C) MATERIALS: (What will be used to measure change in stress and briefly] why)

D) PROCEDURE (.5-1 Full page)" Explain the procedure you will use to study whether your technique has any effect. (Explain it so I could replicate it!)

E) ANALYSIS: (Before and after differences)

4. RESULTS (1.5-2+ Full Pages including Graphs)

Text: What did you find? (1-2 paragraphs)

At least two graphs of Pre-Post Effects

5. CONCLUSIONS

6. REFERENCES (IN APA STYLE)

If you do not have the APA Publications manual, check our class website for links to assist you with this. Make sure you have the psychology department's handout on APA format

7. APPENDIX: Raw data collected (e.g. Paper and Pencil Stress Measures, Physiological Data)

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