PSY332: The Psychology of Stress Management



PSY3332: The Psychology of Stress Management

Instructor: Dr. Francis Craig Class Times: MWF 9:00 - 9:50

Office : SH204 Class Location: SH208

Office Phone: 662-4774

Office Hours (sign up on my door to lock in a time!) MWF 10-11:40

E-Mail fcraig@mnsfld.edu

Web Page: mnsfld.edu/~fcraig

Texts:.

• Greenberg, Jerrold (2008). Comprehensive stress management (10th edition). New York, NY: McGraw-Hill.

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

Simple Class Description: This course is designed to provide the student with a understanding of the language, concepts in stress research and basic tools used to manage stress. It satisfies 3 credits. Psychology 1101 is a prerequisite.

What are my goals for this class? (My Teaching Objectives):

I want to help my students:

1. Develop an understanding of the causes and effects of stress

2. Explore empirically based information on stress and the stress response (stress theories)

3. Understand cognitive and behavioral means to managing personal stress

4. To think critically about what constitutes a life that is well lived and personal success.

What are you going to learn? (Your Learning Objectives)

By the end of this class the successful student will:

1. Be able to identify psychological and physiological models of human stress

2. Be able to describe the physiological pathways active during human stress experience

3. Be able to describe the process by which of chronic stress effects various disease and conditions

4. Be able to use several cognitive “reframing” techniques to manage personal stress

5. Be able to use at least one relaxation technique to manage personal stress.

6. Be able to identify what constitutes “personal success”.

7. Be able to construct and write a research paper using APA manuscript format.

What will you and I do to make sure you can see that you have learned something? (Selected Activities, Examinations & Assignments)

1. Discuss early and later models of stress and the prominent researchers who developed these approaches

2. Take and discuss the paper & pencil scales that assess stress using different theoretical models for defining human stress.

3. Practice and personalize several relaxation strategies to see what works best for you

4. Conduct a personal research project and write a research paper (in APA manuscript form) that explores the effect of using your personalized relaxation technique.

5. Write a series of reflective essays covering the chapters of Czikszentmihalyi’s Finding Flow

6. Observe or actively participate in exercises that connect human stress experience to the human physiological stress response.

7. Practice several cognitive “reframing” techniques and write reflective responses regarding the experience.

Assignments, Activities & 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.

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 20% of your grade. The assignments are critical to your experience of the course

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.

Attendance and Expected Classroom Behavior:

General Behavior Expectations: This is a smaller class in which some material is quite technical and a significant portion of your learning will involve working with others therefore students are expected to come to class and to contribute (see attendance policies following this paragraph). Given the occasionally personal nature of the class content, It is also expected that we will try to be respectful of other student’s thoughts and experiences, especially if they are different from our own.

Behavior likely to result in successful outcomes: Success in this class should tightly correspond to regular attendance and participation (in class and with the homework assignment). This is a class geared toward the student who actively involves him or herself in her learning. Students looking for a “passive” learning experience will not only do poorly in this class, but will likely detract from others experience as well.

Basic Attendance Policy: I understand many students have busy and complicated lives. Therefore all students have 3 “free” absences to use in which no penalty will be applied. Use these wisely! After three absences, 2% will be deducted from your final grade for each subsequent absence regardless of reason. If a student has 7 or more absences (for any reason, including excused absences) that student will receive an "F" regardless of performance on assignments and tests.

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

About Excused Absences:

• I expect you to make an office appointment and discuss all absences that may be excusable with me. It is MU policy that “students must provide documentation before absences can be excused”[1]. Even University sanctioned absences, such as for varsity athletics, require make-up activity in order for credit to be received for the missed class.

• If you have an excused absence, you may make up the missed work or assignment points by completing extra credit assignments. As instructor, I decide the means by which you can receive extra credit. All make-up work will be due within a week of the students return.

• Excused absences must be cleared with me in advance. If there is an emergency or an unavoidable cause of an absence, you must let me know as soon as feasible (preferably within 24 hours) the reason for the absence and if you desire an opportunity to make-up the missed assignments and points deducted for the absence.

Absences on the Day Assignments are Due. There will be many assignments in this class. Absences (even excused absences) do not constitute an excuse for failing to turn in an assignment on time.

• Students with excused absences should work ahead.

• If a student is unexpectedly absent, written assignments can be emailed to the professor and will be accepted if they are received prior to the beginning of the class time on the due date.

General Learning Support: The University offers a variety of support services including tutoring, a writing center, resources for improving study and time management skills.  Contact the Learning Center (662-4798) or Ms. Lou Labuski-Brown (662-4693) for more information about these resources. Exceptionalities:  For information about psychological medical or learning disabilities contact Bill Chabala (662-4878) or Deb Rotella (662-4825) in the Academic and Human Development Department (1st floor of South Hall).  They can help you to provide me with the appropriate letter so that I may serve your particular needs better. MU also provides FREE counseling for students. Contact the Counseling Center (662-4798) for more information (mansfield.edu/~counseling)

Academic Dishonesty: Evidence of cheating or other forms of academic dishonesty will typically result in a grade of ZERO. It is likely that further disciplinary action will be taken at the level of the Dean’s office. I believe college students know if they are conducting themselves in an honest or dishonest manner and are therefore accountable for their behavior (consequences) as it relates to this class.

Final Note: While I do not plan to alter any class policies or plans, as the instructor of the course I reserve the right to make changes if I believe it is appropriate to do so.

Class Schedule:

|wk |Dates |Topics |Readings |Info |

|1 |A25, A27, |Syllabus/What is Stress |Chapter 1-CSM | |

| |A29 |Finding Flow #1 & 2 |Finding Flow #1 & 2 | |

|2 |S1 |Labor Day No Class | | |

| |S3, 5 |Stress Psychophysiology |Chapter 2-CSM | |

|3 |S8, 10 |Stress, Illness & Disease |Chap 3-CSM | |

| |S12 |Finding Flow 3 & 4 : |Finding Flow 3 & 4 : | |

|4 |S15, |Stress Illness & Disease (cont) | | |

| |17 |Review/Catch-up Day | | |

| |S19 |EXAM #1 |Chapters 1-3, 17 |At Leg Assembly |

|5 |S22, 24 |Interventions /Intrapersonal Life |Chapter 4 & 5- CSM | |

| | |Situation Interventions | | |

| |S25 |Finding Flow 4 |Finding Flow 5 | |

|6 |S29, O1 |Interpersonal Life Situation |Chapters 5 & 6 | |

| | |Interventions- | | |

| |O3 |Finding Flow 5 |Finding Flow 6 | |

|7 |O6, 8 |Perception Intervention |Chapter 6 & 7 - CSM | |

| |O10 |Finding Flow 6 |Finding Flow 7 | |

|8 |O13 |Fall Break- No Class | | |

| |O15 |Review & Catch Up | | |

| |O17 |Exam #2: |Chapters 4-7-CSM | |

|9 |O20, 22 |Relaxation Techniques- General |Chapter 9-CSM | |

| | |Applications- Imagery Activity | | |

| |O24 |Finding Flow 7 |Finding Flow 8 | |

|10 |O27, 29, 31 |Autogenic Training & Imagery |Chapter 10-CSM | |

|11 |N3, 5, 7 |Progressive Muscle Relaxation |Chapter 11- CSM | |

|12 |N10,12, 14 |Structured/Expressive Writing |Pennebaker- Outside Readings | |

|13 |N17, 19, 21 |Development of a Personalized | | |

| | |Relaxation/Stress Reduction Technique| | |

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

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

|15 |D1, 3, 5 |Individual Student Meeting Schedules | | |

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

|Final Exam Period- |Class Discussion |Finding Flow Chapter 9 | |

|Wednesday, Dec 10, | | | |

|8-10am | | | |

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.

An example of a structured & supported argument ,

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

✓ Provide and describe evidence (research findings) that this is a reasonable statement (2-3 citations)

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

✓ Provide & describe supportive evidence (2-3 citations)

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

✓ Provide & describe supportive evidence (2-3 citations)

D. A technique (or techniques if you are mixing various relaxation approaches) which may be helpful in countering the effects of physical/psychological aspects of stress is. . . (PMR, Autogenics, breath meditation, deep breathing etc).

✓ Provide & describe supportive evidence (2-3 citations)

Answer questions like:

What is the technique supposed to influence?/what changes should occur?

How has use of this been useful in the past?

E. For this study the effects of on physical/psychological aspects of stress will be observed.

Describe the qualities of your technique and how these qualities may affect stress responses.

. 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 the psychology department's handout on APA format

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

PSY3332 Finding Flow Assignment Requirements

A. Basics Guidelines for Assignment

1. This reflection must be typed and ready to be turned in during class to receive credit

2. It is due on the date the chapter material is being discussed.

3. The reflection should be around 2 pages double-spaced

4. A reflection is due for each chapter. (see class schedule for due dates)

B. Guidelines for the structure of the Flow reflection:

1. What do you think is the basic message of this chapter? (1-2 Well thought out sentences)

a. What about the content of the chapter leads you to conclude this?

2. Note 2 ideas/concepts/information that is most interesting and relevant to you?

a. What is the idea/concept/information?

b. How do these concepts relate to the basic message of the chapter?

c. Why did you find it interesting?

d. What is to be learned from this chapter about maximizing positive experiences and/or stress management

3. List the 4 most interesting (to you) sentences of this chapter (include the page numbers beside the sentences).

a. AS A WHOLE—what is it about the content of these sentences that you think “speaks” to you…. Makes them stand out?

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[1] Taken from statement sent by the office of MU Dean May 19, 2008.

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