Syllabus

SLS 1933 – Selected Topics in Student Life Skills

Comprehensive Stress Management

Instructor:  Jane H. Bryant jhbryant@fccj.edu

                     Adjunct

                     Florida Community College

Email

Response:  I will normally respond to email within 48 hours

Textbook:  Comprehensive Stress Management 10/e

                   Jerrold S. Greenberg

                   You are required to purchase the textbook.  You may
                   purchase it online at http://www.efollett.com. 

Delivery

System:     This course will be delivered online via Blackboard

Course

Description: 

                     This course is designed to assist students in developing skills that will help them identify and cope more effectively with the stressors in their lives.  This course will emphasize how basic lifestyle changes can result in better health through stress reduction.  Included in this course are the physiology of stress, stress management techniques, and specific applications for occupational stress, stress and the college student, family stress, and stress and the older adult.

Methodology: 

                  This course will be taught completely online using Blackboard.  All coursework, course tests, and discussions will be completed through this format.  Exercises and assignments will include extensive reading, short writing assignments, class discussions, individual research and a stress diary.  Assignments will be submitted through Blackboard. This course requires one research/reaction paper.   

Grading System:   Grades will be assigned based on the following point system:
                                               A = 630 - 700 Points
                                               B = 560 - 629 Points
                                               C = 490 - 559 Points
                                               D = 420 - 489 Points
                                               F =  000 - 419 Points

                           Each Test will be worth 50 Points
                           There will be a total of five tests (5)
                           Total possible points for Tests……………………………250          

                           Each Lab Assessment will be worth 10 Points
                           There will be a total of ten (20) lab assessments
                           Total possible points for Lab assessments……………….200

                           Each Workbook Assignment will be worth 10 Points
                           There will be a total of ten (10) workbook assignments
                           Total possible points for Workbook assignments………..100

                           Each Discussion will be worth 5 Points
                           There will be a total of ten (10) Discussions
                           Total possible points for Discussions……………………..50

                           There will be one (1) Stress Record.                                                                             
                           Total Possible Points for the Stress Record.........................50

                           There will be one (1) Research/Reaction Paper.                                                                             
                           Total Possible Points for the Research/Reaction Paper.......50

                            Total Possible Points for the Course…………………….700

Course Outline:

Part 1 Scientific Foundations

Chapter 1 What is Stress?

Learning Objectives

After completing this chapter, the student will be able to:

·        Discuss the scientists who were pioneers in the study of stress.

·        Describe the “fight-or-flight” response identified by Walter Cannon.

·        Describe the general adaptation syndrome described by Hans Selye.

·        List several examples of relaxation techniques.

·        Understand the definitions of various terms employed throughout the remainder of the text.

·        Describe the goal of stress management.

·        Describe the various options for using this book, including creation of a personal stress profile and/or a stress portfolio.

·        Describe the rationale for applying what you learn about stress management by getting involved in your community.

Chapter 2 Stress Psychophysiology

Learning Objectives

After completing this chapter, the student will be able to:

·        Describe the anatomy and physiology of the brain.

·        Diagram how the brain functions to prepare the rest of the body to react.

·        Describe the endocrine system organs that are related to stress.

·        List the changes that occur in the body in response to increased secretion of the catecholamines.

·        List the changes that occur in the body in response to increased secretion of thyroxin.

·        List the changes that occur in the body as a result of sympathetic system stimulation in response to stress.

·        List the systems of the body that have the potential to be impacted by stress.

·        Describe the potential impact of stress on the various systems listed in the previous objective.

Chapter 3 Stress and Illness/Disease

Learning Objectives

After completing this chapter, the student will be able to:

·        Define psychosomatic disease, including both psychogenic and somatogenic.

·        Describe a hot reactor.

·        Describe the field of psychoneuroimmunology and its relationship to stress.

·        Discuss the relationship between stress and serum cholesterol.

·        Describe how blood pressure is measured and what the respective numbers mean.

·        Define hypertension and its relationship to risk of stroke.

·        Discuss the relationship between stress and cardiovascular disease.

·        Describe a Type A behavior pattern.

·        Describe theories regarding the relationship of stress to the development of ulcers.

·        Describe the symptoms of migraine headaches and tension headaches and their relationship to stress.

·        Discuss how the prevention and treatment of cancer are thought to be related to stress.

·        Discuss the relationship of stress to allergies, rheumatoid arthritis, backache, and TMJ.

Part 2 General Applications: Life Situation and Perception Interventions

Chapter 4 Intervention

Learning Objectives

After completing this chapter, the student will be able to:

·        Draw a model of stress.

·        Describe each part of the stress model.

·        Discuss at least one example of how the stress model can be applied to a real life situation.

·        Describe how interventions can be employed at any level to interrupt the sequence of events in the stress model.

·        Discuss the importance of a comprehensive approach to stress management as well as the importance of making a commitment to controlling stress in life.

·        Define eustress and give one example of how it is related to positive consequences.

Chapter 5 Life-Situation Interventions: Intrapersonal

Learning Objectives

After completing this chapter, the student will be able to:

·        Discuss the relevance of a stress diary for gaining insight into an individual’s stress experience.

·        Describe what is known about the interaction between nutrition and stress, including: what constitutes a healthy diet; and how nutrition is related to chronic diseases such as coronary heart disease, cancer, obesity, and eating disorders.

·        List several food substances that are called pseudostressors.

·        Describe the potential effect of stress on vitamins and minerals.

·        Discuss the relationship between sugar and stress and salt and stress.

·        List several ways that stressors in the diet can be reduced.

·        Discuss the relationship between noise and stress.

·        Discuss the relationship between major life events, social support, and daily hassles and stress.

·        Describe how to do a success analysis.

·        Discuss the various definitions of spiritual health.

·        Describe the potential relationship between spiritual health, stress and disease.

·        Describe how developing one’s spiritual health may help alleviate stress.

 
Chapter 6 Life-Situation Interventions: Interpersonal

Learning Objectives

After completing this chapter, the student will be able to:

·        List several examples of interpersonal life-situation interventions.

·        Define assertive, nonassertive, and aggressive behavior and give nonverbal and verbal examples of each.

·        Discuss the relationship between basic human rights and assertion theory.

·        Give an example of the DESC form for expressing oneself assertively.

·        List several suggested techniques for resolving conflict and improving both nonverbal and verbal communication in general.

·        List several suggested techniques for improving time management skills.

·        Discuss the relationship of social support to stress management and describe the barriers that often interfere with the development of a strong social support system.

Chapter 7 Perception Interventions

Learning Objectives

After completing this chapter, the student will be able to:

·        List several examples of perception interventions.

·        List several examples of selective awareness.

·        Describe the concept of “an attitude of gratitude.”

·        Discuss the relationship between perception and stress.

·        Discuss the relationship between humor and stress.

·        Describe the Type A behavior pattern and give several examples of suggested techniques of modifying Type A behavior.

·        Define self-esteem and discuss the relationship between self-esteem and stress.

·        Define locus-of-control and discuss the relationship between locus-of-control and stress.

·        Define state and trait anxiety and describe their relationship to stress.

·        Give several examples of suggested techniques for coping with dysfunctional anxiety.

·        Define hardiness and discuss the relationship of hardiness to stress.

Chapter 8 Spirituality and Stress

Learning Objectives

After completing this chapter, the student will be able to:

·        Define spiritual health.

·        Describe two types of spirituality.

·        Differentiate between religion and spirituality.

·        Discuss the relationship between spirituality and three physiological conditions.

·        Describe how spirituality affects health.

·        Describe how forgiveness is associated with health.

·        Describe the benefits of volunteerism.

Part 3 General Applications: Relaxation Techniques

Chapter 9 Meditation

Learning Objectives

After completing this chapter, the student will be able to:

·        Discuss the Eastern tradition of meditation and the two approaches to meditation.

·        Describe the physiological effects of meditation.

·        Describe the psychological effects of meditation.

·        Discuss how to meditate and the potential benefits of meditation with respect to stress management.

·        Complete the relaxation technique rating scale following practice with meditation.

Chapter 10 Autogenic Training and Imagery

Learning Objectives

After completing this chapter, the student will be able to:

·        Discuss the development of autogenic training as a relaxation technique.

·        Describe the physiological effects of autogenic training.

·        Describe the psychological effects of autogenic training.

·        Describe the technique of autogenic training, including prerequisites, body position, and the six initial stages of autogenic training.

·        Discuss the inclusion of imagery with the autogenic training technique.

·        Complete the relaxation technique rating scale after practice with autogenic training and imagery.

Chapter 11 Progressive Relaxation

Learning Objectives

After reading this chapter the student will be able to:

·        Define bracing and its relationship to progressive muscle relaxation.

·        Discuss the development of progressive muscle relaxation as a relaxation technique.

·        Discuss the physiological effects of progressive muscle relaxation.

·        Discuss the psychological effects of progressive muscle relaxation.

·        Describe the technique of progressive muscle relaxation, including prerequisites, body position, and the exercises of progressive muscle relaxation.

·        Complete the relaxation technique rating scale following practice with progressive muscle relaxation.

Chapter 12 Other Relaxation Techniques

Learning Objectives

After completing this chapter, the student will be able to:

·        Discuss the development of biofeedback, the three phases involved in the biofeedback process, and the different types of biofeedback instrumentation commonly employed.

·        Describe the benefits of biofeedback.

·        Describe the physiological effects of biofeedback.

·        Describe the psychological effects of biofeedback.

·        Discuss the limitations of biofeedback.

·        Describe other relaxation techniques including diaphragmatic breathing, body scanning, massage and acupressure, yoga and stretching, repetitive prayer, quieting reflex, instant calming sequence, and mindfulness.

Part 4 General Applications: Physiological Arousal and Behavior Change Interventions

Chapter 13 Physiological Arousal Interventions: Exercise

Learning Objectives

After completing this chapter, the student will be able to:

·        Discuss the physical health benefits of exercise.

·        List and define the components of physical fitness.

·        Discuss the psychological health benefits of exercise.

·        Describe how to go about starting an exercise program, including consideration of medical screening.

·        Describe the principles of exercise.

·        Calculate a target heart rate.

·        Define aerobic and anaerobic exercise and give examples of each.

·        Describe the Harvard step test method of assessing cardiorespiratory fitness.

·        Discuss the do’s and don’ts of starting an exercise program.

·        Describe several appropriate forms of exercise that can be employed to improve physical fitness as a stress management technique.

Chapter 14 Strategies for Decreasing Stressful Behaviors

Learning Objectives

After completing this chapter, the student will be able to:

·        Define health behaviors and lifestyle behaviors.

·        Discuss the relationship between health behaviors and stress and the importance of assessing health behaviors before attempting change.

·        Discuss the relationship between some lifestyle behaviors and stress.

·        Define barriers to action.

·        Define locus-of-control and discuss its relationship to stress.

·        Give several examples of methods that can be employed to decrease stressful behaviors.

·        Describe how a behavior can be changed by employing the techniques presented in this chapter.

 
Chapter 15 Diversity and Stress

Learning Objectives

After completing this chapter, the student will be able to:

·        Discuss the nature of diversity and the relationship between diversity and stress.

·        Define the term minority as employed in this text.

·        Discuss several indices of health as they relate to minorities.

·        Discuss the relationship between poverty, educational level, poor health, and stress.

·        Discuss the relationship between family life factors, health, and stress.

·        Discuss the relationship between gender discrimination and stress.

·        Discuss the relationship between age, physical disability, and stress.

Part 5 Specific Applications

Chapter 16 Occupational Stress

Learning Objectives

After completing this chapter, the student will be able to:

·        Discuss the complexity of occupational stress and its relationship to stress and disease.

·        Discuss several sources of work-related stress.

·        Describe the physiological effects of occupational stress and the disease states that have been associated with occupational stress.

·        Describe the psychological effects of occupational stress.

·        Describe a workaholic.

·        Describe burnout and brownout and their relationship to stress.

·        Discuss women in the workforce as it relates to stress in their lives.

·        Define sexual harassment and discuss its relationship to stress at work.

·        Discuss women working in the home as it relates to stress in their lives.

·        Give several examples of interventions at all levels for decreasing occupational stress.

Chapter 17 Stress and the College Student

Learning Objectives

After completing this chapter, the student will be able to:

·        Describe the types of stressors that the younger college student may face, including lifestyle changes, academic pressures, relationships, sexual choices, STIs, sexual violence, shyness, jealousy, and breakups.

·        Explore the types of stressors that the older college student may face, including the challenge of balancing school, career, and family, and facing self-doubts.

·        Discuss the types of stressors that the minority college student may face, including racism, language differences, cultural differences, and family pressures.

·        Give several examples of life-situation interventions that college students can employ to reduce the effects of stress.

·        Describe how a college student could use perception interventions to overcome shyness.

·        List several emotional arousal interventions that a college student could use to reduce the effects of stress.

·        Describe several ways that college students could use exercise as a physiological intervention to burn up stress products.

Chapter 18 Family Stress

Learning Objectives

After completing this chapter, the student will be able to:

·        Describe the needs that are satisfied by effective family relationships.

·        Discuss what makes a family “effective.”

·        Discuss changing family styles in America today.

·        Discuss factors related to readiness for marriage.

·        Discuss the relationship of marriage, cohabitation, divorce, and single-parent families to stress.

·        List and describe several family stressors.

·        Discuss the impact of domestic violence on the family.

·        Discuss a model for understanding family stress.

·        List several examples of interventions at all levels for decreasing stress related to family relationships.

Chapter 19 Stress and Older Adults

Learning Objectives

After completing this chapter, the student will be able to:

·        Discuss the relationship between aging and stress.

·        Discuss several mistaken beliefs about the elderly.

·        Discuss several theories about adult development.

·        Discuss the relationship of retirement to stress.

·        Give several examples of stressors related to aging.

·        List several examples of interventions at all levels for decreasing stress related to aging.