PSY2230_Stress_and_Its_ManagementAssignment_2_Target_Behavior

PSY2230 Stress and Its Management

Assignment 2: Target Behavior Report

Instructions and Rubric

Dr. Kristen Lee

Target Behavior Report (20% of total grade) week five-- You will reflect critically upon your targeted behavioral goals and learning within the first half of the course. The paper should use APA style, and be 6-8 pages, double-spaced, in 12-point font Times New Roman.

This paper will allow you to demonstrate what you have learned about stress management. First, choose at least 4-6 of the following assessments that you find most pertinent:

1) Assess your stress (page 17)

2) Symptoms of stress (page 18)

3) Perceived stress scale (pages 19-20)

4) Inventory of college students’ recent life experiences (page 21)

5) Ardell wellness stress (page 22)

6) Student stress scale (page 24)

7) Stress vulnerability questionnaire (page 25)

8) Tombstone test (page 26)

Next, pick two targeted behavioral change to track progress. For example, you may wish to add more sleep or more exercise to your routines, or reduce the amount of fast food you eat. You may want to join a new social group, or start practicing meditation. You will select two areas to work at. You will keep a running journal during weeks two and three on each respective goal.

Your write-up will consist of the following:

· Part 1: Introduction/Results of learning and assessments: Discuss key learning in first half of course, including a summary of key concepts and definitions that have impacted you thus far. Next, describe the specific assessments you chose, rationale behind your choice, and a summary of what you uncovered. Discuss your results. Did they surprise you? Do you agree or disagree? What was the overall impact? Finally, discuss your targeted behavioral change. What did you identify? How did you measure it? How did this impact your behaviors?

· Part 2: Target behaviors: Describe the two target goals, how you measured them, and what your results were. Discuss what interfered or helped facilitate your goals. Be sure to refer to your text to help you identify SMARTER goal setting methods. Submit a minimum of three excerpts from your journal entries.

· Part 3: Conclusion/Essential takeaways: What key insights did you develop? What is the most significant thing you learned from the experience of self-assessment and behavioral change and how is this relevant to our discussion of stress management? (Connect to course materials and discussion)

Reflective Paper Rubric (20 Points)

The following criteria will be considered when evaluating your interview summary

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Substance

Substance refers to how you discuss the three components of the assignment: (1) course learning and assessment results; (2) target behaviors, rationale, findings and journal excerpts; (3) key insights/most significant areas of learning and relevance to stress management. Substance includes the comprehensiveness and depth of the discussion, and integration of course materials and reading related to stress management.

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Organization

Organization includes use of headings, the definition of unfamiliar terms, a logical progression of ideas, appropriate transitions, and paragraph structure. Please use a heading (name/date/course/instructor) for your paper and each of the three sections (title of each section).

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Style

An assignment will receive more weight if it is well organized (edited), well written, and/or creatively presented. Remember to use the Writing center or Smarthinking for editing support! Submit your paper as .doc or .pdf file via BB/ Week 5 Course materials/assignments

Paper is 6–8 pages in length (No more than 6-8 pages), uses APA style, is double-spaced, uses 12-pt Times Roman font, has one-inch top, bottom, left, and right margins. Be sure to include a cover page and a reference page and to cite any materials used.

_______/ 20 Total

In the first half of this course I believe that some key learning is realizing how to evaluate the stress that you may or may not be aware that you are experiencing and how to manage and better deal with it. Some key concepts and definitions that have personally impacted me this far into the course are for starters the dimensions of health. Until this course I was blissfully unaware of how many dimensions there were. While I knew all these aspects of course existed I had no idea that these all played into someone’s health when dealing with stress. Most of all social health which is the ability to relate to others, never would I have thought of that being something that would fall into the dimensions of health, very interesting. Next would be the General Adaption Syndrome, while I had heard of this concept I never looked into it at any time. I have always been fascinated by the human body and the way sciences work together to allow our bodies to do some of the amazing things that they do daily such as having children. This syndrome is no different it amazes me how the body is able to realize all the changes occurring in the body so quickly and adapt to try to bring the body back to homeostasis. The last is how the mind and body connect almost flawlessly. How amazingly interesting it is that being sick and adding stress can cause our bodies to experience worse symptoms of sickness. Same applies to the Placebo and Nocebo Effects, this has always been fascinating to me and is actually a technique I have used with my children before. This has also always left me as one of the individuals that doesn’t always see a large benefit from medicine. I am very intrigued by the fact that if someone is sick and I hand them a sugar pill and tell them it’s the best medicine out today, that there is a high chance that they will actually improve simply by thinking their state is improving.

1) Assess your stress

· Assess your stress begins with looking at what your physiological stressors are and how much their affecting your mental and physical state every day.

· I selected this assessment because I think a good place to start is to show yourself the big effect that all these small stressors may be causing.

· I uncovered things that I was pretty aware of already I have had past experiences in life that forced me to us this assessment long before. Although I do still use it every so often to reassess and evaluate how I am doing overall.

2) Symptoms of stress

· This assessment helps you see how you have been allowing stress to affect you and your body and the long-term effects it has caused.

· I decide to choose this assessment because I knew that there were a few symptoms of stress that I experience daily such as; difficulty sleeping, jaw pain, and headaches and I wanted to see just how many I deal with daily.

· I uncovered that although I pride myself on managing my stressors very well they were still affecting me in ways that I was trying to play off as not stress related.

3) Perceived stress scale

· This scale is a better understanding of how each individual perceives the stress that they run into daily and whether or not they allow the situations to control their mental state.

· I selected this assessment because it fell perfectly into my findings of the other assessments and how I was looking at my stress. That although I saw my stressors I acknowledged the stress however, I neglected to manage my coping.

· With this assessment I believe that I have become very proficient with the ways I view stressors. There have been many events already in my life that I used to think “why me” and pull only negative. Now I am able to have anything occur and turn it into a positive situation.

4) Tombstone test (page 26)

· The tombstone test is a great way to shock people into realizing the way they are living by asking simple questions such as, how do you want to be remembered.

· I chose this assessment because I couldn’t agree more with this one. While I believe that I am a realist instead of a pessimist or optimist and I 100% support asking questions that make people have to think, because no one is ever expecting of the honesty, and I believe honesty bring the best self-assessments.

· I did not uncover anything about this assessment yet that I did not already know. I have forced learned to force myself to make these choices about who I am and what I am doing daily when instead of letting stress control my whole life.

My results from assessing my stress were very intuitive, I learned that what the little things are that I deal with daily that bring me stress. Although I manage large stressors very well today in my life, I needed to assess the smaller ones to really be able to understand where stress was still unmanaged. No, these results did not really surprise me, I was aware that there were stressors that made me respond in certain ways however, I was a little unwilling to try to find where they were coming from. I agree this assessment really helped me step back to find the small things in life that were keeping me from being able to be in complete control of the management of all of my daily stress. The overall impact was great, I feel like a new person it is amazing how freeing up the small corners of your brain can allow so much calm and relaxation when doing daily things that would have normally seemed overwhelming or stressful.

The results I found from looking into the symptoms of my stress were a little shocking. A lot of the daily stress that I was overlooking was affecting me in small ways that were beginning to add up and cause damage that I was overlooking. Such as my frequent headaches, jaw aches, losing sleep, etc. These results were a little surprising and upsetting, I was shocked to see how much stress was affecting me without me even realizing it. I agree with my results and I am very happy that I now see what was wrong and the underlying problem to my small stress. The overall impact was quite impressive. I am getting better sleep I enjoy taking rides now and I am having less and less headaches, just overall positive impacts.

When I began with the perceived stress scale my results were along the lines of what I expected. My results for this assessment did not surprise me at all and I greatly agree. After a few events happened in my life I was from then on able to step back and assess the way I was beginning to become a victim. I did not want to wake up and look at what was bad I wanted to wake up be happy and look for ways to turn bad into good. I choose this assessment because it is something I try to teach to my family and friends daily, learning to find the positive is a life changing habit that is easier than most to adapt.

When I did the Tombstone test I had pretty normal results as to what I thought I would get. They did not surprise me I am very aware of these aspects that these assessments help you see. I agree I very much enjoyed this assessment as I stated earlier I am a realist and I very much enjoy instances such as this that allow individuals to hear the truth. How do you want to be remembered? Do you want to be remembered as someone who was always negative, someone who couldn’t manage their stress or didn’t want to try, as someone who was always angry and never really stopped to enjoy life? When I did this assessment, my overall impact was impressive. I was very happy with what this test helped me realize and how it helped me in moving forward to help perfect my outlook on life and the ways I could use it to motivate myself to be and do better.

My targeted behavioral challenges for me dealt with my physical health and my emotional health. For my physical health I wanted to improve on my eating habits and to stay more consistent with my working out habits. For my emotional health I wanted to work on being better at controlling my anger and being able to remain calm. With my physical change I have identified what aspects that I would need to work on to help these changes. For my eating habits I developed a journal did a breakdown of what I should be in taking daily based off my age weight and health. After this is signed up for a daily work out plan and schedule for my gym routines. For my emotional health I identified the most common instances where I felt that my anger was getting the best of me. I used a journal to measure both progression on my physical and emotional health. Throughout these two weeks I kept track of how well I was maintaining my eating habits as well as my workout routines. I also included each day how my progress was affecting me and helping my mental state. This progression had an extremely large impact on my behavioral state. As I continued on with my healthy eating and work out plans I began to feel unstoppable. At first, like every new start normally, it was rough and took a lot of discipline to stay strong. However, once I started sticking to these plans I set for myself it became a lot easier for me to be able to make these decisions almost without any thought at all. Once I was feeling good about my choices I was starting to notice changes I was seeing the weight drop as well as the inches. Which lead me to feel more motivation to stay strong and also boosted my mentality and how I overall felt each day because I knew these little steps in consistency was greatly benefitting my long-term goals. With my emotional challenge I measured this with a journal as well, whenever an instance arrived when I would normally get upset I would log after the trip or instance was over. I did not want to log during because I didn’t want a constant reminder to be something I needed to be able to make this mental adjustment. I also measured by mentally preparing myself for what may happen before going into a situation. For example, I struggle with driving in the town I currently live in because in all honesty the individuals with licenses in this town should not be driving. That aside I have to overcorrect myself for others mistakes to avoid for a minimum of 2 accidents every time I get on the road. Normally I would let myself be upset about these instances however, while working on my emotional health I began to mentally prepare by doing things to calm myself and my mindset prior to anything happening. This impacted my behavior greatly I was very surprised by the improvement in my attitude and the difference made through the whole trip. After trying this technique, I have gotten to the point where I do not need to focus so hard on getting ahead of anger and instead I find myself being more relaxed even after an instance happens. The impact has been tremendous on my emotional health I feel overall so much happier and I don’t dread leaving my house or feel overwhelmed to get behind the wheel. This all relates closely to class discussion in my opinion because the discussions are examples of being able to dive into our own minds to figure out how they run best and take control. Each article has been a small part of a big picture and allowed us to evaluate ourselves based off facts and better assess what we want our outcome to be and how to get there.

In conclusion the most significant thing that I learned is that no matter how well you know and manage your stress it is important to reevaluate yourself frequently and accept the little stressors you have in order to learn them and best figure out to manage and grow from them.

Cite source

Hesson, O. (2016) Stress Management for Life. Boston, MA: Cengage Learning.

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Stress and Its Management

Course Syllabus Course Information Course Title: PSY2230: Stress and Its Management Course Number: CRN 90160 Term and Year: First Half (A): Fall Semester, 2019 (03 Sep 2018 – 22 Oct 2018) Credit Hour: 3.00 Course Format: Virtual

Instructor Information Full Name: Kristen Lee EdD, LICSW Please see teaching philosophy and bio in Blackboard Email Address: [email protected] Office Hours: Email or call me to schedule an appointment

Course Description This course will provide students with a research-experiential approach to understanding stress and its

effects on human behavior and physiology. Stress is an aspect of everyday contemporary life. This course discusses the work of researchers and

practitioners in stress management and considers the causes of stress from a variety of theoretical and practice- based perspectives. Topics include the relation of stress to health, communication, relationships, academic and work performance. In addition, this course examines the techniques and implementation of stress management in personal and professional arenas. Students will consider different perspectives of stress and learn coping methods from various social and cultural standpoints.

Expectations

• Workload: This is a 7.5 week, three-credit course; students should expect 2.5 hours a week of faculty instruction/self-study and a minimum of 5 hours of out-of-class student work per week.

• Policy on late work: Unexcused late assignments will be penalized. Unless specified otherwise, each assignment is due at 11:59 pm EST for the date indicated. No make-up work (homework, discussion board posts, quizzes, etc) will be permitted. Extra credit assignments are not available. If valid circumstances arise, deadline extensions may be offered (when requested with adequate prior notice: two days before due date).

• Communication with Instructor: Outside of class, please direct all communications through university email or through the “Ask the Instructor” forum in the Bb Discussion Board. During normal working hours, I can also be reached at the CPS office by the phone number listed in Instructor Information. I try to respond to all questions/comments as soon as I receive them, but please note that the department standard response time is between 24 and 48 hours.

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Course Materials

Required Texts: • Stress Management for Life: A Research-Based Experiential Approach. 4th ed. (2015). Olpin, M. &

Hesson, M. Wadsworth Publishing. ISBN[10]: 1305120590; ISBN[13]: 978-1305120594

• Reset: Make the Most of Your Stress: Your 24-7 Plan for Well-being (2014). Lee, K., IUniverse Publishing. ISBN[10]: 1491747579; ISBN[13]: 978-1491747575 (Hard Cover) ASIN: B0792RYY45; ISBN[13]: 978-1491747568 (eBook)

Two texts are required for this course. Please bring both to class. Additional readings will be made available in the Course Materials on Blackboard.

Student Learning Outcomes Program Objectives:

1. Specialized Knowledge Develop increased literacy with core concepts, perspectives, findings, and trends in psychology. 2. Broad Integrated Knowledge Engage in cross-disciplinary discourse and develop foundational critical thinking skills informed by inquiry, scientific methodology, and creativity. 3. Professional Knowledge Increase intellectual capacity to understand vocationally oriented values, standards, and techniques. 4. Socially Responsive Knowledge Analyze social challenges and opportunities contextually and formulate responses that are grounded in professional values and best practices. 5. Interpersonal and Technological Communication Skills Interact with others in a positive, professional, conscientious, collaborative manner in verbal and written communications. Display information competence and become nimble in using technology for multiple purposes. 6. Personal Development Emerge with insights and strategies to develop a professional identity and meaningfully engage in occupational endeavors, personal, relationships and civic activities.

Student Objectives:

This course offers students the opportunity to engage in experiential learning to develop needed skills, competencies, and dispositions beneficial for the 21st century global market. Based on satisfactory completion of this course, a student should be able to:

• Discuss the definition of stress and apply critical thinking to identify its causes and treatments • Become familiar with seminal and contemporary research on stress, coping and resilience • Identify common stressors inherent in today’s global marketplace • Develop an understanding of the impact of stress on physiological, emotional and cognitive processes • Recognize the role of stress and coping in human wellbeing, communication, relationships, academic and

work performance • Become familiar with stress management techniques pertinent to personal and professional functioning

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• Develop increased capacity for critical thinking, self-awareness and reflection to inform methods of stress reduction and self-care

• Consider global data and intervention constructs influential towards stress and coping Course Methodology

The study of psychology provides an important context for examining and understanding human behavior. By design, the course offers students the chance to develop a host of valuable skills for today’s marketplace, including but not limited to critical thinking, scholarly writing, metacognition, professional behavior and contextual learning. This course focuses upon a global, interdisciplinary, cross-cultural, and contextual view on stress and coping. Our collective inquiry will afford students the opportunity to apply thinking across a variety of professional roles in psychology, health care, social work, education, and leadership.

PSY2230 is a course with an interactive format that relies on your willingness to participate in all activities. We will use a variety of methods to achieve course objectives including lectures, discussion, and experiential activities. The syllabus lays out an initial plan for our work; it may be revised during the course to meet students’ needs and interests. This course will take a “cocoon approach”, enabling students to learn within the context of a supportive environment. Please refer to “Statement of Teaching Philosophy” under “Faculty Profile” in BB for an understanding of my background, teaching practices and style.

Grading/Evaluation Standards

Letter Grades: Northeastern University defines letter grades with the following criteria:

= Outstanding

= Good

= Satisfactory

= Poor

Grading Standards / Assessment of Learning

Deliverables Weight

Participation (in-class and online) 30% of final grade (multiple assignments: includes discussion boards)

Grade Numerical Equivalent A 94.00 - 100.00 A - 90.00 - 93.99 B + 87.00 - 89.99 B 84.00 - 86.99 B - 80.00 - 83.99 C + 77.00 - 79.99 C 74.00 - 76.99 C - 70.00 - 73.99 D + 67.00 - 69.99 D 64.00 - 66.99 D - 60.00 - 63.99 F Below 60.00

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Week 3 Quiz 20% of final grade (one assignment)

Reflection Paper (Target Behavior Report) 20% of final grade (one assignment)

Final Portfolio 30% of final grade (one assignment)

Assignment Details:

Assignment #1 (Discussion Boards)__________ 20% See Blackboard for due dates. You will participate in a total of six (6) discussions, worth five points each. Guidance for completion will be provided via Blackboard.

Assignment #2 (Week Three Quiz)______________________ 30% Due Week 3 by Tuesday, September 17th 11:59pm via assignments link in Blackboard. The purpose of the quiz is to ensure comprehension of the materials, and give you the opportunity to critically reflect on some of our foundational course concepts. We will be covering chapters 1-4, class discussion, and materials posted within week 1 & 2 reading, listening and viewing. The quiz will consist primarily of short answers, and should be taken independently. You will follow the prompts on blackboard to complete this assignment.

Assignment #3 (Target Behavior Report / Reflection Paper) 20% Due Week 5 by Tuesday, October 1st 11:59pm via assignments link in Blackboard. You will reflect critically upon your targeted behavioral goals and individual learnings from the first half of the course. This paper will allow you to demonstrate what you have learned and applied—concerning stress management. You will follow the prompts on blackboard to complete this assignment.

Assignment #4 (Final Portfolio)__________________________ 30% Due Week 7 by Tuesday, October 22nd 11:59pm via assignments link in Blackboard. You will complete a final portfolio, documenting your stress management plan. Using the RESET and SMARTER goals frameworks discussed in class, you will have the opportunity to develop a comprehensive wellness strategy that focuses on academic, professional, and personal development. You will follow the prompts on blackboard to complete this assignment.

Assignment Expectations:

Communications/Submission of Work:

Assignment Submissions: In Blackboard, go to the Assignments folder and click on the View/Complete Assignment link. Attach your completed assignments and click Submit.

Assignment Review: Once your assignment has been graded, you will be able to view the feedback provided by selecting My Grades in Blackboard, or by clicking on Tools >> View Grades from the NU Online Campus Tab.

ALL submitted assignments in this course must be written using APA format (discussion boards exempted). Please refer to NEU Writing Center for support www.northeastern.edu/writingcenter or www.apastyle.org

Please note: there is no intention to penalize students for writing skills but to help foster improvement and full participation in the curriculum. If students need help to improve writing skills, the following free resources are available:

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• Smarthinking (available in Tool section of Blackboard) – this allows students to submit personal written material in any subject and have it reviewed by an e-instructor within a 24-hour window (in most cases). Students are strongly urged to take advantage of this resource.

• Writing Center on Northeastern Campus – contact the center to schedule an appointment.

• The Purdue Online Writing Lab (http://owl.english.purdue.edu/owl/) is a valuable source of information about grammar, sentence structure, and general writing skills

Guidance on Discussion Boards The online discussions provide students the opportunity to link course material to real-life situations.

Each student is expected to post one primary response to each discussion question and two secondary responses to other students’ responses each week. In addition, students are required to respond to any questions or comments posed by the instructor, and fellow students.

For weeks where Discussion Board participation is assigned, the word count in your initial response should be between 200 – 350 words/max. Your initial board posts are due by Monday 11:59pm EST for the week they are assigned. Then, please answer any additional prompts and respond to two of your classmate’s posts before Wednesday 11:59pm EST (no longer than 200 words max).

The Discussion Board forum will close after midnight on Thursday of each week to allow students the opportunity to read the course material for the upcoming week’s lecture. Further instructions for discussion will be provided in your course orientation on BB.

This is an 100% online course. Active online participation is a component of class attendance/participation. If a discussion board was assigned and there is no post at the end of the week, you will receive a zero. Without prior approval from the instructor, missing more than two weeks from the online discussion is grounds for failing the course.

Academic TurnItIn Policy Some assignments in this course are analyzed by TurnItIn (an Internet-based service that analyzes

originality in written submissions) and the course instructor to ensure students have submitted original work for all assignments in this class during this term and to ensure submitted work complies with Northeastern University’s academic integrity expectations. In addition, please note that students may NOT use/reuse or “recycle” a paper or project submitted in another class for any assignment in this course. This includes students who may be retaking this same course for a different grade. Students who want to rework a similar topic from another course, and do so in a substantially different way, should consult with the instructor prior to moving forward with a topic/project. Please review Northeastern University’s Academic Integrity Policy at the end of this syllabus and visit the University’s website for more information. Go to http://www.northeastern.edu/osccr/academic-integrity-policy/ to access the full academic integrity policy.

COURSE SCHEDULE

W E E K

DATES TOPIC READING , VIEWING, and ENGAGEMENT

ASSIGNMENTS (*Always check for additional and

supplemental content such as videos, articles, etc. on Discussion Board.)

Tuesday 9/03 - Sunday 9/08

Course Intro:

Defining and

READ:

Olpin & Hesson: Ch. 1 & 2;

Discussion board: Introduce yourself

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Assessing Stress Lee: Intro & Ch. 1-3; Blackboard: Select Articles (See Week 1 Course Materials)

Other Tasks: Complete Course Orientation Review Syllabus Read Instructor Bio

W E E K

DATES TOPIC READING , VIEWING, and ENGAGEMENT

ASSIGNMENTS (*Always check for additional and

supplemental content such as videos, articles, etc. on Discussion Board.)

Monday 9/9- Sunday 9/15

The Science of Stress:

Appraisals and Coping

READ:

Olpin & Hesson: Ch. 3 & 4; Lee: Ch. 4-6;

Blackboard: Select Articles

(See Week 2 Course Materials)

Discussion board: Initial Response: due Monday 11:59pm 09/9 Secondary and Peer Responses: due 11:59pm 09/11 Other Tasks: N/A

Monday 9/16 - Sunday 9/22

The Power of Perception:

Cognitive

Dimensions of Stress

READ:

Olpin & Hesson: Ch. 5 & 6; Lee: Ch. 7-9;

Blackboard: Select Articles (See Week 3 Course Materials)

Discussion board: Initial Response: due 11:59pm 9/16 Secondary and Peer Responses: due 11:59pm 09/18 Other Tasks: Complete Week 3 Quiz by 11:59pm, Tuesday 09/17

Monday 9/23 - Sunday 9/29

Emotional Regulation:

Time Management

and Life Skills

READ:

Olpin & Hesson: Ch. 8 & 11;

Lee: Ch. 10-12;

Blackboard: Select Articles (See Week 4 Course Materials)

Discussion board: Initial Response: due 11:59pm 9/23 Secondary and Peer Responses: due 11:59pm 9/25 Other Tasks:

N/A

Monday 9/30 - Sunday 10/06

Emotional Intelligence:

Stress and Coping Applications in a

READ:

Lee: Phases I & II

Blackboard: Select Articles (See Week 5 Course Materials)

Discussion board: Initial Response: due 11:59pm 9/30 Secondary and Peer Responses:

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Global Context

due 11:59pm 10/02 Other Tasks: Complete Targeted Behavior Report by 11:59pm Tuesday 10/01

W E E K

DATES TOPIC READING , VIEWING, and ENGAGEMENT

ASSIGNMENTS (*Always check for additional and

supplemental content such as videos, articles, etc. on Discussion Board.)

Monday 10/07 - Sunday 10/13

Strategies:

Healthy Lifestyle

READ: Olpin & Hesson: Ch. 15 & 24

Discussion board: Initial Response: due 11:59pm 10/7 Secondary and Peer Responses: due 11:59pm 10/9 Other Tasks: Work on Final Portfolio

Monday 10/15 - Sunday 10/20

Course Recap

READ: N/A

Discussion board: N/A Other Tasks: Work on Final Portfolio

7.5

Monday 10/21 - Tuesday 10/27

Finals week-be sure to post your portfolio on the Discussion Board link and that you set it to share so we can see

it!

Course Complete

Well Done!

Complete Final Portfolio by

11:59pm Tuesday 10/22

Fill Out CPS Course Review! Blackboard or myneu.neu.edu

Weekly Learning Objective Breakdown At the successful completion of this lesson/module in the course, a student should be able to:

Week 1

• Define the terms stress & stressor

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• Define & explain the difference between eustress & distress • Differentiate between acute, acute episodic & chronic stress • Relate stress to 5 dimensions of holistic health • Discuss common stressors and assess stress levels from a variety of perspectives

Week 2

• Describe the human fight-or-flight response to stress • List the physiological changes associated with the stress response • Explain how the science of stress relates to stress management and prevention • Describe the role of stress in disease • Discuss how stress can affect body systems

Week 3

• Define perception & how perception affects your experience with stress • Explain cognitive appraisal & cognitive restructuring • Describe how hardiness & resilience can be cultivated • Explain various cognitive techniques that prevent unhealthy stress

Week 4

• Distinguish dialectical tensions, emotional regulation and coping constructs • Explain how negative emotions relate to stress • Describe physical manifestations of certain emotions • Identify key dimensions of time management

Week 5

• Describe the connection between social support and stress • Describe the types of social support • Recognize the role of communication and relationships in managing stress, and in academic and work

performance • Describe emotional intelligence and conflict management frameworks

Week 6

• Explain brain & body benefits of exercise and movement • Describe components of healthy diet • Describe impact of sleep habits • Explain maladaptive coping strategies, including substance use/abuse

Week 7

• Articulate a personal wellness plan (Review the Learning Outcomes from Weeks 1-6)

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End-of-Course Evaluation Surveys Your feedback regarding your educational experience in this class is very important to the College of

Professional Studies. Your comments will make a difference in the future planning and presentation of our curriculum.

At the end of this course, please take the time to complete the evaluation survey at https://neu.evaluationkit.com. Your survey responses are completely anonymous and confidential. For courses 6 weeks in length or shorter, surveys will be open one week prior to the end of the courses; for courses greater than 6 weeks in length, surveys will be open for two weeks. An email will be sent to your HuskyMail account notifying you when surveys are available.

Academic Integrity | Plagiarism A commitment to the principles of academic integrity is essential to the mission of Northeastern

University. The promotion of independent and original scholarship ensures that students derive the most from their educational experience and their pursuit of knowledge. Academic dishonesty violates the most fundamental values of an intellectual community and undermines the achievements of the entire University.

As members of the academic community, students must become familiar with their rights and responsibilities. In each course, they are responsible for knowing the requirements and restrictions regarding research and writing, examinations of whatever kind, collaborative work, the use of study aids, the appropriateness of assistance, and other issues. Students are responsible for learning the conventions of documentation and acknowledgment of sources in their fields. Northeastern University expects students to complete all examinations, tests, papers, creative projects, and assignments of any kind according to the highest ethical standards, as set forth either explicitly or implicitly in this Code or by the direction of instructors. Go to http://www.northeastern.edu/osccr/academic-integrity-policy/ to access the full academic integrity policy. Help with stressors You are a valued member of our learning community. We care about your well-being and want to you access any help you may need during the rigor and demands of balancing academic, professional, and personal demands. If, at any time in your semester, you experience stressors, we encourage you to make an appointment with your advisor to explore possible supports and resources. If you are experiencing stressors that are disruptive to your course work, please contact We Care for support: http://catalog.northeastern.edu/undergraduate/information-entering-students/we-care/ Student Accommodations

The College of Professional Studies is committed to providing equitable access to learning opportunities to students with documented disabilities (e.g. mental health, attentional, learning, chronic health, sensory, or physical). To ensure access to this class, and program, please contact The Disability Resource Center ( http://www.northeastern.edu/drc/) to engage in a confidential conversation about the process for requesting reasonable accommodations in the classroom and clinical or lab settings. Accommodations are not provided retroactively so students are encouraged to register with the Disability Resource Center (DRC) as soon as they begin their program. The College of Professional Studies encourages students to access all resources available through the DRC for consistent support.

Diversity and Inclusion Northeastern University is committed to equal opportunity, affirmative action, diversity and social

justice while building a climate of inclusion on and beyond campus. In the classroom, member of the University community work to cultivate an inclusive environment that denounces discrimination through innovation, collaboration and an awareness of global perspectives on social justice.

Please visit http://www.northeastern.edu/oidi/ for complete information on Diversity and Inclusion

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Title IX

Northeastern’s Title IX Policy prohibits Prohibited Offenses, which are defined as sexual harassment, sexual assault, relationship or domestic violence, and stalking. The Title IX Policy applies to the entire community, including male, female, transgender students, faculty and staff.

If you or someone you know has been a survivor of a Prohibited Offense, confidential support and guidance can be found through University Health and Counseling Services staff (http://www.northeastern.edu/uhcs/) and the Center for Spiritual Dialogue and Service clergy members (http://www.northeastern.edu/spirituallife/). By law, those employees are not required to report allegations of sex or gender-based discrimination to the University.

Alleged violations can be reported non-confidentially to the Title IX Coordinator within The Office for Gender Equity and Compliance at: [email protected] and/or through NUPD (Emergency 617.373.3333; Non- Emergency 617.373.2121). Reporting Prohibited Offenses to NUPD does NOT commit the victim/affected party to future legal action.

Faculty members are considered “responsible employees” at Northeastern University, meaning they are required to report all allegations of sex or gender-based discrimination to the Title IX Coordinator.

In case of an emergency, please call 911.

Please visit www.northeastern.edu/titleix for a complete list of reporting options and resources both on- and off-campus.

Library Services The Northeastern University Library is at the hub of campus intellectual life. Resources include over 900,000 print volumes, 206,500 e-books, and 70,225 electronic journals. For more information, visit http://library.northeastern.edu/.

Tutoring Services Tutoring can benefit skilled professionals and beginning students alike. NU offers many opportunities for you to enhance your academic work and professional skills through free one-on-one academic support on and off campus. Tutoring is available in multiple subject areas. For more information, visit http://www.cps.neu.edu/student-resources/tutoring-services.php.

Northeastern University Online Technical Get immediate 24/7 technical support for NU Online by calling 855-836-3520 or visiting the online Support Center. Support via e-mail is also available within one business day at [email protected].

Undergraduate Catalog The College of Professional Studies Undergraduate Catalog is a reference/resource with information about curricula, resources, and academic and student policies. For more information, visit http://www.cps.neu.edu/student-resources/.

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The instructor reserves the right to amend this syllabus, both online and the document itself, during the term and will notify students of the change(s). The revised syllabus is the official record of class policies and schedule of due dates

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