SYLLABUS: Psy 451-90-2 Health and Health Psychology

Chaminade University

	 Dylan Gaffney MSCP Counseling Psychology
	On-line teaching site: www.chaminade.ecollege.com
	Contact via email at teaching site
Required Text:

Managing Stress: Principles and Strategies for Health and Well-Being. 7ed.Brian Luke Seaward. Jones and Bartlett. 
ISBN: 978-0-7637-9833-8
Companion Workbook: The Art of Peace and Relaxation Workbook. ISBN: 978-1-4496-3438-4
	Companion Website: http://health.jbpub.com/managingstress/7e/
	Course Description: The focus of this course will follow the four domains of the wellness paradigm: The emotional aspect, the physical aspect, the mental aspect and the spiritual aspect which combined create a holistic approach to the subject of Health and Stress Psychology. Guided through the text, workbook, lecture, video, and discussion the student will become familiar with the techniques to integrate these four 	domains within their own lives and have a general understanding of the nature of stress in our modern world. Dealing with stress is a process, not an outcome and application of this knowledge (through both self-awareness and practice of effective coping skills, and relaxation techniques) is considered essential for total well-being.

	Linking Statement

      PSY 451 Health and Stress Psychology (3) This field of psychology deals with the relationship between psychological states, social contexts, and physical reactions.  The course will examine the relationship between psychology and health exploring such topics as stress, illness, exercise, nutrition, sleep, coping skills, relaxation, social support, and life-style changes.  The focus of the course will be on stress management, adaptation to change and preventative psychology.  Offered each semester.

 	Prerequisite: PSY 101.
	This course develops and assesses the skills and competencies for the program student-learning 	outcome  of Applied Psychology.

	 	Student Learning Outcomes
	Student will demonstrate an understanding through:
	      1.   The scientific method and its application to the field of health and stress psychology.
	2. Developing and applying your own stress management system in focused holistic approach to managing stress and health by learning and interpreting information to address and resolve physical, mental, emotional and spiritual antecedents to modern day stress. (cognitive, affective, behavioral and biological aspects)
	4. The relationship between evolutionary theory, health, stress, and psychology.
	6. Cross-cultural perspectives and issues in stress management.
	7. The practice of mindfulness, and the relaxation response.
		8.  How the Five Marianist Educational Values are integrated  

Course Requirements:

Discussions (100 points-10 points available each week)
Each week there is a carefully monitored discussion, tied to the reading and lecture, allowing students to engage in mature, thoughtful and respectful dialogue. There are 10 weeks of class; 10 points are available each week for a total of 100 possible points. You will have two weeks from the start of the each new discussion to add your input and interact with other students. You must respond to at least two other students in a meaningful way. At the end of that two-week period the topic will be closed.
There are specific requirements for these all-important discussions:  READ CAREFULLY!!!
If you post for the first time on the last day before it closes, you have not met the spirit of the dialogue, nor have you honored others or allowed them to respond to you. By the last day of the discussion (which has been open for two weeks) everyone has moved on and you are “talking” to an empty room. IF you chose not to follow this requirement, and you find yourself posting at the last minute do not be surprised if you grade is much, much lower.
If you simply post to the question, (which must be thoughtful and considered) and do not support others in dialogue you will not get full credit.
If you simply “fly in for one day” to meet “the requirement” you have not engaged in a true discussion, which matures over time. And, as many post throughout those two weeks, and you will not have read what others have written to you. As such, you will not get full credit.
Research Paper: (100 points) In your textbook you will find Coping Strategies (Part 3) and Relaxation Techniques (Part 4). You are to choose one coping strategy and one relaxation technique and correlate the two in a research paper. This research paper is to have a component of personal involvement for the Relaxation Techniques portion. (This will mean you need to find a class or a group to make this experiential.) So, to clarify, you are to research a coping strategy academically and a relaxation technique personally and correlate the two in a meaningful way. For example: Perhaps you are challenged with Resource Management: Time and Money (chapter 16). You read this chapter, and then investigate this further academically, write about it and cite the references. That is the first aspect, or a coping strategy. Then, you realize that to make this work you will also need a Relaxation Technique, so you decide to take Yoga, (chapter 20). Combined, you will have found a Coping Technique AND a Relaxation technique, which you will, then write about. You will incorporate any of the exercises from the Peace and Relaxation Workbook that fit into your chosen topic. This will be a 9-10 page paper, with roughly half devoted to each aspect. Format: APA, font 12, double spaced, title page and bibliography with at least three academic resources outside of your textbook. (Due week before the end of week nine)
Journaling: (100 points-10 points available with each assignment) Each week you will be given exercises and journaling questions to go along with the text book reading and workbook. You will have two weeks to complete the assignments, and you will place them in the drop box, Along with the exercise I want a personal reflection (a couple of paragraphs) of the assigned material. Format: font 12, double-spaced, created in a word document and attached, Make sure you put your name on each assignment. All combined, this will then be your own journal of the 10 weeks and this journey.  Again, Compose your work  in Word Document, and attach the file to be placed in the drop box
PS.  YOU MAY CHOSE TO SCAN THE EXERCISE, BUT YOU MUST ALSO WRITE ABOUT IT AS WELL, WHICH IS PART OF THE PERSONAL REFLECTION. IF YOU CHOSE NOT TO SCAN THE EXERCISE, YOU MUST WRITE OUT THE RESULTS OF THE EXERCISE. THAT IS, DOING THE EXERCISE IS ONE PART, THEN TELLING ME (AND YOURSELF REALLY) WHAT THAT EXERCISE MAY HAVE MEANT IS THE "MEAT" OF THE EXERCISE.

Exam: (100 points) Final Exam. Essay Format, Open Book exam.

Additionally, there are weekly lectures and you must do your reading!!!

Policy on late assignments: Please respect the deadlines. Late material will NOT be accepted. Again, NO LATE ASSIGNMENTS WILL BE ACCEPTED. (If you are wondering about this policy consider two things. First, online classes move very fast, and for you to not fall behind it is important that someone (me) is prodding you on, especially if you have a tendency to procrastinate. By the way, studies show that papers submitted by procrastinators statistically receive poorer grades. Second, we all have schedules, including me. I have set times to work on each of the many classes I teach. Assignments that arrive off schedule, and not in the correct format, create a bit of chaos at my end. And, when that happens it creates STRESS. And, when that happens it also creates frustration, and frustration leads to irritation (to put it mildly).
WEEK	DATE	Topics	Assignments	
1	July 1	Introductions
The Nature of Stress-Chap. 1
Journal Writing/Discussion	Journal 1.5 (pg. 9)
Journal 1.9 (pg 15)	
2
	July 8	Chapter 2 The Sociology of Stress
	Journal 2.1 (p. 17)
Journal 2.2 (p. 19)	
3
	July 15	Chapter 3 The Physiology of Stress
	Journal 3.2 (pg. 27)
	
4
	July 22	Chapter 4 Stress and Disease	Journal 4.4 (p. 34)
Journal 4.5 (p. 35)
	
5
	July 29	Chapter 5 Toward a Psychology of Stress
CD-MOUNTAIN LAKE	Journal 5.2 (pg. 45-46)
Journal 5.6 (pg 53-54)
Journal 5.8 (pg 57-58)	
6	August 5	Chapter 6 The Stress Emotions : Anger, Fear and Joy
CD-PROGRESSIVE MUSCLE RELAXATION	Journal 6.3  (p. 65)
Journal 6.4 (p. 66)
Journal 6.5 (p.68-69)
Journal 6.8 (pg 74-75)	
7

	August 12	Chapter 7 Stress Prone and Stress-Resistant Personality Traits
CD-AUTOGENICS	Journal 7.4 (pg 85)
Journal 7.10 (pg 97)
Journal 7.11 (pg. 99)	
8

	August 19	Chapter 8 Stress and Human Spirituality
CD- RAINBOW MEDITATION	Journal 8.2 (pg 102-103)
Journal 8.13 (pg 121-123)
Journal 8.14 (pg 124-125)
Journal 8.16 (pg 128)	
9	August 26	Chapter 9 Cognitive Restructuring	Journal 9.2 (pg 137)
Journal 9.5 (pg 142)
	
10	Sept 2	Chapter 10 Behavior Modification	Journal 10.5 (pg 155)
Journal 11.1 (pg 157)
Journal 11.2 (pg 159)
Final Exam: September 7	

Summer Evening Term: July 1 - September 11, 2013	
First day to register:	May 27, 2013	
First day of the term:	July 1, 2013	
Last day to register:	July 8, 2013	
Last day to add/drop/change:	July 8, 2013	
First 5 week term:	M/W - July 1 - July 31, 2013; T/Th - July 2 - August 1, 2013	
Last day to withdraw:	M/W - July 8, 2013; T/Th - July 9, 2013	
Second 5 week term:	M/W - August 5 - September 9, 2013; T/Th - August 6 - September 5, 2013	
Last day to withdraw:	M/W - August 12, 2013; T/Th - August 13, 2013	
Last day to withdraw the 10 week term:	August 19, 2013	
Last day to apply for credit/no credit:	August 19, 2013	
Final exams for online classes:	September 7, 2013	
Last day of the term:	September 12, 2013	
SCHEDULE OF READING AND ASSIGNMENTS: DO YOUR READING!!!!!!!

  THE SCIENTIFIC METHOD  ·      The METHODS OF SCIENCE are only tools, tools that we use to obtain knowledge about phenomena. ·      The SCIENTIFIC METHOD is a set of assumptions and rules about collecting and evaluating data.  The explicitly stated assumptions and rules enable a standard, systematic method of investigation that is designed to reduce bias as much as possible.  Central to the scientific method is the collection of data, which allows investigators to put their ideas to an empirical test, outside of or apart from their personal biases.  In essence, stripped of all its glamour, scientific inquiry is nothing more than way of limiting false conclusions about natural events. ·      Knowledge of which the credibility of a profession is based must be objective and verifiable (testable) rather than subjective and untestable. ·      SCIENCE is a mode of controlled inquiry to develop an objective, effective, and credible way of knowing.The assumptions one makes regarding the basic qualities of human nature (that is, cognitive, affective, behavioral, and physiological processes) affect how one conceptualizes human behavior. The two basic functions of scientific approach are 1) advance knowledge, to make discoveries, and to learn facts in order to improve some aspect of the world, and 2) to establish relations among events, develop theories, and this helps professionals to make predictions of future events.   Research Design and Counseling-Heppner, Kivlighan, and Wampold ·      A THEORY is a large body of interconnected propositions about how some portion of the world operates; a HYPOTHESIS is a smaller body of propositions.  HYPOTHESES are smaller versions of theories.  Some are derived or born from theories.  Others begin as researchers’ hunches and develop into theories. ·      The PHILOSOPHY OF SCIENCE decrees we can only falsify, not verify (prove), theories because we can never be sure that any given theory provides the best explanation for a set of observations.  Research Method in Social Relations  Kidder ·      THEORIES are not themselves directly proved or disproved by research.  Even HYPOTHESES cannot be proved or disproved directly.  Rather, research may either support or fail to support a particular hypothesis derived from a theory. ·      Scientific research has four general goals: (1) to describe behavior, (2) to predict behavior, (3) to determine the causes of behavior, and (4) to understand or explain behavior.           -Methods in Behavioral Research; Cozby In order to verify the reliability and validity of scientific research it is important to replicate the results.  It is the preponderance of evidence that establishes/supports the theory.  http://allpsych.com/researchmethods/replication.html   

Marianist Educational Values
Chaminade University is a Catholic, Marianist University.  
The five characteristics of a Marianist education are:

1.   Educate for Formation in Faith
Catholic Universities affirm an intricate relationship between reason and faith.  As important as discursive and logical formulations and critical thinking are, they are not able to capture all that can be and ought to be learned.  Intellectual rigor coupled with respectful humility provide a more profound preparation for both career and life.  Intellectual rigor characterizes the pursuit of all that can be learned.  Respectful humility reminds people of faith that they need to learn from those who are of other faiths and cultures, as well as from those who may have no religious faith at all.

2.    Provide an Excellent Education
In the Marianist approach to education, “excellence” includes the whole person, not just the technician or rhetorician.  Marianist universities educate whole persons, developing their physical, psychological, intellectual, moral, spiritual and social qualities.  Faculty and students attend to fundamental moral attitudes, develop their personal talents and acquire skills that will help them learn all their lives.  The Marianist approach to education links theory and practice, liberal and professional education.  Our age has been deeply shaped by science and technology.  Most recently, information and educational technologies have changed the way faculty and students research and teach.  At Marianist Universities, two goals are pursued simultaneously:  an appropriate use of information technology for learning, and the enhancement of interaction between students and teachers.  As Catholic, Marianist Universities seek to embrace diverse peoples and understand diverse cultures, convinced that ultimately, when such people come together, one of the highest purposes of education is realized: a human community that respects every individual within it.

3.   Educate in Family Spirit  Known for their strong sense of community, Marianists have traditionally spoken of this sense as “family spirit.”  Marianist educational experience fosters the development of a community characterized by a sense of family spirit that accepts each person with loving respect, and draws everyone in the university into the challenge of community building.  Family spirit also enables Marianist universities to challenge their students, faculty and staff to excellence and maturity, because the acceptance and love of a community gives its members the courage to risk failure and the joy of sharing success