If you have a disability (learning, mental, physical) that affects your ability to participate effectively and have access to any program or service at Amarillo College please contact Disability Services at (806) 345-5639 . Our offices are located in the Student Service Center office 112. More information may be found at www.actx.edu/disability.
Disability Services facilitates access to all programs and services according to the ADA, Americans with Disabilities Act and Section 504 of the Rehabilitation Act, as well as other federal and state laws.
Amarillo College is committed to providing equal access to all programs and services, including all working, learning, and service environments that affect equal access for persons with disabilities. This commitment to provide equal access and opportunity for persons with disabilities is in compliance with federal and state law. Amarillo College also strives to provide Electronic and Information Resources (EIR) that are accessible to all authorized users.
If you find you are unable to access material in an accessible format please contact the Disability Services Office at (806) 345-5639 . This office will work in conjunction with other campus resources to address and accommodate your issue in a timely manner.
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc
Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016
Students who wish to withdraw from a course must complete all steps indicated on the Academic Withdrawal Request form by the course withdrawal deadline.
NOTE: Students who are attending Texas institutions of higher education, for the first time fall 2007 and later, may not withdraw from more than six courses during their academic career. This withdrawal limitation does not include dual credit or developmental classes (Senate Bill 1231 Rule 4.10.) For more information on Drop and Withdrawal Policies, please visit the Registrar's Office Web site.
The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students. If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .
PSYC-2315-002 Psychology of Adjustment
<p>Prerequisite: RDNG 0331-minimum grade of C or a score on a state-approved test indicating college-level reading skills</p>
Study of the processes involved in adjustment of individuals to their personal and social environments.
Student ResourcesStudent Resources Website
Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:
Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact your advisor, the Legal Clinic, or the faculty member in charge of the educational program that you seek to enroll in. The further information you will receive will include notification to you of your right to request a criminal history evaluation letter from the licensing authority in order to clarify your particular situation.
(3 sem hrs; 3 lec)
Hybrid
Corey, G., Corey, M.S., and Muratori, M. (2017). I Never Knew I Had A Choice: Explorations in Personal Growth (11th ed.). Cengage Learning. ISBN: 978-1-305-94572-2 (paper). (You may buy the 10th ed. of this book instead of the 11th ed. if you wish. However, the 11th ed. is preferred.) (Required).
Adams, L. (1989). Be Your Best. Perigee Books. ISBN: 0-399-52626-9 (paper) (Required)
Dr. Alan Kee
Professor of Psychology
Amarillo College
Syllabus
Psychology of Adjustment (Hybrid / 8 Weeks)
Fall, 2017
I want you to use the more user friendly version of the Course Syllabus in this course by going to the Home Page for the course and then going to the Lessons tab. Then click on the Course Syllabus.
Critical Information on How To Use Email in This Course!
In order to receive email from the instructor you must use your AC Connect Google Email account. If you do not activate and use your AC Connect Google Email account, you will be lost in this course because you will not be able to receive email from your instructor.
There is one way to email your instructor. You must use your AC Connect Google Email account, and you will have to construct your email from within the course you are taking. Go to the top left hand corner of the home page of the course and click “Send Email” to construct your e-mail from within the course. Next, you will click on “All Instructor Users,” and make sure your email is being sent to Jeffery Kee (your instructor for this course).
Also, students are responsible for accessing e-mail messages sent to their AC Connect Google Email account; thus, students are responsible to check their AC Connect Google Email account on a daily basis. The instructor will only respond to e-mails sent from the student’s AC Connect Google Email account. These e-mails must identify the applicable class in the subject line; this information is automatically included in messages sent from within the course when you use your AC Connect Google Email account.
If you do not follow these instructions, you email is at risk of getting lost. I teach six courses per semester, and I have to create folders in my Outlook e-mail for each class. If you follow these instructions, your email will automatically go into the proper folder for your course, and I will then be able to respond to you in a timely manner.
You will need to learn how to use email in this course by viewing two tutorial videos on how to access email as a student in the portal and on how to send email from Blackboard.
http://www.youtube.com/watch?feature=player_embedded&v=Bb857-WJX9w
http://screencast.com/t/0jlcsuLrdj
COURSE NAME: Psychology of Adjustment (On Campus)
COURSE NUMBER: Psychology 2315
HOURS: 3 Credit Hours
FACULTY: Dr. Alan Kee, Ph.D.
OFFICE: Dutton Hall 202N
PHONE: 806-371-5183 is my office number. The best way to reach me is through email using your AC Connect Google Email account. If you need to contact me by phone, you are more likely to reach me by my cell #: 806-336-2143.
E-MAIL: I prefer that you email me using the instructions I provided at the beginning of this syllabus. In those instructions, I indicate that you must use your AC Connect Google Email account. This way I will know which course you are in and I can keep track of our messages. If for some reason you cannot get your AC Connect Google Email account to work you may email me at jakee@actx.edu until you get your AC Connect Google Email account to work.
OFFICE HOURS: MW 3 pm - 4 pm, and by appointment.
PREREQUISITE: Scores on a state-approved test indicating college-level reading skills or a C or higher in RDNG 0331.
COURSE DESCRIPTION :
Although psychology is a relatively new science, psychological researchers continue to explore many different aspects of human behavior, from our inner subjective experiences to interpersonal relationships and cultural differences. While many mysteries remain, psychologists continue to identify principals and techniques which individuals can use to better their lives. This course examines psychological principals and techniques which are relevant to human adjustment. Its goal is to give students the opportunity to learn how psychology can help them understand and cope with the challenges of their everyday life, and gain exposure to a variety of topics related to the psychology of adjustment. Topics covered will include personal learning & growth, reviewing your childhood & adolescence, autonomy and interdependence in adulthood, wellness, managing stress, love, relationships, communication, gender issues, sexuality, work & recreation, loneliness & solitude, death & loss, and meaning & values. While upon completion of this class students will be expected to demonstrate understanding important concepts in all these areas, this class is also meant to be practical. Students will learn about themselves, their own adjustment, and ways they can live happier and more productive lives.
In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .
If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".
LEARNING OUTCOMES:
For some students, this course will be their initial exposure to psychological research and concepts. Students who have already taken General Psychology will be familiar with some of the material. However, rather than an inclusive survey of important aspects of psychology, this course will focus on psychological knowledge relevant to human adjustment. The specific learning objectives include the following:
1. Students will be able to define key concepts and vocabulary important to the psychology of adjustment.
2. Students will be introduced to an understanding of a variety of topics important to the psychology of adjustment, and demonstrate their familiarity and understanding of these topics through exam responses and written response to assigned discussion essays.
3. Students will learn how psychological knowledge is relevant in their personal growth and development, including their understanding of their own patterns of feeling, thinking, and behavior (e.g., in areas such as interpersonal relationships, health, and work).
4. Students will learn strategies for changing their own behavior so that they can more successfully cope with the challenges of everyday life.
Texts:
Corey, G., Corey, M.S., and Muratori, M. (2017). I Never Knew I Had A Choice: Explorations in Personal Growth (11th ed.). Cengage Learning. ISBN: 978-1-305-94572-2 (paper). (You may buy the 10th ed. of this book instead of the 11th ed. if you wish. However, the 11th ed. is preferred.)
Adams, L. (1989). Be Your Best. Perigee Books. ISBN: 0-399-52626-9 (paper)
DISABILITY STATEMENT:
Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (Location: Student Service Center, Room 119, Phone 371-5436) as soon as possible.
Mental Health and Social Services at AC
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student’s ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/. Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5450. The AC Advocacy & Resource Center website iswww.actx.edu/arc
ATTENDANCE POLICY:
Regular attendance is necessary for satisfactory achievement. It is the responsibility of the student to attend class.
MAKEUP POLICY:
No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the exam.
HOW DO I PREPARE FOR THE EXAMS?
1. This is a three hour course. An estimate of study time outside of class is 3 hours for every 1 hour in class. Therefore, you need to plan on spending at least 9 hours per week in studying for this class outside of class.
2. Studying in college is a complex task in that it involves many factors such as time management skills, reading ability, nutrition, exercise, study skills, motivation, sleep, and stress among others. The guidelines offered in this section may help to some degree. However, I recommend that you take the course on Student Success at AC and/or read books on study skills, motivation, time management, and stress management.
3. Achieving success in this course will require a time commitment. I recommend that you prepare for your exams and for class by ACTIVELY reading and outlining (taking detailed notes) the assignments.
4. I recommend that you use a word processor to create your own outline of the reading material. After you complete this process, you have a way to test your knowledge level and you will have covered the material in a systematic and comprehensive manner. This process will allow you to “chunk” the material into smaller pieces, which is more effective than trying to “digest” it all at once by cramming or just “reading over” or skimming over the reading.
5. If you are having difficulty with the material, you may want to receive tutoring or study skills training free of charge from the Access Center (Library; 3rd floor). There are also many web sites on study skills and strategies.
6. Study "How To Prepare For Exams" and “How to Study by Summarizing and Marking the Text.” This information will help you to develop effective study skills. These documents can be found under the Lessons Tab.
7. Students report that it is helpful to make a flash card for each paragraph of reading material. They ask a question on one side of the card and answer it in their own words on the other side of the card. Then, they have a way of testing their understanding of the content.
EXAMS AND CRITICAL THINKING QUIZ:
1. How many exams are there in this course?
There will be four multiple choice EXAMS, and one Critical Thinking Quiz. The four exams include Exam 1, Exam 2, Exam 3 and a Comprehensive Final Exam. There is also a Critical Thinking Quiz. The four exams and the Critical Thinking Quiz will be taken online. Each exam and Critical Thinking Quiz is scored on a 100 point scale.
2. Do I have to take the Final Exam if I am satisfied with my scores on Exam 1, Exam 2, and Exam 3?
You do not have to take the Final exam if you are satisfied with your scores on Exam 1, Exam 2, and Exam 3?
The lowest exam score out of the four is automatically dropped. Therefore, if you are happy with your scores on Exam 1, Exam 2, and Exam 3, then you have the option to not take the Comprehensive Final Exam.
Because the lowest exam score is dropped, there will be no make-up exams. If you miss a scheduled exam for any reason, that exam will be the exam score that will be dropped. The purpose for the drop grade is so that you can miss an exam for any reason, such as death in the family, illness, vacation, having a baby, not able to get your books on time, not having access to a computer, having to work, forgetting to take an exam, etc.
3. How many questions are on the exams? How much time do we have to take each exam?
Each online exam will have 50 questions that will be randomly selected from a test generator. Each online exam will have a time limit of 75 minutes (approximately 1.5 minutes per test item), so you will not have much time to look up the answers. In other words, you will need to know the information well before you take the online exams.
4. What time do the exams open and close?
The exams start at 12:00 am on the scheduled start date, and they will turn off at 11:55 pm on the last day scheduled for the exam. Therefore, you will need to be sure to allow plenty of time to take the exam. You need to allow an hour and a half to take an exam, even though most students will finish in about 50 minutes.
5. What are the basic instructions for taking the exams online?
All exams will be taken online. You are allowed to use your notes on the exams. You will be able to see only one question at a time, and you will have one attempt for each question. You are not penalized for guessing. You will not be able to go back and review or answer questions. Do not skip any questions. If you do, the question will be counted as incorrect. There is no penalty for guessing. Remember to click the “submit” button at the end of your exam.
The computer will allow you to stop the exam at any given time during the time allowed. You can then go back into the exam and resume taking the exam. However, no matter how many times you stop and resume the exam, the timer NEVER STOPS. For example, let's say that you have an exam set for 75 minutes. You start taking the exam at 3:00pm. Again, no matter how many times you stop and resume the exam, the timer NEVER STOPS. (If you stop an exam, the timer will continue to run.) Therefore, your access to the exam will be over at 4:15 (75 minutes) no matter how many times you start and stop the exam.
Please review the test dates in this course schedule. If your schedule cannot accommodate these dates and times, you will need to drop this course and find a course that will work with your schedule. No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the final exam.
6. What is the penalty for cheating on an exam?
You may NOT have another person with you at the time that you are taking one of the online exams. If there is indication that you received help during an online exam, the penalty will be an F in the course and likely expulsion from Amarillo College.
7. Do you release the tests or allow additional time to go back and review the exams?
For test security purposes I do not release the tests or allow additional time to go back and review the exams. I offset this policy with open book / open note exams, simulated practice test questions, participation grade, and grade adjustments for each exam based on the number of questions missed by the class. Also, there is a recommended study guide with many similar practice test questions.
8. Do you offer extra credit?
There is not an “extra credit” option. I want you to learn how to do college level work and do well in your class as opposed to passing a class based on extra credit. I want you to learn the study skills necessary to be successful as you continue taking courses in college. I recommend that you take the First Year Seminar course at AC on how to be a successful student - you would need to talk to your advisor about this class. That course teaches you how to study and take exams so you can be successful in your future college courses.
9. Do you round up grades that are “borderline?”
Yes, I round up grades that are “borderline”, for example, 79.5 would be rounded up to a “B” and a 79.4 would round to a “C.”
10. Where do I go to check my grades?
In order to check your grades, you can go to “My Grades” on the Home Page for the course.
11. How do I calculate my grade in the course?
Here is an example of how to calculate your grade. The Exams are worth 70%, the Discussion Assignments/Films/Participation are worth 20%, and the Service Learning Project is worth 10%.
Let us say, for example, that you made the following grades in the course:
Exam 1 = 82; Exam 2 = 79; Exam 3 = 93; Final Exam = 0 (drop grade)
Discussion Assignments/Films/Participation (12 total): 100 + 100 + 70 + 100 + 100 + 100 + 70 + 100 + 100 + 100 + 100 + 100
Service Learning Project = 85
Here is how you would do the math:
Average the Exam grades: 82 + 79 + 93 = 254. 254/3 = 84.67
Average the Discussions and Films grades (14 total) = 100 + 100 + 70 + 100 + 100 + 100 + 70 + 100 + 100 + 100 + 100 + 100 = 1140/12 = 95
84.67 X .70 = 59.27 (Exams)
95 X .20 = 19.0 (Discussion Assignments/Films/Participation)
80 X .10 = 8 (Service Learning Project)
Now, add the numbers for each category: 59.27 + 19.0 + 8 = 86.27 = B (Course Grade)
12. What is the Grading Schema for the Final Grades?
89.5 to 100 = A
79.5 to 89.4 = B
69.5 to 79.4 = C
59.5 to 69.4 = D
0 to 59.4 = F
13. What are the weights of the assignments?
The Exams, Unit Assignments, and Critical Thinking Quiz are each worth 100 points. The Exams are worth 70% of the course grade, the Discussion Assignments/Films/Participation are worth 20% of the course grade, and the Service Learning Project is worth 10% of the course grade.
15. Explain how Blackboard grades the exams. Blackboard is the software that runs the exams in your course.
The lowest exam grade out of the four exams will be automatically dropped. After you have taken exam 1, that test grade will NOT be calculated in the Course Average until you have completed exam 2. If you have only taken exam 1, then that exam score is being dropped for now, meaning that it will not show in the Course Average.
Let’s look at another example. Let us say that you have only taken exam 1 and exam 2 and that you made an 82 on exam 1, and a 79 on exam 2. Under “Exams AVG” (Exams Average) Blackboard is going to show that you have an Exams Average grade of 82 at that time because it is automatically dropping the lowest exam grade (the grade of 79).
Now, let us say, for example, that you made an 82 on exam 1, a 79 on exam 2, and a 93 on exam 3. Under “Exams AVG” (Exams Average) Blackboard is going to show that you have an Exams Average grade of 87.5 at that time because it is automatically dropping the lowest exam grade (the grade of 79). Here, Blackboard is averaging the 82 and the 93 to get an Exams Average grade of 87.5. Notice that Blackboard is NOT taking into account the Final Exam! It is only dropping the lowest exam grade out of Exam 1, Exam 2, and Exam 3 and giving you an average.
Now, let us say, for example, that you made an 82 on exam 1, a 79 on exam 2, a 93 on exam 3, and a 63 on the final exam. Under “Exams AVG” (Exams Average) Blackboard is going to show that you have an Exams Average grade of 84.67 at that time because it is automatically dropping the lowest exam grade (the grade of 63). Here, Blackboard is averaging the 82, 79, and the 93 to get an Exams Average grade of 84.67.
Please be aware that the Course Average grade that you see will NOT BE ACCURATE UNTIL all of the Exams, Discussion Assignments/Films/Participation grades, and Critical Thinking Quiz have been completed for the class. Therefore, you need to calculate your grade by hand to help determine your decision whether or not to take the final exam. When attempting to make a decision to take the Final Exam or not, you would count your Final Exam as a zero in your calculations, making it the exam grade that is dropped.
PRACTICE TEST QUESTIONS:
I recommend you use the Companion Site for students for the textbook entitled I Never Knew I Had A Choice: Explorations in Personal Growth. This Companion Site for students will have many example test questions that will be similar to your actual exams. You can access the Companion Site for the textbook by going to
http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=9780495602293&token ; this site will provide you with practice exams for each of the chapters in I Never Knew I Had A Choice: Explorations in Personal Growth. These resources provide similar exam questions for you to practice. They are not required, but they are highly recommended.
DISCUSSIONS:
The discussion board has two purposes: 1) to provide a way to participate online, and 2) to allow students to post questions or confusing questions about the reading and have other students and/or the instructor respond to the questions.
If you have general questions (and answers) that other students may benefit from, please direct them to the instructor by posting them in General Questions and Answers. When I answer the question (or when you answer a question) in General Questions and Answers, all students will be able to see my (and your) responses.
DISCUSSIONS: PARTICIPATION / CONNECTION RESPONSES:
How do we participate in this class?
Your course schedule (found in the Lessons Tab) will give you the instructions for participation as you proceed through the assignments of the course. By participating in class, the class will become more interesting and rewarding as more students actively share their ideas.
Furthermore, the group discussion will be a safe place to share ideas. The rules of the group do not allow group members to put another person down for their idea. I will respect you, and I expect you to respect me and the other group members. I also expect you to have carefully read the assignment before you come to class. You need to be prepared to discuss your connections when you come to class.
The reason for assigning the connections (participation homework) is because it will help you become more actively involved in the reading. This greater activity improves learning. By participating in class, the class will become more interesting and rewarding as more students actively share their ideas. You need to bring your book and your notes that you took from the reading and lecture to each class.
Where do we go to post our response in the class?
Participation occurs in this class by clicking on the lessons tab, then go to Discussions, and then click on the specific chapter. You will then be able to post your discussion into the specific assigned chapter. In order to receive credit for your connections (participation homework) you must post it in the Discussions.
Where do we find the homework assignments?
The way in which you participate is by following the instructions in your course schedule (found under the Lessons Tab), which will indicate the type of homework assignment.
What types of homework assignments will we have?
There are two types of assignments that are designed to facilitate your critical thinking about the reading: 1) a structured discussion question or 2) a connection response.
Can you explain the difference between a structured discussion question and a connection response?
The structured discussion question is very straightforward in that it is a structured question that I design and you answer based on the reading assignment. The directions for each critical thinking exercise / discussion question is found in your course schedule.
The connection response is a detailed response consisting of your reaction and opinion to a reading assignment. The connection response is more open-ended (less structured) than the discussion question.
Each connection response should reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to a major concept from the chapter. You can also talk about how concepts from other readings from any source relate to a concept in your assigned reading. It is critical that you title each connection response with your name and the chapter that you are responding to.
Connection responses (like the structured discussion question) help students find meaning in what they read. The process of making connections to the main concepts in the reading helps with remembering the concepts. If you can remember a concept, you can then apply that knowledge in your life.
These connection responses are not a summary of the reading. No credit is provided for a summary of the reading. You may want to ask yourself the following questions as a way to help you create a connection response:
1) How does this concept (a concept from the reading that you choose) help you to cope with stress or to enrich your life?
2) How does the reading relate to your community, or your family?
3) Is there something in the news (or online) or something a friend has experienced that directly relates to something in the reading?
4) How does the reading relate to other books, films, web sites, or articles you have read?
5) You may also take one side or another with an issue in the reading. If you choose to take one side or another, you must support your opinion or viewpoint with facts either from the textbook or from another reputable source.
Do we need to save a copy of our responses?
Yes. I recommend that you write your response in Word, and save a copy in your files. If there is a problem with the online course, then you will have a backup copy. You also need to run spell check, grammar check, and then post it into the course.
How much will participation count in terms of the overall grade in the course?
Active and engaged participation is critical for this class! It makes it more fun and interesting. What we are going to do here is devote all our time and attention to the study of psychology, it is difficult and it needs all our attention. Therefore, it is critical that you show up on time to class. Also, please do not text in class. Participation is accrued over the course of the semester i.e., you get points for showing up and being actively engaged in the discussions.
In order to receive full credit for participation on any given day, you will need to bring your hard copy of the discussion assignment and actively discuss your ideas in class. Each day is worth 100 points. For that day you will receive 50 points for posting the discussion assignment and you will receive 50 points for attendance and actively discussing your ideas in class. There will a 30 point penalty for turning in a late discussion assignment. Participation will count as 20% of your final grade.
What rubric is used to grade the discussion assignments?
The "A/B" response (50 points) contains clear, thorough responses to the items identified in the assignment. It provides evidence that the student has diligently applied concepts from the assigned reading. It follows normal written conventions for good sentence construction, paragraph development and spelling.
The "C/D" response (25 points) does not adequately address all of the items in the assignment. It does not provide evidence of the student’s reflective thought and it contain errors in sentence structure, paragraph development. It lacks a clear organizational plan. It does not develop its points or develops them in a repetitious, incoherent, or illogical way. There may be little, if any, development of supporting examples from the assigned reading. There is no indication that the student applied concepts from the assigned reading.
Is there a penalty for texting during the class?
Yes. If you are texting in the class, then you are not really present and actively participating. Consequently, you will receive a 30 point penalty from your attendance / participation grade for that day.
Can we use laptops or ipads in class?
Please do not bring laptops or ipads to class. Like texting, people can get lost in their email, messaging, and internet and not be involved in the class and the discussion in the class. All of the lectures in this class are online and we do discussions in the classroom. Therefore, you will not need to use your laptop or ipad to take notes in class. You need to take all of your notes from the reading and lectures before you come to class. Please do not bring laptops or ipads to class on film days because people are inclined to get lost in their email or surfing online.
The quality of your participation is based on what you bring to the course with regard to your responses and your responses to other persons responses. You will be able to determine the student who puts his or her heart into the discussion in contrast to the student who provides very little to the group. In addition, you will be able to see other students' connection responses (online) which will help you to improve your own responses.
How long should each response be?
Each response, whether it is a structured discussion question or a connection response, should have a main idea and several supporting statements. Make each connection response at least 400 – 600 words single-space and in 12 point character size.
Is there a penalty if my discussion does not meet the 400 word required minimum?
I will not take a paper that does not meet the 400 word required minimum. You may redo the paper and incur a 30 point penalty. Your word processor should give you a word count for your discussion papers.
What are the ground rules for group discussion in class?
The objective of establishing ground rules is to honor free speech and the dignity, respect, and worth of everyone in the classroom.
• In order to create a climate for open and honest dialogue and to encourage the broadest range of viewpoints, it is important for class participants to treat each other with respect. Name calling, accusations, verbal attacks, sarcasm, and other negative exchanges are counterproductive to successful teaching and learning about topics.
• The purpose of class discussions is to generate greater understanding about different topics. The expression of the broadest range of ideas, including dissenting views, accomplishes this goal. However, in expressing viewpoints, students should try to raise questions and comments in a way that will promote learning, rather than defensiveness and conflict in other students. Thus, questions and comments should be asked or stated in such a way that will promote greater insight into and awareness of topics as opposed to anger and conflict.
Example of a question that may put students on the defensive: Why do you insist on calling yourself Hispanic? That's wrong. It seems to me that Latino is the correct term? Can you explain to me why you insist on using the term Hispanic?
Example of a non-defensive question: I don't understand. What is the difference between the terms Hispanic and Latino?
• Learning is both about sharing different views and actively listening to those with different views. Students in this class are expected to do both. Learning is maximized when many different viewpoints are expressed in the classroom.
• Keep the discussion and comments on the topic, not on the individual. Don't personalize the dialogue. Rather than personalizing the dialogue, please direct challenging comments or questions to the instructor or the entire class.
• Remember that it is OK to disagree with each other. Let's agree to disagree. The purpose of dialogue and discussion is not to reach a consensus, nor to convince each other of different viewpoints. Rather, the purpose of dialogue in the classroom is to reach higher levels of learning by examining different viewpoints and opinions.
What is expected in terms of classroom etiquette?
In order to maximize the group’s learning, some basic guidelines for the class are helpful. The following issues rarely occur in class. However, it is helpful for us all to be clear about my expectations in order to prevent any misunderstanding.
1. Turn off all cell phones before class. Do not text-message during class. It is distracting and sends the message that you are not present for our discussions. Similarly, do not bring laptops or ipads to class. Like texting, people can get lost in their email, messaging, and internet and not be involved in the class and the discussion in the class. This type of class requires the group to be engaged and tuned in to the conversation to be successful. If you are texting during the class, it sends a message that you are not really interested in what your classmates are saying. This type of distraction can take away from the group developing a cohesive connection that is necessary to help participants to feel free to express their ideas. In addition, as the instructor, I feel disrespected when a participant is texting throughout the class; it is as if that person is not really interested in being in and participating in the group. As a way to protect the group cohesion, I think it is fair to administer a 30 point penalty for your attendance / participation grade for that day of class if you are texting during class. Another solution would be to transfer you to the online section of this course.
2. Please do not bring children to class. In the past, this issue has caused resentment from other students because the children were distracting. Students report that they could not concentrate on the discussion.
3. When a student has the floor, please do not have side conversations with other students. I believe it is disrespectful to that student who has the floor. And, other students in the group report that they feel resentful because they are distracted by the side talking and cannot focus on the student who is speaking.
4. I will do all I can to make sure each class ends on time, but I need everyone else’s cooperation to do this. Please arrive to class on time, if not a few minutes early.
TECHNICAL PROBLEMS:
If you experience a technical problem then you will need to contact the Helpdesk at 371-5992.
DROPPING/AUDITING THE CLASS:
If you are struggling with this course, please call me well before you drop the class! In many cases we are able to make some adjustments and get the student back on track. Please do not feel embarrassed to call me.
The last day to withdraw is 10/3/17. You must first visit with your instructor in order to officially drop a class. Then, your instructor will set the process in motion with the Registrar's office. If you simply stop attending, a grade of F will appear on your transcript. An F will have a strong negative effect on your GPA.
DISABILITY STATEMENT:
Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (Location: Student Service Center, Room 119, Phone 371-5436) as soon as possible.
ATTENDANCE POLICY:
Regular attendance is necessary for satisfactory achievement. It is the responsibility of the student to attend class.
MAKEUP POLICY:
No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the exam.
Dr. Alan Kee
Professor of Psychology
Amarillo College
Psychology of Adjustment (On Campus)
Course Schedule and Assignments
MW, 10:30am – 11:45am
Fall I, 2017
08/21/2017-10/11/2017 Hybrid Monday, Wednesday 10:30AM - 11:45AM, Dutton Hall, Room 205
Welcome to Fall I (8 week) Psychology of Adjustment!
If you see any errors on the dates below in this document, please call me asap!
Why Take a Course in the Psychology of Adjustment?
This course is about helping you create a Self-Care plan that you can practice over the course of your life. If you can learn effective strategies for dealing with the stress in your life, you will experience greater well-being over the course of your life. You will suffer less. And you will also have more meaningful and loving relationships. However, let’s look at the research on stress to see what we are all facing.
Is stress really a problem? It’s no surprise that college can be a stressful time in a person’s life. What may be surprising is the degree and extent to which college students are affected by stress. The September 2015 edition of the Chronicle of Higher Education did a special report entitled Today's Anguished Students. Let me just give you a few highlights:
As you can see from these data, a student’s susceptibility to stress becomes a major concern. Stress arises when the combination of internal and external pressures exceeds the individual’s resources to cope with their situation. Students are very likely to experience some or many stressors which may test their ability to cope: adapting to a new environment, balancing a heavy work load, making new friends, becoming more independent, caring for children and families while trying to succeed as a student, financial problems and dealing with a myriad of other issues.
Stress can have a profound impact on college students’ well-being. It is critical to be able to identify the signs and symptoms of too much stress.
Physical symptoms:
Emotional / Behavioral symptoms:
Such feelings can be dangerous as students may turn to unhealthy choices to cope including alcohol or drug abuse, or worse. If the stress is not effectively managed, it could cause long-term health problems, including heart problems, high blood pressure, chronic pain, skin problems and long-term mental health problems such as depression, anxiety, and anorexia.
Stress is also related to learning. It takes a lot to be successful in college, and students have to be ready to learn. How prepared students are for learning determines how much and how well they learn, and influences persistence, retention, and graduation. And, a person’s overall health affects the ability of his or her brain to create or modify connections and networks among neurons, which is the critical first step in learning.
Mental health issues (such as stress, anxiety, and depression) and harmful health behaviors such as substance abuse can impair the quality and quantity of learning. For example, students with depression show flattened interest, affect, appetite, attention, and motivation, along with difficulty sleeping or concentrating. Researchers have also documented both functional and structural effects of depression in the brain, including suppressed activity in areas that are responsible for the formation of new memories.
Depression makes the brain less efficient, which in turn creates difficulties for learning. Students with depression can be expected to learn less, not to learn as well, and to learn more slowly than their peers. Moreover, depressed students have lower grade point averages (GPAs) and blunted levels of academic persistence and achievement compared with their peers who are not depressed.
The stress and suffering in our lives is not effectively managed by any single intervention. To manage stress effectively, you must create an entire lifestyle of self-care over time. This course is designed to help you make this a reality. It will take time, persistence, and practice. I hope you enjoy our journey!
Mental Health and Social Services at AC
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student’s ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/. Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5450. The AC Advocacy & Resource Center website iswww.actx.edu/arc
Summary / Overview of Assignments:
|
Date |
Assignment |
|
Unit One |
|
|
M 8/21 |
Orient. |
|
W 8/23 |
Study Skills |
|
M 8/28 |
REBT #1 |
|
W 8/30 |
Film REBT |
|
|
|
|
M 9/4 |
Labor Day |
|
W 9/6 |
Child/Adult #2 |
|
R 9/7 F 9/8 |
Exam 1 Retake Exam 1 |
|
Unit Two |
|
|
M 9/11 |
Film Rel (Gottman) |
|
W 9/13 |
Well / Stress #3 |
|
M 9/18 |
MBSR Full Catastrophe Living #4 Film MBSR (youtube) – at home Practice MBSR for 10 min Film Addiction & SMART Recovery – at home |
|
W 9/20 |
Love / Rel #5 |
|
R 9/21 F 9/22 |
Exam 2 Retake Exam 2 |
|
Unit Three |
|
|
M 9/25 |
Gender / Sex #6 |
|
W 9/27 |
BYB 1-8 #7 |
|
|
|
|
M 10/2 |
BYB 9-14 #8 – in class |
|
W 10/4 |
Death / Meaning #9 Film D&D (youtube) – at home |
|
R 10/5 F 10/6 |
Exam 3 Retake Exam 3 |
|
F 10/6 |
Service Learning Essay Due |
|
T 10/10 |
Final Exam
|
Unit One
*Service Learning Project
I want to alert you early in the semester that this Service Learning Project is due 10/6. You should go ahead and get started on this project now so you will not be stressed later in the semester. I suggest you find your volunteer agency as quickly as possible so you will have plenty of time to complete the essay part of the assignment. Go to Unit Three to see details for this assignment.
M 8/21
Orientation to the course.
Read / Outline: Chapter 1: Invitation To Personal Learning And Growth (Corey and Corey)
(We will not discuss this chapter – it is foundational background information on taking a course in personal growth and development.)
W 8/23
Study Skills
M 8/28
View the recorded lectures, read the REBT articles and complete discussion #1 before you come to class on 8/28.
View Recorded Lecture 1: REBT and Mentalization In Stressful Life Situations (Part 1)
View Recorded Lecture 2: REBT and Mentalization In Stressful Life Situations (Part 2)
Take notes on the online lectures; there will be several foundational questions submitted to the test generator. Also reflect on how this lecture applies to stressful situations in your life. You will find the REBT lectures under Lessons Tab on the Home Page of the course.
Read / Outline:
REBT Articles (These documents can be found under "Lessons Tab” and then under “Supplemental Readings.")
1. Emotional Disturbance & Its Treatment in a Nutshell
2. Toward An Egoless State of Being
3. Overcoming “Self-Esteem”
Discussion #1
Connection Response: one connection response that relates to the REBT lectures and REBT Articles assigned. (Note: the assignment is one connection response that relates to the REBT lectures, and/or any aspects of the REBT articles; the assignment is not three separate connection responses.) I recommend that you describe how the two articles (Toward An Egoless State of Being and Overcoming “Self-Esteem”) as well as the lecture and film on REBT apply to your life and/or how they apply to friends, family, or work situations.
In order to post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Your response to the question needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement. Your word processor should give you a word count.)
The posted copy of this discussion assignment is due today! Post your assignment and bring your hard copy to class.
W 8/30
Film on Rational Emotive Behavior Therapy
This day counts as a participation day. Take notes on the film; there will be several foundational questions submitted to the test generator. Also reflect on how this film applies to your life. Please do not bring ipads or laptops to class!
W 9/6
Chapter 2: Reviewing Your Childhood and Adolescence (Corey and Corey)
Chapter 3: Adulthood and Autonomy (Corey and Corey)
Discussion #2
One of the questions below will be assigned to each person in the course. This will be the question you write about in your discussion response and post online. Your task is to answer the questions by summarizing in your words based on the lecture and reading. Then your goal is to connect to the question by reflecting on how your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading.
I also recommend that you reflect on each of the discussion questions below so that you will be prepared to discuss all of the questions.
Childhood and Adolescence
1. Discuss the importance of receiving love as an infant with respect to developing a trusting view of the world. What are some of the possible effects on later development if love and caring are absent during infancy? Illustrate these ideas by describing your experience and/or your observations of others.
2. Discuss the effects of the events of the first six years of life on later personality development. Do you believe that, as adults, we’re determined by our early childhood experiences? To what degree does earlier conditioning influence us now? What role do you think that choice plays in changing your current patterns?
3. How important do you think the school years (ages 6 to 12) are in terms of their impact on adolescent and adult development? Select one event from your own school years, and show how this event has some significance for your life now.
4. What is your understanding of the term self-concept? How does it develop? How does one’s self-concept influence one’s behavior? Illustrate these ideas by describing your experience and/or your observations of others.
5. Describe some of the core conflicts associated with the adolescent period. Select at least one conflict that you experienced. How did you deal with this conflict? What decisions did you make? What impact does this decision have on your life now?
6. In what way is adolescence a time for searching for an identity? Discuss the process of identity formation during adolescence. Consider factors such as peer groups, parents, the role of school, and societal factors that influence the shaping of identity. Illustrate these ideas by describing your experience and/or your observations of others.
7. Discuss how the ego defense mechanisms protect our self-concept. Describe several detailed examples of ego-defense mechanisms that you have observed in yourself and/or in others. When is the use of such defenses a part of normal coping? What is the main problem in relying upon these defensive strategies in dealing with stress?
Adulthood
8. Define and explain what achieving personal autonomy means to you. Illustrate these ideas by describing your experience and/or your observations of others.
9. To what degree do you think you’ve become psychologically independent? Discuss some ways in which you haven’t become your own person, and also some steps you’ve taken toward independence.
10. Discuss what you understand by the phrase “challenging one’s inner parent.” Do you think it is possible to become an autonomous person without critically evaluating parental messages? Explain.
11. Describe examples of injunctions that you have observed in yourself and/or others. In what ways do these injunctions influence our decisions in life? What can you do to overcome these injunctions?
12. When people enter their twenties, what are some of their main concerns? How does this apply to your life?
13. What are some main concerns of individuals as they make the transition from the twenties to the thirties? How does this apply to your life?
14. According to Erikson, what is the core struggle during middle adulthood? Illustrate this core struggle by describing examples from your experience.
15. How typical is it to change careers in midlife? Does it necessarily mean that the person made a poor vocational choice earlier? Illustrate this core struggle by describing examples from your experience.
16. According to Erikson, what is the core struggle of later adulthood? Illustrate this core struggle by describing examples from your experience.
17. What is the best way to prepare for a satisfying life during our later years? What are some steps you can take now toward this goal? Illustrate these ideas by describing your experience and/or your observations of others.
18. What are some of the major problems facing the elderly? What choices are open to them? How can retirement be either a traumatic or a joyful time? Illustrate these ideas by describing your experience and/or your observations of others.
19. Connection Response: Complete one connection that relates to the following chapters: Chapter 2: Reviewing Your Childhood and Adolescence, and Chapter 3: Adulthood and Autonomy. (Note: complete one connection total, not a separate connection for chapter 2 and chapter 3)
In order to post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Your response to the question needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class.
Exam 1: The testing date is Thursday 9/7. You can retake Exam 1 on Friday 9/8. The higher of the two grades will count. There is no penalty for attempting Exam 1 twice. To get into an exam, click on Lessons and then click on Exams. Exam 1 covers the material assigned in Unit One. This exam is online.
Unit Two
M 9/11
Film on Dealing with Conflict in Relationships.
This day counts as a participation day. Take notes on the film; there will be several foundational questions submitted in the test generator. Reflect on how the principles in this lecture may improve your relationships. Please do not bring ipads or laptops to class!
W 9/13
Chapter 4: Your Body and Wellness (Corey and Corey)
Chapter 5: Managing Stress (Corey and Corey)
Discussion #3
One of the questions below will be assigned to each person in the course. This will be the question you write about in your discussion response and post online. Your task is to answer the questions by summarizing in your words based on the lecture and reading. Then your goal is to connect to the question by reflecting on how your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading.
I also recommend that you reflect on each of the discussion questions below so that you will be prepared to discuss all of the questions.
Your Body and Wellness
1. What does the phrase “choosing wellness as a lifestyle” mean to you? In what way is wellness an active lifestyle choice, rather than a one-time decision? How is wellness related to a balanced life involving our physical, emotional, social, mental, and spiritual needs?
2. How is sleep related to overall health? What are some suggestions for preventing and coping with insomnia? Illustrate this idea by describing your experience and/or your observations of others.
3. What are some of the main benefits of regular exercise? What are some risks associated with exercise? Designing an adequate program of physical activity is difficult for many people. Do you experience difficulties in exercising? Is so, what are these difficulties? What type of exercise plan would you like to commit to?
4. Discuss your thoughts about the axiom “You are what you eat.” How would you describe your eating patterns? Dr. Andrew Weil believes what and how we eat are critical determinants of how we feel and how we age. What are your thought about this? What changes would you like to make with regard to your nutrition?
5. Spirituality has many meanings and plays greater or lesser roles in different people’s lives. Do you see spirituality related to a balance in your life? What does spirituality mean to you?
6. What does the concept of accepting responsibility for your body mean to you? What are your thoughts about physicians who prescribe pills to alleviate bodily symptoms? What does this say about choice and responsibility? Can you think of any ways that you might be a victim of your body? Are there some ways that you’d like to assume a greater share of control of your body?
7. What is the meaning of the concept of body image? How does a person’s view of their body have an impact on their choices in other areas of their life? Where did you acquire your attitudes about your body image?
Managing Stress
8. How are frustration, conflict, change, and pressure key elements of psychological stress? Write down some of the major conflicts, frustrations, and pressures that you deal with, and think about some ways that you might cope differently with these psychological stresses. How do they affect you emotionally and physically? How are these stresses related to your ability to form interpersonal relationships?
9. Discuss the notion that you don’t have to allow yourself to be victimized by the psychological and physiological effects of stress. How does your interpretation of life events define what is and is not stressful? If you cannot always change or control external reality, how can you at least respond to stress in different ways?
10. In what ways might a life-threatening illness be a “wake-up call” to change the way you are living? Illustrate this idea by describing your experience and/or your observations of others.
11. In your own life, can you think of any examples of how your body has paid a price for not coping with stress effectively? Also, how does the quality of your relationships affect your physical health? Illustrate this idea by describing your experience and/or your observations of others.
12. What are some of the basic differences between destructive reactions to stress and constructive responses to stress? Illustrate this idea by describing your experience and/or your observations of others.
13. What are the characteristics of constructive coping as behavioral reactions to stress? List as many different kinds of stress buffers as you can think of that could be of value to you in dealing creatively with everyday stress. Explain how you want to put these buffers into practice in your life.
14. In what ways might the effects of early childhood incestuous experiences carry over into adulthood? How can psychotherapy be of value in helping incest victims work through early psychological scars? What has been your experience of people you know who have experienced this trauma?
15. How is meditation a constructive response to stress? In your own words, describe the essence of meditation. What are the basic attitudes associated with the practice of mindfulness? What are your own ideas about meditation? What is your experience of your practice of meditation? Explain.
16. Connection Response: Complete one connection that relates to the following chapters: Chapter 4: Your Body and Wellness, and Chapter 5: Managing Stress.
In order to post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Your response to the question needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class.
M 9/18
Read / Outline:
Full Catastrophe Living (Kabat-Zinn) (These handouts can be found under "Lessons Tab” and then under “Supplemental Readings.")
Chapter 1: You Have Only Moments To Live
Chapter 2: The Foundation of Mindfulness Practice: Attitudes and Commitment
Chapter 4: Sitting Meditation: Nourishing the Domain of Being
Chapter 26: Time and Time Stress
View all of these videos BEFORE you come to class.
View video by Dr. Jon Kabat-Zinn entitled Stress Reduction in 6 parts. View all 6 parts at the following website:
https://www.youtube.com/watch?v=UGaRyLN9gb8&list=PLB1965DF5D29DE128
View video entitled 60 Minutes on Mindfulness by Anderson Cooper (13 min)
https://www.youtube.com/watch?v=KDxIBQT7F54
Practice this guided Body Scan Meditation. This is an excellent practice recording you can use.
https://www.youtube.com/watch?v=daU-xneLA0g
* I suggest you purchase Dr. Jon Kabat-Zinn's meditation practice CDs as a guide to help you build a meditation practice. These can be found at www.minfulnesscds.com. You can also find guided mindfulness meditation practice recordings on youtube.
* If you wish to study MBSR in more depth on your own, you can use the free Online Mindfulness-Based Stress Reduction (MBSR) training at http://palousemindfulness.com/selfguidedMBSR.html
Resources on Addiction
Addiction is a painful reality that affects most families. These films will expand our work on wellness and stress by looking more closely at addiction. Please take the time to view these two films on Addiction. You are not tested on this material (videos on Addiction). The goal is to enhance your understanding of this serious problem in our society. Please share this information with people who could benefit from this information.
Films on Addiction
Please view these short films produced by HBO. HBO produced this film in partnership with the Robert Wood Johnson Foundation, the National Institute on Drug Abuse (NIDA) and the National Institute on Alcohol Abuse and Alcoholism (NIAAA), the Addiction Project combines film and leading scientific research to shed light on the current state of addiction in America.
The documentary explores many elements of drug and alcohol addiction, through the eyes of those who are addicted and those of the scientific experts working to better understand and treat this devastating disease.
The documentary film ADDICTION is the centerpiece of the Addiction project. Bringing together the nation's leading experts with award- winning filmmakers. This HBO Addiction website also has resources to help you understand addiction. If you or a friend / family member are struggling with addiction, please refer them to this website.
Copy and paste the website below into your browser so that you can view the films below under the heading “Centerpiece Documentary” from HBO Addiction:
http://www.hbo.com/addiction/thefilm/centerpiece/612_segment_1.html
Film Opening (Total Running Time: 4:45 min.)
Saturday Night in a Dallas ER (Total Running Time: 5:52 min.)
A Mother's Desperation (Total Running Time: 8:01 min.)
The Science of Relapse (Total Running Time: 10:54 min.)
The Adolescent Addict Total Running Time: 8:58 min.
Brain Imaging (Total Running Time: 6:15 min.)
Opiate Addiction: A New Medication (Total Running Time: 9:50 min.)
Topiramate: A Clinical Trial for Alcoholism (Total Running Time: 9:23 min.)
Steamfitters Local Union 638 (Total Running Time: 9:58 min.)
Insurance Woes (Total Running Time: 9:57 min.)
The second film on addiction is on SMART Recovery. SMART Recovery is the leading self-empowering addiction recovery support group. The participants learn tools for addiction recovery based on the latest scientific research and participate in a world-wide community which includes free, self-empowering, science-based mutual help groups. SMART Recovery is based on REBT.
The presenter in this film is Jonathan von Breton. Jonathan is a licensed clinical mental health counselor and a Rational Emotive Behavior therapist trained at the Albert Ellis Institutes. Jonathan is an REBT Clinical Supervisor.
Here is the youtube for this film:
The Best of SMART: The Tools
https://www.youtube.com/watch?v=axVUzqoRHbw
Discussion #4
Connection Response: Complete one connection that relates to the four chapters from Full Catastrophe Living. (Note: the assignment is one connection that you write that relates to any aspects of the four chapters assigned from Full Catastrophe Living; the assignment is not four separate connection responses that relate to each chapter.) In this response you would discuss, for example, your ideas related to specific aspects of the assigned reading in Full Catastrophe Living. You could also possibly discuss your experience experimenting with Mindfulness Based Stress Reduction.
In order to post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Your response to the question needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class.
W 9/20
Chapter 6: Love (Corey and Corey)
Chapter 7: Relationships (Corey and Corey)
Discussion #5
One of the questions below will be assigned to each person in the course. This will be the question you write about in your discussion response and post online. Your task is to answer the questions by summarizing in your words based on the lecture and reading. Then your goal is to connect to the question by reflecting on how your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading.
I also recommend that you reflect on each of the discussion questions below so that you will be prepared to discuss all of the questions.
Love
1. Reflect on the myths and misconceptions about love. What are your own reactions to the barriers that inhibit our ability to fully love and to be loved?
2. What are a few prerequisites to being able to genuinely love others? Illustrate your ideas by describing your experience and/or your observations of others.
3. The authors describe their vision of the meanings of authentic love. Mention a few of the points they discuss. What are your own views on this topic?
4. The question is raised in this chapter—Is it worth it to love? What are your reactions to this question?
5. What importance do you place on self-love as a prerequisite to loving others? What are some ways that you appreciate yourself and have self-respect?
6. Discuss and mention at least two common myths associated with love. Illustrate your ideas by describing your experience and/or your observations of others.
7. Discuss the problem of looking to another person to confirm your worth and value as a person. Illustrate your ideas by describing your experience and/or your observations of others.
8. List and discuss three common ways in which people destroy intimacy and love. Illustrate your ideas by describing your experience and/or your observations of others.
9. In what ways do you think you can nurture the love and caring you have for the significant people in your life? What can you do to express to these people the degree of your caring?
Relationships
We generally give the following instructions for these questions: Try to answer these questions as they apply to you. Reach into yourself and try to give honest responses that reflect how you really feel and think. Try to avoid giving the response you think you “should” be giving or you think is “expected.” Many of these questions are intended for people who are presently involved in a couple-type relationship. If you’re not now involved in such a relationship, you might apply the questions to a past relationship or else answer them as you’d like to be able to if you do become involved in such a relationship.
10. How often does boredom become a part of your relationship? Can you recognize and accept this boredom? Can you speak with your partner about the boredom you experience? What do you do with your boredom?
11. To what degree do you express your feelings about your relationship with your partner? Do you spend much time together talking about the quality of your relationship? Do you ask yourself and your partner what you want from your relationship and how satisfying the current state of things really is? Do you see others spending much time together talking about the quality of their relationship? Do you see others asking themselves and their partner what they want from their relationship and how satisfying the current state of things really is?
12. Do you have an identity separate from that of your partner? How much do you need and depend on your partner? What would become of you if you were to lose him or her?
13. What are some of the things you (or people you know) most frequently talk about with your partner? Can you think of certain areas that you (or others) avoid discussing with your (their) partner(s) but that you think you (they) need to talk about? What prevents you (them) from doing so?
14. Expressing anger or dealing with conflict may be difficult for you because of what you have learned and the messages you have heard about anger, conflict, and confrontation. What messages, if any, have you received from your family of origin about feeling and expressing anger that you might you want to challenge? How well do you deal with anger and conflict in your relationships? What difficulties, if any, do you have in dealing with anger and conflict?
15. Do you feel that love and sex without jealousy is possible and desirable? Do you believe that a lack of jealousy concerning your partner’s loving and sexual feelings toward others is indicative of indifference, or a sign of genuine caring? Is jealousy evidence of insecurity on the part of the jealous one? Is jealousy something we learn, or is it innate?
16. Describe some of the main barriers to effective communication that inhibit interpersonal relationships. What has been your experience and observations of these barriers?
17. Why is it important to forgive others who have hurt you? What is the importance of forgiveness? Why is forgiving oneself critical in forming meaningful relationships with others?
18. What advice would you give a person going through a break up in a romantic relationship? Reflect on your own experience or your observation of another person who has experienced the termination of a serious romantic relationship or marriage.
19. Connection Response: Complete one connection that relates to the following chapters: Chapter 6: Love, and Chapter 7: Relationships.
In order to post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Your response to the question needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class.
Exam 2: The testing date is Thursday 9/21. You can retake Exam 2 on Friday 9/22. The higher of the two grades will count. There is no penalty for attempting Exam 1 twice. To get into an exam, click on Lessons and then click on Exams. Exam 2 covers the material assigned Unit Two. This exam is online.
Unit Three
M 9/25
Chapter 8: Becoming The Woman Or Man You Want To Be (Corey and Corey)
Chapter 9: Sexuality (Corey and Corey)
Discussion #6
One of the questions below will be assigned to each person in the course. This will be the question you write about in your discussion response and post online. Your task is to answer the questions by summarizing in your words based on the lecture and reading. Then your goal is to connect to the question by reflecting on how your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading.
I also recommend that you reflect on each of the discussion questions below so that you will be prepared to discuss all of the questions.
Becoming The Woman Or Man You Want To Be
1. What are your reactions to the concept of the traditional male, as portrayed in the chapter? What price do you see men as paying for living by such roles? To what degree do you see evidence that men are challenging traditional roles? Illustrate your ideas by describing your experience and/or your observations of others.
2. The chapter describes the trend of women challenging traditional gender roles. What evidence, if any, do you find for this? To what degree do you think that women have an increase in options concerning lifestyles? Illustrate your ideas by describing your experience and/or your observations of others.
3. How can developing more flexible views of gender-role expectations be liberating for both women and men? How does this apply to you? Illustrate your ideas by describing your experience and/or your observations of others.
4. What are your thoughts about androgyny as an alternative to rigid gender roles? What are the characteristics of both sexes that you’d like to incorporate into your personality?
5. Can you trace a few significant influences on your own gender-role identity development? How was your image as a woman or a man shaped?
6. What are some of the stereotypic traits typically assigned to being feminine and to being masculine?
7. Given the fact that there are definite cultural pressures toward adopting given gender roles, where does choice enter into this picture? Are we hopelessly cemented into a rigid way of being, or are we able to choose our own concept of what kind of woman or man we want to be?
Sexuality
8. How have you developed your attitudes and values regarding sex? What factors have influenced your attitudes? Have you tried to form your own standards?
9. What are your thoughts about celibacy as an option? What importance do you place on being able to cultivate emotional intimacy without physical intimacy?
10. Is there a double standard of morality of “acceptable” sexual behavior for women and men? If so, how do you feel about it? Is there any reason for a double standard? Illustrate your ideas by describing your experience and/or your observations of others.
11. Review the misconceptions about sexuality that are listed in this chapter. List and discuss several of the misconceptions about sex and sexuality that you find interesting. Are there any misconceptions that you had about sex that you have had to challenge? Illustrate your ideas by describing your experience and/or your observations of others.
12. What do you consider to be normal and abnormal in sexual relationships, behavior, and attitudes? How have you developed your concepts of what is normal and what is abnormal? What norms, standards, and guides do you use? Are standards of sexual normality simply products of social and cultural conditioning?
13. Differentiate between sensuality and sexuality. What do the two have in common? How are they different? So you believe that men do not tend to learn to be sensual? Illustrate your ideas by describing your experience and/or your observations of others.
14. Be able to explain in a few words some of the basic facts about AIDS. Be able to address questions such as: What causes AIDS? How is the AIDS virus transmitted? Who are the people at most risk of contracting AIDS? Why is there a stigma attached to this disease? How can AIDS be best prevented?
17. Connection Response: Complete one connection that relates to the following chapters: Chapter 8: Becoming The Woman Or Man You Want To Be, and Chapter 9: Sexuality.
In order to post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Your response to the question needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class.
W 9/27
Chapters 1-8 of Be Your Best (Adams)
This assignment will expand on the themes of Love and Relationships we covered in Unit Two. This book, Be Your Best, is a workshop that teaches you how to become more effective and take responsibility in both your personal and professional life. In addition to the communication skills and conflict resolution methods taught, this book offers training in assertive skills, how to handle anxiety, and how to set goals for becoming more fulfilled.
After completing your study of Be Your Best, you will learn how to:
Discussion #7
Connections Response: This assignment relates to Chapters 1-8 of Be Your Best. Your task is to write a response that relates to any aspects of Chapters 1-8 of Be Your Best. I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to one or two major concepts or themes from the text. You may want to consider reflecting on how you are using or imagine how you will use the principles described in Be Your Best in your personal and/or professional (work) relationships. For example, you could discuss how these principles may help you respond more effectively to conflicts with your significant other, children, employer, and/or parents.
In order to post your response, go to the lessons tab, then to discussion forums, and click on the appropriate chapter. Your response to the question needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class.
M 10/2
Chapters 9-14 of Be Your Best (Adams)
Review the Study Guide on Be Your Best (found under Lessons)
Discussion #8
Connections Response: This assignment relates to Chapters 9-14 of Be Your Best. Your task is to write a response that relates to any aspects of Chapters 9-14 of Be Your Best. I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to one or two major concepts or themes from the text. You may want to consider reflecting on how you are using or imagine how you will use the principles described in Be Your Best in your personal and/or professional (work) relationships. For example, you could discuss how these principles may help you respond more effectively to conflicts with your significant other, employer, and/or parents.
In order to post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Your response to the question needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement. Your word processor should give you a word count.)
This participation assignment is due today! Post your assignment and bring your hard copy to class.
W 10/4
Chapter 12: Death And Loss (Corey and Corey)
Chapter 13: Meaning And Values (Corey and Corey)
View the video: (Tuesdays with) Morrie Schwartz: Lessons on Living, Ted Koppel Nightline Interview. This video shows it is 1:22 hours in length. In fact, the program ends at 58:11. You do not need to view beyond 58:11. This video provides us with an experience that we cannot get out of a textbook; it shows first-hand experience of a person who is going through the dying process.
Here is the website for the video:
https://www.youtube.com/watch?v=RtYyT6Hl3ms
Discussion #9
Discussion #9 has two parts. Please answer Part I in your discussion and then add Part II.
Part I: One of the questions below will be assigned to each person in the course. This will be the question you write about in your discussion response and post online. Your task is to answer the questions by summarizing in your words based on the lecture and reading. Then your goal is to connect to the question by reflecting on how your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question. You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading.
I also recommend that you reflect on each of the discussion questions below so that you will be prepared to discuss all of the questions.
In order to post your response, go to Discussions on the home page of the course and click on the appropriate chapter. Your response to the question needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement. Your word processor should give you a word count.)
Part II: For this part of the discussion, I would like you to take one final look over the entire course and describe what you have gotten out of the course. In other words, what are some of the pathways (themes, skills, and / or strategies) in this course that you have found most meaningful and helpful in your life? Then, explain which specific pathways (themes, skills, and / or strategies) you are interested in committing to (i.e., to continue to develop) in your future? Describe how you will accomplish this. What will you do to stay focused on your new goals?
In order to post your response, go to Discussions on the home page of the course and click on the appropriate title. Notice the change in required length for Part II. Your response to the question for Part II needs to be a 400 – 600 words in 12 point type size.
This participation assignment is due today! Post your assignment and bring your hard copy to class.
Death and Loss
1. How often do you devote time to reflecting upon the meaning of your death? Do you allow yourself to think of yourself as being finite?
2. In what ways do you attempt to deny the inevitability of death for both yourself and those you love?
3. How does your belief or disbelief in religion relate to your acceptance or fear of dying?
4. What are some ways that you can be “dead” without actually having experienced death? What parts of you are dead? What parts of you are not fully alive? Illustrate your ideas by describing your experience and/or your observations of others.
5. When are you most alive? When do you experience life the most fully? What happens to blunt this feeling of aliveness?
6. In what ways are your fears of death manifest? What have you done to become more fully aware of your death, without being in dread of it? Mention some of the fears of death that people commonly hold.
7. Briefly describe the essence of the hospice movement.
8. What is your reaction to the question “Is suicide an ultimate choice or an ultimate cop-out?”
9. The existentialists contend that the awareness of death gives meaning to life, for it forces us to recognize that we are finite and jolts us into taking the present seriously. Is this contention valid for you? Explain why or why not.
10. List and briefly describe the five stages of death and dying as developed by Dr. Elisabeth Kübler-Ross. What are the specific tasks associated with the task-based model of coping with dying? Compare the stages of death (according to Kübler-Ross) to any type of significant loss in your life.
11. Do you believe that our society denies the reality of death? If so, describe some examples of denial that you’ve observed.
12. Why is it essential to express grief if one hopes to work through some of the pain of a loss? What are some of the effects of refusing to express and explore feelings of sorrow, anger, guilt, and grief over losses?
13. Discuss some of the common reactions to a suicide. What kind of unfinished business do those who are left behind often experience?
Meaning and Values
14. Do you experience an "existential vacuum?" Is your life without substance or depth, empty and devoid of meaning? If you do experience this sense of life without purpose, what is this like for you? What are you doing about it? Are you trying to escape these feelings of emptiness?
15. What major factors have influenced your core beliefs and attitudes toward life? Do you ever question these influences? Furthermore, what people in your life have had the most influence on the formation of your values? Do you want to be like these people?
16. Are you an inner-directed person who acts out of values you’ve examined and made your own? Do you find yourself simply reflecting what others expect of you? Are you living your life by becoming what others expect you to become? Are your values merely your reflection of others’ values?
Pathways To Personal Growth
17. Discuss some pathways for continued self-exploration and personal growth. What are some of the pathways you are interested in committing to in your future?
18. How can counseling be preventive in nature? Do you see any comparison between consulting with a counselor for psychological health in much the same way as you might consult with a physician for physical health? What are some specific signs indicating a need to consider seeking personal counseling? In what specific ways can counseling be viewed as a path to self-understanding? When might you consider seeking counseling for yourself?
19. What are some attitudes people hold that sometimes make it difficult for them to seek professional counseling, even if they are struggling with personal problems?
20. Connection Response: Complete one connection that relates to the following chapters: Chapter 12: Death And Loss, Chapter 13: Meaning And Values, and Chapter 14: Pathways To Personal Growth.
Exam 3: The testing date is Thursday 10/5. You can retake Exam 3 on Friday 10/6. The higher of the two grades will count. There is no penalty for attempting Exam 1 twice. To get into an exam, click on Lessons and then click on Exams. Exam 3 covers the material assigned Unit Three. This exam is online.
M 10/9
Service Learning Project
Service Learning Project
This assignment is due 10/9. You will be required to complete 4 hours of volunteer work in the community. I suggest you find your volunteer agency as quickly as possible so you will have plenty of time to complete the essay part of the assignment. All of the instructions look complicated, but in fact this assignment should not be difficult! The goal of this assignment is to get you connected to a real-life situation and apply your learning to that situation. You basically do 4 hours of volunteer work in the community and then answer a series of questions about your experience. If you start this project at the start of the course, you can have it done so that you do not have to stress about it at the last minute of the 8 week semester!
There are several steps to complete for this Service Learning Project:
Step 1: Click on the Service Learning Project at the upper left hand corner of the Home Page for the course in order to access the required documents needed to complete the Service Learning Project.
Step 2: Open and read the document entitled “Service Learning Project Instructions.” This document will explain how to do the project and it provide instructions on the essay questions that you will have answer as part of the project.
Step 3: Open and read the document entitled “Reading Graphs and Charts.” This mini lecture will help you better understand how to interpret information on graphs and charts.
Step 4: Open and read the document entitled “Volunteer Opportunities for Service Project.” This document will give you information on possible places for you to consider for your volunteer work.
Step 5: Open and read the document entitled “Service Learning Project Essay Template.” This is the template you use to answer the questions after you complete your 4 hours of volunteer service in the community. You MUST include the questions in your paper! I will have a very difficult time grading your answers if I cannot see each of the questions that you are answering.
Remember to SAVE YOUR DOCUMENT as a WORD file or a RICH TEXT FORMAT file on your computer. Do NOT submit your paper as a pdf. file.
Step 6: Once you click on the Service Learning Project Template, it will open in Word. You will then have to click on the “Enable Editing” button at the top of your screen. This will allow you to add your answers to the document. Be sure to save this document with all of your answers to your computer as a Word or Rich Text Format file.
Step 7: Instructions for uploading your Service Learning Project into the course.
Go to the Service Learning Project in the upper left hand corner of the Home Page. Click on the Service Learning Project Drop Box. Then, click on “Write Submission” and you will see the Text Submission box. Copy and paste your completed Service Learning Project Essay (Service Learning Project Essay Template) that you have already saved to your computer into this Text Submission box and not the Comments box. In order to paste your Service Learning Project Essay into the Text Submission box, you will first need to highlight your Service Learning Project Essay. Then hold the Ctrl button and press C to copy. Next, you will need to click your cursor inside of the Text Submission box. Then, hold the Ctrl button and press V to paste your Essay into the Text Submission box. Then click Submit and it will upload into the course. I will then go in at a later time and grade your Essay.
Comprehensive Final Exam: The testing date is Tuesday 10/10. To get into an exam, click on Lessons and then click on Exams. The Final Exam covers all the material covered in the course. This exam is online. There is not a retake option for the Comprehensive Final Exam.
TECHNICAL PROBLEMS:
If you experience a technical problem with some online aspect of the course, you will need to contact the Helpdesk at 371-5992.
DROPPING/AUDITING THE CLASS:
The last day to withdraw is July 20. You must officially drop a class in the Registrar's office. If you simply stop attending, a grade of F will appear on your transcript. An F will have a strong negative effect on your GPA.
10/11/17 4:47 PM
01/10/18 11:12 AM