Psychology of Adjustment Syllabus for 2021-2022
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Instructor Information

Office Location

Dutton Hall 202N

Office Hours

Course Information

COVID-19 Protocols

Recording Policy

Disability Statement

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 Web Accessibility Policy Statement

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.

Statement for Mental Health and Advocacy & Resource Center:

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

Amarillo College Tutoring for Success Policy:

The Tutoring for Success policy applies to any student whose grade or performance in the course falls below a departmentally determined minimum threshold. In either of those cases, the instructor will direct the student to the appropriate tutoring service, which may be faculty-led, discipline-specific, and/or general. Under this policy, the instructor will follow specific departmental guidelines governing the use, duration, and grade component of the tutoring need.

Administrative Drop Policy

Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016

Student Withdrawal Procedures

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.

Privacy Statement

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 .

Course

PSYC-2315-001 Psychology of Adjustment

Prerequisites

Course Description

Study of the processes involved in adjustment of individuals to their personal and social environments.

Student ResourcesStudent Resources Website

Department Expectations

Occupational License Disclaimer

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:

Melodie Graves
Justice Involved Advocate
Student Service Center 117
mgraves24@actx.edu
806-371-5995
Make appointment at https://melodiegraves.youcanbook.me

You can also contact 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.

Hours

(3 sem hrs; 3 lec)

Class Type

Online Course

Syllabus Information

Textbooks

Supplies

Student Performance

Dr. Alan Kee

Professor of Psychology

Amarillo College

Syllabus

Psychology of Adjustment (Online)

Summer (8 Week), 2022

6/6/2022 - 7/28/2022

Welcome to Psychology of Adjustment Online!

I want you to use the more user friendly version of the Syllabus and the Schedule / Assignments document in this course by going to the Home Page for the course and then going to the Lessons tab. Here you will find the two most important documents in the course: the Syllabus and the Course Schedule / Assignments document.

Please read and review carefully all of the policies in the Syllabus. Then, read and review carefully all the information in this Course Schedule / Assignments document. These two documents are your roadmap to the entire course! Also, do not hesitate to call or email me if you have any questions regarding the policies in this course.

I also recommend that you thoroughly take notes (outline) on the lectures as well the assigned reading. These notes (outlines) are for your own study purposes – you do not turn them in to me.

In addition, I strongly recommend that you write the due date for all of the assignments into your daily planner / calendar. This way you can see the big picture of how much time you have to complete all of the assignments.

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. Thus, students are responsible to check their AC Connect Google Email account on a daily basis.

In order to set up your AC Connect Google Email account, you go to the AC Home Page and click on AC Connect. Then scroll down and click on “Amarillo College Email (managed by Google). Then you will enter your AC Gmail account (all emails from Google end with @amarillocollege.com; for example, hlvoran@amarillocollege.com). Click next and enter your AC Password and click next.

To send email to your instructor, do the following:

• Click Send Email in the course menu.

• Click All Instructor Users.

• Type a Subject, just like you would in an email.

• Type your message, then click Submit again.

• When your instructor responds to your email, it will go to your AC Student Gmail account in AC Connect.

Furthermore, you can SEND email from Blackboard, but you will never RECEIVE email there. You will only receive email at your AC Connect Gmail account.

You will need to learn how to use email in this course by viewing two tutorial video on how to access email as a student in the portal and on how to send email from Blackboard.

https://use.vg/XUPI9nWJm6A5

Introduce Yourself

If you are attending this class, your Introduction Assignment is to complete an introduction on yourself in order to be counted as attending. This Introduction Assignment also allows me and your classmates to get to know you. Please briefly tell the class your name, major, and your career plan. You will post your response by clicking on Discussions / PBL Assignments. Then click on “First Assignment: Your Introduction.” Next, click on “Create Thread,” and give your post a title (Subject). Then, copy and paste your brief introduction in the “Message” window. Click “Submit.”

You must make this post by Friday June 10. The reason for this assignment is that the college needs proof that you are participating in the class before your first written assignment. **If you do not complete this assignment, you will be considered NOT attending and you WILL BE DROPPED from the course. And, your financial aid can be terminated. **

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:

58% of campuses have seen a rise in anxiety disorders
89% of campuses have seen a rise in clinical depression
31% of campus counseling centers have waiting lists
8% of students in the past 12 months have seriously considered suicide
33% of students felt so depressed sometime in the last 12 months that it was difficult to function
25% of students seeking services at college counseling centers are taking psychotropic medicine
69% of counseling center directors have seen increases in crises requiring immediate response

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:

Increased frequency of headaches.
Recurring colds and minor illness.
Frequent muscle aches and/or tightness
Fatigue
Perspiration / sweaty hands
Increased heart rate
Changes in sleep pattern

Emotional / Behavioral symptoms:

Increased levels of frustration and anger
Being more irritable or disorganized than usual.
Greater sense of persistent time pressure
Increased difficulty in getting things done
Feelings of hopelessness in coping with life
Crying for no reason
Fear of failure
Worries about the future
Increased smoking

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!

COURSE NAME: Psychology of Adjustment (Online)

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: I have online office hours Mon. – Thu. 9:00 am – 10:00 am; I prefer to meet by phone or zoom due to Covid. Please call me on my cell at 806-336-2143 to set an appointment by phone or zoom.

COURSE DESCRIPTION:

Study of the processes involved in adjustment of individuals to their personal and social environments. Psychological researchers 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.

LEARNING OUTCOMES:

Upon successful completion of this course, students will:

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). (Required).

(You may buy the 10th ed. of I Never Knew I Had A Choice: Explorations in Personal Growth, instead of the 11th ed. if you wish. However, the 11th ed. is preferred.)

Adams, L. (1989). Be Your Best. Independently published (November 3, 2021). ISBN: 979-8459011876 (paper); an electronic copy can be purchased through RedShelf as well (EISBN13: 9780399526268) (Required)

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 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 www.actx.edu/arc

ATTENDANCE POLICY:

Regular attendance is necessary for satisfactory achievement. It is the responsibility of the student to attend class.

COVID Reporting Requirements

You are required to report to your instructor any of the following:

Pending COVID test

Positive COVID test

Close contact with someone who has tested positive

Close contact is defined as a cumulative 15 minutes less than six feet apart—with or without a mask—over the course of 24 hours. This even includes brief interactions if they add up to 15 minutes over the course of a day.

Students – if you have a pending test, positive test, or close contact with a COVID positive individual, you should email each of your instructors immediately.

Administrative Drop Policy

Students who do not attend class on or prior to the census date will be administratively dropped.

Tutoring Policy:

If a student scores below 70% on an exam or writing assignment, he or she will be required to attend tutoring per the instructor’s directions before being allowed to complete the next assigned work.

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 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. Then, I suggest you take practice exam questions.

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:

1. How many exams are there in this course?

There will be four multiple choice EXAMS. The four exams include Exam 1, Exam 2, Exam 3 and a Comprehensive Final Exam. The four exams will be taken online. Each exam 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 satisfied 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?

I have opened the lockdown browser practice exam. You all need to take this exam in the next two or three days. The sooner the better. The reason for this exam is to make sure you’re able to maneuver through the lockdown browser that is used on Exams. This practice exam has five simple questions that you all will definitely answer correctly. Also remember this practice exam will count as 5% of your grade.

In order to locate the lockdown browser practice exam, go to lessons and then click on “lockdown browser practice exam.” Once you click on the exam it will open and you can quickly answer the five questions.

Please carefully read the instructions here in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed.

WHAT IS RESPONDUS LOCKDOWN BROWSER? (Camera Instructions)

All exams will be taken online. A web camera is required in order to take an exam. We will use Respondus LockDown Browser to ensure test security.

LockDown Browser is a locked browser for use with exams in Blackboard. It prevents you from printing, copying, going to another URL, or accessing other applications during an assessment. If a Blackboard exam requires that LockDown Browser be used, you will not be able to take the exam with a standard web browser.

LockDown browser records the student as they take their exams in order to ensure test integrity. If a different person from whom started the exam is spotted in the video, the incident is flagged. It will also alert the instructor to the use of unauthorized materials during the exam. No other person apart from the student should be involved in the test.

WHAT ARE THE STEPS I NEED TO TAKE IN ORDER TO USE MY CAMARA DURING AN EXAM?

1. Make sure you have a broadband Internet connection. Call your Internet provider if you are uncertain about which type of Internet connection you have.

2. A web camera is required for all exams. If your computer system does not have one, you will need to purchase one.

3. A computer microphone is required for all online exams. An embedded microphone is acceptable. Go to your computer settings or control panel to check your microphone settings.

4. Before you begin an online exam, make sure that LockDown Browser is the only open program on your computer.

5. LockDown Browser is required for all online exams. It is not required for the Reading Quizzes. To install the software, go to this link and follow the directions:

https://www.actx.edu/ctl/respondus-lockdown-browser-download-instructions

6. If you are having trouble with these procedures, you can call Student and Faculty Help Center (806.371.5429) for assistance. Visit the Underground website for hours of operation.

7. On a Mac, the LockDown Browser program will be located in the Applications folder. On a Windows PC, you can find the program in the Start menu. On a Chromebook, LockDown Browser is an extension of the Chrome browser and will be automatically activated when needed if installed properly.

8. If you try to log in to an exam through your regular browser, you’ll get an error message and a request for a password. If that happens, close your browser and run LockDown Browser.

9. The next task is to take the practice exam. This will allow you to become familiar with how taking an exam with LockDown Browser works and troubleshoot problems that arise. The practice exam is worth 5% of your final grade. The exam will not require any preparation other than installing LockDown Browser.

10. At the beginning of the exam, LockDown Browser will ask you to take a picture of yourself and then it will ask you to show your identification. You need to use either your driver’s license or your Amarillo college ID. You must show a valid photo ID to the web camera. If you fail to show a valid photo ID, you will receive no credit for the exam.

13. After you show your valid ID to the web camera, then you need to do a complete environment scan. Turn your web camera in a 360-degree pan to look at the room. Lift your webcam or laptop and slowly turn it around to give a 360-degree view of your exam environment. It is required for you to show each corner of the room and your desktop area. Do not move the camera too fast or it won't provide a clear video.

14. A student who has any music or audio recordings playing during exams, or who talks with anyone for any reason during the exam, will receive no credit for the exam. No one besides the student is allowed to be in the room during an exam or quiz. The student should alert family/friends of your need for privacy.

15. The only resource you are allowed to use during the exam is your notes. You may not use your textbook or any electronic devices other than the computer you are taking the exam on. If you are recorded with unauthorized material, you will receive no credit for the exam and potentially face additional disciplinary action.

GENERAL EXAM INSTRUCTIONS

1. 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.

2. 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 3:00 pm. 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.

3. 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 or paper?

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 or paper, the penalty will be an F in the course and likely expulsion from Amarillo College.

Honesty and ethical behaviors are imperatives in any career. Therefore, cheating will not be tolerated. Amarillo College’s “Student Code of Conduct” will apply to all work in this course. Cheating on an Exam includes, but is not limited to, all of the following:

Copying from another student’s work.
Using test/study/related materials not authorized by the person administering the test.
Collaborating with or seeking aid from another person during a test without permission from the test administrator.
Knowingly using, buying, selling, stealing, or soliciting, in whole or in part, the contents of an unadministered test.
Substituting for another student, or permitting another student to substitute for one’s self, to take a test.
Bribing another person, or in any other way exchanging goods or services to obtain an unadministered test or information about an unadministered test.

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 notes exams, discussion / participation grade, and grade adjustments for each exam based on the number of questions missed by the class.

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 65%, the LockDown Browser Practice Test is worth 5%, the Discussions / (PBL) Problem Based Learning Assignments 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 = 85; Exam 3 = 93; Final Exam = 0 (drop grade)

LockDown Browser Practice Test = 100

Discussions / (PBL) Assignments: 100, 100, 100

Service Learning Project = 100

Here is how you would do the math:

Average the Exam grades: 82 + 85 + 93 = 260. 260/3 = 86.70

LockDown Browser Practice Test = 100.00

Average the Discussions / (PBL) Assignments: 100 + 100 + 100 = 300/3 = 100.0

Service Learning Project = 100

86.70 X .65 = 56.40 (Exams)

100 X .05 = 5.00 (LockDown Browser Practice Test)

100 X .20 = 20.00 (Discussions / (PBL) Assignments)

100 X .10 = 10.00 (Service Learning Project)

Now, add the numbers for each category: 56.40 + 5.00 + 20.00 + 10.00 = 91.40 = A (Course Grade)

** As you can see from this example, you do not have to make As on all of the exams in order to make an A in the course, if you put the work in on the Discussions and the Service Learning Project!

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 weight of the assignments?

The Exams and the Discussions / (PBL) Problem Based Learning Assignments are each worth 100 points. The Exams are worth 65% of the course grade, the LockDown Browser Practice Test is worth 5% of the course grade, and the Discussions / (PBL) Problem Based Learning Assignments are worth 20% of the course grade, and the Service Learning Project is worth 10%.

*The LockDown Browser Practice Test, Discussions, and the Service Learning Project all take some time but each of you should acquire close to full credit for these areas; they are worth 45% of your grade! They are very doable if you dedicate the time to complete them!

14. Explain how Blackboard grades the exams. Blackboard is the software that runs the exams in your course.

Blackboard will drop your lowest exam grade as you take the exams. For example, let’s assume that you made a 52 on exam 1, a 95 on exam 2, and a 95 on exam 3. Your “Exams AVG” (Exams Average) will automatically drop the lowest exam of 52. Your “Exams AVG” (Exams Average) will indicate you have a 95. Do not make the mistake of thinking you have an “A” average on the exams and decide not to take the Final Exam. Blackboard drops the lowest exam grade as you take the exams. It is not considering that you will have a zero for the Final Exam, which will actually be your drop grade. In other words, after your zero on the Final Exam manually entered into the computer, it becomes your drop grade. Your “Exams AVG” (Exams Average) will show an 84.25 (52+95+95 = 242/3 = 80.70).

Please be aware that the Course Average grade that you see will NOT BE ACCURATE UNTIL all of the Exams, LockDown Browser Practice Test, Discussions / (PBL) Problem Based Learning Assignments, and Service Learning Project have been completed for the class.

Assuming that you completed Exam 1, Exam 2, and Exam 3, you will then need to calculate your grade by hand to help determine your decision whether or not to take the Final Exam. If you choose to make your Final Exam your drop grade, you could determine your Course Grade by entering a zero for the Final Exam grade. Then proceed to do the calculation as indicated above in this syllabus.

GENERAL QUESTIONS AND ANSWERS:

When you go to Lessons Tab and then to Discussion Forums, you will see General Questions and Answers. Here, you can ask a question or provide comments that the entire class (including your instructor) can see.

If you have general questions (and answers) that other students may benefit from, please direct them to the instructor (or class) 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. If I fail to respond to your question that you post in the “General Questions and Answers,” please send me a direct email and remind me of your post. Students infrequently post questions in the “General Questions and Answers” discussion board so I do not check it daily.

DISCUSSIONS / PARTICIPATION:

How do we participate in this online class?

Students participate in this course by doing the Discussions / (PBL) Problem Based Learning Assignments. Your Course Schedule / Assignments (found in the Lessons Tab) will give you the instructions for each Assignment as you proceed through 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 assigned chapter before you post your response.

The reason for assigning the discussions (participation homework) is because it will help you become more actively involved in the reading. This activity improves learning. By participating in class, the class will become more interesting and rewarding as more students actively share their ideas.

Where do we go to post our Assignments in the class?

The Course Schedule / Assignments will give you specific directions as to how to post each Assignment. Do not post your paper as an attachment. After the paper is posted, it is the student’s responsibility to check to make sure that their Assignment in fact was posted.

Where do we find the homework assignments?

All homework assignments are found in your Course Schedule / Assignments (found under the Lessons Tab).

What types of homework assignments will we have?

Homework assignments consist of reading and outlining the assigned reading material, watching video lectures, taking the exams, completing Discussions / PBL Assignments, and completing a Service Learning Project. I recommend you outline (take notes) on the reading assignments, but you do not turn in the outlines to your instructor.

Are we required to respond to other students posts?

Yes, depending on the assignment. The Course Schedule / Assignments will give you the instructions for each Assignment. Please refer to your Course Schedule for the minimum word count for each written assignment. No credit is given for a peer response that does not meet the minimum word requirement for the written assignment. Your word processor should give you a word count for your discussion papers.

Do we need to save a copy of our responses?

You should save an electronic copy of your paper 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. Do NOT post your paper as an attachment.

How will the Discussions / (PBL) Problem Based Learning Assignments and Service Learning Project be graded?

The details / instructions for the Discussions / (PBL) Problem Based Learning Assignments and Service Learning Project and the rubric for each of the Unit Assignments are found in the

Course Schedule / Assignments. A rubric is a document that articulates the expectations for an assignment by listing the criteria, or what counts, and describing levels of quality from excellent to poor.

Is there a penalty if my Discussions / (PBL) Problem Based Learning Assignments and Service Learning Project does not meet the required length or if it is late?

I will not accept a paper that does not meet the minimum word requirement. If you turn in a paper below the minimum required word count, you may redo the paper and incur a 20-point penalty. You should use a word processor to write your papers. Your word processor should give you a word count.

If you turn in any of these assignments late, you can still get partial credit and incur a 20-point penalty. I will not take any late work past July 22!

What are the ground rules for group discussion?

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 discussion 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.

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:
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. In many cases we can find ways to keep you in the class. Withdrawing from a class should be a last resort only when all other options and interventions have been exhausted.

The last day to withdraw is 7/20/22. 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.

Students Rights and Responsibilities

Student Rights and Responsibilities

Log in using the AC Connect Portal

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".

Expected Student Behavior

Dr. Alan Kee

Professor of Psychology

Amarillo College

Psychology of Adjustment (Online)

Course Schedule / Assignments

Summer (8 Week), 2021

6/7/2021 - 7/29/2021

Welcome to Psychology of Adjustment Online!

This document, the Course Schedule / Assignments document, may appear intimidating when you first read it. However, in reality it is not all that complicated. It is lengthy because I’m going to great length to anticipate most of your questions. Please read this document carefully several times so that you will understand how this course works. If you do not carefully read this document, you will be lost in the course.

Also, please do not make the written assignments and the service learning project more complicated than they actually are. The service learning project instructions will appear complicated. However, when you break it down, you’re just simply answering a few questions. Again, do not make it more complicated than it actually is! Do not hesitate to ask me questions if you feel like you don’t understand some aspect of the assignments.

I also recommend that you thoroughly take notes (outline) on the lectures as well the assigned reading. These notes (outlines) are for your own study purposes – you do not turn them in to me.

Critical Information on How To Use Email in This Course!

To send email to your instructor, do the following:

• Click Send Email in the course menu.

• Click All Instructor Users.

• Type a Subject, just like you would in an email.

• Type your message, then click Submit again.

• When your instructor responds to your email, it will go to your AC Student Gmail account in AC Connect.

Furthermore, you can SEND email from Blackboard, but you will never RECEIVE email there. You will only receive email at your AC Connect Gmail account.

You will need to learn how to use email in this course by viewing two tutorial video on how to access email as a student in the portal and on how to send email from Blackboard.

https://use.vg/XUPI9nWJm6A5

Introduce Yourself

You must make this post by Sunday June 13. The reason for this assignment is that the college needs proof that you are participating in the class before your first written assignment. **If you do not complete this assignment, you will be considered NOT attending and you WILL BE DROPPED from the course. And, your financial aid can be terminated. **

*I also want to alert you early in the semester that the Service Learning Project is due July 19. This project has been adapted due to Covid. You should go ahead and get started on this project now so you will not be rushed to complete it at the end of the semester. You can find the details on this assignment by skipping down to the Unit Three of this document. This project requires you to write four paragraphs and then answer some graph questions. I suggest you do one paragraph per week. This approach will prevent you from the stress of doing all at the last minute!

Why Take a Course in the Psychology of Adjustment?

58% of campuses have seen a rise in anxiety disorders
89% of campuses have seen a rise in clinical depression
31% of campus counseling centers have waiting lists
8% of students in the past 12 months have seriously considered suicide
33% of students felt so depressed sometime in the last 12 months that it was difficult to function
25% of students seeking services at college counseling centers are taking psychotropic medicine
69% of counseling center directors have seen increases in crises requiring immediate response

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:

Increased frequency of headaches.
Recurring colds and minor illness.
Frequent muscle aches and/or tightness
Fatigue
Perspiration / sweaty hands
Increased heart rate
Changes in sleep pattern

Emotional / Behavioral symptoms:

Increased levels of frustration and anger
Being more irritable or disorganized than usual.
Greater sense of persistent time pressure
Increased difficulty in getting things done
Feelings of hopelessness in coping with life
Crying for no reason
Fear of failure
Worries about the future
Increased smoking

Summary / Overview of Course Assignments:

This summary provides an overview of all the assignments and due dates. Please take the time to look at all of these assignments ahead of time and plan your time so that you can complete them on time.

After you read this Summary / Overview of Course Assignments, please continue to read the Detailed Description of Assignments below. This part of the Course Schedule provides detailed instructions for each assignment in an attempt to minimize confusion. This document should answer most of the questions that would typically come up. Do not be overwhelmed by the detail of the assignments; I provide a lot of detail in an attempt to answer most of the questions you may have. The papers that you write are NOT as difficult as all of the instructions appear at first glance.

* Even though we will not read and discuss the book Be Your Best until the end of the semester, I suggest that you go ahead and purchase the book and start reading and taking notes on it early in the semester.

Overview of Assignments:

Unit 1 (June 7 – June 23)

Unit 2 (June 24 – July 9)

Unit 3 (July 10 – July 28)

Introduce Yourself

Assignment One

I Never Knew I Had A Choice

Chapter 1

Assignment Two

I Never Knew I Had A Choice

Chapter 2

Chapter 3

Assignment Three

Article: Emotional Disturbance & its Treatment in a Nutshell

Article: Toward an Egoless State of Being

Article: Overcoming "Self-Esteem"

Lecture 1: REBT and Mentalization In Stressful Life Situations (Part 1)

Lecture 2: REBT and Mentalization In Stressful Life Situations (Part 2)

Video Lecture: Help for Stressful Life Situations: an REBT Approach to Coping with COVID-19

Video: “REBT Overcoming Depression.”

Assignment Four

REBT Discussion / (PBL) Problem Based Learning Assignment

Assignment Five

I Never Knew I Had A Choice

Chapter 4: Your Body and Wellness

Chapter 5: Managing Stress

Assignment Six

Handout from Full Catastrophe Living by Kabat-Zinn:

Chapter 1: You Have Only Moments to Live

Chapter 2: The Foundation of Mindfulness

Chapter 4: Sitting Meditation: Nourishing the Domain of Being

Chapter 26: Time and Time Stress

Video: “Stress Reduction with Jon Kabat-Zinn.”

Assignment Seven

I Never Knew I Had A Choice

Chapter 6: Love

Chapter 7: Relationships

Assignment Eight

View Video “Dealing with Conflict in Relationships / Making Marriage Work.”

Lecture: Making Relationships Work

Assignment Nine

I Never Knew I Had A Choice

Chapter 8: Becoming the Woman or Man You Want to Be

Chapter 9: Sexuality

Assignment Ten

Be Your Best Chapters 1 – 14

Be Your Best Discussion / (PBL) Problem Based Learning Assignment

Assignment Eleven

I Never Knew I Had A Choice by

Chapter 12: Death and Loss

Chapter 13: Meaning and Values

Video: “On Death and Dying / Morrie Schwartz.”

Assignment Twelve

Integrative Summary Discussion / (PBL) Problem Based Learning Assignment

Exam 1

Exam 2

Exam 3

Final Exam

Do not stop reading here! You will not understand the instructions and due dates on each assignment unless you read the detailed description of the assignments below! Keep reading!!

Unit One (June 7 – June 23)

Unit One consists of Assignments 1 through 4 and Exam 1. These Assignments are to be completed between the dates of June 7 and June 23.

Assignment One

Introduce Yourself

Review Study Skills Materials:

The best way to prepare for the exams is to take the time to carefully read the assignments and take detailed notes as you go along. You are allowed to use your notes on the exams.

Go to Lessons and then click on the following to find helpful information on how to study:

How to Study by Summarizing and Marking the Text

How to Prepare for Exams

Study Skills Video Youtube Links

I Never Knew I Had A Choice by Corey and Corey

Chapter 1: Invitation to Personal Learning and Growth

Your assignment here is to read, outline / take notes on Chapter 1. The goal here is for you to prepare for Exam 1. You do not turn in your outline / notes to your instructor.

Assignment Two

I Never Knew I Had A Choice by Corey and Corey

Chapter 2: Reviewing Your Childhood and Adolescence

Chapter 3: Adulthood and Autonomy

Your assignment here is to read, outline / take notes on Chapter 2 and Chapter 3. The goal here is for you to prepare for Exam 1. You do not turn in your outline / notes to your instructor.

Discussion Questions for Exam Review:

After you read and outline chapter 2 and chapter 3, use your notes to reflect on these questions to help you make connections with the material and to help you prepare for your exam. You are not required to answer these questions, and you do not turn in answers to these questions for grade. They are another tool for study and reflection purposes.

Discussion Questions for Exam Review can be found by going to “Lessons” and then to “Discussion Questions for Exam Review.”

Assignment Three

In this assignment, I want to go deeper into one specific form of psychotherapy called Rational Emotive Behavior Therapy (REBT). The material in this assignment will help you learn how to cope more effectively with the stress in your life by teaching you to evaluate and change your thinking about events that lead to emotional and behavioral upset.

1. Emotional Disturbance & its Treatment in a Nutshell (REBT Article)

2. Toward an Egoless State of Being (REBT Article)

3. Overcoming "Self-Esteem" (REBT Article)

The REBT Articles can be found under "Supplemental Readings" in the Lessons tab. Click on “Supplemental Readings” and then click on “REBT Articles” and then finally click on the article.

Your assignment here is to read, outline / take notes on the three REBT articles. The goal here is for you to prepare for Exam 1. You do not turn in your outline / notes to your instructor.

Read: REBT Healthy VS Unhealthy Emotion

* To view this handout, go to “Lessons,” then to “Supplemental Reading,” and then to “REBT Articles,” and then to “REBT Healthy Negative Emotions VS Unhealthy Negative Emotions.” This handout summarizes in one handout all of the emotions covered in the Lectures.

4. View Video: What Is Mentalizing? & Why Do It? Jon Allen, Ph.D.

*In order to view this video, click on “Lessons” and then click on “Videos.” Then click on the video “What Is Mentalizing? & Why Do It? Jon Allen, Ph.D.”

5. View Video Lecture 1: REBT and Mentalization In Stressful Life Situations (Part 1)

6. View Video Lecture 2: REBT and Mentalization In Stressful Life Situations (Part 2)

7. View Video Lecture: Help for Stressful Life Situations: an REBT Approach to Coping with COVID-19

*In order to view the video lectures, go to “Lessons” and then go to “REBT Video Lectures” and you will see the titles of these lectures. There is a lot of overlap with the REBT and Mentalization In Stressful Life Situations and the Help for Stressful Life Situations: an REBT Approach to Coping with COVID-19.

*You can also find the Power Point Slides to the REBT lectures by going to “Lessons” and then go to “REBT Lectures Power Point Slides.”

*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.

8. View Video: “REBT Overcoming Depression.”

After you read the REBT Articles and view the REBT Lectures, you will then be able to understand the basics of this video “REBT Overcoming Depression.” This film will demonstrate an actual psychotherapy session using Rational Emotive Behavior Therapy to treat a patient with depression.

In order to view the video, go to “Lessons” and then go to “Videos” and then click on “REBT Overcoming Depression.”

Additional REBT Resources for your learning. You are not required to buy or use these additional REBT Resources. I provide them for your practice to better learn this model of coping with stress. It is through continual learning and practice of REBT that you gain the rewards and benefits to help you reduce your stress.

*In order to learn more about REBT (which will help you cope more effectively with your stress!), I recommend you study the book entitled How to Stubbornly Refuse to Make Yourself Miserable About Anything--Yes, Anything By Albert Ellis. To be clear, you are not required to buy this book. It is just a recommendation.

How to Stubbornly Refuse to Make Yourself Miserable About Anything--Yes, Anything By Albert Ellis

*I also recommend Dr. Matweychuk’s website that offers many outstanding free audio and video recordings to help you continue your study of REBT. He also offers a free REBT conversation hour to help you learn REBT every Saturday morning at 8:00 am. You can volunteer for a free session! See his website for details. http://rebtdoctor.com/index.html

Assignment Four

REBT Discussion / (PBL) Problem Based Learning Assignment

This assignment has two parts. In Part 1, you will follow the instructions in the Template (Steps 1 – 6) to complete the REBT Analysis of a Stressful Situation. Part 2 is your Peer Response; here you will respond to one of your peer’s discussions (his or her REBT Analysis of a Stressful Situation). Below are the detailed instructions:

Part 1: REBT Analysis of a Stressful Situation

In this Discussion Response, the objective is to apply what you have learned in the REBT lectures. Be sure that you answer the questions in the Template below in paragraph form and with complete sentences and proper grammar. Please use a spellchecker and grammar checker on your answers. I recommend you look at the REBT Self-Help Form to help you complete this exercise. You will find this REBT Self-Help Form by going to lessons, and then click on supplemental reading, and then click on are the REBT articles, and then click on REBT Self-Help Form.

Also, study the example that I completed on a problem I had in the past for a model of how to compete this assignment before you attempt this assignment! You will not understand how to complete this project unless you study this model! To find this model, go to Lessons, and then click on supplemental reading, and then click on Dr. Kee’s Model of the REBT Discussion. When you turn in your assignment, please follow the model and make sure your font color is similar to the colors used in the model.

For Part 1, you will use the Template (Steps 1 – 6) to complete this assignment. Copy and paste this Template (Steps 1 – 6) into your own file. After reviewing Step 1 and Step 2, you are to answer the questions in Step 3, Step 4, Step 5, and Step 6. Be sure you include the template and your answers to each question when you turn in your final project. The minimum word count (not including the template) should be 800 words with a 12-point type size. Your word processor should indicate how many words you document contains. Be sure to check and make sure your word count is at least 800 words (not including the template). I will not take an assignment that has fewer than 800 words. This assignment (Part 1) is due on June 19.

To post Part 1, go to “Discussions / (PBL) Problem Based Learning Assignments” and then click on “REBT Discussion / PBL Assignment.” Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window. Then click on “Submit.”

Here is the Template (Steps 1 – 6) to use to complete this assignment. Follow these steps to complete this assignment:

Step 1:

Briefly review the factors based on the REBT Lectures that define an unhealthy negative emotion and a healthy negative emotion:

An unhealthy negative emotion	A healthy negative emotion
1. Stems from an irrational belief	1. Stems from a rational belief
2. Leads to unconstructive behavior	2. Leads to constructive behavior
3. Interferes with constructive attempts to change the negative situation if it can be changed	3. Promotes constructive attempts to change the negative situation if it can be changed
4. Leads to distorted thinking	4. Leads to realistic thinking
5. Interferes with problem solving	5. Promotes problem solving
6. Interferes with goal achievement	6. Aids goal achievement

Step 2:

Look over your notes regarding the Unhealthy Negative Emotions and the Healthy Negative Emotions.

Unhealthy Negative Emotions	Healthy Negative Emotion
Anxiety	Concern
Depression	Sadness
Guilt	Remorse
Shame	Disappointment
Hurt	Sorrow
Unhealthy anger	Healthy anger
Unhealthy jealousy	Healthy jealousy
Unhealthy envy	Healthy envy

Step 3:

Describe a stressful situation (Activating Event) in your life (in the present or in the past) where you experienced an unhealthy negative emotion(s).

Label the unhealthy negative emotions (e.g., anxiety, depression, unhealthy anger, etc.) that you were experiencing related to your stressful activating event.

Step 4:

Explain the cost to you for holding on to the unhealthy negative emotions. In other words, in what ways was your behavior unhealthy or self-defeating? In what way was your unhealthy negative emotions interfering with constructive attempts to change the negative situation if it could be changed? In what way was your unhealthy negative emotion interfering with problem solving and goal achievement?

Step 5:

Go back to the stressful situation (Activating Event) that you were describing. Recall the unhealthy negative emotion and the unhealthy behaviors that you experienced related to that stressful situation. Now that you have had an introduction to the Irrational (Unhealthy) Beliefs vs. Rational (Healthy) Beliefs, describe one irrational (unhealthy) belief for each category of Irrational Beliefs (Demandingness beliefs, Awfulizing beliefs, Low Frustration Tolerance beliefs, and Depreciation beliefs) that are true for your situation. The irrational (unhealthy beliefs) that you write out are the thoughts you were thinking that were creating your unhealthy negative emotions and your unhealthy behaviors. (Hint: look for the “musts” and that “shoulds” in your thinking; these thoughts will help you identify your unhealthy/irrational beliefs that are hurting you.)

Irrational Beliefs	Rational Beliefs (Healthy Alternatives)
Demandingness beliefs Awfulizing beliefs Low Frustration Tolerance beliefs Depreciation beliefs	Full Preference beliefs Anti-awfulizing beliefs High frustration Tolerance beliefs Acceptance beliefs

Step 6

Now, copy and paste each of your irrational (unhealthy) belief for each category of Irrational Beliefs that you completed in Step 5 into Step 6. Write out an alternative rational (healthy) belief to counter each of your unhealthy irrational beliefs. If you practice these rational (healthy) beliefs you’ll notice that your stress will go down. For example, if I practice and integrate the rational (healthy) beliefs, I will more likely feel sad instead of depressed, frustrated instead of angry, concerned instead of depressed, angry, and anxious about failing the chemistry exam; also, my behaviors will also be more self-helping. For example, I will find a way to get better sleep, exercise, and eat more nutritiously if I’m operating out of the healthy ways of thinking and behaving. I will also be better able to problem solve the situation if I am not disturbing myself.

Part 2: Peer Response

Part 2 is your Peer Response. There are two parts to your peer response.

The first part involves you connecting at least one or more ideas (concepts) from the

REBT lectures and/or the REBT articles in Assignment Three to your peer’s discussion response. Here is the list of articles and lectures (references) you have already studied in Assignment Three:

Emotional Disturbance and Its Treatment in a Nutshell

(Albert Ellis, 2000. Reproduced from The REBT resource book for practitioners Robert Ellis Institute, New York, N.Y. Michael V. Bernard and Janet L. Wolfe, editors.)

Toward an Egoless State of Being

(Arnold Lazarus, 2000. Reproduced from The REBT resource book for practitioners Robert Ellis Institute, New York, N.Y. Michael V. Bernard and Janet L. Wolfe, editors.)

Overcoming Self-Esteem

(David Mills, 2000. Reproduced from The REBT resource book for practitioners Robert Ellis Institute, New York, N.Y. Michael V. Bernard and Janet L. Wolfe, editors.)

Lecture 1: REBT and Mentalization In Stressful Life Situations (Part 1)

(Kee, 2000. REBT and Mentalization In Stressful Life Situations Part 1)

Lecture 2: REBT and Mentalization In Stressful Life Situations (Part 2)

(Kee, 2000. REBT and Mentalization In Stressful Life Situations Part 2)

Lecture 3: Help for Stressful Situations: An REBT Approach to Coping with Covid-19

(Kee, 2020. Help for Stressful Situations: An REBT Approach to Coping with Covid-19)

In order to get credit for this part of the Peer Response, you must indicate in the body of your peer response paragraph which article or lecture you are referring to. Copy and paste the references you choose to use above into the body of your peer response. The minimum length for this paragraph is 150 words.

In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response. Here you are just reflecting on the REBT Analysis of a Stressful Situation that your peer completed. There is no right or wrong answer to this second part. You may want to reflect on one or more of the following: 1) How does your peer’s Discussion relate to your life, experiences, feelings and ideas?, 2) How does your peer’s Discussion increase your understanding of a particular issue? Did it change your perspective in any way?, 3) Is there any advice you would recommend from your own life experience to possibly help your peer? The minimum length for this paragraph is 150 words.

Be sure to check and make sure your word count is at least 150 words for each part of the Peer Response. The Peer Response should be a total of 300 words and divided into two separate paragraphs.

To post your Peer Response, go to Discussions / PBL Assignments, then click on REBT Discussion / PBL Assignment. Now you will see a list of the Discussions submitted by your peers in the class. You need to read through your peers Discussions in order to find one that resonates with you; in other words, you need to choose one that you would like to respond to. When you find the student you want to respond to, you will click on the “Reply” button. Then, you will copy and paste your peer response into the “Message” window and click “Submit.”

Your peer response is due June 22.

Rubric used to grade Assignment Four Discussion Assignment and Peer Response:

Criteria

Exceeds Expectation

Needs Improvement

Does not meet expectations

Knowledge

50 Points

Contains a clear and thorough responses to the assignment. Provides evidence that the student has diligently applied concepts from the assigned reading.

40 Points

Does not address all of the sub-questions in the assignment. It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied concepts from the assigned reading.

20 Points

Minimally addresses the items in the assignment. It does not provide evidence of the student’s reflective thought. There is no indication that the student applied concepts from the assigned reading.

Organization

10 Points

Information is clearly organized.

7 Points

Information is loosely organized.

5 Points

Information is present, but very difficult to understand due to poor organization.

Mechanics

10 Points

Proper grammar and spelling used throughout written and oral work.

7 Points

Proper grammar and spelling used throughout written and oral work with major errors.

5 Points

Very poor grammar and spelling used through written and oral work.

Peer Response

30 Points

Peer response meets the minimum 300 word requirement. Demonstrates that the student gave their peer’s discussion some real thought. The student relates ideas from another source to his or her peer’s response. The student provides the references used in the body (text) of their peer response. After the student relates ideas from some source to the peer response, he or she also adds their personal experience (observations) to their peer’s response.

16 Points

Peer response meets the minimum 300 word requirement.

The peer response does not relate ideas from another source to his or her peer’s response. Instead, it only provides opinions about the peer’s response.

Or, the peer response relate ideas from another source but fails to provide the reference in the body (text) of the peer response.

0 Points

Does not meet the minimum 300 word requirement.

Exam One: The testing date is June 23 – June 24. The exam will open at midnight on June 23 and close at 11:59 pm on June 24. To get into an exam, click on Lessons and then click on Exams. Exam 1 covers Unit One, consisting of Assignments 1, 2, and 3. This exam is taken online.

Unit Two (June 24 – July 9)

Unit Two consists of Assignments 5 through 8 and Exam 2. These Assignments are to be completed between the dates of June 24 and July 9.

Assignment Five

I Never Knew I Had A Choice by Corey and Corey

Chapter 4: Your Body and Wellness

Chapter 5: Managing Stress

Your assignment here is to read, outline / take notes on Chapter 4 and Chapter 5. The goal here is for you to prepare for Exam 2. You do not turn in your outline / notes to your instructor.

Discussion Questions for Exam Review:

After you read and outline chapter 4 and chapter 5, use your notes to reflect on these questions to help you make connections with the material and to help you prepare for your exam. You are not required to answer these questions, and you do not turn in answers to these questions for grade. They are another tool for study and reflection purposes.

Discussion Questions for Exam Review can be found by going to “Lessons” and then to “Discussion Questions for Exam Review.”

Assignment Six

This assignment will introduce you to Mindfulness-based stress reduction (MBSR). Mindfulness-based stress reduction (MBSR) is an eight-week evidence-based program that offers secular, intensive mindfulness training to assist people with stress, anxiety, depression and pain. The developer of MBSR is Jon Kabat-Zinn, PhD. He is internationally known for his work as a scientist, writer, and mindfulness meditation teacher. Dr. Kabat-Zinn’s dedication has brought mindfulness-based stress reduction (MBSR), into the mainstream of medicine and society.

Full Catastrophe Living by Jon Kabat-Zinn: (These handouts from Full Catastrophe Living can be found by going to “Lessons” and then click on "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

Your assignment here is to read, outline / take notes on the supplemental readings from Full Catastrophe Living. The goal here is for you to prepare for Exam 2. You do not turn in your outline / notes to your instructor.

View Video: “Stress Reduction with Jon Kabat-Zinn.”

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. This film will help reinforce and improve your understanding of MBSR. You do not turn in your notes and / or reflections to your instructor.

In order to view the film, go to “Lessons” and then go to “Videos” and then click on “Stress Reduction with Jon Kabat-Zinn.”

*Practice this guided Body Scan Meditation. This is an excellent practice recording you can use. https://www.youtube.com/watch?v=u4gZgnCy5ew

*This guided meditation is about 10 minutes long; you may want to use this one as well for daily practice. https://www.youtube.com/watch?v=SkAMaCZtXUI

*You may 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 free guided mindfulness meditation for practice by Dr. Jon Kabat-Zinn on youtube. He also has an app for your phone.

* If you wish to study MBSR in more depth on your own, you can use the free Online Mindfulness-Based Stress Reduction (MBSR) at http://palousemindfulness.com/selfguidedMBSR.html

Assignment Seven

I Never Knew I Had A Choice by Corey and Corey

Chapter 6: Love

Chapter 7: Relationships

Your assignment here is to read, outline / take notes on Chapter 6 and Chapter 7. The goal here is for you to prepare for Exam 2. You do not turn in your outline / notes to your instructor.

Discussion Questions for Exam Review:

After you read and outline chapter 6 and chapter 7, use your notes to reflect on these questions to help you make connections with the material and to help you prepare for your exam. You are not required to answer these questions, and you do not turn in answers to these questions for grade. They are another tool for study and reflection purposes.

Discussion Questions for Exam Review can be found by going to “Lessons” and then to “Discussion Questions for Exam Review.”

Assignment Eight

This assignment will expand our work on love and relationships by looking more closely at the work of Dr. John Gottman. Dr. Gottman is world-renowned for his work on marital stability and divorce prediction. He has conducted 40 years of breakthrough research with thousands of couples.

View Video “Dealing with Conflict in Relationships / Making Marriage Work.”

Take notes on the video; there will be several foundational questions submitted to the test generator. Also reflect on how this video applies to your life. This film will help reinforce and improve your understanding of how to cope with conflict in relationships. You do not turn in your notes and / or reflections to your instructor.

In order to view the film, go to “Lessons” and then go to “Videos” and then click on “Dealing with Conflict in Relationships / Making Marriage Work.”

*Go to the Lessons tab and click on “Lecture on Making Relationships Work.” Read this lecture as you watch the videos by Dr. John Gottman on Making Relationships Work. It will help you to better understand the primary concepts in the video.

Exam Two: The testing date is July 9 – July 10. The exam will open at midnight on July 9 and close at 11:59 pm on July 10. To get into an exam, click on Lessons and then click on Exams. Exam Two covers Assignments 5, 6, 7 and 8. This exam is online.

Unit Three (July 10 – July 28)

Unit Three consists of Assignments 9 through 12, Exam 3, and the Final Exam. These assignments are to be completed between the dates of July 10 and July 28.

Assignment Nine

I Never Knew I Had A Choice by Corey and Corey

Chapter 8: Becoming the Woman or Man You Want to Be

Chapter 9: Sexuality

Your assignment here is to read, outline / take notes on Chapter 8 and Chapter 9. The goal here is for you to prepare for Exam 3. You do not turn in your outline / notes to your instructor.

Discussion Questions for Exam Review:

After you read and outline chapter 8 and chapter 9, use your notes to reflect on these questions to help you make connections with the material and to help you prepare for your exam. You are not required to answer these questions, and you do not turn in answers to these questions for grade. They are another tool for study and reflection purposes.

Discussion Questions for Exam Review can be found by going to “Lessons” and then to “Discussion Questions for Exam Review.”

Assignment Ten

Service Learning Project

In essence, service learning is a way of learning that benefits not only the students but the surrounding community as well. It works by teaching concepts in the classroom, which can be applied within that community; as a result, it is mutually beneficial to everyone involved. Although this type of learning breaks away from the traditional classroom, it offers students a chance to connect what they are learning with action, while at the same time helping to improve the lives of others around them. (Be sure to include your Service Learning Project on your resume if you have physically volunteered hours at an agency.)

The Service Learning Project is due July 19. This project has been adapted due to Covid. In the past you were required to do three hours of volunteer work at a nonprofit agency. Because of Covid, you are not required to physically volunteer at an agency. You have three options:

1. You can use a volunteer experience that you have completed in the past.

2. You can physically volunteer three hours at a nonprofit agency and follow the CDC guidelines of wearing a mask and socially distancing.

3. You can research a local agency on the Internet and/or interview a person at the agency. In this case, you would not physically show up to do your volunteer hours.

After you decide on which option you are going to do, you need to proceed to the steps listed below. Once you go through the steps below, this assignment should be clear.

There are several steps to complete for this Service Learning Project. These steps serve as the instructions on how to complete the project:

Step 1: Click on the Service Learning Project at the upper left hand corner of the Home Page of 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 Template.” After you read this document, you will understand what you are required to do for this assignment. This is the template you use to answer the questions. 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.

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. This mini lecture will help you to better understand how to answer the questions related to the graphs (question 5).

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. If none of these organizations interest you, feel free to research other agencies. You can also google Volunteer Match Amarillo for more ideas!

You do not need to send a verification form from your agency.

Step 5: After you select an agency, proceed to answer the questions in the “Service Learning Project Template.” 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: EDITING YOUR WORK: Good ideas require excellent writing to be understood! Please take time to EDIT your work carefully as you will be graded on your grammar, writing mechanics, organization of your thought and the "knowledge you possess" related to the data and graphs on poverty. Write in complete sentences, remember punctuation and capitalization and proper grammar count! JUST A NOTE: "I" is a proper noun and should BE CAPITALIZED! This is NOT A TEXT MESSAGE TO YOUR FRIENDS! It's a COLLEGE-LEVEL WRITING ASSIGNMENT!

If you are not a strong writer, please submit your work prior to the due date to the WRITER'S CORNER for editing. You can contact them at the following web link and/or phone number: https://www.actx.edu/english/writerscorner or (806) 345-5580. They are located in Ordway Hall, Room 102.

Step 7: CITING SOURCES: A part of your grade will be over proper citing of sources for this project. Remember, in the items that are required to have a bibliography/reference section, be sure you cite your source with the authors name, date of publication and that title of the source, and publisher along with any pages you used, or, if your source is an online source include the title, any author, date, and the web address stating "Retrieved from".

Examples:

General Psychology textbook:

Myers, D. (2014) Exploring Psychology (9th Edition). Worth, pages 35-39.

Lifespan Development textbook:

Crandell, T., Crandell, C., and Vander Zanden, J. (2012). Human Development. McGraw Hill (10th Edition)., page 102.

Psychology of Adjustment textbook:

Corey, G., Corey, M.S., and Muratori, M. I Never Knew I Had a Choice. Cengage (11th Edition). page 45.

For an online source (particularly those related to your agency history) you will have a citation that looks like this:

High Plains Food Bank: About The Agency. Retrieved May 21, 2016 from https://www.hpfb.org/Hunger

As well, be sure you ALWAYS cite your sources in the body of your text where you use the reference: For example:

The purpose of the High Plains Food Bank is to help "food insecure" families get the nutrition they need in the 29 counties of the Texas Panhandle (High Plains Food Bank: About, May 21, 2016).

Myers (2014, p. 375) tells us that people must have their basic needs met before they can accomplish higher order goals. This idea is put forth in Maslow's Hierarchy of Needs (Maslow, 1970), which shows that needs like hunger and thirst must be met before people will go after personal goals like building self-esteem and attaining an educational degree.

HINT: IF YOU LOOK IN YOUR REFERENCE SECTION OF YOUR TEXTBOOK, you will find the proper FORMAT for any REFERENCE that you are using for this essay!

Step 8: 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. (DO NOT submit your paper into the COMMENTS section!) 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.

GRADING RUBRIC FOR YOUR SERVICE PROJECT ASSIGNMENT

Levels of Achievement

Criteria

EXCEEDS EXPECTATIONS

MEETS EXPECTATIONS

MEETS MOST or SOME EXPECTATIONS & NEEDS IMPROVEMENT

DOES NOT MEET EXPECTATIONS

DID NOT ANSWER QUESTION

KNOWLEDGE QUESTION #1

Weight 20.00%

Contains clear, thorough responses to each of the parts of EACH of the questions identified in the assignment. It provides evidence that the student has diligently researched the history of the agency the agency/organization, the social issue the agency is concerned with, and the specific intervention(s) used to help the issue. It provides evidence that the student has diligently identified the tasks.

Provides proper citation.

Addresses almost all of the parts of the questions, and answers ALL the questions identified in the assignment. Provides some evidence that the student has researched the history, social issues and specific interventions of the agency with which they were involved.

Provides at least one reference that is appropriate with citation in text.

Does not address all of the parts of the questions in the assignment, or skipped one of the questions. It provides minimal evidence that the student has diligently researched the history of the agency, the social issue the agency is concerned with and the specific intervention used to help the issue, the social issue the concerned with and the specific intervention used to help the issue. Fails to provide clear evidence that the student has diligently identified the tasks at the chosen agency. Failed to provide appropriate reference and/or citation and bibliography.

Minimally addresses and or fails to answer some of the questions in item #1. It does not provide evidence that the student researched the history of the agency, the social issue the agency is concerned with or the specific intervention used to help the issue. It doesn’t provide evidence that the student has diligently identified the tasks at the chosen agency.

Failed to provide reference and citation and bibliography.

Did not provide an answer.

KNOWLEDGE QUESTION # 2

Weight 10.00%

Contains clear, thorough responses to the question identified in the assignment. It provides evidence that the student has diligently reflected on experiences, prior knowledge and new knowledge learned while working at the chosen agency.

Addresses the question identified in item #2, in a minimal manner and/or provides some evidence that the student has done some reflection on their experiences, as well as discussing previous and new knowledge gained while working at this agency. Needs improvement and some added depth.

Addresses some of issues raised by the question in item #2 in a perfunctory manner. It provides minimal reflection from the student regarding their experiences, prior knowledge and new knowledge gained in this experience. Needs a quite a bit of improvement and depth of reflection on the experience.

Minimally addresses the items in the assignment. Provides very little, if any, evidence that the student has reflected on experiences, prior knowledge and new knowledge gained in this experience. Needs much more depth of reflection and improvement in communicating that experience.

Did not provide an answer.

KNOWLEDGE QUESTION #3

Weight 20.00%

Contains clear, thorough responses to each part of the question identified in the assignment. It provides evidence that the student has diligently applied or related concepts from at least 2 specific concepts from their textbook to their experience in their agency. Cited sources in the text and within the bibliography section.

Contains a minimum required response to the question identified and its parts. Provides some evidence that student applied and/or related at least 1 concept from the textbook to their experience at the agency. Cited source in text and within bibliography section.

Does not address all of the parts of question in the assignment and/or responses lack clarity and depth. It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied or related 1 concept from their textbook in this class to their experience in their agency. Fails to cite source in text or bibliography.

Minimally addresses the items in the assignment. It does not provide evidence of the student’s reflective thought. There is no specific indication that the student applied or related any concepts from their textbook in this class to their experience in their agency. Fails to cite source(s) in text and bibliography.

Did not provide an answer.

KNOWLEDGE QUESTION #4

Weight 10.00%

Contains clear, thorough responses to the question identified in the assignment. It provides evidence that the student has diligently described the impact he or she hopes to have by continuing to volunteer at their selected agency. If the student chose not to volunteer at their selected agency, then he or she described in detail one action step that they would be willing to do to apply some aspect of “social responsibility” that they learned in their volunteer work in their life.

Contains minimal response to the question identified in the assignment. Provides some evidence that student described the impact he or she hope to have by continuing to volunteer at selected agency. If the student chose not to volunteer at the agency, then he or she gave a brief but not specific description of at least one action step if that they are willing to do to apply some aspect of "social responsibility" that they learned in their volunteer work in their life.

Does not address all of the parts of the questions in the assignment. It provides minimal evidence that the student has diligently described the impact he or she hopes to have by continuing to volunteer at their selected agency. If the student chose not to volunteer at their selected agency, then he or she described one general and somewhat vague action step that they would be willing to do to apply some aspect of “social responsibility” that they learned in their volunteer work in their life.

Minimally addresses the items in the assignment. It does not provide evidence that the student has described the impact he or she hopes to have by continuing to volunteer at their selected agency or, if the student chose not to volunteer at their selected agency, then he or she failed to describe in any detail one action step that they would be willing to do to apply some aspect of “social responsibility” that they learned in their volunteer work in their life

Did not provide an answer.

KNOWLEDGE Empirical Data Question #5

Weight 25.00%

All five questions and all parts are correct indicating that the student has mastery over understanding empirical and graphical representation of data in social and behavioral sciences research

Four of the 5 questions were correct, and/or the student missed a few of the components in a couple of the questions, indicating student has an understanding of empirical and graphical representation of social and behavioral science research.

Three of the five questions were correct, and/or student missed multiple components within some of the questions, indicating that the student has difficulty and lacks a complete understanding of empirical and graphical representation of social and behavioral science research.

Two or less of the five questions were correct, and student missed multiple components within these questions, indicating that the student lacks understanding of empirical and graphical representation of social and behavioral science research.

0 points Did not provide an answer.

Organization

Weight 5.00%

Information is clearly organized throughout the four questions on the essay, ideas flow nicely.

Some sections of the are well organized while others are loosely organized, lacking flow

Information is loosely organized throughout and there is a lack of flow of ideas.

Information is present, but very difficult to understand due to poor organization.

Did not provide an answer.

WRITING MECHANICS

Weight 10.00%

Proper grammar and spelling used throughout the answer to the question. Minimum word count is exceeded.

Generally, grammar and spelling used are correct with a few errors. Minimum word count is reached.

Proper grammar and spelling used throughout the answer to the question with major errors. Minimum word count is reached or fell a little short at points.

Very poor grammar and spelling used throughout the answer to the question. Minimum word count is not reached.

Did not provide an answer.

Assignment Ten

This assignment will expand on the themes of Love and Relationships we covered earlier in the course. The 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:

Take personal control and responsibility by first assessing needs
Become an effective person, understand different relationship styles and carry out an assertiveness self-appraisal
Say “no” without feeling guilty
Be self-disclosing and handle resistance
Communicate in ways that prevent conflicts from occurring and/or reducing the number of conflicts
Confront others effectively while developing a clear understanding of who owns the problem
Deal with anger in self and others
Effectively reduce anxiety
Understand the nature of conflict and the three methods of conflict resolution
Resolve conflicts in a way where everybody wins by using a six-step problem-solving procedure
Resolve values collisions and discover the choices of ways to deal with other people’s values in collision with your own
Be an effective helper when someone else has a problem by developing a way of listening so that others will talk
Avoid responses that actually roadblock communication when another person is experiencing a problem
Assess needs by understanding the different levels of human needs development
Make the most effective use of time by making clear distinctions on the various ways you spend your time
Plan and take control of the mental, emotional and physical aspects of your life
Find and utilize resources for personal growth

Step 1:

Read and outline Chapters 1-14 of Be Your Best (Adams)

*I’m asking you to read and take notes on Chapters 1- 14 of Be Your Best as a way to help you learn the material and prepare for Exam 3. You do not turn in the outlines / notes for a grade.

* There is a study guide for Be Your Best. To open this study guide, go to “Lessons” and then to “Be Your Best Study Guide.”

Step Two:

This Discussion Assignment has two parts.

Part 1:

Part 1 is based on Chapters 1-14 of Be Your Best text. Your task is to choose one to three major themes from Chapters 1-14 of Be Your Best that you want to write about.

I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to these major concepts or themes from Chapters 1-14 of Be Your Best of the text. Your response is not a summary of the reading. No credit is provided for a summary of the reading. I am not asking you to pick one to three themes for each chapter. I am asking you to pick one to three themes from any aspects of Chapters 1-14 of Be Your Best of the text.

You may want to ask yourself the following questions as a way to help you create a connection / reaction response:

1) How does this major concept or theme (a concept from the reading that you choose) help to enrich your life or relate to your life?

2) How does this major concept or theme (a concept from the reading that you choose) relate to problems in our present-day world?

3) How does this major concept or theme (a concept from the reading that you choose) relate to your life, experiences, feelings and ideas?

4) Did the reading assignment increase your understanding of a particular issue? Did it change your perspective in any way?

Part 2:

Part 2 is your Peer Response. There are two parts to your peer response.

The first part involves you connecting at least one or more ideas (concepts) from any part of the Be Your Best text. In order to get credit, you must indicate in the body of your peer response the chapter and concept you are referring to in the text. For example, if you are discussing the importance of using a Confrontive I-Message in relation to your peer’s response, you would indicate the following in the body of your paragraph (Ch. VII / Confrontive I-Message). The minimum length for this paragraph is 150 words.

In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response. There is no right or wrong answer to this second part. You may want to reflect on one or more of the following: 1) How does your peer’s Discussion relate to your life, experiences, feelings and ideas?, 2) How does your peer’s Discussion increase your understanding of a particular issue? Did it change your perspective in any way?, 3) Is there any advice you would recommend from your own life experience to possibly help your peer? The minimum length for this paragraph is 150 words.

Be sure to check and make sure your word count is at least 150 words for each part of the Peer Response. The Peer Response should be a total of 300 words and divided into two separate paragraphs.

In order to post your Peer Response, go to “Discussions” and click on Be Your Best Discussion / PBL Assignment. Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window. Then click on “Submit.” Your discussion response needs to be 400 – 600 words in 12 point type size. Your peer response needs to be a minimum of 300 words in 12 point type size. I will not take a paper that does not meet these minimum word requirement. (Your word processor should give you a word count.) I will accept a late Discussion with a 20 point penalty.

Your Assignment Ten Be You Best Discussion (Part 1) is due July 20. Your peer response (Part 2) is due July 23.

Rubric used to grade Assignment Ten Discussion and Peer Response:

Criteria

Exceeds Expectation

Needs Improvement

Does not meet expectations

Knowledge

50 Points

Contains a clear and thorough responses to the assignment. Provides evidence that the student has diligently applied concepts from the assigned reading.

40 Points

20 Points

Organization

10 Points

Information is clearly organized.

7 Points

Information is loosely organized.

5 Points

Information is present, but very difficult to understand due to poor organization.

Mechanics

10 Points

Proper grammar and spelling used throughout written and oral work.

7 Points

Proper grammar and spelling used throughout written and oral work with major errors.

5 Points

Very poor grammar and spelling used through written and oral work.

Peer Response

30 Points

Peer response meets the minimum 300 word requirement.

Part One: Demonstrates that the student gave their peer’s discussion some real thought. The student relates at least one or more ideas (concepts) from the text to your peer’s discussion response. In order to get credit, you must indicate in the body of your peer response the chapter and concept you are referring to in the text. For example, if you are discussing the importance of using a Confrontive I-Message in relation to your peer’s response, you would indicate the following in the body of your paper (Ch. VII / Confrontive I-Message).

Part Two: Demonstrates that the student relates (connects) to their classmate’s discussion response by connecting your personal experience and/or observations to their response. You are free to talk about your feelings and thoughts as they relate to your classmate’s discussion response.

16 Points

Peer response meets the minimum 300 word requirement.

The peer response does not provide both Part One and Part Two.

0 Points

Does not meet the minimum 300 word requirement.

The response is off-track and does not relate to the classmate’s discussion response.

Assignment Eleven

I Never Knew I Had A Choice by Corey and Corey

Chapter 12: Death and Loss

Chapter 13: Meaning and Values

Your assignment here is to read, outline / take notes on Chapter 12 and Chapter 13. The goal here is for you to prepare for Exam 3. You do not turn in your outline / notes to your instructor.

Discussion Questions for Exam Review:

After you read and outline chapter 12 and chapter 13, use your notes to reflect on these questions to help you make connections with the material and to help you prepare for your exam. You are not required to answer these questions, and you do not turn in answers to these questions for grade. They are another tool for study and reflection purposes.

Discussion Questions for Exam Review can be found by going to “Lessons” and then to “Discussion Questions for Exam Review.”

View Film “On Death and Dying / Morrie Schwartz.”

Renowned journalist Ted Koppel conducted a series of interviews with former Sociology professor Morrie Schwartz during the last year of his life after being diagnosed with ALS (Lou Gehrig’s Disease). This series is among the most requested and widely discussed Nightline series of the last 25 years. Watching the night they aired was Schwartz’s former student and sportswriter Mitch Albom who was then inspired to reconnect with his former professor and write the best-selling book Tuesdays With Morrie.

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. This film will help reinforce and improve your understanding of issues related to death and dying. You do not turn in your notes and / or reflections to your instructor.

In order to view the film, go to “Lessons” and then go to “Videos” and then click on “On Death and Dying / Morrie Schwartz.”

Assignment Twelve

Integrative Summary Discussion / (PBL) Problem Based Learning Assignment

Part 1:

The primary objective of this course has been to provide many tools for you to learn in the area of self-care. The hope is that these tools will help you to lead a more meaningful life with less stress. For this final 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 themes or aspects of the course have found most meaningful and helpful in your life? The minimum length for this paragraph is 200 words.

Part 2:

For the second part of the Integrative Summary, I would like you to describe one or two specific goals you are interested in committing to (i.e., to continue to develop) in your future with regard to your personal growth. In order to maximize your motivation to follow through with your goal, I want you to write out one or more SMART goals. Go to “Lessons” and click on “Supplemental Reading,” and then click on “What is a SMART Goal?” Read this very brief article on how to construct a SMART goal. The minimum length for this paragraph is 200 words.

In order to post your response, go to “Discussions / PBL Assignments” and click on the appropriate “Integrative Summary Discussion / PBL Assignment.” Then click on “Create Thread.” Next, give your discussion a subject (title). Then, copy and paste your discussion into the “Message” window. Then click on “Submit.” Your discussion response needs to be a minimum of 400 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.) I will accept a late Discussion with a 20 point penalty.

There is not a peer response for Assignment Fourteen. This Integrative Summary is due July 23.

Rubric used to grade the Integrative Summary:

Criteria

Exceeds Expectation

Needs Improvement

Does not meet expectations

Knowledge

80 Points

It provides clear evidence of the student’s reflective thought. It provides evidence that the student has diligently applied concepts from the assigned reading and/or lectures to their life experience.

60 Points

It provides minimal evidence of the student’s reflective thought. There is only minimal indication that the student applied concepts from the assigned reading and/or lectures to their life experience.

30 Points

Organization

10 Points

Information is clearly organized.

5 Points

Information is loosely organized.

2 Points

Information is present, but very difficult to understand due to poor organization.

Mechanics

10 Points

Proper grammar and spelling used throughout essay.

5 Points

Proper grammar and spelling used throughout essay with major errors.

2 Points

Very poor grammar and spelling used through essay.

Exam Three: The testing date is July 26 – July 27. The exam will open at midnight on July 26 and close at 11:59 pm on July 27. To get into an exam, click on Lessons and then click on Exams. Exam 3 covers Unit Three, consisting of Assignments 9, 10, 11 and 12. This exam is online.

Comprehensive Final Exam: This exam covers all of the material assigned in the course. The exam will open at midnight on July 28 and close at 11:59 pm on July 28. To get into an exam, click on Lessons and then click on Exams. This exam is online. There is not a retake option for the Final Exam.

Grading Criteria

Attendance

Calendar

Dr. Alan Kee

Professor of Psychology

Amarillo College

Psychology of Adjustment (Online)

Course Schedule / Assignments

Summer (8 Week), 2022

6/6/2022 - 7/28/2022

Welcome to Psychology of Adjustment Online!

I also recommend that you thoroughly take notes (outline) on the lectures as well the assigned reading. These notes (outlines) are for your own study purposes – you do not turn them in to me.

Critical Information on How To Use Email in This Course!

To send email to your instructor, do the following:

• Click Send Email in the course menu.

• Click All Instructor Users.

• Type a Subject, just like you would in an email.

• Type your message, then click Submit again.

• When your instructor responds to your email, it will go to your AC Student Gmail account in AC Connect.

Furthermore, you can SEND email from Blackboard, but you will never RECEIVE email there. You will only receive email at your AC Connect Gmail account.

You will need to learn how to use email in this course by viewing two tutorial video on how to access email as a student in the portal and on how to send email from Blackboard.

https://use.vg/XUPI9nWJm6A5

Introduce Yourself

*Service-Learning Project

*I also want to alert you early in the semester that the Service Learning Project is due July 19. You should go ahead and get started on this project now so you will not be rushed to complete it at the end of the semester. You can find the details on this assignment by skipping down to the end of this document. This project requires you to write four paragraphs and then answer some graph questions. I suggest you do one paragraph per week. This approach will prevent you from the stress of doing all at the last minute! If you do not complete this project, it can reduce your grade by a letter grade (for example from a “B” to a “C.”)

In order to locate the instructions on how to complete the Service Learning Project, go into your Blackboard class and click on “Service Learning Project” in the upper left-hand corner. Start by reading the “Service Learning Project Instructions.” These instructions will guide you through the process.

Review Study Skills Materials:

The best way to prepare for the exams is to take the time to carefully read the assignments and take detailed notes as you go along. You are allowed to use your notes on the exams.

Go to Lessons and then click on the following to find helpful information on how to study:

How to Study by Summarizing and Marking the Text

How to Prepare for Exams

Study Skills Video Youtube Links

Summary / Overview of Course Assignments:

Overview of Assignments:

Unit 1 (June 6 – June 22)

Unit 2 (June 23 – July 9)

Unit 3 (July 10 – July 27)

Introduce Yourself

Assignment One

I Never Knew I Had A Choice

Chapter 1

Assignment Two

I Never Knew I Had A Choice

Chapter 2

Chapter 3

Assignment Three

Article: Emotional Disturbance & its Treatment in a Nutshell

Article: Toward an Egoless State of Being

Article: Overcoming "Self-Esteem"

Lecture 1: REBT and Mentalization In Stressful Life Situations (Part 1)

Lecture 2: REBT and Mentalization In Stressful Life Situations (Part 2)

Video Lecture: Help for Stressful Life Situations: an REBT Approach to Coping with COVID-19

Video: “REBT Overcoming Depression.”

Assignment Four

REBT Discussion / (PBL) Problem Based Learning Assignment

Assignment Five

I Never Knew I Had A Choice

Chapter 4: Your Body and Wellness

Chapter 5: Managing Stress

Assignment Six

Handouts from Full Catastrophe Living by Kabat-Zinn:

Chapter 1: You Have Only Moments to Live

Chapter 2: The Foundation of Mindfulness

Chapter 4: Sitting Meditation: Nourishing the Domain of Being

Chapter 26: Time and Time Stress

Video: “Stress Reduction with Jon Kabat-Zinn.”

Assignment Seven

I Never Knew I Had A Choice

Chapter 6: Love

Chapter 7: Relationships

Assignment Eight

View Video “Dealing with Conflict in Relationships / Making Marriage Work.”

Lecture: Making Relationships Work

Assignment Nine

I Never Knew I Had A Choice

Chapter 8: Becoming the Woman or Man You Want to Be

Chapter 9: Sexuality

Assignment Ten

Service Learning Project

Assignment Eleven

Be Your Best Chapters 1 – 14

Be Your Best Discussion / (PBL) Problem Based Learning Assignment

Assignment Twelve

I Never Knew I Had A Choice by

Chapter 12: Death and Loss

Chapter 13: Meaning and Values

Video: “On Death and Dying / Morrie Schwartz.”

Assignment Thirteen

Integrative Summary Discussion / (PBL) Problem Based Learning Assignment

Exam 1

Exam 2

Exam 3

Final Exam

Do not stop reading here! You will not understand the instructions and due dates on each assignment unless you read the detailed description of the assignments below! Keep reading!!

Unit One

Unit One consists of Assignments 1 through 4 and Exam 1. These Assignments are to be completed between the dates of June 6 and June 22. You will need to budget your time so that you can complete these assignments during the time allowed.

Lockdown browser practice exam:

I opened the lockdown browser practice exam. You need to take this exam in the next two or three days. The sooner the better. The reason for this exam is to make sure you’re able to maneuver through the lockdown browser that is used on Exams. This practice exam has five simple questions that you all will definitely answer correctly. Also remember this practice exam will count as 5% of your grade.

Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed.

Assignment One

I Never Knew I Had A Choice by Corey and Corey

Chapter 1: Invitation to Personal Learning and Growth

Your assignment here is to read, outline / take notes on Chapter 1. The goal here is for you to prepare for Exam 1. You do not turn in your outline / notes to your instructor. I have provided a detailed outline of Chapter 1 in I Never Knew I Had A Choice by Corey and Corey for you to use as a model for taking notes on the textbook. Go to “Lessons” and then to “Model Outline Chapter 1” to see the model. As you are reading chapter 1 you should go in and modify the model notes I provide so they become your notes, meaning the make sense to you.

Assignment Two

I Never Knew I Had A Choice by Corey and Corey

Chapter 2: Reviewing Your Childhood and Adolescence

Chapter 3: Adulthood and Autonomy

Your assignment here is to read, outline / take notes on Chapter 2 and Chapter 3. The goal here is for you to prepare for Exam 1. You do not turn in your outline / notes to your instructor.

Discussion Questions for Exam Review:

Discussion Questions for Exam Review can be found by going to “Lessons” and then to “Discussion Questions for Exam Review.”

Assignment Three

1. Emotional Disturbance & its Treatment in a Nutshell (REBT Article)

2. Toward an Egoless State of Being (REBT Article)

3. Overcoming "Self-Esteem" (REBT Article)

The REBT Articles can be found under "Supplemental Readings" in the Lessons tab. Click on “Supplemental Readings” and then click on “REBT Articles” and then finally click on the article.

Your assignment here is to read, outline / take notes on the three REBT articles. The goal here is for you to prepare for Exam 1. You do not turn in your outline / notes to your instructor.

Read: REBT Healthy VS Unhealthy Emotion

4. View Video: What Is Mentalizing? & Why Do It? Jon Allen, Ph.D.

*In order to view this video, click on “Lessons” and then click on “Videos.” Then click on the video “What Is Mentalizing? & Why Do It? Jon Allen, Ph.D.”

5. View Video Lecture 1: REBT and Mentalization In Stressful Life Situations (Part 1)

6. View Video Lecture 2: REBT and Mentalization In Stressful Life Situations (Part 2)

7. View Video Lecture: Help for Stressful Life Situations: an REBT Approach to Coping with COVID-19

*You can also find the Power Point Slides to the REBT lectures by going to “Lessons” and then go to “REBT Lectures Power Point Slides.”

*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.

8. View Video: “REBT Overcoming Depression.”

In order to view the video, go to “Lessons” and then go to “Videos” and then click on “REBT Overcoming Depression.”

How to Stubbornly Refuse to Make Yourself Miserable About Anything--Yes, Anything By Albert Ellis

Assignment Four

REBT Discussion / (PBL) Problem Based Learning Assignment

Part 1: REBT Analysis of a Stressful Situation

Here is the Template (Steps 1 – 6) to use to complete this assignment. Follow these steps to complete this assignment:

Step 1:

Briefly review the factors based on the REBT Lectures that define an unhealthy negative emotion and a healthy negative emotion:

An unhealthy negative emotion	A healthy negative emotion
1. Stems from an irrational belief	1. Stems from a rational belief
2. Leads to unconstructive behavior	2. Leads to constructive behavior
3. Interferes with constructive attempts to change the negative situation if it can be changed	3. Promotes constructive attempts to change the negative situation if it can be changed
4. Leads to distorted thinking	4. Leads to realistic thinking
5. Interferes with problem solving	5. Promotes problem solving
6. Interferes with goal achievement	6. Aids goal achievement

Step 2:

Look over your notes regarding the Unhealthy Negative Emotions and the Healthy Negative Emotions.

Unhealthy Negative Emotions	Healthy Negative Emotion
Anxiety	Concern
Depression	Sadness
Guilt	Remorse
Shame	Disappointment
Hurt	Sorrow
Unhealthy anger	Healthy anger
Unhealthy jealousy	Healthy jealousy
Unhealthy envy	Healthy envy

Step 3:

Describe a stressful situation (Activating Event) in your life (in the present or in the past) where you experienced an unhealthy negative emotion(s).

Label the unhealthy negative emotions (e.g., anxiety, depression, unhealthy anger, etc.) that you were experiencing related to your stressful activating event.

Step 4:

Step 5:

Irrational Beliefs	Rational Beliefs (Healthy Alternatives)
Demandingness beliefs Awfulizing beliefs Low Frustration Tolerance beliefs Depreciation beliefs	Full Preference beliefs Anti-awfulizing beliefs High frustration Tolerance beliefs Acceptance beliefs

Step 6

Part 2: Peer Response

Part 2 is your Peer Response. There are two parts to your peer response.

The first part involves you connecting at least one or more ideas (concepts) from the

REBT lectures and/or the REBT articles in Assignment Three to your peer’s discussion response. Here is the list of articles and lectures (references) you have already studied in Assignment Three:

Emotional Disturbance and Its Treatment in a Nutshell

(Albert Ellis, 2000. Reproduced from The REBT resource book for practitioners Robert Ellis Institute, New York, N.Y. Michael V. Bernard and Janet L. Wolfe, editors.)

Toward an Egoless State of Being

(Arnold Lazarus, 2000. Reproduced from The REBT resource book for practitioners Robert Ellis Institute, New York, N.Y. Michael V. Bernard and Janet L. Wolfe, editors.)

Overcoming Self-Esteem

(David Mills, 2000. Reproduced from The REBT resource book for practitioners Robert Ellis Institute, New York, N.Y. Michael V. Bernard and Janet L. Wolfe, editors.)

Lecture 1: REBT and Mentalization In Stressful Life Situations (Part 1)

(Kee, 2000. REBT and Mentalization In Stressful Life Situations Part 1)

Lecture 2: REBT and Mentalization In Stressful Life Situations (Part 2)

(Kee, 2000. REBT and Mentalization In Stressful Life Situations Part 2)

Lecture 3: Help for Stressful Situations: An REBT Approach to Coping with Covid-19 (Kee, 2020. Help for Stressful Situations: An REBT Approach to Coping with Covid-19)

Be sure to check and make sure your word count is at least 150 words for each part of the Peer Response. The Peer Response should be a total of 300 words and divided into two separate paragraphs.

Your peer response is due June 22.

Rubric used to grade Assignment Four Discussion Assignment and Peer Response:

Criteria

Exceeds Expectation

Needs Improvement

Does not meet expectations

Knowledge

50 Points

Contains a clear and thorough responses to the assignment. Provides evidence that the student has diligently applied concepts from the assigned reading.

40 Points

20 Points

Organization

10 Points

Information is clearly organized.

7 Points

Information is loosely organized.

5 Points

Information is present, but very difficult to understand due to poor organization.

Mechanics

10 Points

Proper grammar and spelling used throughout written and oral work.

7 Points

Proper grammar and spelling used throughout written and oral work with major errors.

5 Points

Very poor grammar and spelling used through written and oral work.

Peer Response

30 Points

16 Points

Peer response meets the minimum 300 word requirement.

The peer response does not relate ideas from another source to his or her peer’s response. Instead, it only provides opinions about the peer’s response.

Or, the peer response relate ideas from another source but fails to provide the reference in the body (text) of the peer response.

0 Points

Does not meet the minimum 300 word requirement.

Exam One: The testing date is June 21 – June 22. The exam will open at midnight on June 21 and close at 11:59 pm on June 22. To get into an exam, click on Lessons and then click on Exams. Exam 1 covers Unit One, consisting of Assignments 1, 2, and 3. This exam is taken online. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed.

Unit Two

Unit Two consists of Assignments 5 through 8 and Exam 2. These Assignments are to be completed between the dates of June 23 and July 9. You will need to budget your time so that you can complete these assignments during the time allowed.

Assignment Five

I Never Knew I Had A Choice by Corey and Corey

Chapter 4: Your Body and Wellness

Chapter 5: Managing Stress

Your assignment here is to read, outline / take notes on Chapter 4 and Chapter 5. The goal here is for you to prepare for Exam 2. You do not turn in your outline / notes to your instructor.

Discussion Questions for Exam Review:

Discussion Questions for Exam Review can be found by going to “Lessons” and then to “Discussion Questions for Exam Review.”

Assignment Six

Full Catastrophe Living by Jon Kabat-Zinn: (These handouts from Full Catastrophe Living can be found by going to “Lessons” and then click on "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 Video: “Stress Reduction with Jon Kabat-Zinn.”

In order to view the film, go to “Lessons” and then go to “Videos” and then click on “Stress Reduction with Jon Kabat-Zinn.”

*Practice this guided Body Scan Meditation. This is an excellent practice recording you can use. https://www.youtube.com/watch?v=u4gZgnCy5ew

*This guided meditation is about 10 minutes long; you may want to use this one as well for daily practice. https://www.youtube.com/watch?v=SkAMaCZtXUI

* If you wish to study MBSR in more depth on your own, you can use the free Online Mindfulness-Based Stress Reduction (MBSR) at http://palousemindfulness.com/selfguidedMBSR.html

Assignment Seven

I Never Knew I Had A Choice by Corey and Corey

Chapter 6: Love

Chapter 7: Relationships

Your assignment here is to read, outline / take notes on Chapter 6 and Chapter 7. The goal here is for you to prepare for Exam 2. You do not turn in your outline / notes to your instructor.

Discussion Questions for Exam Review:

Discussion Questions for Exam Review can be found by going to “Lessons” and then to “Discussion Questions for Exam Review.”

Assignment Eight

View Video “Dealing with Conflict in Relationships / Making Marriage Work.”

In order to view the film, go to “Lessons” and then go to “Videos” and then click on “Dealing with Conflict in Relationships / Making Marriage Work.”

Exam Two: The testing date is July 8 – July 9. The exam will open at midnight on July 8 and close at 11:59 pm on July 9. To get into an exam, click on Lessons and then click on Exams. Exam Two covers Assignments 5, 6, 7 and 8. This exam is online. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed.

Unit Three

Unit Three consists of Assignments 9 through 12, Exam 3, and the Final Exam. These assignments are to be completed between the dates of July 10 and July 27.

Assignment Nine

I Never Knew I Had A Choice by Corey and Corey

Chapter 8: Becoming the Woman or Man You Want to Be

Chapter 9: Sexuality

Your assignment here is to read, outline / take notes on Chapter 8 and Chapter 9. The goal here is for you to prepare for Exam 3. You do not turn in your outline / notes to your instructor.

Discussion Questions for Exam Review:

Discussion Questions for Exam Review can be found by going to “Lessons” and then to “Discussion Questions for Exam Review.”

Assignment Ten

Service Learning Project

The Service Learning Project is due July 19. In order to locate the instructions on how to complete the Service Learning Project, go into your Blackboard class and click on “Service Learning Project” in the upper left-hand corner. Start by reading the “Service Learning Project Instructions.” These instructions will guide you through the process.

Assignment Eleven

Be Your Best by Linda Adams (chapters 1 – 14)

After completing your study of Be Your Best, you will learn how to:

Take personal control and responsibility by first assessing needs
Become an effective person, understand different relationship styles and carry out an assertiveness self-appraisal
Say “no” without feeling guilty
Be self-disclosing and handle resistance
Communicate in ways that prevent conflicts from occurring and/or reducing the number of conflicts
Confront others effectively while developing a clear understanding of who owns the problem
Deal with anger in self and others
Effectively reduce anxiety
Understand the nature of conflict and the three methods of conflict resolution
Resolve conflicts in a way where everybody wins by using a six-step problem-solving procedure
Resolve values collisions and discover the choices of ways to deal with other people’s values in collision with your own
Be an effective helper when someone else has a problem by developing a way of listening so that others will talk
Avoid responses that actually roadblock communication when another person is experiencing a problem
Assess needs by understanding the different levels of human needs development
Make the most effective use of time by making clear distinctions on the various ways you spend your time
Plan and take control of the mental, emotional and physical aspects of your life
Find and utilize resources for personal growth

Step 1:

Read and outline Chapters 1-14 of Be Your Best (Adams)

*I’m asking you to read and take notes on Chapters 1- 14 of Be Your Best as a way to help you learn the material and prepare for Exam 3. You do not turn in the outlines / notes for a grade.

* There is a study guide for Be Your Best. To open this study guide, go to “Lessons” and then to “Be Your Best Study Guide.”

Step Two:

This Discussion Assignment has two parts.

Part 1:

Part 1 is based on Chapters 1-14 of Be Your Best text. Your task is to choose one to three major themes from Chapters 1-14 of Be Your Best that you want to write about.

You may want to ask yourself the following questions as a way to help you create a connection / reaction response:

1) How does this major concept or theme (a concept from the reading that you choose) help to enrich your life or relate to your life?

2) How does this major concept or theme (a concept from the reading that you choose) relate to problems in our present-day world?

3) How does this major concept or theme (a concept from the reading that you choose) relate to your life, experiences, feelings and ideas?

4) Did the reading assignment increase your understanding of a particular issue? Did it change your perspective in any way?

Part 2:

Part 2 is your Peer Response. There are two parts to your peer response.

In the second part of your peer response, the goal is for you to relate (connect) to your classmate’s discussion response by connecting your personal experience and/or observations to their response. There is no right or wrong answer to this second part. You may want to reflect on one or more of the following: 1) How does your peer’s Discussion relate to your life, experiences, feelings and ideas?, 2) How does your peer’s Discussion increase your understanding of a particular issue? Did it change your perspective in any way?, 3) Is there any advice you would recommend from your own life experience to possibly help your peer? The minimum length for this paragraph is 150 words.

Be sure to check and make sure your word count is at least 150 words for each part of the Peer Response. The Peer Response should be a total of 300 words and divided into two separate paragraphs.

Your Assignment Ten Be You Best Discussion (Part 1) is due July 22. Your peer response (Part 2) is due July 25.

Rubric used to grade Assignment Ten Discussion and Peer Response:

Criteria

Exceeds Expectation

Needs Improvement

Does not meet expectations

Knowledge

50 Points

Contains a clear and thorough responses to the assignment. Provides evidence that the student has diligently applied concepts from the assigned reading.

40 Points

20 Points

Organization

10 Points

Information is clearly organized.

7 Points

Information is loosely organized.

5 Points

Information is present, but very difficult to understand due to poor organization.

Mechanics

10 Points

Proper grammar and spelling used throughout written and oral work.

7 Points

Proper grammar and spelling used throughout written and oral work with major errors.

5 Points

Very poor grammar and spelling used through written and oral work.

Peer Response

30 Points

Peer response meets the minimum 300 word requirement.

16 Points

Peer response meets the minimum 300 word requirement.

The peer response does not provide both Part One and Part Two.

0 Points

Does not meet the minimum 300 word requirement.

The response is off-track and does not relate to the classmate’s discussion response.

Assignment Twelve

I Never Knew I Had A Choice by Corey and Corey

Chapter 12: Death and Loss

Chapter 13: Meaning and Values

Your assignment here is to read, outline / take notes on Chapter 12 and Chapter 13. The goal here is for you to prepare for Exam 3. You do not turn in your outline / notes to your instructor.

Discussion Questions for Exam Review:

Discussion Questions for Exam Review can be found by going to “Lessons” and then to “Discussion Questions for Exam Review.”

View Film “On Death and Dying / Morrie Schwartz.”

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. This film will help reinforce and improve your understanding of issues related to death and dying. You do not turn in your notes and / or reflections to your instructor.

In order to view the film, go to “Lessons” and then go to “Videos” and then click on “On Death and Dying / Morrie Schwartz.”

Assignment Thirteen

Integrative Summary Discussion / (PBL) Problem Based Learning Assignment

Part 1:

Part 2:

There is not a peer response for Assignment Twelve. This Integrative Summary is due July 25.

Rubric used to grade the Integrative Summary:

Criteria

Exceeds Expectation

Needs Improvement

Does not meet expectations

Knowledge

80 Points

60 Points

30 Points

Organization

10 Points

Information is clearly organized.

5 Points

Information is loosely organized.

2 Points

Information is present, but very difficult to understand due to poor organization.

Mechanics

10 Points

Proper grammar and spelling used throughout essay.

5 Points

Proper grammar and spelling used throughout essay with major errors.

2 Points

Very poor grammar and spelling used through essay.

Exam Three: The testing date is July 24 – July 25. The exam will open at midnight on July 24 and close at 11:59 pm on July 25. To get into an exam, click on Lessons and then click on Exams. Exam 3 covers Unit Three, consisting of Assignments 9, 11 and 12. This exam is online. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed.

Comprehensive Final Exam: This exam covers all of the material assigned in the course. The exam will open at midnight on July 27 and close at 11:59 pm on July 27. To get into an exam, click on Lessons and then click on Exams. This exam is online. There is not a retake option for the Final Exam. Please carefully read the instructions in the syllabus regarding the lockdown browser before you attempt to take this exam so you understand how to proceed.

Psychology of Adjustment Syllabus for 2021-2022
Return to Syllabus List

Instructor Information

Instructor

E-Mail

Phone

Office Location

Office Hours

Course Information

COVID-19 Protocols

Recording Policy

Disability Statement

Amarillo College Web Accessibility Policy Statement

Statement for Mental Health and Advocacy & Resource Center:

Amarillo College Tutoring for Success Policy:

Administrative Drop Policy

Student Withdrawal Procedures

Privacy Statement

Course

Prerequisites

Course Description

Department Expectations

Occupational License Disclaimer

Hours

Class Type

Syllabus Information

Textbooks

Supplies

Student Performance

Students Rights and Responsibilities

Log in using the AC Connect Portal

Expected Student Behavior

Grading Criteria

Attendance

Calendar

Additional Information

Syllabus Created on:

Last Edited on:

SUCCESS IS AMARILLO COLLEGE

SUCCESS IS TAKING THE FIRST STEP

SUCCESS IS BEING YOUR BEST SELF

SUCCESS IS REACHING YOUR FULL POTENTIAL

SUCCESS IS A LIFETIME OF LEARNING

Psychology of Adjustment Syllabus for 2021-2022 Return to Syllabus List

Instructor Information

Instructor

E-Mail

Phone

Office Location

Office Hours

Course Information

COVID-19 Protocols

Recording Policy

Disability Statement

Amarillo College Web Accessibility Policy Statement

Statement for Mental Health and Advocacy & Resource Center:

Amarillo College Tutoring for Success Policy:

Administrative Drop Policy

Student Withdrawal Procedures

Privacy Statement

Course

Prerequisites

Course Description

Department Expectations

Occupational License Disclaimer

Hours

Class Type

Syllabus Information

Textbooks

Supplies

Student Performance

Students Rights and Responsibilities

Log in using the AC Connect Portal

Expected Student Behavior

Grading Criteria

Attendance

Calendar

Additional Information

Syllabus Created on:

Last Edited on:

Psychology of Adjustment Syllabus for 2021-2022
Return to Syllabus List