Psychology of Adjustment Syllabus for 2021-2022
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Dr. Alan Kee

Professor of Psychology

Amarillo College
 

Psychology of Adjustment (Hybrid)

 

Course Schedule / Assignments

 

Fall I (8 Week), 2021

T/Th 10:30-11:45 am

8/23/2021 - 10/15/2021

Dutton Hall 103

 

Welcome to Fall I (8 week) Psychology of Adjustment! 

 

If you see any errors on the dates below in this document, please call me asap!

 

 

Why Take a Course in the Psychology of Adjustment?

 

This course is about helping you create a Self-Care plan that you can practice over the course of your life.  If you can learn effective strategies for dealing with the stress in your life, you will experience greater well-being over the course of your life.  You will suffer less.  And you will also have more meaningful and loving relationships.  However, let’s look at the research on stress to see what we are all facing. 

Is stress really a problem?  It’s no surprise that college can be a stressful time in a person’s life. What may be surprising is the degree and extent to which college students are affected by stress. The September 2015 edition of the Chronicle of Higher Education did a special report entitled Today's Anguished Students.  Let me just give you a few highlights:

• 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!

 

 

Attendance by the Census Date

You must virtually attend this course before the Census Date of 8/30/21.  If you do not attend class before the Census Date, the registrar will consider you as NOT attending and YOU WILL BE DROPPED from the course.  Your financial aid can also be terminated.

 

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

 

 

*If you find any errors in this Course Schedule, please text me as soon as possible and let me know! 

 

Summary / Overview of Assignments:

 

Date	Assignment
Unit One
T 8/24	Orient. / Study Skills Ch 1 Invitation
R 8/26	REBT Lecture REBT Articles Discussion #1
T 8/31	Film REBT
R 9/2	Ch 2 Child / Ch 3 Adult Discussion #2
F 9/3 – S 9/4	Exam 1
Unit Two
T 9/7	Ch 4 Wellness / Ch 5 Stress  Discussion #3
R 9/9	MBSR Full Catastrophe Living Discussion #4
T 9/14	Film Coping with Conflict In Relationships
R 9/16	Ch 6 Love / Ch 7 Relationships Discussion #5
F 9/17 – S 9/18	Exam 2
Unit Three
T 9/21	Ch 8 Becoming Woman or Man / Ch 9 Sexuality Discussion #6
R 9/23	Be Your Best Ch 1-8 Discussion #7
T 9/28	Be Your Best Ch 9-14 Discussion #8
R 9/30	Film Coping with Death and Dying
T 10/5	Ch 12 Death & Loss / Ch 13 Meaning & Values Discussion #9 (Part I and Part II)
R 10/7	Exam 3
M 10/11	Service Learning Project Due
T 10/13	Final Exam

 

*Service-Learning Project

I want to alert you early in the semester that this Service-Learning Project is due October 11, 2021.  This project has been adapted due to Covid. This project looks complicated at first glance, but it is not!  You should go ahead and get started on this project now so you will not be stressed later in the semester.  When you look at the four paragraphs you have to write for this project, I suggest you do one paragraph per week; in other words, break this project into smaller component parts to make it easier to complete. You can find the details on this assignment by skipping down to the end of this document. 

 

 

Unit One 

T 8/24

Orientation to the course.

 

Read / Outline: Chapter 1: Invitation To Personal Learning And Growth (Corey and Corey)

(We will not discuss this chapter – it is foundational background information on taking a course in personal growth and development.)

 

R 8/26

View the recorded REBT lectures, read the REBT articles and complete discussion #1 before you come to class today.

 

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.”

 

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

 

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

 

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. 

 

*I have provided a handout entitled REBT Healthy Negative Emotions VS Unhealthy Negative Emotions. To view this handout, go to “Lessons,” then to “Supplemental Reading,” then to “Supplemental Reading - REBT,” 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.

 

*I have provided additional articles for you to read to learn more about REBT.  They are entitled How To Stop Being a Love Slob and Self-Interest and Assertiveness.  You are not tested on these articles. These articles are found by going to Lessons then to “Supplemental Readings” and then to “Supplemental Readings – REBT.”

 

*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.

*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

 

Read / Outline:
REBT Articles (These documents can be found under "Lessons” and then “Supplemental Readings” and then to “Supplemental Readings – REBT.”)

1.    Emotional Disturbance & Its Treatment in a Nutshell
2.    Toward An Egoless State of Being

3.    Overcoming “Self-Esteem”
 

Discussion #1

 

In this assignment, follow the instructions in the Template (Steps 1 – 6) to complete the REBT Analysis of a Stressful Situation. Below are the detailed instructions:

 

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 Readings” and then to “Supplemental Readings – REBT.”    

 

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 Readings” and then to “Supplemental Readings – REBT” 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.  When you submit your Discussion you do not need to include Steps 1 and 2; those Steps are for your review. 

 

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.  

 

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.

 

Your discussion response needs to be 400 – 600 words (not including the template) 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.

 

This discussion assignment is due today!  In order to post your discussion, go to “Discussions / PBL Assignments” and then to “Discussion 1: REBT.”  Then, click on “Create Thread.”  Give your discussion a “Subject” (title) and then copy and paste your discussion into the “Message” window.  Finally, click on “Submit” at the bottom left corner of screen.

 

T 8/31

Film on Rational Emotive Behavior Therapy

 

This day counts as a participation day. This videotape is designed to teach students about the basic concepts and techniques of rational emotive behavior therapy (REBT), the innovative therapy developed by Dr. Albert Ellis. In this session, the therapist works with a very depressed client who experiences some suicidal thoughts.  We will view the film in class and pause for discussion. 

 

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 REBT principles.

 

There is not a discussion due for this assignment. There is not a discussion assignment due for this assignment. You will get full credit for this assignment by attending and participating in class.

 

 

R 9/2
Read / Outline: Chapter 2: Reviewing Your Childhood and Adolescence (Corey and Corey) 

Read / Outline: Chapter 3: Adulthood and Autonomy (Corey and Corey)
 

Discussion #2

One of the questions below will be assigned to each person in the course.  This will be the question you write about in your discussion response and post online.  Your task is to answer the questions by summarizing in your words based on the reading.  Then your goal is to connect to the question by reflecting on how your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question.  You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading.

 

I also recommend that you reflect on each of the discussion questions below so that you will be prepared to discuss all of the questions. 

 

 

Childhood and Adolescence

 

1. Discuss the importance of receiving love as an infant with respect to developing a trusting view of the world. What are some of the possible effects on later development if love and caring are absent during infancy? Further, basically describe the secure pattern, anxious-avoidant pattern, and the anxious-ambivalent pattern of attachment. How does attachment in early life relate to how we relate to our romantic partners as adults?  Illustrate these ideas by describing your experience and/or your observations of others.  

2. What are some of the tasks that children must master in early childhood? Describe Erikson’s core struggle of autonomy versus shame/doubt. Then describe Erikson’s core struggle of initiative versus guilt. What are some of the ways parents can hamper the development of initiative?

Discuss the effects of the events of the first six years of life on later personality development. Do you believe that, as adults, we’re determined by our early childhood experiences? To what degree does earlier conditioning influence us now? What role do you think that choice plays in changing your current patterns?

3. Briefly describe Dr. Baumrind’s four parenting styles. Next, explain what psychologists mean by the term helicopter parenting.

Next, describe some of the key developmental tasks in middle childhood. Then briefly explain Erikson’s industry versus inferiority stage.

How important do you think the school years (ages 6 to 12) are in terms of their impact on adolescent and adult development? Select one event from your own school years, and show how this event has some significance for your life now.

4. What is your understanding of the term self-concept? How does it develop? How does one’s self-concept influence one’s behavior?  Illustrate these ideas by describing your experience and/or your observations of others. 

5. Discuss how the ego defense mechanisms protect our self-concept. Describe several detailed examples of ego-defense mechanisms that you have observed in yourself and/or in others.  When is the use of such defenses a part of normal coping? What is the main problem in relying upon these defensive strategies in dealing with stress?

6. What is meant by the concept of individuation? Describe some of the core conflicts associated with the adolescent period. Select at least one conflict that you experienced. How did you deal with this conflict? What decisions did you make? What impact does this decision have on your life now?

7. In what way is adolescence a time for searching for an identity?  Discuss the process of identity formation (identity versus role confusion) during adolescence. Consider factors such as peer groups, parents, the role of school, and societal factors that influence the shaping of identity.  Illustrate these ideas by describing your experience and/or your observations of others. 

 

Adulthood

8. Define and explain what achieving personal autonomy / psychological maturity means to you.  Illustrate these ideas by describing your experience and/or your observations of others. 

To what degree do you think you’ve become psychologically independent? Discuss some ways in which you haven’t become your own person, and also some steps you’ve taken toward independence.

9. Transactional analysis provides a useful framework for understanding how our learning during childhood extends into adulthood. Explain what is meant by the concept of life script. Then describe how injunctions can influence our lives. How do we overcome injunctions?

Then, describe what is meant by the inner parent in the inner critic. Do you think it is possible to become an autonomous person without critically evaluating parental messages? Describe examples you have observed in yourself or others.

10. Dr. Beck founded cognitive therapy. What is the basic premise of cognitive therapy? Then describe two or three cognitive distortions that you have observed in yourself and/or others.

11. Another way to learn how to manage your inner critic is to learn mindfulness, compassion, and acceptance practices. Describe the basic concept for each of these concepts: mindfulness, compassion, and acceptance.  Then describe how forgiveness, gratitude, lovingkindness, and best-self visualization can also be helpful.  In what way can you apply some of these concepts to your own life?

12. Early adulthood is from the age 21 to 34. What are some of the important decisions people have to make at this stage?  Describe Erikson’s intimacy versus isolation stage.  Then, describe what is meant by emerging adulthood. 

Further, when people enter their twenties, what are some of their main concerns?  What are some main concerns of individuals as they make the transition from the twenties to the thirties?  How does this apply to your life?

13. Describe some of the main issues experienced in middle adulthood.  Then, specifically describe some of the concerns and themes related to the late 30s. Describe Erikson’s core struggle between generativity versus stagnation.  What are some of the main issues people deal with during the 40s?  Describe a theme from middle adulthood that you have observed in yourself or another person.

14. Describe what is meant by late middle age. Specifically, describe some of the primary themes related to the 50s and the 60s.  Describe a theme from late middle age that you have observed in yourself or another person.

15. Describe what is meant by late adulthood and very old age (elderhood).  What are some of the primary themes during late adulthood? Describe Erikson’s final stage of integrity versus despair.  Describe a theme from late adulthood or very old age that you have observed in yourself or another person. Have you observed an example of ageism?

16. Connection Response: Complete one connection that relates to the following chapters: Chapter 2: Reviewing Your Childhood and Adolescence, and Chapter 3: Adulthood and Autonomy. (Note: complete one connection total, not a separate connection for chapter 2 and chapter 3)

 

Your discussion response needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement.  Your word processor should give you a word count.) I will accept a late Discussion with a 20 point penalty.

 

This discussion assignment is due today!  In order to post your discussion, go to “Discussions / PBL Assignments” and then to “Discussion 2: Childhood, Adolescence, Adulthood.”  Then, click on “Create Thread.”  Give your discussion a “Subject” (title) and then copy and paste your discussion into the “Message” window.  Finally, click on “Submit” at the bottom left corner of screen.

Exam 1: The testing date is Friday 9/3 – Saturday 9/4. To get into an exam, click on Lessons and then click on Exams.  Exam 1 covers the material assigned in Unit One.  This exam is online.  

 

 

Unit Two 

 

T 9/7

Read / Outline: Chapter 4: Your Body and Wellness (Corey and Corey)
Read / Outline: Chapter 5: Managing Stress (Corey and Corey)

 

Discussion #3

One of the questions below will be assigned to each person in the course.  This will be the question you write about in your discussion response and post online.  Your task is to answer the questions by summarizing in your words based on the lecture and reading.  Then your goal is to connect to the question by reflecting on how your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question.  You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading.

 

I also recommend that you reflect on each of the discussion questions below so that you will be prepared to discuss all of the questions. 

 

Your Body and Wellness

1. What does the phrase “choosing wellness as a lifestyle” mean to you? In what way is wellness an active lifestyle choice, rather than a one-time decision?  How is wellness related to a balanced life involving our physical, emotional, social, mental, and spiritual needs?

2. How is sleep related to overall health? What are some suggestions for preventing and coping with insomnia?  Illustrate this idea by describing your experience and/or your observations of others. 

3. What are some of the main benefits of regular exercise? What are some risks associated with exercise?  Designing an adequate program of physical activity is difficult for many people. Do you experience difficulties in exercising? If so, what are these difficulties?  What type of exercise plan would you like to commit to?

 

4. Discuss your thoughts about the axiom “You are what you eat.” How would you describe your eating patterns?  Dr. Andrew Weil believes what and how we eat are critical determinants of how we feel and how we age. What are your thought about this?  What changes would you like to make with regard to your nutrition?

5. Spirituality has many meanings and plays greater or lesser roles in different people’s lives. Do you see spirituality related to a balance in your life? What does spirituality mean to you?

6. What does the concept of accepting responsibility for your body mean to you? What are your thoughts about physicians who prescribe pills to alleviate bodily symptoms? What does this say about choice and responsibility? Can you think of any ways that you might be a victim of your body? Are there some ways that you’d like to assume a greater share of control of your body?

7. What is the meaning of the concept of body image? How does a person’s view of their body have an impact on their choices in other areas of their life? Where did you acquire your attitudes about your body image?

 

Managing Stress

 

8. How are frustration, conflict, change, and pressure key elements of psychological stress? Write down some of the major conflicts, frustrations, and pressures that you deal with, and think about some ways that you might cope differently with these psychological stresses. How do they affect you emotionally and physically? How are these stresses related to your ability to form interpersonal relationships?

9. Discuss the notion that you don’t have to allow yourself to be victimized by the psychological and physiological effects of stress. How does your interpretation of life events define what is and is not stressful? If you cannot always change or control external reality, how can you at least respond to stress in different ways?

10. In what ways might a life-threatening illness be a “wake-up call” to change the way you are living?  Illustrate this idea by describing your experience and/or your observations of others. 

11. In your own life, can you think of any examples of how your body has paid a price for not coping with stress effectively? Also, how does the quality of your relationships affect your physical health?  Illustrate this idea by describing your experience and/or your observations of others. 

 

12. What are some of the basic differences between destructive reactions to stress and constructive responses to stress? Illustrate this idea by describing your experience and/or your observations of others. 

13. What are the characteristics of constructive coping as behavioral reactions to stress? List as many different kinds of stress buffers as you can think of that could be of value to you in dealing creatively with everyday stress.  Explain how you want to put these buffers into practice in your life.

14. In what ways might the effects of early childhood incestuous experiences carry over into adulthood? How can psychotherapy be of value in helping incest victims work through early psychological scars?  What has been your experience of people you know who have experienced this trauma? 

15. How is meditation a constructive response to stress? In your own words, describe the essence of meditation.  What are the basic attitudes associated with the practice of mindfulness? What are your own ideas about meditation?  What is your experience of your practice of meditation?  Explain. 

16. Connection Response: Complete one connection that relates to the following chapters: Chapter 4: Your Body and Wellness, and Chapter 5: Managing Stress.  

 

Your discussion response needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement.  Your word processor should give you a word count.) I will accept a late Discussion with a 20 point penalty.

 

This discussion assignment is due today!  In order to post your discussion, go to “Discussions / PBL Assignments” and then to “Discussion 3: Wellness and Stress.”  Then, click on “Create Thread.”  Give your discussion a “Subject” (title) and then copy and paste your discussion into the “Message” window.  Finally, click on “Submit” at the bottom left corner of screen.

 

R 9/9

Mindfulness-based stress reduction (MBSR)

 

View Film “Stress Reduction with Jon Kabat-Zinn” before you come to class.

This film 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.

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. 

 

There is not a discussion assignment due for this film. You will get full credit for this assignment by completing the film. We will be on the honor system; if you did not complete this film please send me an e-mail indicating that you were not able to complete it. I will assume everyone had the opportunity to complete the film unless I hear from you.

 

*In order to view this video, click on “Lessons” and then click on “Videos.”  Then click on the video “Stress Reduction with Jon Kabat-Zinn.”

Read / Outline: Chapter 1: You Have Only Moments To Live
Read / Outline: Chapter 2: The Foundation of Mindfulness Practice: Attitudes and Commitment
Read / Outline: Chapter 4: Sitting Meditation: Nourishing the Domain of Being
Read / Outline: Chapter 26: Time and Time Stress

 

*These chapters are from the book Full Catastrophe Living (by Dr. Jon Kabat-Zinn). You can find these handouts by going to "Lessons” and then click on “Supplemental Readings." 

 

Practice one or more of these guided meditation videos BEFORE you come to class.  I recommend you practice mindfulness meditation on a daily basis.

 

(45 minute) Practice this guided Body Scan Meditation. This is an excellent practice recording you can use.

https://www.youtube.com/watch?v=u4gZgnCy5ew

 

 

(20 minute) Jon Kabat-Zinn, Guided Mindfulness Meditation, Series 3, Breathscape Meditation

https://www.youtube.com/watch?v=524RMtfHKz8

 

 

(10 minute) MIN GUIDED MINDFULNESS MEDITATION - JON KABAT ZINN

https://www.youtube.com/watch?v=2GjZanuXWWk

 

* Dr. Jon Kabat-Zinn has an app called JKZ Series 1, JKZ Series 2, and JKZ Series 3.  These same practice / guided meditations are available as well as on 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 practice recordings of varying lengths on youtube.  The guided practice youtube videos vary greatly in terms of quality.

 

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

 

 

Discussion #4

Connection Response: Complete one connection that relates to the four chapters from Full Catastrophe Living. (Note: the assignment is one connection that you write that relates to any aspects of the four chapters assigned from Full Catastrophe Living; the assignment is not four separate connection responses that relate to each chapter.) In this response you would discuss, for example, your ideas related to specific aspects of the assigned reading in Full Catastrophe Living i.e., how can you apply any of these concepts to your own life?  You could also possibly discuss your experience experimenting with Mindfulness Based Stress Reduction.

Your discussion response needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement.  Your word processor should give you a word count.) I will accept a late Discussion with a 20 point penalty.

 

This discussion assignment is due today!  In order to post your discussion, go to “Discussions / PBL Assignments” and then to “Discussion 4: Full Catastrophe Living, MBSR.”  Then, click on “Create Thread.”  Give your discussion a “Subject” (title) and then copy and paste your discussion into the “Message” window.  Finally, click on “Submit” at the bottom left corner of screen.

 

 

Resources on Addiction

 

The documentary film ADDICTION by HBO and HBO ADDICTION website

 

HBO produced this film in partnership with the Robert Wood Johnson Foundation, the National Institute on Drug Abuse (NIDA) and the National Institute on Alcohol Abuse and Alcoholism (NIAAA), the Addiction Project combines film and leading scientific research to shed light on the current state of addiction in America.

 

The documentary explores many elements of drug and alcohol addiction, through the eyes of those who are addicted and those of the scientific experts working to better understand and treat this devastating disease.

The documentary film ADDICTION is the centerpiece of the Addiction project. Bringing together the nation's leading experts with award- winning filmmakers.  This HBO Addiction website also has resources to help you understand addiction.  If you or a friend / family member are struggling with addiction, please refer them to this website.

SMART Recovery

The next film on addiction to watch illustrates SMART Recovery.  SMART Recovery is the leading self-empowering addiction recovery support group. The participants learn tools for addiction recovery based on the latest scientific research and participate in a world-wide community which includes free, self-empowering, science-based mutual help groups.  SMART Recovery is based on REBT.

The presenter in this film is Jonathan von Breton.  Jonathan is a licensed clinical mental health counselor and a Rational Emotive Behavior therapist trained at the Albert Ellis Institutes. Jonathan is an REBT Clinical Supervisor. 

Copy and paste the website below into your browser so that you can view the film entitled The Best of SMART: The Tools:

The Best of SMART: The Tools (Running Time: 58:28 min.)

https://www.youtube.com/watch?v=axVUzqoRHbw

You will not be tested over these films on addiction.  The reason for the films is to bring real life examples into the course in the area of addiction.  They are interesting and valuable given the degree this issue is a problem in our society.  Make a note of these videos to view at a later time if you cannot view them now.

 

Another resource you may want to consider is SMART Recovery: Handbook Tools and strategies to help you on your recovery journey.  This handbook provides tools, exercises, techniques and strategies to help those with drinking and substance-abuse addictive behaviors - including smoking - and behavioral issues, such as compulsive gambling or sexual activity, self-harm, and eating disorders.

 

You may also want to visit www.smartrevovery.org to learn about additional resources.

 

 

T 9/14 

Film on Coping with Conflict in Relationship 

This day counts as a participation day. We will view the film in class and pause for discussion. 

This film will demonstrate cutting edge research on how to cope effectively with conflict and foster healthy relationships.  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. 

 

There is not a discussion assignment due for this assignment. You will get full credit for this assignment by attending and participating in class.

 

 

 

R 9/16

Read / Outline: Chapter 6: Love (Corey and Corey)
Read / Outline: Chapter 7: Relationships (Corey and Corey)
 

Discussion #5

One of the questions below will be assigned to each person in the course.  This will be the question you write about in your discussion response and post online.  Your task is to answer the questions by summarizing in your words based on the lecture and reading.  Then your goal is to connect to the question by reflecting on how your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question.  You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading.

 

I also recommend that you reflect on each of the discussion questions below so that you will be prepared to discuss all of the questions. 

 

Love

 

1. According to the text, in what ways does love make a difference?  What is meant by the notion that self-love is a prerequisite to loving others? What are some ways that you appreciate yourself and have self-respect?   Illustrate your ideas by describing your experience and/or your observations of others. 

2. The authors describe their vision of the meanings of authentic love. Describe two or three meanings of authentic love that speak to you.  Then, explain what is meant by inauthentic love. Describe two or three meanings of an authentic love that speak to you.

3. Reflect on the myths and misconceptions (barriers to loving and being loved) about love. What are your own reactions to the barriers that inhibit our ability to fully love and to be loved?  Discuss and mention at least two common myths associated with love. Illustrate your ideas by describing your experience and/or your observations of others.

4. The question is raised in this chapter—Is it worth it to love? What are your reactions to this question?

5. Describe what your author means by “our fear of love” and “is it worth it to love?”  Then, discuss the problem of looking to another person to confirm your worth and value as a person. Illustrate your ideas by describing your experience and/or your observations of others. 

 

6. List and discuss three common ways in which people destroy intimacy and love. Illustrate your ideas by describing your experience and/or your observations of others. 

 

7. In what ways do you think you can nurture the love and caring you have for the significant people in your life? What can you do to express to these people the degree of your caring?

 

Relationships

 

We generally give the following instructions for these questions: Try to answer these questions as they apply to you. Reach into yourself and try to give honest responses that reflect how you really feel and think. Try to avoid giving the response you think you “should” be giving or you think is “expected.” Many of these questions are intended for people who are presently involved in a couple-type relationship. If you’re not now involved in such a relationship, you might apply the questions to a past relationship or else answer them as you’d like to be able to if you do become involved in such a relationship.

8. Describe several characteristics of a meaningful relationship that you would like to develop in your relationships. 

How often does boredom become a part of your relationship? Can you recognize and accept this boredom? Can you speak with your partner about the boredom you experience? What do you do with your boredom?

9. Expressing anger or dealing with conflict may be difficult for you because of what you have learned and the messages you have heard about anger, conflict, and confrontation. What messages, if any, have you received from your family of origin about feeling and expressing anger that you might you want to challenge?  How well do you deal with anger and conflict in your relationships?  What difficulties, if any, do you have in dealing with anger and conflict?

Briefly describe what your authors recommend that people do to deal constructively with anger and conflict in relationships.

10. Why is it important to forgive others who have hurt you? What is the importance of forgiveness?  Why is forgiving oneself critical in forming meaningful relationships with others? 

11. Describe what is meant by intimate partner abuse or domestic abuse.  What do your authors recommend that you do if you find yourself in a domestic abuse situation?  Why do people stay with their abusers?  Describe any personal observations you have with regard to this issue.

12. Describe some of the main barriers to effective communication that inhibit interpersonal relationships.  What has been your experience and observations of these barriers?  Also, describe some of the recommendations for effective personal communication.

13. What are some of the advantages and disadvantages of social networking? What are some of the disadvantages of online dating? Describe what is meant by internet infidelity. What are some of the concerns about cybersex? Describe any observations you have about these issues.

14. With regard to gay and lesbian relationships, what is one of the primary myths? Describe the following terms: sexual orientation, hetero sexism, lesbian, gay men, and bisexual. Then, explain what is meant by prejudice and discrimination against homosexual and transgender people.

15. To what degree do you express your feelings about your relationship with your partner? Do you spend much time together talking about the quality of your relationship? Do you ask yourself and your partner what you want from your relationship and how satisfying the current state of things really is?  Do you see others spending much time together talking about the quality of their relationship?  Do you see others asking themselves and their partner what they want from their relationship and how satisfying the current state of things really is?

16. Do you have an identity separate from that of your partner? How much do you need and depend on your partner? What would become of you if you were to lose him or her?

17. What are some of the things you (or people you know) most frequently talk about with your partner? Can you think of certain areas that you (or others) avoid discussing with your (their) partner(s) but that you think you (they) need to talk about? What prevents you (them) from doing so?

18. Do you feel that love and sex without jealousy is possible and desirable? Do you believe that a lack of jealousy concerning your partner’s loving and sexual feelings toward others is indicative of indifference, or a sign of genuine caring? Is jealousy evidence of insecurity on the part of the jealous one? Is jealousy something we learn, or is it innate?

19.  What advice would you give a person going through a break up (divorce) in a romantic relationship based on the text?  How do we know when it is a good time to separate or terminate a significant relationship? How do we cope with ending a long-term relationship? Reflect on your own experience or your observation of another person who has experienced the termination of a serious romantic relationship or marriage.

20. Connection Response: Complete one connection that relates to the following chapters: Chapter 6: Love, and Chapter 7: Relationships.

Your discussion response needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement.  Your word processor should give you a word count.) I will accept a late Discussion with a 20 point penalty.

 

This discussion assignment is due today!  In order to post your discussion, go to “Discussions / PBL Assignments” and then to “Discussion 5: Love, Relationships.”  Then, click on “Create Thread.”  Give your discussion a “Subject” (title) and then copy and paste your discussion into the “Message” window.  Finally, click on “Submit” at the bottom left corner of screen.

 

Exam 2: The testing date is Friday 9/17 – Saturday 9/18.  To get into an exam, click on Lessons and then click on Exams.  Exam 2 covers the material assigned Unit Two.  This exam is online. 

 

 

Unit Three
 

T 9/21

Read / Outline: Chapter 8: Becoming The Woman Or Man You Want To Be (Corey and Corey
Read / Outline: Chapter 9: Sexuality (Corey and Corey)

 

Discussion #6

One of the questions below will be assigned to each person in the course.  This will be the question you write about in your discussion response and post online.  Your task is to answer the questions by summarizing in your words based on the lecture and reading.  Then your goal is to connect to the question by reflecting on how your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question.  You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading.

 

I also recommend that you reflect on each of the discussion questions below so that you will be prepared to discuss all of the questions. 

 

Becoming The Woman Or Man You Want To Be

 

1. What is meant by “roles that alienate men?”  What are your reactions to the concept of the traditional male, as portrayed in the chapter? What price do you see men as paying for living by such roles? To what degree do you see evidence that men are challenging traditional roles? Illustrate your ideas by describing your experience and/or your observations of others. 

2. Describe what is meant by “traditional roles for women?” Describe some of the examples provided by the text of how women are challenging traditional gender roles.  What evidence, if any, do you find for these changes in your own experience / observation? To what degree do you think that women have an increase in options concerning lifestyles?  Illustrate your ideas by describing your experience and / or your observations of others. 

3. Summarize what your text has to say about “women and work choices” as well as “women in dual-career families.”  What is your reaction to this material? How do you feel about women having a career and a family?  What are the challenges? What can be done to minimize conflict in this area for a married couple?

4. Describe what is meant by androgyny as an alternative to rigid gender role expectations. What is meant by instrumental traits versus expressive traits?  How can this language be more helpful than using the language of masculine and feminine? Another alternative to rigid gender role expectations is gender-role transcendence. Is meant by gender-role transcendence? What are your thoughts about androgyny and gender-role transcendence? What are the characteristics of both sexes that you’d like to incorporate into your personality?

5. Can you trace a few significant influences on your own gender-role identity development? How was your image as a woman or a man shaped?

6. Given the fact that there are definite cultural pressures toward adopting given gender roles, where does choice enter into this picture? Are we hopelessly cemented into a rigid way of being, or are we able to choose our own concept of what kind of woman or man we want to be? Explain. 

 

Sexuality

 

7. An important theme in the text has to do with learning to talk openly about sexual issues. What do your authors mean by “learning to talk openly about sexual issues?”   What is a common myth in this area?  Second, how have you developed your attitudes and values regarding sex? What factors have influenced your attitudes? Have you tried to form your own standards?

8. How does your text define sexual abstinence and how does the Centers for Disease Control define abstinence? What are your thoughts about sexual abstinence as an option? Under what conditions do you think sexual abstinence is a wise choice? What importance do you place on being able to cultivate emotional intimacy without physical intimacy?

9. According to your text, what are some of the typical behaviors that people feel guilty about regarding sex?  What influence does media have on our feelings of guilt related to sex? What does the text recommend that we do to deal effectively with our feelings of guilt regarding sexuality?  Second, review the misconceptions about sexuality that are listed in this chapter. List and discuss several of the misconceptions about sex and sexuality that you find interesting. Are there any misconceptions that you (or people you know) had about sex that you (or they) have challenged?

10. Is there a double standard of morality of “acceptable” sexual behavior for women and men? If so, how do you feel about it? Is there any reason for a double standard? Illustrate your ideas by describing your experience and / or your observations of others. 

11. Differentiate between sensuality and sexuality. What do the two have in common? How are they different?  Do you believe that men tend to not learn how to be sensual? Describe the ways that men tend to confuse sensuality with sexuality.  Illustrate your ideas by describing your experience and / or your observations of others.  Second, with regard to listening to our bodies, describe what is meant by erectile dysfunction. One of the causes of erectile dysfunction? Similarly, in what ways can women have difficulty responding sexually? What do men and women need to know in order to cope effectively when a woman has difficulty responding sexually?

12. An important theme in the text has to do with “asking for what we want” when it comes to sexuality. Describe what the text means by “asking for what we want.” What are some of your experiences and/or observations regarding this theme?

13. Describe what your text means by the idea that sexual health correlates with general health. Second, with regard to sex and intimacy, describe what your text means by intimacy. What is meant by the relationship between love and sex? Second, describe hookup culture. One of the reasons why hookup culture has increased in popularity? Also what is meant by friends with benefits?  What are the pros and cons of friends with benefits?

14. Describe the controversy over sexual addiction.  What is your opinion on the effects of pornography on marriages and society?

15. Be able to explain in a few words some of the basic facts about AIDS. Be able to address questions such as:  What causes AIDS? How is the AIDS virus transmitted? Who are the people at most risk of contracting AIDS? Why is there a stigma attached to this disease? How can AIDS be best prevented?

16. Connection Response: Complete one connection that relates to the following chapters: Chapter 8: Becoming The Woman Or Man You Want To Be, and Chapter 9: Sexuality.  

 

Your discussion response needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement.  Your word processor should give you a word count.) I will accept a late Discussion with a 20 point penalty.

 

This discussion assignment is due today!  In order to post your discussion, go to “Discussions / PBL Assignments” and then to “Discussion 6: Gender, Sexuality.”  Then, click on “Create Thread.”  Give your discussion a “Subject” (title) and then copy and paste your discussion into the “Message” window.  Finally, click on “Submit” at the bottom left corner of screen.

R 9/23

Chapters 1-8 of Be Your Best (Adams)

 

This assignment will expand on the themes of Love and Relationships we covered in Unit Two.  This book, Be Your Best, is a workshop that teaches you how to become more effective and take responsibility in both your personal and professional life. In addition to the communication skills and conflict resolution methods taught, this book offers training in assertive skills, how to handle anxiety, and how to set goals for becoming more fulfilled.

 

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

 

• 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

 

Discussion #7

Connections Response: This assignment relates to Chapters 1-8 of Be Your Best.  Your task is to write a response that relates to any aspects of Chapters 1-8 of Be Your Best. I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to one or two major concepts or themes from the text.  Do not summarize the text for this assignment.  You may want to consider reflecting on how you are using or imagine how you will use some of the principles described in Be Your Best in your personal and/or professional (work) relationships. For example, you could discuss how these principles may help you respond more effectively to conflicts with your significant other, children, employer, and/or parents.

Your discussion response needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement.  Your word processor should give you a word count.) I will accept a late Discussion with a 20 point penalty.

 

This discussion assignment is due today!  In order to post your discussion, go to “Discussions / PBL Assignments” and then to “Discussion 7: Chapters 1-8 of Be Your Best.”  Then, click on “Create Thread.”  Give your discussion a “Subject” (title) and then copy and paste your discussion into the “Message” window.  Finally, click on “Submit” at the bottom left corner of screen.

 

 

T 9/28 

Chapters 9-14 of Be Your Best (Adams)

Review the Study Guide on Be Your Best (found under Lessons)

 

Discussion #8

Connections Response: This assignment relates to Chapters 9-14 of Be Your Best.  Your task is to write a response that relates to any aspects of Chapters 9-14 of Be Your Best.   I want you to reflect how your own feelings, thoughts, and experiences relate SPECIFICALLY to one or two major concepts or themes from the text.  Do not summarize the text for this assignment.  You may want to consider reflecting on how you are using or imagine how you will use some of the principles described in Be Your Best in your personal and/or professional (work) relationships. For example, you could discuss how these principles may help you respond more effectively to conflicts with your significant other, employer, and/or parents.

Your discussion response needs to be 400 – 600 words in 12 point type size. (I will not take a paper that does not meet the 400 word requirement.  Your word processor should give you a word count.) I will accept a late Discussion with a 20 point penalty.

 

This discussion assignment is due today!  In order to post your discussion, go to “Discussions / PBL Assignments” and then to “Discussion 8: Chapters 9-14 of Be Your Best.”  Then, click on “Create Thread.”  Give your discussion a “Subject” (title) and then copy and paste your discussion into the “Message” window.  Finally, click on “Submit” at the bottom left corner of screen.

 

R 9/30

Film on Coping with Death and Dying

 

This day counts as a participation day. We will view the 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.  We will view the film in class and pause for discussion. 

 

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. 

 

There is not a discussion due for this assignment. There is not a discussion assignment due for this assignment. You will get full credit for this assignment by attending and participating in class.

 

 

T 10/5

Chapter 12: Death And Loss (Corey and Corey)
Chapter 13: Meaning And Values (Corey and Corey)
 

Discussion #9

Discussion #9 has three parts.  Please answer each part in three separate paragraph and submit as one paper. 

 

Part 1: One of the questions below will be assigned to each person in the course.  This will be the question you write about in your discussion response and post online.  Your task is to answer the questions by summarizing in your words based on the lecture and reading.  Then your goal is to connect to the question by reflecting on how your own feelings, thoughts, and experiences relate SPECIFICALLY to the major concept in your assigned question.  You can also make a connection by talking about how concepts from other readings from any source relate to a concept in your assigned reading.

 

Part 1 of your discussion response needs to be 400 – 600 words in 12 point type size.

 

Death and Loss

 

1. The existentialists contend that the awareness of death gives meaning to life, for it forces us to recognize that we are finite and jolts us into taking the present seriously. Is this contention valid for you? Explain why or why not.

2. Describe the difference between men and women with regard to attempting suicide and completing suicide. What is your reaction to the common myths related to suicide? Briefly describe the reactions to suicide.  Delineate the difference between rational suicide, assisted suicide, and hastened death.  What is your reaction to the question “Is suicide an ultimate choice or an ultimate cop-out?”

3. How often do you devote time to reflecting upon the meaning of your death? Do you allow yourself to think of yourself as being finite? In what ways do you attempt to deny the inevitability of death for both yourself and those you love?

 

4. How does your belief or disbelief in religion relate to your acceptance or fear of dying?

5. What are some ways that you can be “dead” without actually having experienced death? What parts of you are dead? What parts of you are not fully alive? Illustrate your ideas by describing your experience and/or your observations of others. 

6. When are you most alive? When do you experience life the most fully? What happens to blunt this feeling of aliveness?

7. In what ways are your fears of death manifest? What have you done to become more fully aware of your death, without being in dread of it? Mention some of the fears of death that people commonly hold.

8. With regard to choices about end-of-life care, describe the differences between advanced directives, living wills, and durable power of attorney for healthcare. Then, describe what your text means by “freedom and dying.”  Finally, describe the hospice movement.  Explain any experiences you had with hospice.

9. List and briefly describe the five stages of death and dying as developed by Dr. Elisabeth Kübler-Ross.  Most people reach this stage of acceptance?

Then, describe the specific tasks associated with the task-based model of coping with dying. What is the purpose of the task-based model? How is the relational model of death and grieving different?

Finally, compare the stages of death (according to Kübler-Ross) to any type of significant loss in your life (e.g., death of a friend or family member, breakup of a romantic relationship, illness, loss of a pet…).

10. Describe what is meant by grief work. Why is it essential to express grief if one hopes to work through some of the pain of a loss? What are some of the effects of refusing to express and explore feelings of sorrow, anger, guilt, and grief over losses?  What is meant by the notion that our culture has expectations of a “quick cure” with regard to grieving? Describe the difference between grief and mourning.

11. Do you believe that our society denies the reality of death? If so, describe some examples of denial that you’ve observed.

Meaning and Values

12. What are the three existential questions that are related to our values?  What is meant by the notion that “we pay a price for choosing security over freedom?” In what way have you paid a price for choosing security over freedom? Then describe what is meant by having a philosophy of life. Do you have a philosophy of life? Explain.

13. Religion/spirituality can be a powerful source of meaning and purpose. Describe the basic differences between spirituality, basic spiritual values, and compassion. Do you think we do a good job in teaching our children to have compassion for self and others? Explain. Your text indicates that the shadow side of religion is that it can in fact divide human beings?  Do you see examples of this division? Explain.

14. Connection Response: Complete one connection that relates to the following chapters: Chapter 12: Death And Loss and Chapter 13: Meaning And Values.

 

Part 2: 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 you found most meaningful and helpful in your life? 

 

Part 2 of your discussion response needs to be 300 – 500 words in 12 point type size. 

 

 

Part 3: Then, describe one or more specific goals you are interested in committing to (i.e., to continue to develop) in your future?  Describe how you will accomplish this.  What will you do to stay focused on your new goals? How will you plan your action in your schedule?  What pitfalls do you anticipate possibly getting in the way of completing your goal?  What forms of support can you request to help you complete your goal? Please describe in detail. 

 

Part 3 of your discussion response needs to be 300 – 500 words in 12 point type size. 

 

Your word processor should give you a word count. I will not take a paper that does not meet these minimal word requirements. Please provide all three parts in one submission in Blackboard.

 

This discussion assignment is due today!  In order to post your discussion (Part 1, Part 2, and Part 3), go to “Discussions / PBL Assignments” and then to “Discussion 9: Death, Loss, Meaning, Pathways.”  Then, click on “Create Thread.”  Give your discussion a “Subject” (title) and then copy and paste your discussion into the “Message” window.  Finally, click on “Submit” at the bottom left corner of screen.

 

Exam 3: The testing date is Thursday 10/7.  To get into an exam, click on Lessons and then click on Exams.  Exam 3 covers the material assigned Unit Three.  This exam is online. 

 

 

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.

 

The Service Learning Project is due October 11.  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. I also recommend that you answer the questions in dark blue font which will differentiate your answers from the questions, making it easier to grade.

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%	20 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.	17 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.	14 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.	10 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.	0 Did not provide an answer.
KNOWLEDGE QUESTION # 2 Weight 10.00%	10 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.	8 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.	7 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.	5 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.	0 Did not provide an answer.
KNOWLEDGE QUESTION #3 Weight 20.00%	20 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.	17 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.	14 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.	10 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.	0 Did not provide an answer.
KNOWLEDGE QUESTION #4 Weight 10.00%	10 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.	8 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.	7 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.	5 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	0 Did not provide an answer.
KNOWLEDGE Empirical Data Question #5 Weight 25.00%	25 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	21 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.	18 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.	13 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 0 points Did not provide an answer.
Organization Weight 5.00%	5 Information is clearly organized throughout the four questions on the essay, ideas flow nicely.	4 Some sections of the are well organized while others are loosely organized, lacking flow	3 Information is loosely organized throughout and there is a lack of flow of ideas.	2 Information is present, but very difficult to understand due to poor organization.	0 Did not provide an answer.
WRITING MECHANICS Weight 10.00%	10 Proper grammar and spelling used throughout the answer to the question. Minimum word count is exceeded.	8 Generally, grammar and spelling used are correct with a few errors. Minimum word count is reached.	7 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.	5 Very poor grammar and spelling used throughout the answer to the question. Minimum word count is not reached.	0 Did not provide an answer.

 

Comprehensive Final Exam: The testing date is Tuesday 10/13.  To get into an exam, click on Lessons and then click on Exams.  The Final Exam covers all the material covered in the course.   This exam is online.