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 Enrollment Center, Suite 700. More information may be found at www.actx.edu/disability.
Disability Services facilitates access to all programs and services according to the ADA, Americans with Disabilities Act and Section 504 of the Rehabilitation Act, as well as other federal and state laws.
Amarillo College is committed to providing equal access to all programs and services, including all working, learning, and service environments that affect equal access for persons with disabilities. This commitment to provide equal access and opportunity for persons with disabilities is in compliance with federal and state law. Amarillo College also strives to provide Electronic and Information Resources (EIR) that are accessible to all authorized users.
If you find you are unable to access material in an accessible format please contact the Disability Services Office at (806) 345-5639 . This office will work in conjunction with other campus resources to address and accommodate your issue in a timely manner.
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc
Tutoring for Success applies to any student whose overall performance in the course falls below 75%. The instructor will create the task in the Student Engagement Portal (Watermark) to direct the student to the appropriate tutoring service, which may be faculty- or SI-led, discipline-specific, and/or general. The tutoring service assigned, the due date for when the tutoring must be completed, and the amount of tutoring required are at the discretion of the instructor. Additionally, the task will alert the student’s success team. Students who do not fulfill the assigned tutoring task may be subject to program- and course-specific penalties that could result in a grade reduction and/or in not being allowed to progress in the course until the tutoring requirement has been satisfied.
Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016
Students who wish to withdraw from a course must complete all steps indicated on the Academic Withdrawal Request form by the course withdrawal deadline.
NOTE: Students who are attending Texas institutions of higher education, for the first time fall 2007 and later, may not withdraw from more than six courses during their academic career. This withdrawal limitation does not include dual credit or developmental classes (Senate Bill 1231 Rule 4.10.) For more information on Drop and Withdrawal Policies, please visit the Registrar's Office Web site.
The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students. If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .
PSYC-2315-002 Psychology of Adjustment
Study of the processes involved in adjustment of individuals to their personal and social environments.
Student ResourcesStudent Resources Website
Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:
Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact:
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.
(3 sem hrs; 3 lec)
Hybrid
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".
Dr. Alan Kee
Professor of Psychology
Amarillo College
Psychology of Adjustment (Hybrid)
Syllabus
Spring 2, 2024
3/18/24 - 5/10/24
Dutton Hall, 103
Welcome to Psychology of Adjustment!
If you have any problems or concerns about any aspect of this course over the course of the semester, please talk to me directly. I will do my best to work out the issue. You can email me or call me on my cell at 806-336-2143.
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.
Critical Information on How To Use Email in This Course!
It is critical for us to be able to communicate with email. Here is the first way we can communicate with email. I will use the “Messages” function inside of Blackboard. I can use this function to send an email to the entire class or to a specific student. You also can use this function to email your professor. Go to “Messages” at the top of your screen. Then, click on “New Message” at the right of your screen. Next, click in the window under “Recipients” to find your professor’s name. My name is listed as Jeffery Kee in Blackboard.
A second way we can communicate is through your AC Connect Google Email account.
Here are the steps to access your Student Email Address:
To send email to your professor, do the following:
Attendance by the Census Date
You must attend this course before the Census Date of 3/25/24. 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.
Why Take a Course in the Psychology of Adjustment?
This course is about helping you create a Self-Care plan that you can practice over the course of your life. If you can learn effective strategies for dealing with the stress in your life, you will experience greater well-being over the course of your life. You will suffer less. And you will also have more meaningful and loving relationships. However, let’s look at the research on stress to see what we are all facing.
Is stress really a problem? It’s no surprise that college can be a stressful time in a person’s life. What may be surprising is the degree and extent to which college students are affected by stress. The September 2015 edition of the Chronicle of Higher Education did a special report entitled Today's Anguished Students. Let me just give you a few highlights:
As you can see from these data, a student’s susceptibility to stress becomes a major concern. Stress arises when the combination of internal and external pressures exceeds the individual’s resources to cope with their situation. Students are very likely to experience some or many stressors which may test their ability to cope: adapting to a new environment, balancing a heavy work load, making new friends, becoming more independent, caring for children and families while trying to succeed as a student, financial problems and dealing with a myriad of other issues.
Stress can have a profound impact on college students’ well-being. It is critical to be able to identify the signs and symptoms of too much stress.
Physical symptoms:
Emotional / Behavioral symptoms:
Such feelings can be dangerous as students may turn to unhealthy choices to cope including alcohol or drug abuse, or worse. If the stress is not effectively managed, it could cause long-term health problems, including heart problems, high blood pressure, chronic pain, skin problems and long-term mental health problems such as depression, anxiety, and anorexia.
Stress is also related to learning. It takes a lot to be successful in college, and students have to be ready to learn. How prepared students are for learning determines how much and how well they learn, and influences persistence, retention, and graduation. And, a person’s overall health affects the ability of his or her brain to create or modify connections and networks among neurons, which is the critical first step in learning.
Mental health issues (such as stress, anxiety, and depression) and harmful health behaviors such as substance abuse can impair the quality and quantity of learning. For example, students with depression show flattened interest, affect, appetite, attention, and motivation, along with difficulty sleeping or concentrating. Researchers have also documented both functional and structural effects of depression in the brain, including suppressed activity in areas that are responsible for the formation of new memories.
Depression makes the brain less efficient, which in turn creates difficulties for learning. Students with depression can be expected to learn less, not to learn as well, and to learn more slowly than their peers. Moreover, depressed students have lower grade point averages (GPAs) and blunted levels of academic persistence and achievement compared with their peers who are not depressed.
The stress and suffering in our lives is not effectively managed by any single intervention. To manage stress effectively, you must create an entire lifestyle of self-care over time. This course is designed to help you make this a reality. It will take time, persistence, and practice. I hope you enjoy our journey!
COURSE NAME: Psychology of Adjustment (On Campus)
COURSE NUMBER: Psychology 2315
HOURS: 3 Credit Hours
FACULTY: Dr. Alan Kee, Ph.D.
OFFICE: Dutton Hall 202N
PHONE: 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.
I want you all to know that if you have a question about anything related to the class, you can e-mail me anytime. If I do not respond to your e-mail promptly (within the hour), please feel free to text or call me at 806-336-2143. My intention is to respond to you as soon as possible. If you have an urgent question about something, please e-mail me and text me at the same time.
E-MAIL: I prefer that you email me using the instructions I provided at the beginning of this syllabus.
OFFICE HOURS: I have office hours Mon. – Thu. 8:00 am – 9:00 am. Please call me on my cell at 806-336-2143 to set an appointment by phone or zoom.
COURSE DESCRIPTION:
Although psychology is a relatively new science, psychological researchers continue to explore many different aspects of human behavior, from our inner subjective experiences to interpersonal relationships and cultural differences. While many mysteries remain, psychologists continue to identify principals and techniques which individuals can use to better their lives. This course examines psychological principals and techniques which are relevant to human adjustment. Its goal is to give students the opportunity to learn how psychology can help them understand and cope with the challenges of their everyday life, and gain exposure to a variety of topics related to the psychology of adjustment. Topics covered will include personal learning & growth, reviewing your childhood & adolescence, autonomy and interdependence in adulthood, wellness, managing stress, love, relationships, communication, gender issues, sexuality, work & recreation, loneliness & solitude, death & loss, and meaning & values. While upon completion of this class students will be expected to demonstrate understanding important concepts in all these areas, this class is also meant to be practical. Students will learn about themselves, their own adjustment, and ways they can live happier and more productive lives.
LEARNING OUTCOMES:
For some students, this course will be their initial exposure to psychological research and concepts. Students who have already taken General Psychology will be familiar with some of the material. However, rather than an inclusive survey of important aspects of psychology, this course will focus on psychological knowledge relevant to human adjustment. The specific learning objectives include the following:
1. Students will be able to define key concepts and vocabulary important to the psychology of adjustment.
2. Students will be introduced to an understanding of a variety of topics important to the psychology of adjustment, and demonstrate their familiarity and understanding of these topics through exam responses and written response to assigned discussion essays.
3. Students will learn how psychological knowledge is relevant in their personal growth and development, including their understanding of their own patterns of feeling, thinking, and behavior (e.g., in areas such as interpersonal relationships, health, and work).
4. Students will learn strategies for changing their own behavior so that they can more successfully cope with the challenges of everyday life.
Texts:
Hint: you can copy and paste the ISBN number into google for the books and you will see many different companies that offer them used.
Corey, G., Corey, M.S., and Muratori, M. (2017). I Never Knew I Had A Choice: Explorations in Personal Growth (11th ed.). Cengage Learning. ISBN: 978-1-305-94572-2 (paper). (You may buy the 10th ed. of this book instead of the 11th ed. if you wish. However, the 11th ed. is preferred.) This book is required.
Adams, L. (1989). Be Your Best. (Required) You have three options to order this book:
1) Independently published (November 3, 2021). ISBN: 979-8459011876 (paperback; this option is recommended.)
2) Perigee Trade (October 9, 1989). ISBN: 0399515631 (used paperback) or ISBN: 0-399-52626-9 (used paperback)
3) RedShelf (EISBN13: 9780399526268) (e-book / electronic)
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. This book is required.
Mental Health and Social Services at AC
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student’s ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/. Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5450. The AC Advocacy & Resource Center website iswww.actx.edu/arc
ATTENDANCE POLICY:
Regular attendance is necessary for satisfactory achievement. It is the responsibility of the student to attend class.
COVID, Flu, Cold, etc. Reporting Requirements:
If you are sick and / or running a fever please stay home and get well! If you are ill be sure to reach out to your instructor. If you have a pending test, positive test, or close contact with a COVID positive individual, you should email each of your instructors immediately. Your instructor will work with you regarding assignments.
ADMINISTRATIVE DROP POLICY:
Students who do not attend class on or prior to the census date will be administratively dropped.
Tutoring Policy:
Tutoring for Success applies to any student whose overall performance in the course falls below 75%. In this case, the instructor will create the task in the Student Engagement Portal (Watermark) to direct the students to the appropriate tutoring service.
MAKEUP POLICY:
No exams will be given after the deadlines posted in your course schedule with the exception of a true emergency such as death in the family or serious illness. In such a case you must provide documentation from a physician or psychologist indicating that you were not able to complete the exam.
EXAMS:
1. How many exams are there in this course?
There will be three multiple choice EXAMS. The three exams will be taken in person. Each exam is scored on a 100-point scale.
2. How do I prepare for the exams?
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 (First Year Seminar), which teaches important areas such as study skills, motivation, time management, and stress management.
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.
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.
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.
I have provided study skills information under Lessons. Please check out the following:
"How To Prepare For Exams," “How to Study by Summarizing and Marking the Text,” and “Study Skills Videos Youtube Links.” This information will help you to develop effective study skills.
3. How many questions are on the exams? How much time do we have to take each exam?
4. Is it possible to make up an exam?
5. What time do the exams open and close?
The exams are in-person. The exams will start at the start of class and they will stop at the end of class (75 minutes).
6. What do I need to bring to the exam?
You will need to bring a #2 pencil to use on the Scantron. Your instructor will provide the Scantron. Please keep your Scantron covered at all times during the exam.
7. Am I allowed to use notes on the exams?
Yes. You may use hand-written or typed notes on the exams. You may not use the textbook or other electronic device.
8. What is the penalty for cheating on an exam or paper?
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:
9. 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.
10. 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.”
11. Where do I go to check my grades?
In order to check your grades, you can go to the “Gradebook” at the top center of the screen in Blackboard.
12. How do I calculate my grade in the course?
Here is an example of how to calculate your grade. The Exams are worth 60%, the Discussion Assignments/Films/Participation are worth 30%, 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)
Discussion Assignments/Films/Participation (13 total): 80 + 100 + 100 + 70 + 100 + 100 + 100 + 70 + 100 + 100 + 100 + 100 + 100
Service Learning Project = 100
Here is how you would do the math:
Average the Exam grades: 82 + 85 + 93 = 254. 260/3 = 86.67
Average the Discussions and Films grades (13 total) = 70 + 100 + 100 + 70 + 100 + 100 + 100 + 70 + 100 + 100 + 100 + 100 + 100 = 1210/13 = 93.07
86.67 X .60 = 52 (Exams)
93.07 X .30 = 27.92 (Discussion Assignments/Films/Participation)
100 X .10 = 10 (Service-Learning Project)
Now, add the numbers for each category: 52 + 27.92 + 10 = 89.92 = A (Course Grade)
13. 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
14. What are the weights of the assignments?
The Exams, Discussions, and Films are each worth 100 points. The Exams are worth 60%, the Discussion Assignments/Films/Participation are worth 30%, and the Service Learning Project is worth 10%.
DISCUSSIONS: PARTICIPATION / CONNECTION RESPONSES:
1. How do we participate in this class?
Your course schedule (found in the Lessons Tab) will give you the instructions for participation as you proceed through the assignments of the course. By participating in class, the class will become more interesting and rewarding as more students actively share their ideas.
Furthermore, the group discussion will be a safe place to share ideas. The rules of the group do not allow group members to put another person down for their idea. I will respect you, and I expect you to respect me and the other group members. I also expect you to have carefully read the assignment before you come to class. You need to be prepared to discuss your connections when you come to class.
The reason for assigning the connections (participation homework) is because it will help you become more actively involved in the reading. This greater activity improves learning. By participating in class, the class will become more interesting and rewarding as more students actively share their ideas. You need to bring your book and your notes that you took from the reading and lecture to each class.
2. Where do we go to post our response in the class?
See Course Schedule for details on posting your responses.
3. Where do we find the homework assignments?
The way in which you participate is by following the instructions in your course schedule (found under the Lessons Tab), which will indicate the instructions for each homework assignment.
4. Do we need to save a copy of our responses?
Yes. I recommend that you write your response in Word, and save a copy in your files. If there is a problem with the online course, then you will have a backup copy. You also need to run spell check, grammar check, and then post it into the course.
5. How much will discussion count in terms of the overall grade in the course?
Active and engaged participation is critical for this class! It makes it more fun and interesting. What we are going to do here is devote all our time and attention to the study of psychology, it is difficult and it needs all our attention. Therefore, it is critical that you show up on time to class. Also, please do not text in class. Participation is accrued over the course of the semester i.e., you get points for showing up and being actively engaged in the discussions.
In order to receive full credit for participation on any given day, you will need to submit your answer to your Discussion Question before you come to class. I also recommend that you bring your hard copy of your answer to your Discussion Question to class so that you have it in front of you during class. Having it in class will help you be able to actively discuss your ideas in class. Each day is worth 100 points. For that day you will receive 50 points for posting your answer to your Discussion Question and you will receive 50 points for attendance and actively discussing your ideas in class.
You may turn in a late discussion and incur a 20-point penalty. However, the purpose of the Discussion Question assignment is to be prepared to discuss your question in class. This is a hybrid course (we meet only 50% of the time in the classroom); the expectation is that you can attend all of the days we meet in class.
6. What rubric is used to grade the discussion assignments?
The "A/B" response (50 points) contains clear, thorough responses to the items identified in the assignment. It provides evidence that the student has diligently applied concepts from the assigned reading. It follows normal written conventions for good sentence construction, paragraph development and spelling.
The "C/D" response (25 points) does not adequately address all of the items in the assignment. It does not provide evidence of the student’s reflective thought and it contain errors in sentence structure, paragraph development. It lacks a clear organizational plan. It does not develop its points or develops them in a repetitious, incoherent, or illogical way. There may be little, if any, development of supporting examples from the assigned reading. There is no indication that the student applied concepts from the assigned reading.
7. Is there a penalty if my discussion does not meet the word required minimum?
I will not take a paper that does not meet the word required minimum. You may redo the paper and incur a 20-point penalty. Your word processor should give you a word count for your discussion papers. (See Course Schedule for word required minimum on any given assignment.)
8. Is there a penalty for texting during the class?
Yes. If you are texting in the class, then you are not really present and actively participating. Consequently, you will receive a 30-point penalty from your attendance / participation grade for that day.
9. What is the last day to turn in late work?
It is in your best interest to turn in your work on time to help you prepare for exams. Late work incurs a 20-point late penalty. I will not take a late assignment after 5/1/24.
10. What are the ground rules for group discussion in class?
The objective of establishing ground rules is to honor free speech and the dignity, respect, and worth of everyone in the classroom.
• In order to create a climate for open and honest dialogue and to encourage the broadest range of viewpoints, it is important for class participants to treat each other with respect. Name calling, accusations, verbal attacks, sarcasm, and other negative exchanges are counterproductive to successful teaching and learning about topics.
• The purpose of class discussions is to generate greater understanding about different topics. The expression of the broadest range of ideas, including dissenting views, accomplishes this goal. However, in expressing viewpoints, students should try to raise questions and comments in a way that will promote learning, rather than defensiveness and conflict in other students. Thus, questions and comments should be asked or stated in such a way that will promote greater insight into and awareness of topics as opposed to anger and conflict.
Example of a question that may put students on the defensive: Why do you insist on calling yourself Hispanic? That's wrong. It seems to me that Latino is the correct term? Can you explain to me why you insist on using the term Hispanic?
Example of a non-defensive question: I don't understand. What is the difference between the terms Hispanic and Latino?
• Learning is both about sharing different views and actively listening to those with different views. Students in this class are expected to do both. Learning is maximized when many different viewpoints are expressed in the classroom.
• Keep the discussion and comments on the topic, not on the individual. Don't personalize the dialogue. Rather than personalizing the dialogue, please direct challenging comments or questions to the instructor or the entire class.
• Remember that it is OK to disagree with each other. Let's agree to disagree. The purpose of dialogue and discussion is not to reach a consensus, nor to convince each other of different viewpoints. Rather, the purpose of dialogue in the classroom is to reach higher levels of learning by examining different viewpoints and opinions.
11. What is expected in terms of classroom etiquette?
In order to maximize the group’s learning, some basic guidelines for the class are helpful. The following issues rarely occur in class. However, it is helpful for us all to be clear about my expectations in order to prevent any misunderstanding.
12. Turn off all cell phones before class. Do not text-message during class. It is distracting and sends the message that you are not present for our discussions. Similarly, do not bring laptops or ipads to class. Like texting, people can get lost in their email, messaging, and internet and not be involved in the class and the discussion in the class. This type of class requires the group to be engaged and tuned in to the conversation to be successful. If you are texting during the class, it sends a message that you are not really interested in what your classmates are saying. This type of distraction can take away from the group developing a cohesive connection that is necessary to help participants to feel free to express their ideas. In addition, as the instructor, I feel disrespected when a participant is texting throughout the class; it is as if that person is not really interested in being in and participating in the group. As a way to protect the group cohesion, I think it is fair to administer a 30-point penalty for your attendance / participation grade for that day of class if you are texting during class. Another solution would be to transfer you to the online section of this course.
13. Please do not bring children to class. In the past, this issue has caused resentment from other students because the children were distracting. Students report that they could not concentrate on the discussion. If you do not have child care talk to me and we will work it out.
14. When a student has the floor, please do not have side conversations with other students. I believe having a side conversation is disrespectful to that student who has the floor. And, other students in the group report that they feel resentful because they are distracted by the side talking and cannot focus on the student who is speaking.
15. Do not sleep in class! If you are too tired to stay awake then you do not need to be in class. Please stay at home and get the sleep you need.
16. Please arrive to class on time. By arriving on time, it will save us time in that I will not have to go back while in the middle of a discussion to give you any handouts and count you as attending.
TECHNICAL PROBLEMS:
If you experience a technical problem then you will need to contact the Helpdesk at 371-5992.
DROPPING THE CLASS:
If you are struggling with this course, please call me well before you drop the class! Do not wait until the last minute! If you wait until the last minute there may not be time for you to get the paperwork completed. 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 4/30/24. You must first visit with your instructor in order to officially drop a class. Then, your instructor will provide you with a signed drop form that you fill out. The next step is for you to submit the form to 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 which can hurt your chances of getting into academic program in the future.
Dr. Alan Kee
Professor of Psychology
Amarillo College
Psychology of Adjustment (Hybrid)
Course Schedule / Assignments
3/18/2024 - 5/10/2024
Dutton Hall, 103
This is a HYBRID course. It will help you to think of it as primarily an online course, meaning you will need to do a great deal of work outside of class. We only meet in class for 50% of the total time. We will reinforce your learning that you do outside of class when we meet in class. You will be behind and unprepared if you do not do the preparation outside of class!
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 lengths 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.
Please do not make the written assignments more complicated than they actually are. Do not hesitate to ask me questions if you feel like you don’t understand some aspects of the assignments.
I also recommend that you thoroughly take notes (outline) on the lectures as well as the assigned reading. These notes (outlines) are for your own study purposes – you do not turn them in to me. You can use these notes on the exams.
In addition, I strongly recommend that you write the due date for all 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. Please take the time to look at all the assignments ahead of time and plan your time so that you can complete them on time.
This Course Schedule / Assignments document is detailed 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 to answer most of the questions you may have. The papers that you write are NOT as difficult as all the instructions appear at first glance. If you have questions, please do not hesitate to ask me!
If you see an error in the Course Schedule, please text me as soon as possible so I can correct it!
*Service-Learning Project
*I also want to alert you early in the semester that the Service-Learning Project is due May 29, 2024. 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.”)
To locate the instructions on how to complete the Service-Learning Project, go into your Blackboard class and click on “Content” at the upper left-hand corner of the screen. Then, click on “Service-Learning Project.” After you click on “Service-Learning Project” you will see “Service-Learning Project Instructions.” Click on “Service-Learning Project Instructions” to open this document. Follow the steps in this document.
Unit One
T 3/19
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.)
* I have provided a model outline for ch 1 under Lessons. This model will help you see the level of detail you need to aim for when you make your notes from the assigned reading.
R 3/21
Read / Outline:
1. Emotional Disturbance & Its Treatment in a Nutshell
2. Toward An Egoless State of Being
3. Overcoming “Self-Esteem”
REBT Articles (These documents can be found under "Lessons” and then “Supplemental Readings” and then to “Supplemental Readings – REBT.”)
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.
T 3/26
View the recorded video 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.
*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
*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. Go to “Lessons” and then to “Supplemental Reading,” to find Guided Notes on the REBT Video Lectures. You can add your own notes to these Guided Notes while you watch the REBT Video Lectures. Then you can print these notes out and use them on the exam.
*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 the emotions covered in the Lectures.
*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
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 3 – 6) to complete this assignment. Copy and paste this Template (Steps 3 – 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:
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 were 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 emotions 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) |
|
|
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.
R 3/28
Read / Outline: Chapter 2: Reviewing Your Childhood and Adolescence (Corey and Corey)
Read / Outline: Chapter 3: Adulthood and Autonomy (Corey and Corey)
* I will assign students a specific discussion question throughout the class. If you are absent and you do not get an assigned discussion question, please go ahead and select one on your own. Let me know at the start of class which one you selected. The discussion questions are found in this document.
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 the questions.
Childhood and Adolescence
1. Infancy (birth-2)
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? How do your ideas here help explain the difference between trust vs mistrust? Illustrate these ideas by describing your experience and/or your observations of others.
2. Infancy (birth-2)
What is meant by attachment? Describe the basic differences between the three forms of attachment: secure pattern, anxious-avoidant pattern, and the anxious-ambivalent pattern. How do each of these attachment patterns influence how a person feels and behaves in adulthood? Broadly speaking, how do people with insecure attachments fare in life compared to people with secure attachment? Further, the degree of parental nurturance is not the sole predictor of favorable personality development. There are also genetic and biological factors that contribute to a person's ability to form good relationships. Describe the role of temperament as a genetically influenced variable in the development of personality. Finally, describe an adults that you know or have observed who fit the secure, anxious-avoidant, and anxious-ambivalent attachment patterns.
3. Early Childhood (2-6)
Briefly describe some of the primary tasks children must master in early childhood. Then briefly describe the core struggle in the autonomy vs. shame/doubt stage (1-3) as well as the initiative vs. guilt stage (3-5). How can parents respond to their children in healthy ways during these stages of 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 one’s current patterns?
4. Impact of the First 6 Years of Life
Briefly explain the difference between the following parenting styles and the impact on the developing child: Authoritative, Authoritarian, Permissive, and Neglectful.
Then, explain how important 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.
5. Middle Childhood (6-12)
Briefly describe some of the key developmental tasks in middle childhood. Then briefly describe the major struggle in middle childhood, industry vs. inferiority. Also, the child at this age begins to develop a self-concept. What is meant by self-concept? 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.
6. Protecting the Self: Ego-Defense Mechanisms
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?
7. Adolescence (13-20 girls/14-20 boys)
Briefly describe some of the key developmental tasks in adolescence. What is meant by developing self-efficacy and self-sufficiency? Briefly describe the core struggle of identity vs. role confusion. Describe some of the concerns regarding the peer group and social networking. What is meant by individuation? How do the feminists see this process of change in the relationship with the parent? Further, describe some of the concerns with cyberbullying and sexting.
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?
Adulthood
8. The Path Toward Autonomy and Interdependence
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.
9. The Path Toward Autonomy and Interdependence
To what degree do you think you’ve become psychologically independent? Discuss some ways in which you haven’t become your own person, and some steps you’ve taken toward independence.
10. Recognizing early Learning and Decisions
What is meant by a life script and injunctions? Describe examples of injunctions that you have observed in yourself and/or others. In what ways do these injunctions influence our decisions in life? What can you do to overcome these injunctions?
11. Common cognitive distortions
What is meant by cognitive therapy? Choose 3 of the common cognitive distortions. Explain what each one means and provide an example from your own life or a situation you have observed if possible. The goal here is to help us understand the three you choose by providing examples.
12. Learning to Challenge Your Inner Parent and Your Inner Critic
Discuss what you understand by the phrase “challenging one’s inner parent” and “challenge one’s inner critic.” Do you think it is possible to become an autonomous person without critically evaluating these parental messages? Explain. Then, explain how mindfulness, compassion, acceptance, forgiveness, and gratitude can help manage your inner critic and bring greater peace into your life.
13. Early Adulthood
What are some of the major themes of early adulthood? Then, explain what is meant by the challenge of intimacy versus isolation. Describe some of your observations and experiences that connect to some of the major themes of early adulthood and to intimacy versus isolation.
14. Early Adulthood
What are some of the major themes of emerging adulthood? When people enter their twenties, what are some of their main concerns? How does this apply to your life?
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 or other people you know?
15. Middle Adulthood
According to Erikson, what is the core struggle during middle adulthood (generativity vs. stagnation)? Explain. Then, discuss some of the major themes of the late 30s, and life during the 40s. Then, describe some of your observations and experiences that connect to some of the major themes of middle adulthood and to generativity vs. stagnation.
16. Middle Adulthood
Interview 2 or 3 people in midlife by asking them “How typical is it to change careers in midlife?” Does it necessarily mean that the person made a poor vocational choice earlier? Describe your observations.
17. Late Middle Age
What are some of the major themes of late middle age by focusing on people in their 50s and 60s. In addition to focusing on the information in the text, interview a couple of people in their 50 and a couple of people in their 60s. Ask them what their main concerns are at this age. What do they like about being in middle age?
18. Late Middle Age
What are some of the major themes of late adulthood? According to Erikson, what is the core struggle of late adulthood (integrity vs. despair)? Explain. In addition to focusing on the information in the text, interview a couple of people in their 70s or older. Ask them the following questions: 1) What are their main concerns at this age. 2) What do they like about being in late adulthood? 3) What is the best way to prepare for a satisfying life during our later years? Explain your findings to the class. Then, describe some steps you (we) can take now toward this goal of preparing for a satisfying life during our later years?
19. Late Middle Age
Interview a couple of people in their 70s or older. Ask them the following questions: 1) What are some of the major problems facing the elderly? 2) What choices are open to them? 3) How can retirement be either a traumatic or a joyful time? Explain your observations to the class.
20. 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! To post your discussion, go to “Discussions” and then click on “Discussion 2: Childhood, Adolescence, Adulthood.” Then, under Responses, copy and paste your Discussion into the window that says, “Type a response.” Next, click on the “Respond” button and you will have submitted your Discussion.
T 4/2
Exam 1: The testing date is T 4/2. Exam 1 covers the material assigned in Unit One. You are allowed to use your notes (handwritten or typed) only in the exam. You are not allowed to use any electronic devices during the exams. Keep your Scantron covered during the exam. This exam is in person. Bring a #2 pencil.
Unit Two
R 4/4
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 the questions.
Your Body and Wellness
1. Wellness and Life Choices
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. Wellness and Life Choices
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?
3. Maintaining Sound Health Practices / Rest and Sleep
How is sleep related to overall health? What are the effects of sleep deprivation? What are some suggestions for preventing and coping with insomnia? Illustrate this idea by describing your experience and/or your observations of others.
4. Maintaining Sound Health Practices / Exercise and Fitness
What are the risks of a sedentary lifestyle? What are some of the main benefits of regular exercise? What are some risks associated with exercise? Designing an adequate program of physical activity is difficult for many people. Do you experience difficulties in exercising? Is so, what are these difficulties? What type of exercise plan would you like to commit to?
5. Maintaining Sound Health Practices / Diet and Nutrition
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 thoughts about this? What changes would you like to make regarding your nutrition?
6. Maintaining Sound Health Practices / Spirituality and Purpose in Life
What is the difference between spirituality and religion? 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? Do you agree that nourishing your soul may be as important as feeding your body for your overall health. What does spirituality mean to you?
7. Your Body Identity
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? Where do most people acquire their attitudes about their body image?
Managing Stress
8. Describe the difference between stress, eustress, and distress. 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. Describe the effects of stress. 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. Effects of Stress
What is meant by the fight or flight response and by psychosomatic illnesses? 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. Resilience in Coping with Stress
Some people thrive and develop new resources when under stress. Describe the following personality traits related to resilience and coping with stress: resilience, hardiness, a liking for challenge, a strong sense of commitment, and internal locus of control. Then, explain what is meant by grit. Do you have grit? Have you seen this trait of grit and others? Explain.
13. Ineffective (Destructive) Reactions To Stress
Briefly describe the following ineffective (destructive) reactions to stress: burnout, changing negative patterns (multilevel recovery), defensive behavior, and drugs & alcohol. Describe a personal example (from personal experience or observation of others) of each of these ineffective (destructive) reactions to stress.
14. Posttraumatic stress disorder
What are the symptoms of PTSD? What types of experiences can lead to PTSD? Does the age of the person relate to the likelihood of developing PTSD and/or the severity of the symptoms? Is there a treatment for this disorder? What has your experience / observations of a person who has suffered from this disorder.
15. What are the characteristics of constructive coping as behavioral reactions to stress? List as many 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.
16. How are meditation and mindfulness a constructive response to stress? In your own words, describe the essence of meditation and mindfulness. 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.
17. 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.
T 4/9
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.
*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 daily.
(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! To post your discussion, go to “Discussions” and then click on “Discussion 4: Full Catastrophe Living, MBSR.” Then, under Responses, copy and paste your Discussion into the window that says, “Type a response.” Next, click on the “Respond” button and you will have submitted your Discussion.
R 4/11
Read / Outline: Chapter 6: Love (Corey and Corey)
Read / Outline: Chapter 7: Relationships (Corey and Corey)
View Film: Dealing with Conflict in Relationship / Making Marriage Work
Go to Lessons and then to Videos and click on “Dealing with Conflict in Relationship / Making Marriage Work.” 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.
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 the questions.
Love
1. Learning to Love and Appreciate Ourselves
What are a few prerequisites to being able to genuinely love others? Illustrate your ideas by describing your experience and/or your observations of others. What importance do you place on self-love as a prerequisite to loving others? What are some ways that you appreciate yourself and have self-respect?
2. Authentic Love and Inauthentic Love
The authors describe their vision of the meanings of authentic love. Mention a few of the points they discuss. What are your own views on this topic? Then, briefly contrast authentic love with inauthentic love. What experiences of observations have you had with authentic love and inauthentic love.
3. Barriers To Loving And Being Loved
Reflect on the myths and misconceptions about love. What are your own reactions to the barriers that inhibit our ability to fully love and to be loved?
4. Self-Doubt and Lack of Self-Love / Our Fear of Love
We often put barriers in the way of our attempts to give and receive love. For example, we may create a self-fulfilling prophecy. Describe what is meant by a self-fulfilling prophecy. Describe your observations / experiences with this barrier to love. Then, describe what is meant by our fear of love. What observations / experiences do you have related to our fear of love?
5. Is It Worth It To Love
The question is raised in this chapter—Is it worth it to love? What are your reactions to this question?
6. 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.
7. 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.
8. 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.
9. Meaningful Relationships: A Personal View
Relationships are most meaningful when dynamic and evolving rather than fixed or final. Describe several of the characteristics of meaningful relationships that you have observed or experienced in your life.
10. Reflecting on the Quality of Your Relationships / Developing and Maintaining Meaningful Intimate Relationships
Our relationships with the significant people in our lives can lose a sense of vitality. We can become set in routine and lose a sense of surprise or spontaneity. Long-term relationships are vulnerable to this kind of predictability.
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? What do your authors recommend for developing and maintaining meaningful intimate relationships?
11. Anger and Conflict in Relationships
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?
What is meant by the term stonewalling? Describe an example you have observed / experienced.
12. Anger and Conflict in Relationships
Avoiding dealing with anger may appear to work in the short term, but over time it typically erodes the relationship. Stonewalling i.e., remaining silent and offering no feedback to one’s partner, is a sign that a marriage is in trouble and may be headed for divorce. It is a sign of a healthy relationship to be able to express feelings and thoughts that may be difficult for the other to hear. Further, some of you may have learned that anger leads to withdrawal of a person’s love (the violence of silence), which is a form of destructive anger. We pay a price for withholding. Recognizing signs of indicate trouble is a first step in making change. Read aloud the signs. Then, briefly describe the guidelines to help us deal constructively with anger, conflict, and confrontation. What do you think the biggest challenge is to applying these guidelines in a real life situation? Explain
13. Anger, Power, and Control Gone Wild: Intimate Partner Violence and Abuse
Intimate partner abuse or domestic abuse is connected to extreme control. Forms include physical, sexual, emotional, psychological, or economic abuse. What are some of the key questions to ask if you may be in an abusive relationship?
If you’re with an abusive person, how should you interact with that person? Describe the cycle of abuse. Why do victims stay with their abusers? Describe your observations / experiences with partner violence and abuse. How can a person trapped in this situation leave?
14. Dealing with Communication Barriers
Describe some of the main barriers to effective communication that inhibit interpersonal relationships. What has been your experience and observations of these barriers?
15. Relationships in a Changing World
Advances in technology are shaping the way people meet, develop relationships, and communicate with one another.
What are some of the advantages and disadvantages of social networking? What are some of the pitfalls of online dating? What are some of the pitfalls of internet infidelity? Describe your observations that connect to these topics of social networking, online dating, and internet infidelity.
16. Separation and Divorce
What advice would you give a person going through a breakup in a romantic relationship based on the recommendations in the text? How do people know when separation is the best solution?
Reflect on your own experience or your observation of another person who has experienced the termination of a serious romantic relationship or marriage.
17. 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?
18. 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?
19. 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?
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! To post your discussion, go to “Discussions” and then click on “Discussion 5: Love, Relationships.” Then, under Responses, copy and paste your Discussion into the window that says, “Type a response.” Next, click on the “Respond” button and you will have submitted your Discussion.
T 4/16
Exam 2: The testing date is T 4/16. Exam 2 covers the material assigned in Unit Two. You are allowed to use your notes (handwritten or typed) only in the exam. You are not allowed to use any electronic devices during the exams. Keep your Scantron covered during the exam. This exam is in person. Bring a #2 pencil.
Unit Three
R 4/18
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 the questions.
Becoming The Woman Or Man You Want To Be
1. Reflect on the questions in the beginning of the chapter (p. 246 and 247) regarding experiences that have directly and indirectly influenced your gender-role identity. Describe a few significant influences on your own gender-role identity development. How was your image as a woman or a man shaped?
2. Male Roles
Explain how boys are socialized in Western culture regarding developing their masculinity. How can this socialization promote roles that alienate men and gender-role strain? Give examples from your own experience and observations.
3. Stereotypical Views of Males / The Price Men May Pay for Remaining in Traditional Roles
List several of the traits of the “traditional” male role. 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.
4. Female Roles / Traditional Roles for Women
List several of the traits of the “traditional” female role. The chapter describes the trend of women challenging traditional gender roles. What evidence, if any, do you find for this? To what degree do you think that women have an increase in options concerning lifestyles? Illustrate your ideas by describing your experience and/or your observations of others.
5. Women and Work Choices / Women in Dual-Career Families
Do most women now work outside of the home? Are they as well adjusted as women who do not work outside of the home? Describe some of the negative issues woman may have to face in the world of work (including the glass ceiling). Then, explain what some of the stressful consequences may be when the woman chooses to work in a dual-career family. What can be done to help reduce stress in this situation of the dual-career family? Describe your observations and experiences with these issues women face.
6. Alternatives to Rigid Gender-Role Expectations
How can developing more flexible views of gender-role expectations be liberating for both women and men? Describe what is meant by androgyny, instrumental traits, expressive traits, and gender-role transcendence. How does this apply to you? What are the characteristics of both sexes that you’d like to incorporate into your personality?
7. Given the fact that there are definite cultural pressures toward adopting given gender roles, where does choice enter this picture? Are we hopelessly cemented into a rigid way of being, or are we able to choose our own concept of what kind of woman or man we want to be?
Sexuality
8. Developing Your Own Sexual Values / Formulating Your Sexual Values and Ethics
An important theme in the text has to do with learning to talk openly about sexual issues. Describe mutual empathy. What do your authors mean by “learning to talk openly about sexual issues?” What is a common myth in this area? How have you developed your attitudes and values regarding sex? What factors have influenced your attitudes? Have you tried to form your own standards?
9. Sexual Abstinence as an Option
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?
10. Guilt over Sexual Feelings / Guilt Over Sexual Experiences
Many people express fears as they begin to recognize and accept their sexuality. Explain what your authors recommend to help deal with guilt over sexual feelings? Also, what kinds of sexual behavior do college students tend to feel guilty? Explain how this guilt is often related to misinformation. What can be done, in your opinion, to reduce this problem of misinformation? What observations have you had related to people’s feelings of guilt over their sexuality?
Second, 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. Misconceptions About Sexuality
Review the misconceptions about sexuality that are listed in this chapter. List and discuss several of the misconceptions about sex and sexuality that you find interesting. Are there any misconceptions that you had about sex that you have had to challenge? Illustrate your ideas by describing your experience and/or your observations of others.
12. Learning To Enjoy Sensuality And Sexuality
Differentiate between sensuality and sexuality. What do the two have in common? How are they different? What mistakes do men commonly make in this area of confusing sensuality with sexuality? In your opinion, how can this problem be addressed and / or prevented? Explain.
13. Listening To Our Bodies
Sexual arousal and response is affected by numerous factors. Explain what is meant by erectile dysfunction (ED). What are the possible causes of ED? What potential good can come from a man experiencing impotence?
Some women also have difficulty responding sexually, especially in becoming aroused. Explain some of the issues going on here for women. What do couples need to be aware of to deal with this issue effectively? If you have known of couples who have struggled with these issues, explain what helped them to deal with this issue.
14. Asking For What We Want
Women and men tend to keep their preferences and dislikes to themselves. Why is this a problem? What is a common complaint by women about their male sexual partners? How does pornography make this problem of not asking for what we want worse? Describe any observations you have had about these issues to provide more clarity.
15. The Healthy Dimensions of Sexuality / Sex and Intimacy
Explain how sexual health has a positive impact on physical health for both men and women.
What do your authors mean by intimacy in a sexual relationship? What is the relationship between love and sex? Can sexual activity be used to prevent the development of intimacy? Explain. Describe any observations you have had about these issues to provide more clarity.
16. Hook-Up Culture
Explain the difference between hook-up culture and a hook up. Why has hook-up culture increased in popularity? Then, explain what is meant by Friends-with-benefits (FWB). What are the pros and cons of FWB? What factors in the culture promote hook-up culture? What are your observations and experiences with hook-up culture and FWB? Do many people experience regret who have participated in these actions? What is your opinion about hook ups and FWB?
17. Describe the controversy over sexual addiction. What is your opinion on the effects of pornography on marriages and society?
18. 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! To post your discussion, go to “Discussions” and then click on “Discussion 6: Gender, Sexuality.” Then, under Responses, copy and paste your Discussion into the window that says, “Type a response.” Next, click on the “Respond” button and you will have submitted your Discussion.
T 4/23
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:
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 on 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! To post your discussion, go to “Discussions” and then click on “Discussion 7: Chapters 1-8 of Be Your Best.” Then, under Responses, copy and paste your Discussion into the window that says, “Type a response.” Next, click on the “Respond” button and you will have submitted your Discussion.
R 4/25
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 on 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! To post your discussion, go to “Discussions” and then click on “Discussion 8: Chapters 9-14 of Be Your Best.” Then, under Responses, copy and paste your Discussion into the window that says, “Type a response.” Next, click on the “Respond” button and you will have submitted your Discussion.
Monday 5/29
Service-Learning Project
The Service-Learning Project is due Monday 5/29. To locate the instructions on how to complete the Service-Learning Project, go “Content” and then scroll down to “Service-Learning Project.” Next, click on “Service-Learning Project Instructions.” These instructions will guide you through the process.
* Monday 5/29: Last day to turn in late work.
T 4/30
Film on Coping with Death and Dying
After reading Ch. 12 and Ch. 13, 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.
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.
R 5/2
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. 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?
3. How does your belief or disbelief in religion relate to your acceptance or fear of dying?
4. What are some ways that you can be “dead” without actually having experienced death? What parts of you are dead? What parts of you are not fully alive? Illustrate your ideas by describing your experience and/or your observations of others.
5. When are you most alive? When do you experience life the most fully? What happens to blunt this feeling of aliveness?
6. In what ways are your fears of death manifest? What have you done to become more fully aware of your death, without being in dread of it? Mention some of the fears of death that people commonly hold.
7. 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?”
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! To post your discussion, go to “Discussions” and then click on “Discussion 9: Death, Loss, Meaning, Pathways.” Then, under Responses, copy and paste your Discussion into the window that says, “Type a response.” Next, click on the “Respond” button and you will have submitted your Discussion.
T 5/7
Exam 3: The testing date is T 5/7. Exam 3 covers the material assigned to Unit Three. You are allowed to use your notes (handwritten or typed) only in the exam. You are not allowed to use any electronic devices during the exams. Keep your Scantron covered during the exam. This exam is in person.
01/05/24 10:23 AM
01/05/24 10:25 AM