Time: MWF 9:00 – 9:50 Location: PE 208

Professor: Melody S. Madlem, Ph.D.

Office: PE 137

Phone: 1971

Office Hours: MWF: 8:00-9:00, 10:00-11:00

TR: 8:00-11:00

OR By Appointment

Contents

I. Course Texts:

Seaward, B. (2004). Managing Stress: Principles and Strategies for Health and Wellbeing (Web Enhanced 4th ed.). Boston: Jones and Bartlett.

II. Objectives:

A. The student will be able to define stress and the stress response;

B. The student will be able to trace the physiological stress response through the body;

C. The student will be able to compare and contrast various stress management techniques;

D. The student will be able to develop a personal plan to manage stress;

E. The student will be able to understand the importance of planning in developing a learning experience for others;

F. The student will be able to utilize a variety of sources in implementing an educational experience;

G. The student will appreciate the variety of evaluation strategies available for educational experiences;

H. The student will be able to recognize the value of qualified professionals to use as resources for information;

II. Tentative Class Schedule

Week	Topic	Chapter
1	Introduction to course and each other	1
2	Defining stress and life	1
3	Stress Physiology	2
4	Stress and Illness	3
5	Psychology/Spirituality	4-7
6	Psychology/Spirituality TEST 1 Friday	4-7
7	Coping Paper Due Friday	8, 10, 12, 14, 15
8	Coping JOURNAL DUE Friday
9	Relaxation Thanksgiving Break W/F	17, 18, 19, 20, 22, 25, 25
10	Nutrition and Exercise	27, 28
	FINAL EXAM Tuesday, December 5 8:00-10:00

III. Course Description:

Mental and emotional health is an important focus area today. Society is changing rapidly, and with the changes come new pressures and challenges on individuals. Understanding the mental/emotional demands, processes, and coping strategies used to not only survive, but to thrive will encompass course content. Students will have the opportunity to apply course content within a variety of field exercises, experiencing the process of health education as learning occurs.

IV. Assignments:

Students will have the opportunity to show understanding of concepts through a variety of assignments, including the following:

1. Each student will explore one facet of stress in-depth. I encourage students to focus their research on the relationship of stress with their future career aspiration. Example: If you want to be a police officer, what are the specific stress issues that police officers must deal with, and what suggestions are made for effectively dealing with that stress? Research paper: 7-9 typed pages, at least 4 current sources (only 2 from the internet). (Due 11/3. Possible points: 50.)

2. Each student will keep a journal for four consecutive weeks. This journal will include thoughts, insights, and any related materials the student wishes to include. Mental/Emotional growth many times comes with a certain amount of introspection. The journal will allow the student the opportunity to find his/her own center. (Due 11/10. Possible points: 25.)

3. Each student will plan, implement, and evaluate an educational opportunity for other students in the class. Students will be able to work with other students to explore stress-reducing techniques. The group will be responsible for producing a report, and presenting not only the information, but also teaching the class a specific stress-reducing technique utilizing sound health educational techniques. (Possible points: 75.) Due various times at the end of the quarter.

V. Examinations:

Exam 1 100 points 10/27

FINAL EXAM 150 points

VI. Course Procedures:

1. Students are expected to be in class. Only six absences will be allowed before the student earns a failing grade for the semester. An attendance "grade" will be computed for the semester. Any student who receives a "plus" grade will be boosted up a grade by an "A" attendance grade.

2. Work is expected to be in APA 5th Edition Style. All work must be turned in on time. "On time" means during the class period in which it is due, or earlier. There will be a 25% deduction if late, and a 10% deduction if style, grammar, or other errors occur.

3. All students will be treated ethically under the code of ethical behavior for health educators. Materials and procedures for class management will also follow the code of ethics for health educators.

VII: Grading Criteria:

A 95-100 percent of total points possible

A- 90-94 percent of total points possible

B+ 87-89 percent of total points possible

B 84-86 percent of total points possible

B- 80-83 percent of total points possible

C+ 77-79 percent of total points possible

C 74-76 percent of total points possible

C- 70-73 percent of total points possible

D+ 67-69 percent of total points possible

D 64-66 percent of total points possible

D- 60-63 percent of total points possible

F 59- percent of total points possible

^{"There is no question that we must act on insights if they are to become the new
habits of thinking that will replace our old delusions." J. Powell}