Active Outline

General Information

Course ID (CB01A and CB01B)
HUMAD030.
Course Title (CB02)
Understanding and Managing Stress
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
The course will examine the study of stress as the interaction between the individual and the environment, viewed from psychological, sociological, and physiological perspectives, including gender, physical and psychological disabilities, sexual orientation, multicultural, holistic health, and global concerns.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course teaches students culturally diverse coping strategies and techniques to promote physical, emotional, social, intellectual, and spiritual health. The comprehensive stress assessment in this class helps students to get in touch with themselves and sets the foundation for personal growth and positive change. This course meets CSU GE in Area D and E, AA/AS GE in area D2 and belongs on the AA degree Liberal Arts.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Formerly Statement
(Formerly HUMA D050.)

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to both UC and CSU
°®¶¹´«Ã½ GEArea(s)StatusDetails
2GDX°®¶¹´«Ã½ GE Area D - Social and Behavioral SciencesApproved
2GEX°®¶¹´«Ã½ GE Area E - Personal DevelopmentApproved
CSU GEArea(s)StatusDetails
CGDYCSU GE Area D - Social SciencesApproved
CGEXCSU GE Area E - Lifelong Learning and Self-Development (Non-Activity)Approved

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

(See general education pages for the requirements this course meets.)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

Discussion and problem solving performed in class

Quiz and examination review performed in class

Homework and extended projects

Guest speakers

Collaborative learning and small group exercises

Collaborative projects

Assignments

  1. Reading
    1. Assigned readings from text
    2. Suggested supplemental readings and on-line videos and resources
  2. Writing
    1. Examine stress reactions from stressors in writing of at least one written page, one to two paragraphs for weekly assignments and discussions. Analyze data and strategize new stress reduction techniques used for future stressors.
    2. A personal problem-solving paper of not less than five typed pages analyzing and integrating concepts learned in class to help resolve a current stressful situation.
    3. Objective exams.
  3. Practical application of stress reducing techniques.
    1. Weekly homework assignments
    2. Weekly discussion of stress reducing techniques

Methods of Evaluation

  1. Two one-hour, multiple choice examinations requiring students to interpret and translate concept-based questions
  2. A final personal problem-solving paper of not less than five typed pages integrating the use of concepts learned in class to resolve a current stressful situation or multiple choice final exam.
  3. Weekly homework assignments evaluated for completion

Essential Student Materials/Essential College Facilities

Essential Student Materials:Ìý
  • None.
Essential College Facilities:
  • Spacious classroom conducive to demonstration of power-napping technique and discussion after watching films and videos

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Blonna, Richard. "Coping With Stress in a Changing World." 5th ed. McGraw-Hill, 2012.
Girdano, Daniel, George Everly, and Dorothy Dusek. "Controlling Stress & Tension." 9th ed. Pearson Education, Inc., 2012.
Greenberg, Jerrold S. "Comprehensive Stress Management.". 14th ed. McGraw-Hill, 2016.
Olpin, Michael and Hesson, Margie. "Stress Management for Life." 3rd Edition. Wadsworth, Cengage Learning, 2013.
Seaward, Brian Luke. "Managing Stress: Principles and Strategies For Health And Well-Being." 9th ed. Jones and Bartlett Publishers, Inc., 2018.

Examples of Supporting Texts and References

AuthorTitlePublisher
Allen, James. As a Man Thinketh-Free EBook-Timeless Classic. Accessed May 14, 2014. http://www.asamanthinketh.net
Chapman, Gary. The 5 Love Languages: The Secret to Love That Lasts. Zondervan. 2010
Covey, Stephen R. 7 Habits of highly effective people:Powerful Lessons in Personal Change. Simon & Schuster. 2013
Enright, Robert D. Forgiveness is a Choice: A Step-by-Step Process for Resolving Anger and Restoring Hope. American Psychological Association. 2001
Harrington, Rick. "Stress, Health and Well-Being: Thriving in the 21st Century." Wadsworth, Cengage Learning, 2013.
Harry, Humphrey James, 2008. Stress of College Students.
Kabat-Zinn, J. Letting Everything Become Your Teacher: 100 lessons in mindfulness. Random House. 2010
K. Karren, B. Hafen, N. Smith, and K. Jenkins. Mind/Body Health: The Effects of Attitudes, Emotions, and Relationships. 4th Edition. San Francisco: Benjamin Cummings, 2010
Kiyosaki, Robert T. Rich Dad Poor Dad: What The Rich Teach Their Kids About Money That the Poor and Middle Class Do Not! Mass Market Paperback. 2011
Pestonjee, D.M., 2013. Stress and Work, Perspectives on Understanding and Managing Stress.
Plaford, Gary, 2018. Fight or Flight: The Ultimate Book for Understanding and Managing Stress
Saedi, Goal A. Why Are We Americans So Angry? Psychology Today. April 30, 2013. From http://www.psychologytoday.com/blog/millennial-media
Watson, Vivette. "Minority and Legacy of Anger." American Psychological Assoc. Monitor.
"Chronic Stress Puts Your Health at Risk." Mayo Clinic staff. July 11, 2013 from http://www.mayoclinic.com
Assessment: *Myers-Briggs Type Indicator

Learning Outcomes and Objectives

Course Objectives

  • Examine the field of human development with a particular focus on the interaction between the individual and his/her environment and circumstances. Learn to prevent and manage stress through basic approaches.
  • Analyze physiological systems that react to stress and consequently impact one's health and body
  • Evaluate Learned Response Theory that affects the dynamics of stress
  • Differentiate gender, sexual orientation, physical and psychological disabilities, and multi-cultural perspectives regarding the triggering of anxiety, anger, fear, pain and guilt on the impact of one's behavior
  • Appraise the interaction between the individual and his/her environment and the perception of stress from gender, sexual orientation, physical and psychological disabilities and multi-cultural perspectives
  • Assess personality traits and types through the use of personality inventories which predict determinants of stress
  • Integrate strategies of controlling stress and tension encompassing cognitive, affective, and behavioral domains including theories and techniques from both western and non-western perspectives
  • Apply basic skills for money management
  • Examine communication techniques.
  • Develop a healthy lifestyle
  • Acquire time management methods
  • Reframe cognitive distortions into healthy positive perceptions
  • Evaluate values as they impact the students' daily choices

CSLOs

  • Assess the student's perceived stress level based on their own life circumstances.

  • Develop and apply stress management strategies that can be used to reduce their stress level.

  • Distinguish and list the physiological symptoms when under stress and critique its impact on the body.

Outline

  1. Examine the field of human development with a particular focus on the interaction between the individual and his/her environment and circumstances. Learn to prevent and manage stress through basic approaches.
    1. Eliminate the stressor
    2. Change one's thinking
    3. Manage the stress through relaxation techniques
  2. Analyze physiological systems that react to stress and consequently impact one's health and body
    1. Autonomic nervous system including sympathetic and parasympathetic responses.
    2. Endocrine system and stress hormones cortisol, aldosterone, and epinephrine, etc.
  3. Evaluate Learned Response Theory that affects the dynamics of stress
    1. The psychosomatic concept
    2. The various aspects of an individual's environment that trigger the stress response
  4. Differentiate gender, sexual orientation, physical and psychological disabilities, and multi-cultural perspectives regarding the triggering of anxiety, anger, fear, pain and guilt on the impact of one's behavior
    1. Examining the stress emotions and the effective and ineffective behavioral responses to those emotions
    2. Designing and implementing healthy behavioral patterns to stress emotions
  5. Appraise the interaction between the individual and his/her environment and the perception of stress from gender, sexual orientation, physical and psychological disabilities and multi-cultural perspectives

    Ìý
    1. Process of adaptation and coping methods
    2. Explore frustration from multiple perspectives
  6. Assess personality traits and types through the use of personality inventories which predict determinants of stress
    1. Stress prone and stress resistant
    2. Consistent behavior patterns such as type A personality, co-dependent personality
    3. Self perception and self-esteem
  7. Integrate strategies of controlling stress and tension encompassing cognitive, affective, and behavioral domains including theories and techniques from both western and non-western perspectives
    1. Time management- examine various techniques
    2. Cognitive restructuring - examine perceptions, attitudes, and values
    3. Relaxation training - breathing exercises, muscle relaxation, mental imagery and visualization, yoga, meditation, mindfulness training, day spas, and massage
    4. Physical exercise - running, bicycling, swimming, aerobics, weight lifting and any other related physical activities
    5. Recreational activities- journal writing, hobbies, weekend trips, vacation, and social activities
    6. Nutrition- relationship between diet and stress hormones (Healthy eating)
    7. Humor- positive and negative types
    8. Alternative medicines - homeopathy, chiropractic, acupressure/acupuncture
  8. Apply basic skills for money management
    1. Examining financial concerns from multicultural perspectives
    2. Age-related financial concerns
    3. Financial management skills in relation to major life events
  • Examine communication techniques.
    1. Non verbal
  • Physical element
  • Non-physical element
  • Verbal skills
  • Listening skills
  • Develop a healthy lifestyle
    1. Lifestyle habits
    2. Exercise program
    3. MyPlate for science-based guidance for nutritional health
    4. Avoid tobacco, drugs, and alcohol use
    5. Eating Disorders and their connection to perceived stress
  • Acquire time management methods
    1. ABC123 Prioritized Planning
    2. Quadrant Planning
    3. Lifebalance
  • Reframe cognitive distortions into healthy positive perceptions
    1. Point of Positive Perceptions formula
    2. Locus of Control (internal vs. external)
    3. Positive Self-Talk
    4. Thought stopping
    5. Power language
    6. Going with the flow
  • Evaluate values as they impact the students' daily choices
    1. Values within cultures
    2. Niagara Syndrome
    3. Instrumental and Terminal values
    4. Values Clarification
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