California State University, Los Angeles
Center for Newly Independent States Studies (CNISS)
offers a Distance Learning course
STRESS MANAGEMENT
By Ann K. Reed
1 9 9 7


Course ID: SM
COURSE DESCRIPTION
The course, with no prerequisite, is recommended for students and practitioners.
This one quarter (10weeks long) course in the management of stress incorporates newest management techniques applicable to nearly all aspects of one's life. The objective of the course is to teach students how to incorporate the major cognitive and somatic techniques stress management techniques into their daily life. Students will also learn the basic physiological processes underlying stress as well as background of stress accumulation, the place of diet and exercise in a management system. Short, onepage assignment will be given each lesson to facilitate practice of the instruction given for that lesson.
OVERVIEW
Life has always been a challenge, however, in the past, when life was less complicated, lifestyle choices were equally simple. Our present changing society has introduced world wide problems which can also effect out daily life: economic instability, social unrest, and inequitable resources. It is sometimes assumed that stress management is primarily needed during an emergency. However, in today's society, the use of stress management information can be applied to nearly all aspects of one's life. There are very few problems that are not be better managed with clearer thinking, and a more relaxed, confident attitude. The information and assignments presented in the course offer the student and opportunity to apply the newest management techniques to his/her own life.
INSTRUCTOR
The instructor for the course is Ann K. Read, Professor of Physical Education at Fullerton College, Fullerton, California, where she has taught for 29 years. In addition to teaching stress management, Ms. Read teaches Relaxation & Flexibility and has worked in the fitness lab. Professor Read served as coach of the Women Tennis Team which won the California State Community College Championship. She also serves as the voluntary Sports Psychologist for the Fullerton College Women's Softball Team. Professor Reed holds an MA in Education and holds a California State Counseling Credential certificate as well as a certificate of Advanced Physical Fitness Specialist from the Cooper Institute for Aerobics Research, Dallas, Texas.
COURSE ORGANIZATION
The course is divided into ten sessions as follows:
  • 1. Introduction
  • 2. Physiological effects of stress
  • 3. Introduction of cognitive behaviorism and breathing
  • 4. Autothoughts, anger & progressive relaxation
  • 5. The use of questioning in management, the effect of diet
  • 6. Physical exercise applied to stress management
  • 7. Diet applied to stress management
  • 8. Additional management techniques
  • 9. Developing a stress management model
  • 10. Final
    • SYLLABUS
    The following paragraphs briefly overview each of the section of the course.

    1. Introduction Session

    Professor Read presents an overview of the course, text material and assignments. She discusses the importance of each section and the necessity of ongoing practice of techniques presented. Stress will be defined. Student will fill out an introductory questionnaire (general information about their background, job, aspects of their life during which they might use stress management, expectations about the class (Assignment #1). There will be a short discussion about the place of exercise and diet in stress management, leading to another short assignment (Assignment #2)

    2. Physiological Effects of Stress

    All events in our life effect us in some way. As an introduction students will take the Life Events Scale. This will be used as a basis to identify stress events in their lives and to illustrate the effect of these events: the health cost of the fight/flight response on the body as well as the feedback effect of stressful episodes. The concept and factors that determine TypeA and TypeB characteristics their relationship to heart disease will be discussed; a selfassessment will be included in the discussion. The physiology of the thought process will be examined with a required activity that illustrates this process. The students will be asked to looks for other examples of this process at work. (Assignment #3) The students will examine their daytoday life looking for a "daily" event to which they can apply the techniques they learn in this class (DES assignment, Assignment #4). Guidelines for somatic relaxation will be presented with a basic breathing technique.

    3. Introduction of Cognitive Behaviorism, TypeA

    Cognitive behaviorism will be introduced, including a simple technique to use in daily life. (Assignment #5) The ABC's of the thought process and the concept of automatic thoughts and their immediate effect will be presented with a short assignment in the recognition of auto thoughts (Assignment #6). A further discussion of the most damaging characteristics of TypeA, anger will be presented. with a short selfassessment. Information on the physiology of oxygen delivery along with more practice in using breathing as a relaxation technique.

    4. Auto Thoughts, Anger & Progressive Relaxation

    The concept of autothoughts will be presented along with additional information on anger with a selfassessment and a "shortfuse" assignment (Assignment #7). Progressive relaxation will be introduced and a discussion of the physiology of muscle tensionwhy it is hard to recognize. A simple progressive relaxation technique will be taught.

    5. Questioning and introduction of relationship of diet

    Another major management technique, questioning, will be presented with an assignment (Assignment #8). The effect of diet on stress management will be discussed. The presentation of another somatic technique, deep relaxation, will give the student the first opportunity to start the development of an individual relaxation program. (Assignment #9).

    6. Introduction of distorted thoughts, diet, and exercise

    The recognition of thought distortion and various types of distortion will be introduced. Students will be expected to look for examples in their daily life (Assignment #10) The use of activity to diminish stress will be discussed. Suggestions for simple stretching exercises and their use as well as problems involved with physical exercise will be presented. The special consideration which must be given to the back with activity will be explained. Differential relaxation will be discussed in relation to its use with back and neck tension.

    7. R.E.T., Distorted Thoughts, Stress eating, Autogenics

    The concept of Rational Emotive Therapy will be introduced and the final distorted thoughts will be discussed. Students will be instructed to look for example of this thinking in the own life, newspaper stores, etc. (Assignment # 11) The effect of diet during stressful episodes will be discussed. The use of food as a stress management technique will be discussed as well as suggestions on how to manage diet during these times. Autogenics (heavy/warm) will be introduced with a simple relaxation exercise for the students to try.

    8. Introduction of explanatory styles, Autogenics

    Introduction in the explanatory styles of thinking. Students will be expected to recognize this in verbal and written form and provide examples of its use (Assignment # 12). The concepts of thoughtstopping and affirmations will be discussed with the students writing some appropriate affirmations (Assignment #13) Autogenics (heart beat) will be continued along with a discussion on the effect of exercise and relaxation on the heart. Why autogenics are used for the relief of headaches and biofeedback. Some discussion of biofeedback with a student session counting activity and resting heart beat (Assignment 14).

    9. Developing a stress management model

    Techniques such as time management, habitual behavior, goal setting, progressive desensitization, and visual reediting are covered. Students will select an assignment in one of theses areas. (Assignment #15) Finally, a method of integrating methods into a model for the management of stressful events will be discussed. Each individual will be encouraged to select the methods which work for him/herself the fit the type of stressful situation most often faced.

    10. Final

    Final test covering the application of the techniques. The integration of cognitive and somatic methods is necessary for the full benefit managing stress. As part of the final each student will construct a short stress management technique integrating the somatic (physical) relaxation techniques with the cognitive techniques.
    COURSE ADMINISTRATION
    The course involves the major activities:
  • 1. Registration
  • 2. Initial class meeting
  • 3. Ten (10) selfstudy sessions
  • 4. Fifteen (15) one page written management activities
  • 5. QuestionsAnswers
  • 6. Written final
  • 7. Obtaining a grade
    • Each of these is briefly discussed. Details on each will be supplied with the registration verification.

    1. Registration

    Registration is organized by the participating universities/ organizations. Completed registration forms with payment will be returned to the designated course coordinator at the participating university/organization. Confirmation of registration with appropriate course materials will then be given to the student.

    2. Initial Class Meeting

    Course participants will meet as a group with the course coordinator at a participating university/ organization. Course material received via Internet will be distributed and demonstrated; and selfstudy, testing, and grading approaches will be explained.

    3. Ten (10) course sessions

    Each of the chapters will be studied and any questions will be sent to the course instructor.

    4. Fifteen (15) short management activities

    Students will complete the written management activities in the order in which they are assigned. The written progression is important if the techniques are to be integrated into life situations.

    5. Questions/Answers

    Students are encouraged to submit comments and questions to the course instructor or discuss them during a teleconferemce.

    6. Final written exam

    When a student has completed the nine sections, he/she will take a final exam which can be supervised or not supervised at the discretion of the course instructor. The questions will be answered by the student, and returned to the course instructor for grading. The student grade and any instructor comments will also be returned by email.

    7. Obtaining a grade

    Course grades will be forwarded to the course coordinator who will distribute them to students. Course completion will be attested with a certificate of completion.
    To apply, please send your e-mail to:

    cniss@calstatela.edu

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