the family in stress child and family studies 4400 … 2019...boss, p., bryant, c. m., mancini, j....

Merrill – CHF 4400 Campus - Fall 2019 1

THE FAMILY IN STRESS

CHILD AND FAMILY STUDIES 4400 FALL SEMESTER 2019

PROFESSOR Dr. Chloe D. Merrill

OFFICE:

Room 229 (please enter through room 228)

Jerry and Vickie Moyes College of Education

Department Child and Family Studies

Weber State University

Ogden UT 84408-1301

PHONE: 626-7110

CLASS TIME: Tuesday and Thursday – 10:30 a.m. – 11:45 a.m.

Room 233 – McKay Education Building

OFFICE HOURS: Tuesday and Thursday – 8:00 a.m. – 8:50 a.m.

Wednesday – 8:00 a.m. – 11:30 a.m. or

By appointment only

Contact can also be through email/message, chat, computer conferencing or

other technologies.

E-MAIL/MESSAGING: Through WSU Online/Canvas

ENHANCED COURSE

INFORMATION:

Additional required course information and unit readings for this course will

be on WSU Online/Canvas

COURSE DESCRIPTION:

Examining causes of stress in the family and developing strategies for coping with stress.

PURPOSE:

The purpose of this course is to assist you in learning about stress and how it affects you and other humans. We

will explore principles related to stress, what it is, its effects on the human body, and how to manage it. As one

of the most important units of the system of our society the family will provide an excellent context for our

study of stress. This will be an application-oriented course, as much as possible. Many course assignments will

require you to look at and apply them to your personal and family life. If you are uncomfortable sharing

information with your professor then you might want to consider taking another course. Also, the professor

does not remember individual assignments as the class has a large number of students. All assignments are held

in confidentiality.

REQUIRED TEXT:

Greenberg, Jerrold S. (2017). Comprehensive Stress Management (14th Ed.). New York, NY: McGraw Hill

Companies. ISBN: 9780078028663

Boss, P., Bryant, C. M., Mancini, J. (2016). Family Stress Management: A Contextual Approach. (3rd Ed.)

Newbury Park, CA: Sage Publications. ISBN: 9781452270005

NOTE: Exam questions and other information will be taken from this text edition. If you chose to use a

different text edition you are responsible to get the correct information. Please use the correct edition of

the texts!


LEARING OUTCOMES (OBJECTIVES):

1. Basic Principles: Students will understand basic stress principles and be able to apply them to

life situations.

• Textbook readings, class lecture notes, mini videos, assigned articles, applied

assignments, examinations, grade rubrics followed

2. Current Research: Students will be familiar with current research findings on stress and the

effects of stress.

• Textbook readings, class lecture notes, assigned articles, applied

assignments (labs), examinations, grade rubrics followed

3. Symptoms and Sources: Students will be able to identify stress symptoms, types of stress, and potential

sources of stress in individuals and families.



4. Stress Management: Students will create complete assigned exercises including reaction statements

to demonstrate their ability to recognize and manage personal stress in life

situations. • Applied assignments, grade rubrics followed

5. Cultural Differences: Students will recognize the importance of cultural values and beliefs in

understanding why various families, couples and individuals cope differently

with the same event or situation.



6. Family Members: Students will demonstrate a deeper understanding of the complexity of

balancing diverse family members needs (e.g. Gender and generation) in

helping people to manage stressful events and situations.

• Textbook readings, class lecture notes, mini videos, assigned articles,

applied assignments (labs), examinations, grade rubrics followed

UNIVERSITY, DEPARTMENT, AND CLASS POLICIES

STUDENTS WITH DISABILITIES - ADA

Any student requiring accommodations or services due to a disability must contact Services for Students with

Disabilities (SDD) in room 181 of the Student Services Center (Phone: 801-626-6413). SSD can also arrange to

provide course materials in alternative formats if necessary. For additional information, please check the SSD

website (http://departments.weber.edu/ssd/).


COMMUNICATION POLICY

Instructor E-Mail/Messaging: Please use the WSU Online/Canvas e-mail/messaging system as this is the best way to reach me

quickly. I check this email/messaging least twice a day Monday-Friday.

I do not generally check e-mails on weekends, Saturday or Sunday, or after 4:30 p.m. at night so please

e-mail your questions early concerning assignments.

If you do not receive a reply to an e-mail that you have sent to me within 24 hours, Monday-Friday,

please e-mail/message me again as your e-mail/message might not have been received. E-

mails/messages sometimes get lost in "cyberspace". Thank you!

Your E-Mail/Message: Please be sure that your email/message in the WSU Online/Canvas is checked frequently. WSU

Online/Canvas email/message will be used for the course and individual and group e-mails/messages

are sent from there. It is your responsibility to be sure that this e-mail/message is working and checked

often. Please contact Tech Support at 801-626-6499 if you need help.

Response to Emails/Messages and Telephone Calls: Please be aware that all emails/messages and telephone calls are responded to within a 24-hour period

except on Saturday and Sunday. If you do not hear from me within that time period I DID NOT

receive your email or call. Please send your email again or leave another message.

If you still do not understand what I am asking for during the course then email or call me as much as

needed. I am here to help you but cannot help if I do not get the messages or know that help is

needed. I do not ignore emails or telephone calls and I am more than glad to continue to answer

questions you might have.

Announcements: Announcements are often used within the WSU Online/Canvas system. Please be sure to check them

often.

REPORT AND TRACKING INFORMATION

An important note of information for you to be aware of concerning WSU Online/Canvas, Face-to-Face, and/or

web enhanced courses. The WSU Online/Canvas system has a "report and tracking" area for the instructor that

shows different information concerning your participation within the course. All the main areas in the course

can be evaluated for time spent working or idle, one example of the main areas that can be looked at is the

email situation. For example, when you state "emails are not answered by the instructor" (or something to that

effect), please be aware that it can be looked up in detail. The information that can be found is the time you, as

the student, accessed the email system, when you sent the email (to the minute and second) to the instructor,

when the instructor read your email, when the instructor responded to your email (again to the second), when

you read the email from the instructor, and if you kept or deleted the email. This is just one example for your

information. Another would be that you have sent an assignment or not. The instructor can look and see if that

is the case.

The telephone system at Weber State University has a similar system for telephone calls to the instructor as

well as the Gmail email system. This is just information for you to keep in mind and have an awareness of

during your course of study.


WSU ONLINE/CANVAS ENHANCED COURSE

To pick up PowerPoint slides and lecture notes used in class you will need to log into the WSU Online/Canvas

Enhanced section of this course and download that information. Please remember that not all of the

information given in class will be on this site. You need to come to class for all of the information.

To review all course materials, turn in all assignments, and check your points in this course and turn in all

assignments it this class, please do the following:

1. Go to http://wsuonline.weber.edu/

2. Click on WSU Online/Canvas Login

3. Use your Wildcat username/password to log in.

4. This will take you to a page that lists all of the courses you are taking.

5. Click on the CHF 1400 course

6. You are now at the homepage for this course

7. Click on information you would like to view. If it is the module currently being studied then you will

find all of the information needed with that unit including the interview.

If you would like to read my comments please do the following:

1. Go to the homepage for this course.

2. In the upper right hand corner you should see the assignment icon.

3. Click on the icon.

4. It will open you up into a page that states “Assignments”. This page will have all of the assignments

listed.

5. Go to the right hand side and under options, click on the graded icon.

6. You will then be taken to a “View Submission” section.

7. Click on Attempt 1.

8. This will take you to your assignment and you will then be able to see my comments.

Please note you will turn all assignments in via the WSU Online/Canvas. Only do one or the other.

STARFISH

Weber State University and the Moyes College of Education care about your academic success! We

use Starfish to help identify students who may need additional support. Throughout the term, you may

receive emails from Starfish regarding your course grades or academic performance. If you receive

one of these alerts, please keep in mind they are meant to help you achieve success—they do not

affect your grade, or carry any punitive action. Students may use the “Raise Your Hand” feature in

Starfish to signal instructors and academic advisors that they need additional help. Advisors are

available to connect students with a variety of campus resources and answer questions. The Starfish program is listed in your eWeber portal. For more information on Starfish, please check this link:

https://www.weber.edu/starfish/studentinfo.html

STUDENT ATHLETES

Student athletes must turn in assignments or take exams in advance if they are going to be gone during the time

an assignment is due or an exam given. It is the students responsibility to consult the schedule and be aware of

all due dates.

https://www.weber.edu/starfish/studentinfo.html


ACADEMIC ETHICS AND HONESTY POLICY

Cheating is defined as taking credit or presenting work as your own that is not your own original work. You

are encouraged to meet together and discuss course material, but all examinations must be completed

individually and without any notes. The relationship intervention project must be an original project prepared

by the individual student. Plagiarism is not acceptable and proper citation of sources is required on all

assignments. Additional information regarding student’s rights and responsibilities can be found in the

Student’s Code: http://documents.weber.edu/ppm/6-22.htm

UNIVERSITY CONCUSSION AND HEAD INJURY POLICY

Students who sustain a concussion or a traumatic head injury should immediately report the incident to a

faculty member. The student will be excused from actively participating in physical activities for the class until

the student is evaluated and cleared by a qualified health care provider to resume participation in class physical

activities.

CAMPUS CLOSURE

THIS IS ONLY AFFECTIVE SHOULD CLASSES NEED TO BE CANCELED DUE TO AN

EARTHQUAKE, H1N1, OR OTHER EXTENDED WSU REASONS (Personal reason are not applicable

here)

WSU Online/Canvas is the preferred way of communication between students and professor in this class. When

you use regular emails for communication, please stick to your assigned @mail.weber.edu account or have

@mail.weber.edu messages forwarded to accounts you do check. It is your responsibility to check your WSU

online/canvas mailbox or email account regularly.

In the event of disease, natural disaster, or some other reason and the main campus is closed, this course will

resume online through the WSU Online system. Please login into this course via the WSU Online System to

receive further instructions: http://online.weber.edu/webct/entryPageIns.dowebct

RETENTION AND REFERRAL

The Department of Child and Family Studies follows a student retention and referral policy, which can be

found on the CHF website, http://www.weber.edu/chfam under student resources. Students may be referred to

the Department Retention Committee for behavioral, ethical, and/or academic performance issues. A grade of

C/B- or better is required for majors and minors in the department (a grade of C-/C+ is not acceptable). A

student who does not pass two or more classes in the department program (defined as a C-/C+ grade or lower)

will be subject to an academic referral and may be dismissed from the academic program. The Family Studies

program requires a minimum grade of C and the Early Childhood and Early Childhood Education program

requires a minimum grade of B-.

http://documents.weber.edu/ppm/6-22.htm

http://online.weber.edu/webct/entryPageIns.dowebct

http://www.weber.edu/chfam


COURSE HINTS AND POLICIES

Class will not just be note taking but actual learning experiences will be shared. Active participation is a must.

Some students attend class but are "psychologically absent". Participation and questions that add to the course

discussion are welcome. Ask for clarification if you do not understand. Many times others are also confused

and your clarification questions are appreciated. Read the chapters early in each unit so they can add to the

class discussion. Reading of course material is a must.

• All assignments are to be submitted via the WSU Online/Canvas system.

• All assignments are due at 11:59 p.m. on the dates listed in the syllabus. NO LATE

ASSIGNMENTS WILL BE ACCEPTED unless prearranged before due date not after.

• THERE IS NO EXTRA CREDIT OFFERED IN THIS COURSE.

• Please remember that no assignments may be redone. Please do your best work the first time.

Assignment or taking of exams will not be accepted late under any circumstances. As an example: If you get

really sick the day before an assignment id due, yet you had otherwise allotted that whole day to do the paper

and normally would have finished it, but because you are sick and do not finish it, at least submit what you

have for partial points.

The reason late assignment are not allowed is because: a) you know in advance at the beginning of the semester

when all assignments are due and exams will be held; and b) because part of being responsible and accountable

is that you work ahead in case these types of things happen.

PLEASE TURN OFF ALL CELLULAR PHONES AND PAGERS OR AT LEAST TURN THEM ON

TO VIBRATE. THEY ARE DISRUPTIVE TO THE CLASS.

PHONE’S ARE NOT TO BE OUT AT ANYTIME DURING CLASS.

NO TEXT MESSAGING OR EMAILING DURING CLASS - PARTICIPATION POINTS WILL BE

DEDUCTED.

EXAMS

Exams must be taken on assigned days. Exams cannot be made up.

EXTRA CREDIT

There is no extra credit offered in this course so please put time and thought into your assignments

and studying for the exams.

IMPORTANT POLICY NOTE

As required projects are completed for this course remember that http://www.wikipedia.org is not a peer

reviewed, research based source, and credit will not be given for information quoted from that site.

COURSE REQUIREMENTS, ASSIGNMENTS, POLICIES AND SCHEDULE:

The student will complete the following: ASSIGNMENT GRADING INFORMATION:

Please be aware that when your assignments are graded every single one is read. Following are some guidelines

as to what is being look for:

Content that has been thought out and has what would be called "depth" to it. It is just not "surface" or short

brief statements that skim over the topic or repeat what the book states but statements that are well supported

and backed up with course terms/concepts.

Within the content depth, the minimum amount of course terms to be used and the content you have given backs up the statements you are making. The assignments are read looking to be sure that you have just not

put the course concepts in a sentence just to have them there but that you have a good understanding of the

concept and how to apply it with the assignment.


Assignments will be graded on development of thoughts, organization, and fulfillment of all “Grade Rubric

Criteria” for the questions the criteria is listed under.

When formatting you papers, please be sure to use the following guideline:

1. Follow the format given in the example.

2. Be sure to give all need information – as in the example.

3. 1 inch margins all around

4. Single spaced entire page (no extra spaces)

5. Use Times New Roman 10-12 point font.

The required number of pages should be content only – this does not include the title page.

ADDITIONAL ASSIGNMENT INFORMATION:

This course addresses topics that are personal in nature. Assignments are to be introspective – meaning that

only you and I will see them. Assignments will remain private and will not be seen by other students. Many of the assignments are also about your life. I will not and cannot evaluate your life but will look at how you apply

the key terms/concepts to your life and in your writings. This is where the “Basic Grade Criteria” and use

of “Key/Course Terms” will be key.

Key/Course Terms must relate to the concept that you are writing about. Some Key/Course Terms are listed at

the beginning of text chapter lecture notes and extra readings. You are to come up will the terms that are

important to you and that apply to the concept you are writing about.

I will be grading the assignments on organization, development of thoughts, and fulfillment of criteria based on

Grade Rubrics.

PLEASE REMEMBER YOU EARN YOUR GRADE.

NOTE: All assignments will be graded within a 3-4 day (72-96 hour) period Monday through Friday unless

you are notified via the WSU Online/Canvas email system otherwise.

COURSE ASSIGNMENTS

1. CLASS AND E-MAIL/MESSAGING CONTRACT

As part of this course you will need to sign a “Class and Email Contract” by the end of the first week of the

semester. This contract tells me that you have read the syllabus completely through and either agree or disagree

to the contents.

Also, you will be agreeing (or not) that you have viewed and understand the due dates on all assignments and

exams on the "Assignment/Exam Due Date at a Glance" page.

You will also need to email me through the WSU Online/Canvas system before signing this contract to show

that you know how the system works and are able to connect to the enhanced course.

You will also be agreeing (or not) to check your WSU Online/Canvas email at least 4 times per week during

this semester.

If you do not sign this contract by the beginning of the second week you will still need to sign it but will

receive “0” points.

If you do not sign this contract by the end of the second class you will still need to sign it but will receive “0”

points.


2. IN CLASS REACTION PAPERS

Students will occasionally be asked to prepare and submit a variety of short (in class) reaction papers with

comments, questions and/or observations based on the assigned readings and in class discussions. These

reaction papers will be unannounced and giving at the beginning of class. The papers cannot be made up if the

class they are giving in is missed.

3. DISCUSSION LEADER

Each student will select a class period and be the discussion leader for a focused discussion topic/period within

each class meeting. As the session leader, you will do a short framing presentation (10 minute maximum),

providing a synthesis of the over arching themes/ideas from the readings for the day, followed by your leading

the general discussion (for approximately 20 minutes of the class period). Each student will assume

responsibility to lead one discussion class. Please review the syllabus and sign up with the professor.

4. ATTENDANCE/PARTICIPATION:

Course attendance, preparation for class, and participation in class discussion is a critical component of

learning. Frequent absences are not acceptable because they are disruptive to the group and because

material/information will be presented in the class that is not contained in the assigned readings. Because the

subject matter of the course will be presented in many forms the student needs to be prepared to discuss

assigned readings. It is, therefore, important that the student read the assigned work prior to coming to class.

Attendance is considered an integral part of the stress class. In order to grasp course concepts, participation in

class and small group discussions is essential. Attendance will be taken each class and will count 50 points

toward the student’s final grade. You will receive 1 point for attendance and 1 point for participation –

total 2 points. If you come late or leave class early you will not receive the full point for attendance. Reading

material prior to class is important so that participation can take place. If you do not participation at least one

time per class you will not received the participation point. One (1) point will be given for exams dates after

you have taken the exam.

Regular attendance and participation are crucial to your success in this class. Increased interaction with

the course material will help you better grasp the issues and give you a chance to apply these materials to a

variety of situations, helping your chances of success on papers and the final exam. It is up to you whether you

attend class or not but please remember the attendance points and in-class exercises/quizzes cannot be made up

under any circumstance.

5. COURSE EXAMS:

A total of six (6) exams will be given. They will be given only on the days scheduled and will be on Chi Tester

at all major testing centers. The student must bring picture ID and arrive at least one hour prior to the time that

the testing center will close. There will be no notes or papers allowed in the testing center. Exams will cover

the text, additional readings, class discussion material, guest speakers, etc. Each exam will be worth 50 points. EXAM DATES ARE LISTED ON THE SYLLABUS.

The level of content proficiency will be determined by test scores and written assignments. These requirements

help dictate the grade to be received. The student should select which grade they will work for, and study

appropriately. Please remember that I do not give grades but you earn them.

NOTE: Exam scores will be given at the time the student takes the test but you will only be able to review the

questions missed for 1 hour after taking the exam due to security reasons. Test scores will be placed in each

student's grade book no more than two (2) days after the exam.


6. PERSONAL CONCEPT APPLICATION ASSIGNMENTS:

The student will:

A. Requirements:

1. Choose different family stress concept from the list provided in the assignment area.

These are concepts discussed or read about in the various chapters from both text and

also the extra readings within the course.

a. Use nine (9) terms within each concept and apply them to you and your

family’s lives. Terms need to be used in the application area and not the definition

area.

i. Look at your life and that of your family and apply the concept that you

choose to at least 2 or more applications.

ii. You will be graded on organization, development of thoughts, course

terms used and if the content you have given backs up the statements you

are making.

iii. Assignment grading will be based on your understanding of the concept

and how to apply it in the example you are giving.

iv. You will not be graded on your life but on the application of what you are

learning – you can be honest or not that is up to you.

2. Each of the concepts must use the format listed below for full credit:

a. Each assignment needs to be a single-spaced analysis

b. Use Times New Roman 10-12-point type font and 1" margins all around

c. Concepts and terms should be identified in Italics and/or BOLD capitalized

type one time.

d. All format components must be included.

3. The length of this paper must be at least 2 or more complete pages or more

B. The content needed for this paper is:

▪ Your name

▪ Concept name

▪ Terms associated with concept

▪ Concept explanation/definition

▪ Applications (at least 2 or more) of concept to your personal life

▪ Author of concept and where concept was adapted or taken from – specific page

number(s)

C. Assignments are to be submitted via the WSU Online/Canvas assignment area

Note: A detailed grade rubric and example paper is included on the following pages of the

syllabus.


DETAILED GRADE RUBRIC FOR TWO (2) OR MORE PAGES OF PERSONAL CONCEPT

APPLICATION PAPER Description of

component

Criteria for

score of .5

Criteria for

score of .375

Criteria for

score of .25

Criteria for score

of .125

Does not meet

criteria score of 0

Your Name: Name is on

assignment

No name on

assignment

Concept name:

List the name of the

concept

Name of the

concept is

clearly listed

Part of the name

of the concept is

clearly listed

No name of the

concept is clearly

listed

Description of

component

Criteria for

score of 2

Criteria for

score of 1.5

Criteria for

score of 1

Criteria for score

of .5

Does not meet

criteria score of 0

Terms associate

with this concept:

List all 9 of the

terms that are

related to this

concept.

List 8-7 of the

terms that are

related to this

concept.

List 6-5 of the

terms that are

related to this

concept.

List 4-1 of the

terms that are

related to this

concept.

No list of the

concepts/terms

that are related to

this concept.

Description of

component

Criteria for

score of 10

Criteria for

score of 8

Criteria for

score of 4

Criteria for score

of 2

Does not meet

criteria score of 0

Concept

explanation/definition:

(Explain the Concept,

in your own words,

in detail)

The student

demonstrates

superior use and

integration of

concept and

explained the

concept, in your

own words, in

detail.

The student

demonstrates

high-level

understanding of

concept and

explained the

concept well in

own words.

The student

demonstrates

minimum level

of understanding

in explaining of

concept from the

text.

The student

demonstrates

minimum level

of understanding

of concept with

minimum quality

of work in

explaining the

concept.

The student has

no level or

understanding of

concept.

Description of

component

Criteria for

score of 30

Criteria for

score of 20

Criteria for

score of 10

Criteria for score

of 5

Does not meet

criteria score of 0

Application of

concept to personal

and/or family life:

(Apply this concept

to your own or your

family life using

personal examples.

The concept and

terms should be

identified in Italics

and/or BOLD,

capitalized type.)

Information is:

▪ Very

organized

with well-

constructed

paragraphs;

▪ Clearly

relates to

the main

topic

▪ Includes at

least 2

supporting

details

and/or

examples.

Information is:

▪ Organized

with well-

constructed

paragraphs.

▪ Clearly

relates to the

main topic.

▪ Provides at

least 1

supporting

details

and/or

examples.

Information is:

▪ Organized,

but

paragraphs

are not well

constructed.

▪ Information

clearly

relates to the

main topic.

▪ No details

and/or

examples

are given.

Information:

▪ Appears to

be

disorganized

▪ Information

has little or

nothing to do

with the

main topic.

Information:

▪ Does not

apply to the

concept.

Description of

component

Criteria for

score of 1

Criteria for

score of .75

Criteria for

score of .5

Criteria for score

of .25

Does not meet

criteria score of 0

Terms should be

identified in Italics

and/or BOLD,

capitalized type

within the

applications.

Has 9 terms

identified in

Italics and/or

BOLD,

capitalized type.

Has 8-7 terms

identified in

Italics and/or

BOLD,

capitalized type.

Has 6-5 terms

identified in

Italics and/or

BOLD,

capitalized type.

Has 4-1 terms are

not identified in

Italics and

BOLD,

capitalized type.

No terms were

given


Description of

component

Criteria for

score of 1

Criteria for

score of .75

Criteria for

score of .5

Criteria for score

of .25

Does not meet

criteria score of 0

Author of concept

and where concept

was adapted from:

Author and all

information

where the

concept was

taken from is

clearly listed.

Authored and

where the

concept was

taken from is

partially clearly

listed.

No Author or

where concept

taken from listed.

Description of

component

Criteria for

score of 5

Criteria for

score of 4

Criteria for

score of 3

Criteria for score

of 2

Does not meet

criteria score of 0

Professionalism

The student

skillfully uses

written language

to communicate

the purposes,

procedures, and

conclusions of

the assignment.

Stylistically, the

writing flows

coherently and

fluently

throughout the

assignment and

demonstrates a

superior

command of

written

communication.

Is at least 2

complete pages

or more in

length, single-

spaced.

The student uses

written language

effectively;

Stylistically, the

assignment reads

well and is free

of obvious errors

in grammar,

syntax, and

mechanics.

writing. Is at

least 1 3/4 pages

in length, single-

spaced.

The student uses

written language

effectively;

Stylistically, the

assignment reads

well and is free

of obvious errors

in grammar,

syntax, and

mechanics.

writing. Is at

least 1 1/2 page

in length, single-

spaced

The student uses

written language

effectively;

Stylistically, the

assignment reads

well and is free

of obvious errors

in grammar,

syntax, and

mechanics.

writing. Is at

least 1 1/4 page

in length, single-

spaced.

The student does

NOT use written

language for basic

communication

and expression.

Is at least 1 page

in length, single-

spaced.

Total Point: 50


EXAMPLE FORMAT OF TWO (2) OR MORE PAGES OF PERSONAL CONCEPT

APPLICATION PAPER

Your Name: Please place your name here

Concept name: This is the overall name of the concept

Terms associated with concept: At least nine (9) terms associate with this concept – You will

also need to use them in your application area in BOLD

and/or Capitalized.

Concept definition: Explain the concept, in your own words, in detail. As you define

it be sure everything is included to make it as clear as possible.

You need to have as much information as you can.

If you have most of the definition but not all then it will go down

from there.

Applications: (at least 2 or more)

Application #1:

Apply this concept to your life or your family using personal examples.

The terms should be identified in Italics and/or BOLD, capitalized type. Terms need to be

used in the application area and not the definition area.

Application #2:

Apply this concept to your life or your family using personal examples.

The terms should be identified in Italics and/or BOLD, capitalized type.

Other applications: As many as you would like (optional)

Author of concept: Author of concept and where concept was adapted or taken from – specific

text, chapter, and page number(s)

The “Professionalism” looks at entire paper.

Note: Please remember that your paper is to be single spaced and at least 2 full pages of content

using 1 inch margins all around, times new roman font, and be either 10 or 12-point font.


EXAMPLE OF TWO (2) OR MORE PAGES OF PERSONAL CONCEPT APPLICATION

PAPER (NOT REAL PEOPLE)

Your Name: Student name

Concept name: General Systems Theory as it includes the ABC-X Model

Terms associated with concept: system, family, mobilize, adapt, external context, internal context, symbolic

interaction, integrate, intertwined, stress, ripple effect, scapegoat, whole greater than sum of parts, stressor

event, cumulative, ambiguous, resources, perception.

Concept definition:

Pauline Boss states that “families are living organisms. This means that families have a structure with

boundaries to maintain.” This theory shows that for an individual to learn, grow, and prosper, they need to have

interactions that help create structure and boundaries within their lives. Within each family, there are unique

experiences and memories that they share. These memories include events that they go through together such

as the successes and failures. Some people like to think of a family as one. However, under the Generals Systems Theory, it discusses how each family member brings something to the table. This system is greater

than the sum of its parts. A family is like a system, and it is made up of multiple different parts. Knowing that

all families are different and have different structures, the parts within the family that make the system could be

parents, children, step-parents, step-children, grandparents, aunts, uncles and so many others. Each person or

part that make up a family have different ideas, thoughts, interests, and actions. As each person brings their

differences it all combines and strengthens the system. One person in the family may lack skills or strengths in

one area, while somebody else has advanced skills. When one family member may be in trouble, depressed, or

stressed, that is when the whole family as one comes together to help that one family member. This is called the

systemic strength. When a family is viewed this way it can be compared to a rope. There are many strings that

have a certain amount of strength and when all of the strings are combined, the total strength of the newly made

rope is stronger than the sum of the string’s individual strength. This is just like a family. Each individual

contributes in a certain way and provide a certain amount of strength or stress to the family. When all of that

strength or stress is combined, it can be a synergistic result. Change among families can be hard, sometimes to

avoid this there can be “blame” set upon one person in particular in the family who may seem to be having a

harder time. This is called a scapegoat in the family.

The ABC-X model was designed by Reuben Hill which approached family stress from a scientific view.

This model focuses on four foundational parts signified by A, B, C, and X: A stands for a provoking event or

stressor; B stands for a family’s resources or strengths when the stressful event takes place inside or outside the

family; C represents the meaning, or perception, formulated by the family and each of its members; X

represents the outcome of the combination of the stressful event, the family’s resources, and the family’s

perceptions.

Taking a closer look at each part of the ABC-X model, the A factor, or stressful event, is first. The

stressor event is any event that acts as a stimulus for change in the family. The stressor event is not necessarily

stressful, but it is a stimulus that provokes change. When this event provokes change, it has the potential to

cause stress for the family. There are multiple classifications of a stressful event and they are based on four

categories: source, type, duration, and density. Questions that help determine these categories are questions that

ask whether the stressor even is within or outside of the family, what type of stressor event they are, how long

the event lasts, and how intense the event is. A few stressor event classifications that spring from answering

these questions are chronic (a situation that lasts a long time), acute (an event that is brief), cumulative (a

collection of many events piling on top of each other), ambiguous (situations where things are unclear), and

external (events that are outside of the family).

The next part of the ABC-X model is the B factor, which is resources. Resources are skills,

possessions, connections, or relationships that the family uses to cope with stressful events. These resources, or

assets, are found in the individual, in the family, or in the community. Examples or resources are financial

stability, health, education, knowledge, job kills, social support, family unity, resilience, and patience. These

can be psychological assets as well as physical or economic assets.

Third is the C factor, which is perception. This is the way that the family, as a whole, understand and

interprets the meaning, stress, and impact of a stressor event. The family cannot act on a stressor event until

they make meaning about what is happening. Perception can be influenced by past experience, cultural norms,


social constructions on what a stressful event is supposed to look like. To make an interpretation, processes

involving both thinking and feelings are used by families. Understanding perceptions is important in order to

properly how to cope with stressor events.

The last part of the ABC-X model is the x factor, which is family crisis. Family crisis can be one of

three things. It can be an interruption in a family’s equilibrium, it can be very intense pressure, or it can be an

acute change that completely stops the family from functioning properly. It can also be seen as a disturbance

that is greater than the problems solving strategies that are normally used.

The ABC-X model is a great tool to help one understand where how they are doing with their resources

and perceptions when it comes to coping with stressful events. The more a family can appropriately adjust

perceptions and build up their resource repertoire, they less amount of stress they will feel and the better they

can cope with a crisis.

Application #1: As I have gotten older I have realized that FAMILY is the most important thing in this world.

The General Systems Theory states that “The system is greater than the sum of its parts.” I honestly really love

the way this is worded. Even when we think we have our lives together, we are so much stronger when we

have our FAMILY. We can handle so much more stress and adversity. We are greater in numbers. This

applies to my life because I have had to deal with a lot of family stress. Honestly, I think that my childhood was relatively decent and I really don’t have much to complain about, but we had STRESS. We had to learn to

adapt rather early in life – my parents would get tired of working a job and we moved about every 3 years.

That is a hard transition for a kid. My dad usually left a few months before we decided to follow. My mom

was left to raise us pretty much on her own. We all had to step up and help, causing us to be much more

flexible. So, fast forward to being ten and moving to Utah. We moved to Utah, Utah county to be exact. I

didn’t know that this would be an issue – well it was. The reason that it was an issue, is because we were not

of the predominate religion. Talk about a huge stress. This was an EXTERNAL CONTEXT that we were not

expecting. As hard as it is to move to a new place it was even harder when this SYMBOLIC INTERACTION

added to the stress. People were not allowed to be friends with us because we moved here from California.

Luckily, after years of heartache on both sides, we learned to adapt and INTEGRATE. I am now 35 and have

stayed living in Utah. I have 4 children of my own and have learned how to ADAPT, so it was never anything

they had to deal with. They didn’t come in blind like we did. We still have some families that feel like our

kids can’t play together, but I just teach my kids to love people, all different kinds of people. I teach them to be

a good person and let them know it’s not worth getting discouraged over. INTERNAL CONTEXT – we can

only control what we can control. Some of the best people I know are religious, and they would probably say

the same thing about me- The difference is that we have chosen to love each other, to adapt to each other and to

integrate our differences.

Application #2:

I have seen the General Systems Theory in many ways in my family. Two ways that are the most

predominate are my work and my marriage. Pauline Boss quoted Ernest Burgess stating that family is defined

as, “a unity of interacting personalities.” In Boss’s own words, she adds that, “personalities must have a history

and future together of some shared rituals and rules.” With this in mind, I feel that my co-workers are part of

my nine-to-five family. We all work as a team with the same rules and many shared rituals. I feel that this

applies to the General Systems Theory because each of us comes to work with very different strength and even

different roles. My position is in retail. We have others that are in the production preparation and more who

are in the construction phase. When all of these parts are strung together like the threads of a rope, we are able

to accomplish something much more than our individual achievements. Another way to show that we are

closely INTERTWINED is when someone makes a mistake or causes stress, the entire company is

weekend. This is the reason that we have weekly meetings to make sure all parts of the SYSTEM (employees)

are doing well.

I have experienced the General Systems Theory since day one of my job at XYZ Company. Together

there needs to be a sense of unity because what we do is so labor intensive and not one person can do it on their

own. We have built a structure with how things are supposed to flow and have created boundaries with what we

feel comfortable talking about and what we do not. Working for this company I have found that the WHOLE IS GREATER THAN THE SUM OF ITS

PARTS because if one individual is having an ‘off’ day, it seems to have a ripple effect on the whole system at

work. When this happens, it tends to sometimes cause stress for the individuals who are working with the


individual who is having an off day because they are trying their best to make sure that the customer is happy at

the end of the day. When one person does not do their job, it can have a negative effect on the rest of the

individuals in the company because we all rely on one another to get the job done.

I have personally experienced this every day since I started a specific position at work because I am

always super busy with what I am doing, and almost do not have any time to do what needs to get done. I ask

the other individuals in the office to help me out, and they say that they are too busy to help or that it is not part

of their job description. The whole is greater than the sum of its parts in that if they would help me, I would in

turn help them if they were in need of assistance. At the end of the day though, everything gets done, the stress

levels are a little high, and we come to work the next day to go through the same situation because we want to

provide customers with the best move that they have ever had!

When I think about my family of origin, I label our system as “The XXX Family”. This includes what

we believe have experienced, seen and learned together as well as memories we have made. I think of family

vacations, parties, funerals, dinners, homes and neighborhoods lived in, churches and schools attended, extra-

curricular programs we’ve all been involved in, family friends, cousins, grandparents, the staple foods found in

our home, the games we played to pass time, the clothes handed down from the oldest to the youngest and so

many things that not only connect us but that sort of define our system as a whole. I label the sum of parts as mom, dad, two (2) brothers, three (3) sisters and me. I think of our individual experiences. I had a specific

group of friends unique to me. I have a whole family of in-laws aside from my family of origin. Although

there is much that identifies me as a part of my family system or “The XXX Family” I also have my own

separate set of beliefs, experiences, memories, and challenges.

When I think of how we work as a system, I think of a time my oldest brother began outwardly

expressing and displaying rebellion to the values and beliefs in which we were all raised. This was the

beginning of MOBILIZING our family because one member was in trouble. His rebellion had a RIPPLE

EFFECT. My second to the oldest sister observed my younger brothers distress which came from observing

my distress which came from observing my oldest brother’s distress. Eventually the distress and questioning

worked its way through every member of the family. This deep reflection for several individuals was

ultimately brought out by one person’s behavior. Because of our oldest brother’s unhappiness, our system

started to move. We all started to question something we hadn’t questioned before. If we wanted our system to

remain stable, we could have allowed our older brother to be the SCAPEGOAT. We could have labeled him as

a struggling rebellion to protect our system from having to move together. Instead, we allowed his discomfort

to move all of us forward. In the end, we didn’t necessarily deny our old beliefs, but we each learned to see

things in a new way.

Application #3:

The other experience that comes to mind is of when an uncle from my dad’s side of the family passed

away a few years ago. It was an acute STRESSOR EVENT that was very sudden. He was kayaking in a river

and drowned. He was found dead, a short while later. With little understanding of what really happened, it was

also an AMBIGUOUS situation. It was a major shock for my entire family because he was still so young, he

was successful, and he had a great life ahead of him.

Almost all of my aunts and uncles perceived this event as a sad situation, but one that they were not

going to let pull them down. They have faith they will see him again and they believe he is in a good place.

This PERCEPTION kept everyone strong during all the tears and sadness. I had an aunt who was living in

South Korea when this happened, and she was given the opportunity to come home for her brother’s funeral,

but she had confidence that all would be well back home and she decided to stay in Korea until she was

finished with her work. My dad’s family also provided great social support for each other and they had a lot of

friends and neighbors reach out to my grandparents. This social support and community provided a strong

resource to help my family make it through this difficult time. Honestly, although the situation was sad for

everyone, the family handled it very well and had minimal stress. That is because they had the resources and

perception need to effectively cope.

However, there was one family member who did not cope as well and found the family crisis to be

extremely stressful. This was my uncle who was brokenhearted because he was the closest sibling he had who was always there for him. He buried his hard feelings for a couple years until he started looking for outside

resources to cope with the stress. He found that trusting in science and using drugs were an outlet to help him

cope with the loss. While drugs may not be the best RESOURCE, it was working for him momentarily.


Unfortunately, his drug use led to his wife to wanting a divorce. Now, he is divorced, and his three daughters

live with his wife. One stressor event piled on top of the other, creating a CUMULATIVE stressor, making his

situation even more difficult than before. His perception continues to be clouded, and he is currently at a point

in his life where his is trying to pick himself up out of a deep hole that he dug himself. Hopefully, one day, his

perception will change and he will have the resources needed to effectively cope with and overcome his stress.

Author of Concept: Reuben Hill, Ernest Burgess and Walter Buckley in Pauline Boss, Family Stress Management: A Contextual Approach, Chapter 1, page 21-22 and Chapter 2, pages 34-50.


5. “THE FREEDOM TO BE ME” ASSIGNMENT:

The student will:

A. Requirements:

a. Read carefully the poem "The Freedom To Be Me" in Module 6.

b. Write an essay analyzing this poem using the various stress coping skills that you

have learned from this course.

c. After you have analyzed this poem, on what points do you agree and on what points

do you disagree?

d. Assignment needs to contain at least 40 complete sentences of good content.

e. Use of at least 15 different course terms in all CAPS with content to back each up.

Terms must represent the entire semester.

f. No close or back-to-back terms.

B. The content needed for these papers is:

▪ Your name

▪ Concepts/terms associated with this theory/skill

▪ Essay including the requirements listed above in part A

C. Assignment is to be submitted via the WSU Online/Canvas assignment area.

DETAILED GRADE RUBRIC


EXAMPLE FORMAT OF “THE FREEDOM TO BE ME” ASSIGNMENT

Your Name: Please place your name here

Terms associated with theory: At least fifteen (15) different concepts/terms learned in this

course. You will also need to use them in your application

area in BOLD and Capitalized.

Essay analyzing the poem: Assessment contains at least 40 complete sentences of good content.

Complete sentences need to contain at least 5 words per sentence.

GRADING:

ASSIGNMENTS/ACTIVITIES POINTS POSSIBLE

Class and Email Contract 5

In Class Reaction Papers 60

Discussion Leader 30

Concept Application assignments (6 X 50 points each) 300

Freedom to Be Me assignment 40

Course Exams (6 @ 50 points each) 300

Attendance/Participation 50

TOTAL POINTS 785

GRADE SCALE:

Please remember that you earn your grade, grades are not just given.

GRADE GRADE PERCENTAGE

RANGE: GRADE

GRADE PERCENTAGE

RANGE:

A 100% to 94% C < 77% to 73%

A- < 94% to 90% C- < 73% to 70%

B+ < 90% to 86% D+ < 70% to 66%

B < 86% to 83% D < 66% to 63%

B- < 83% to 80% D- < 63% to 60%

C+ < 80% to 77% E < 60% to 0%


STATEMENT OF COPYRIGHTED MATERIALS:

Students are advised that all lecture notes, lectures, study guides and other course materials disseminated by the

instructor to the students, whether in class or online, are original materials and as such reflect intellectual

property of the instructor or author of those works. All readings, study guides, lecture notes and handouts are

intended for individual use by the student. Students may not distribute or reproduce these materials for

commercial purposes without the express written consent of the instructor. Students who sell or distribute these

materials for any use other than their own are in violation of the University’s Intellectual Property Policy

(http://www.weber.edu/iso/heoa_p2p_compliance.html). Violations of the instructors copyright may result in

course sanctions and violate the Code of Academic Integrity.

SUBJECT TO CHANGE STATEMENT:

Information contained in the course syllabus, other than the grade policies, may be subject to change with

reasonable advance notice, as deemed appropriate by the instructor.

COURSE SCHEDULE:

Specific due dates for all assignments are on the "Assignment/Exam Due Dates at a Glance" page. Please

watch them carefully as no assignments will be accepted late.

http://www.weber.edu/iso/heoa_p2p_compliance.html


TENTATIVE COURSE TIMELINE

This is a tentative course schedule and can be changed by the professor if and when needed.

DATE TOPICS READING

(Due at the beginning

of class on the date

listed)

ASSIGNMENTS

MODULE 1

WEEK 1

Aug. 27 Course Introduction

Course requirements

Aug. 29

Chapter 1 –What Is New? Comprehensive Stress

Management – Greenburg

- Chapter 1

Summit Class and Email

Contract

WEEK 2

Sept. 3

CHAPTER 2 – Stress

Psychophysiology Comprehensive Stress


- Chapter 2

Sign-up for Discussion

Leader Assignment

Sept. 5

CHAPTER 3 – Stress and

Illness/Disease

Handout on Depression

CHAPTER 4 – Stress and the

College Student

Comprehensive Stress


- Chapter 3

Handout on Depression



- Chapter 4

WEEK 3

Sept. 10

Friendship Check List

Core Needs and Fears

Maslow Hierarchy Of Human

Needs

Suggestions For Dealing With

Stress

Symptoms of Stress

Handout on Friendship

Check List

Handout on Core Needs

and Fears

Handout on Maslow

Hierarchy Of Human

Needs

Handout on Suggestions

For Dealing With Stress

Handout on Symptoms of

Stress

COMPLETE AND

SUBMIT

ASSIGNMENT #1:

Personal Concept

Application

Sept. 12 EXAM 1

WSU Testing Center


MODULE 2

WEEK 4

Sept. 17

CHAPTER 5 – Intervention Comprehensive Stress


– Chapter 5

Sept. 19

CHAPTER 6 – Life-Situation

Interventions: Intrapersonal

Nutrition Do’ and Don’ts

My Plate serving Chart

Food Serving Equal Chart



- Chapter 6

Handout on Nutrition Do’

and Don’ts

Handout on My Plate

serving Chart

Handout on Food Serving

Equal Chart

WEEK 5

Sept. 24

CHAPTER 7 – Life-Situation

Interventions: Interpersonal

Communication

Anger



- Chapter 7

Handout on

Communication

Handout on Anger

Sept. 26

CHAPTER 8 – Perception

Interventions

Change Your Attitude and

Perception

Cognitive Reframing

Humor As Medicine



- Chapter 8

Hardy People video

Handout on Change Your

Attitude and Perception

Handout on Cognitive

Reframing

Handout on Humor As

Medicine

COMPLETE AND

SUBMIT

ASSIGNMENT #2:

Personal Concept

Application

WEEK 6

Oct. 1 EXAM 2

WSU Testing Center


MODULE 3

Oct. 3

Self Esteem

Your Stress Personalities

Understanding Personal Pain

Handout on Self Esteem

Handout on Your Stress

Personalities

Handout on Understanding

Personal Pain

WEEK 7

Oct. 8

CHAPTER 9 – Spirituality and

Stress



- Chapter 9

Oct. 10

CHAPTER 10 – Meditation

Creative Visualization

CHAPTER 11 – Autogenic

Training, Imagery, and

Progressive Relaxation



- Chapter 10

Handout on Creative

Visualization



- Chapter 11

WEEK 8

Oct. 15

CHAPTER 12 – Other

Relaxation Techniques

"Sleep"



- Chapter 12

Handout on "Sleep"

COMPLETE AND

SUBMIT

ASSIGNMENT #3:

Personal Concept

Application

Oct. 17 EXAM 3

WSU Testing Center

MODULE 4

WEEK 9

Oct. 22

CHAPTER 13 – Physiological

Arousal Interventions

Physical Wellness

Exercise Do’s and Don’ts



- Chapter 13

Handout on Physical

Wellness

Handout on Exercise Do’s

and Don’ts


Oct. 24

CHAPTER 14 – Strategies for

Decreasing Stressful Behaviors

Internal and External Control



- Chapter 14

Handout on Internal and

External Control

WEEK 10

Oct. 29

Exchange Theory; Mixed

Messages/Double Binds; and

Empty Well/Reservoir Theory

CHAPTER 15 – Diversity and

Stress

Handout on Exchange

Theory; Mixed

Messages/Double Binds;

and Empty Well/Reservoir

Theory



- Chapter 15

COMPLETE AND

SUBMIT

ASSIGNMENT #4:

Personal Concept

Application

Oct. 31 EXAM 4

WSU Testing Center

MODULE 5

WEEK 11

Nov. 5

CHAPTER 16 – Occupational

Stress

Social/External/Job-

School/Environmental/

Financial Stresses



- Chapter 16

Handout on for Social/External/Job-

School/Environmental/

Financial Stresses

Nov. 7

CHAPTER 17 – Family Stress



- Chapter 17

WEEK 12

Nov. 12

Children and Stress

Relationship Stress

Handout on Children and

Stress

Handout on Relationship

Stress

Nov. 14

CHAPTER 1 –Family Stress:

An Overview

CHAPTER 2 – The Contextual

Model of Family Stress

Family Stress Management

– Boss, Bryant, Mancini -

Chapter 1


– Boss, Bryant, Mancini -

Chapter 2


WEEK 13

Nov. 19

CHAPTER 3 – Multicultural

Perspectives of a Universal

Stressor


– Boss, Bryant, Mancini

- Chapter 3

COMPLETE AND

SUBMIT

ASSIGNMENT

#5: Personal Concept

Application

Nov. 21 EXAM 5

WSU Testing Center

MODULE 6

WEEK 14

Nov. 26

CHAPTER 4 – Ambiguous

Loss: A Major Stressor

CHAPTER 5 – Boundary

Ambiguity: A Perceptual Risk

Factor in Family Stress

Management

CHAPTER 6 – Family Coping,

Adapting, and Managing

CHAPTER 7 – Resilience for

Managing Stress



- Chapter 4



- Chapter 5



- Chapter 6



- Chapter 7

Nov. 28 THANKSGIVING HOLIDAY

WEEK 15

Dec. 3

CHAPTER 8 –Families,

Communities, and

Neighborhoods

CHAPTER 9– Future

Challenges to Family Stress

Management

Sixty-One Ways To Make

Stress Work For You

"The Freedom to Be Me"



- Chapter 8



- Chapter 9

Handout on Sixty-One

Ways To Make Stress

Work For You

Poem "The Freedom to Be

Me"

COMPLETE AND

SUBMIT

ASSIGNMENT #6:

Personal Concept

Application

Dec. 5 EXAM 6

WSU Testing Center

COMPLETE AND

SUBMIT ASSIGNMENT

#7: Freedom to Be Me

the family in stress child and family studies 4400 … 2019...boss, p., bryant, c. m., mancini, j....

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