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03/17/2013

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Course Syllabus

Title: Personal and Professional Tools for Fostering Stress-Resiliency for Teachers and Others
Credits:3 credits (45 contact hours) - 1 credit = 15 contact hours
Instructor:Emina Ibragic-Burak
Meeting dates and times:4-week course: Week 1 (17.5 hours): M-F: July 6-10, 2009 8:30-12:00

online: Week 2,3 & 4: July 13-31 approximately 2 hours/day (27.5 hours)
Location:University of Vermont TBD
Course Description:

This course is offered in combination of a one week on-campus class and two weeks on-line (Blackboard).
Students choose the timeline for the online portion of this course. This highly interactive course offers teachers
and others practical guidelines for creating stress-resilience at home and work. In-depth study of the
components of comprehensive stress management for thriving during these pioneering times of change will be
coupled with experiential learning. Students will receive guiding principles and strategies for a whole person
approach to managing stress, creating balance, and maximizing health and vitality which are applicable to their
own lives as well as in the classroom. The focus of this course will be on building a strong personal foundation
with emphasis on how it fits into the overall process of personal growth and development. Specific classroom
strategies will be emphasized for all grade levels.

Goals:

Students will understand the value of adopting specific stress reduction strategies in order to gain a new
freedom to build a life of rewards and lasting fulfillment. Tools and techniques will include how to get stronger
and more productive, increase energy, improve health and achieve greater happiness from life. This course will
answer many vital questions:

How can I win more of life\u2019s battles, increase my performance and productivity, and be happier and
healthier?
How can I help my students be more persistent and resilient fighters in life\u2019s ceaseless struggles?

How can I balance home and work and improve key family relationships?
How do I develop meaning and purpose in life?
How can I make my immune system stronger?

What can schools do to toughen children for tomorrow\u2019s more demanding world?
How do aspects of my personality contributes to stress? What skills do I need to acquire to become

more optimistic, self confident, and assertive?
How can I achieve new levels of physical, mental, and emotional flexibility?
How can I learn the mental preparation skills that allow me to perform under pressure?
How do I bring stress management strategies into the classroom setting?

Learning Outcomes:
1. Define wellness & lifestyle disease
2. Describe the health belief model, transtheoretical model, and theory of reasoned action of planned behavior.
3. Describe the medical, environmental and holistic models of health.
4. Describe how mind and body communicate biologically.
5. Define psychosomatic illness
-2-

6. Describe how faith, religion, and spirituality affect health.
7. Describe meditation and image visualization and how they impact health
8. Define the terms stress, stressor, eustress and distress
9. Describe the mental and emotional components of stress
10. Describe the physiological components of stress
11. Describe ways that stress causes illness
12. Define problem-focused and emotion-focused coping
13. Explain the role of positive emotions in mental and physical health
14. List and describe strategies for coping with mental and emotional distress
15. Describe how certain personality traits contributes to stress.

General Course Information
Course Policies/Expectations:
Attendance Expectations:
\u201cAttendance is linked to participation. Students are expected to come to every class the first week and
participate fully in the online classroom expectations.
Religious Observance:

The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work.

Contributions in Class:
Students are graded according to class participation, participation in on-line blogs and wikis and participation in
online student projects.
Academic Honesty & Professionalism:
All students are required to be familiar with and adhere to the \u201cAcademic Honesty Policy Procedures\u201d delineated
in the most recent edition of \u201cThe Cat\u2019s Tale\u201d. (http://www.uvm.edu/~dosa/handbook/).
Accommodations:

Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter from the ACCESS office and see one of the instructors early in the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website athttp://www.uv m.edu/access to learn more about the services they provide. ACESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405.

PH:
802-656-7753, TTY:
call 711 (relay), Fax:
802-656-0739, Email:
access@uvm.edu, Instant Messenger: UVMaccess. General office hours: 8:30am\u2013 4:30pm Monday through
Friday. Call to make an appointment.
-3-
Required and/or recommended readings:
Students are asked to select a book from the course booklist as required reading and book report/discussion:
Stress for Success, James E Loehr
Wherever You Go, There You Are: John Kabat-Zinn

Health & the Human Spirit: Brian Luke Seaward
Learned Optimism: Martin Seligman
Working with Emotional Intelligence: Daniel Goleman
Authentic Happiness: Martin Seligman
Mind/Body Health: The Effects of Attitudes, Emotions and Relationships: Keith Karren

The Search for Meaning in the Workplace: Thomas Naylor
The Survivor Personality: Al Siebert
Prisoners of Belief: Matthew McKay
Electronic Submissions/Internet Use: - If applicable
Students will use the UVM Blackboard, on-line tool
Student Evaluation/Assessment
Grading:
Final grades will be determined according to the University of Vermont grading system:
97-100 = A+
87-89= B+
77-79= C+
94-96= A
84-86= B
74-76= C
90-93= A-
80-83=B-
70-73= C-
Description of Class Assignments:
One book report: You will choose a book at the first class.
Personal Paper: Synthesis of personal foundation work, class discussions & class experiences, Blackboard
wiki and class discussions.
Assigned reading for each class from articles provided by instructor so that class participation can be as full and

informed as possible.
Worksheets and self assessments completed at home or in class for discussion.
Personal journal: Students will be expected to keep a journal integrating discussion, readings, and experiences
Class participation in group discussion, online blogs and wikis.
Course Curriculum: Team of 2-3 students will collaborate on-line to design a \u201cStress Management Course

Curriculum\u201d for the grade level of choice.
Quizzes: 2 quizzes covering content of course materials.

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