PSY2230 Stress and Its ManagementAssignment 2 Target Beha.docx

PSY2230 Stress and Its Management
Assignment 2: Target Behavior Report
Instructions and Rubric
Dr. Kristen Lee
Target Behavior Report (20% of total grade) week five--You
will reflect critically upon your targeted behavioral goals and
learning within the first half of the course. The paper should use
APA style, and be 6-8 pages, double-spaced, in 12-point font
Times New Roman.
This paper will allow you to demonstrate what you have learned
about stress management. First, choose at least 4-6 of the
following assessments that you find most pertinent:
1) Assess your stress (page 17)
2) Symptoms of stress (page 18)
3) Perceived stress scale (pages 19-20)
4) Inventory of college students’ recent life experiences (page
21)
5) Ardell wellness stress (page 22)
6) Student stress scale (page 24)
7) Stress vulnerability questionnaire (page 25)
8) Tombstone test (page 26)

Next, pick two targeted behavioral change to track progress. For
example, you may wish to add more sleep or more exercise to
your routines, or reduce the amount of fast food you eat. You
may want to join a new social group, or start practicing
meditation. You will select two areas to work at. You will keep
a running journal during weeks two and three on each respective
goal.
Your write-up will consist of the following:
· Part 1: Introduction/Results of learning and assessments:
Discuss key learning in first half of course, including a
summary of key concepts and definitions that have impacted
you thus far. Next, describe the specific assessments you chose,
rationale behind your choice, and a summary of what you
uncovered. Discuss your results. Did they surprise you? Do you
agree or disagree? What was the overall impact? Finally,
discuss your targeted behavioral change. What did you identify?
How did you measure it? How did this impact your behaviors?
· Part 2: Target behaviors: Describe the two target goals, how
you measured them, and what your results were. Discuss what
interfered or helped facilitate your goals. Be sure to refer to
your text to help you identify SMARTER goal setting methods.
Submit a minimum of three excerpts from your journal entries.
· Part 3: Conclusion/Essential takeaways: What key insights did
you develop? What is the most significant thing you learned
from the experience of self-assessment and behavioral change
and how is this relevant to our discussion of stress
management? (Connect to course materials and discussion)
Reflective Paper Rubric (20 Points)
The following criteria will be considered when evaluating your
interview summary
_____/12
Substance
Substance refers to how you discuss the three components of the
assignment: (1) course learning and assessment results; (2)
target behaviors, rationale, findings and journal excerpts; (3)

key insights/most significant areas of learning and relevance to
stress management. Substance includes the comprehensiveness
and depth of the discussion, and integration of course materials
and reading related to stress management.
_____/1
Organization
Organization includes use of headings, the definition of
unfamiliar terms, a logical progression of ideas, appropriate
transitions, and paragraph structure. Please use a heading
(name/date/course/instructor) for your paper and each of the
three sections (title of each section).
_____/7
Style
An assignment will receive more weight if it is well organized
(edited), well written, and/or creatively presented. Remember to
use the Writing center or Smarthinking for editing support!
Submit your paper as .doc or .pdf file via BB/ Week 5 Course
materials/assignments
Paper is 6–8 pages in length (No more than 6-8 pages), uses
APA style, is double-spaced, uses 12-pt Times Roman font, has
one-inch top, bottom, left, and right margins. Be sure to
include a cover page and a reference page and to cite any
materials used.
_______/ 20 Total
1
1
In the first half of this course I believe that some key learning
is realizing how to evaluate the stress that you may or may not
be aware that you are experiencing and how to manage and
better deal with it. Some key concepts and definitions that have

personally impacted me this far into the course are for starters
the dimensions of health. Until this course I was blissfully
unaware of how many dimensions there were. While I knew all
these aspects of course existed I had no idea that these all
played into someone’s health when dealing with stress. Most of
all social health which is the ability to relate to others, never
would I have thought of that being something that would fall
into the dimensions of health, very interesting. Next would be
the General Adaption Syndrome, while I had heard of this
concept I never looked into it at any time. I have always been
fascinated by the human body and the way sciences work
together to allow our bodies to do some of the amazing things
that they do daily such as having children. This syndrome is no
different it amazes me how the body is able to realize all the
changes occurring in the body so quickly and adapt to try to
bring the body back to homeostasis. The last is how the mind
and body connect almost flawlessly. How amazingly interesting
it is that being sick and adding stress can cause our bodies to
experience worse symptoms of sickness. Same applies to the
Placebo and Nocebo Effects, this has always been fascinating to
me and is actually a technique I have used with my children
before. This has also always left me as one of the individuals
that doesn’t always see a large benefit from medicine. I am very
intrigued by the fact that if someone is sick and I hand them a
sugar pill and tell them it’s the best medicine out today, that
there is a high chance that they will actually improve simply by
thinking their state is improving.
1) Assess your stress
· Assess your stress begins with looking at what your
physiological stressors are and how much their affecting your
mental and physical state every day.
· I selected this assessment because I think a good place to
start is to show yourself the big effect that all these small
stressors may be causing.
· I uncovered things that I was pretty aware of already I have
had past experiences in life that forced me to us this assessment

long before. Although I do still use it every so often to reassess
and evaluate how I am doing overall.
2) Symptoms of stress
· This assessment helps you see how you have been allowing
stress to affect you and your body and the long-term effects it
has caused.
· I decide to choose this assessment because I knew that there
were a few symptoms of stress that I experience daily such as;
difficulty sleeping, jaw pain, and headaches and I wanted to see
just how many I deal with daily.
· I uncovered that although I pride myself on managing my
stressors very well they were still affecting me in ways that I
was trying to play off as not stress related.
3) Perceived stress scale
· This scale is a better understanding of how each individual
perceives the stress that they run into daily and whether or not
they allow the situations to control their mental state.
· I selected this assessment because it fell perfectly into my
findings of the other assessments and how I was looking at my
stress. That although I saw my stressors I acknowledged the
stress however, I neglected to manage my coping.
· With this assessment I believe that I have become very
proficient with the ways I view stressors. There have been many
events already in my life that I used to think “why me” and pull
only negative. Now I am able to have anything occur and turn it
into a positive situation.
4) Tombstone test (page 26)
· The tombstone test is a great way to shock people into
realizing the way they are living by asking simple questions
such as, how do you want to be remembered.
· I chose this assessment because I couldn’t agree more with
this one. While I believe that I am a realist instead of a
pessimist or optimist and I 100% support asking questions that

make people have to think, because no one is ever expecting of
the honesty, and I believe honesty bring the best self-
assessments.
· I did not uncover anything about this assessment yet that I did
not already know. I have forced learned to force myself to make
these choices about who I am and what I am doing daily when
instead of letting stress control my whole life.
My results from assessing my stress were very intuitive, I
learned that what the little things are that I deal with daily that
bring me stress. Although I manage large stressors very well
today in my life, I needed to assess the smaller ones to really be
able to understand where stress was still unmanaged. No, these
results did not really surprise me, I was aware that there were
stressors that made me respond in certain ways however, I was a
little unwilling to try to find where they were coming from. I
agree this assessment really helped me step back to find the
small things in life that were keeping me from being able to be
in complete control of the management of all of my daily stress.
The overall impact was great, I feel like a new person it is
amazing how freeing up the small corners of your brain can
allow so much calm and relaxation when doing daily things that
would have normally seemed overwhelming or stressful.
The results I found from looking into the symptoms of my stress
were a little shocking. A lot of the daily stress that I was
overlooking was affecting me in small ways that were beginning
to add up and cause damage that I was overlooking. Such as my
frequent headaches, jaw aches, losing sleep, etc. These results
were a little surprising and upsetting, I was shocked to see how
much stress was affecting me without me even realizing it. I
agree with my results and I am very happy that I now see what
was wrong and the underlying problem to my small stress. The
overall impact was quite impressive. I am getting better sleep I
enjoy taking rides now and I am having less and less headaches,
just overall positive impacts.
When I began with the perceived stress scale my results were

along the lines of what I expected. My results for this
assessment did not surprise me at all and I greatly agree. After a
few events happened in my life I was from then on able to step
back and assess the way I was beginning to become a victim. I
did not want to wake up and look at what was bad I wanted to
wake up be happy and look for ways to turn bad into good. I
choose this assessment because it is something I try to teach to
my family and friends daily, learning to find the positive is a
life changing habit that is easier than most to adapt.
When I did the Tombstone test I had pretty normal results as to
what I thought I would get. They did not surprise me I am very
aware of these aspects that these assessments help you see. I
agree I very much enjoyed this assessment as I stated earlier I
am a realist and I very much enjoy instances such as this that
allow individuals to hear the truth. How do you want to be
remembered? Do you want to be remembered as someone who
was always negative, someone who couldn’t manage their stress
or didn’t want to try, as someone who was always angry and
never really stopped to enjoy life? When I did this assessment,
my overall impact was impressive. I was very happy with what
this test helped me realize and how it helped me in moving
forward to help perfect my outlook on life and the ways I could
use it to motivate myself to be and do better.
My targeted behavioral challenges for me dealt with my
physical health and my emotional health. For my physical health
I wanted to improve on my eating habits and to stay more
consistent with my working out habits. For my emotional health
I wanted to work on being better at controlling my anger and
being able to remain calm. With my physical change I have
identified what aspects that I would need to work on to help
these changes. For my eating habits I developed a journal did a
breakdown of what I should be in taking daily based off my age
weight and health. After this is signed up for a daily work out
plan and schedule for my gym routines. For my emotional
health I identified the most common instances where I felt that
my anger was getting the best of me. I used a journal to measure

both progression on my physical and emotional health.
Throughout these two weeks I kept track of how well I was
maintaining my eating habits as well as my workout routines. I
also included each day how my progress was affecting me and
helping my mental state. This progression had an extremely
large impact on my behavioral state. As I continued on with my
healthy eating and work out plans I began to feel unstoppable.
At first, like every new start normally, it was rough and took a
lot of discipline to stay strong. However, once I started sticking
to these plans I set for myself it became a lot easier for me to be
able to make these decisions almost without any thought at all.
Once I was feeling good about my choices I was starting to
notice changes I was seeing the weight drop as well as the
inches. Which lead me to feel more motivation to stay strong
and also boosted my mentality and how I overall felt each day
because I knew these little steps in consistency was greatly
benefitting my long-term goals. With my emotional challenge I
measured this with a journal as well, whenever an instance
arrived when I would normally get upset I would log after the
trip or instance was over. I did not want to log during because I
didn’t want a constant reminder to be something I needed to be
able to make this mental adjustment. I also measured by
mentally preparing myself for what may happen before going
into a situation. For example, I struggle with driving in the
town I currently live in because in all honesty the individuals
with licenses in this town should not be driving. That aside I
have to overcorrect myself for others mistakes to avoid for a
minimum of 2 accidents every time I get on the road. Normally
I would let myself be upset about these instances however,
while working on my emotional health I began to mentally
prepare by doing things to calm myself and my mindset prior to
anything happening. This impacted my behavior greatly I was
very surprised by the improvement in my attitude and the
difference made through the whole trip. After trying this
technique, I have gotten to the point where I do not need to
focus so hard on getting ahead of anger and instead I find

myself being more relaxed even after an instance happens. The
impact has been tremendous on my emotional health I feel
overall so much happier and I don’t dread leaving my house or
feel overwhelmed to get behind the wheel. This all relates
closely to class discussion in my opinion because the
discussions are examples of being able to dive into our own
minds to figure out how they run best and take control. Each
article has been a small part of a big picture and allowed us to
evaluate ourselves based off facts and better assess what we
want our outcome to be and how to get there.
In conclusion the most significant thing that I learned is that no
matter how well you know and manage your stress it is
important to reevaluate yourself frequently and accept the little
stressors you have in order to learn them and best figure out to
manage and grow from them.
Cite source
Hesson, O. (2016) Stress Management for Life. Boston, MA:
Cengage Learning.

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Stress and Its Management
Course Syllabus
Course Information
Course Title: PSY2230: Stress and Its Management
Course Number: CRN 90160
Term and Year: First Half (A): Fall Semester, 2019 (03 Sep
2018 – 22 Oct 2018)
Credit Hour: 3.00
Course Format: Virtual
Instructor Information
Full Name: Kristen Lee EdD, LICSW
Please see teaching philosophy and bio in Blackboard
Email Address: [email protected]
Office Hours: Email or call me to schedule an appointment
Course Description
This course will provide students with a research-experiential
approach to understanding stress and its
effects on human behavior and physiology.
Stress is an aspect of everyday contemporary life. This course
discusses the work of researchers and
practitioners in stress management and considers the causes of
stress from a variety of theoretical and practice-
based perspectives. Topics include the relation of stress to
health, communication, relationships, academic and

work performance. In addition, this course examines the
techniques and implementation of stress management
in personal and professional arenas. Students will consider
different perspectives of stress and learn coping
methods from various social and cultural standpoints.
Expectations
• Workload: This is a 7.5 week, three-credit course; students
should expect 2.5 hours a week of faculty
instruction/self-study and a minimum of 5 hours of out-of-class
student work per week.
• Policy on late work: Unexcused late assignments will be
penalized.
Unless specified otherwise, each assignment is due at 11:59 pm
EST for the
date indicated.
No make-up work (homework, discussion board posts, quizzes,
etc) will be
permitted. Extra credit assignments are not available.
If valid circumstances arise, deadline extensions may be offered
(when
requested with adequate prior notice: two days before due date).
• Communication with Instructor: Outside of class, please
direct all communications through
university email or through the “Ask the Instructor” forum in
the Bb Discussion Board. During normal
working hours, I can also be reached at the CPS office by the
phone number listed in Instructor
Information. I try to respond to all questions/comments as soon
as I receive them, but please note that
the department standard response time is between 24 and 48
hours.

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Course Materials
Required Texts:
• Stress Management for Life: A Research-Based Experiential
Approach. 4th ed. (2015). Olpin, M. &
Hesson, M. Wadsworth Publishing.
ISBN[10]: 1305120590; ISBN[13]: 978-1305120594
• Reset: Make the Most of Your Stress: Your 24-7 Plan for
Well-being (2014). Lee, K., IUniverse
Publishing.
ISBN[10]: 1491747579; ISBN[13]: 978-1491747575 (Hard
Cover)
ASIN: B0792RYY45; ISBN[13]: 978-1491747568 (eBook)
Two texts are required for this course. Please bring both to
class.
Additional readings will be made available in the Course
Materials on Blackboard.
Student Learning Outcomes
Program Objectives:
1. Specialized Knowledge
Develop increased literacy with core concepts, perspectives,
findings, and trends in psychology.

2. Broad Integrated Knowledge
Engage in cross-disciplinary discourse and develop foundational
critical thinking skills informed by inquiry,
scientific methodology, and creativity.
3. Professional Knowledge
Increase intellectual capacity to understand vocationally
oriented values, standards, and techniques.
4. Socially Responsive Knowledge
Analyze social challenges and opportunities contextually and
formulate responses that are grounded in
professional values and best practices.
5. Interpersonal and Technological Communication Skills
Interact with others in a positive, professional, conscientious,
collaborative manner in verbal and written
communications. Display information competence and become
nimble in using technology for multiple
purposes.
6. Personal Development
Emerge with insights and strategies to develop a professional
identity and meaningfully engage in occupational
endeavors, personal, relationships and civic activities.
Student Objectives:
This course offers students the opportunity to engage in
experiential learning to develop needed skills,
competencies, and dispositions beneficial for the 21st century
global market. Based on satisfactory completion of
this course, a student should be able to:
• Discuss the definition of stress and apply critical thinking to
identify its causes and treatments
• Become familiar with seminal and contemporary research on
stress, coping and resilience
• Identify common stressors inherent in today’s global
marketplace

• Develop an understanding of the impact of stress on
physiological, emotional and cognitive processes
• Recognize the role of stress and coping in human wellbeing,
communication, relationships, academic and
work performance
• Become familiar with stress management techniques pertinent
to personal and professional functioning
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• Develop increased capacity for critical thinking, self-
awareness and reflection to inform methods of stress
reduction and self-care
• Consider global data and intervention constructs influential
towards stress and coping
Course Methodology
The study of psychology provides an important context for
examining and understanding human
behavior. By design, the course offers students the chance to
develop a host of valuable skills for today’s
marketplace, including but not limited to critical thinking,
scholarly writing, metacognition, professional
behavior and contextual learning. This course focuses upon a
global, interdisciplinary, cross-cultural, and
contextual view on stress and coping. Our collective inquiry
will afford students the opportunity to apply
thinking across a variety of professional roles in psychology,
health care, social work, education, and leadership.

PSY2230 is a course with an interactive format that relies on
your willingness to participate in all
activities. We will use a variety of methods to achieve course
objectives including lectures, discussion, and
experiential activities. The syllabus lays out an initial plan for
our work; it may be revised during the course to
meet students’ needs and interests. This course will take a
“cocoon approach”, enabling students to learn within
the context of a supportive environment. Please refer to
“Statement of Teaching Philosophy” under “Faculty
Profile” in BB for an understanding of my background, teaching
practices and style.
Grading/Evaluation
Standards
Letter Grades:
Northeastern University
defines letter grades
with the following
criteria:
=
Outstanding
= Good
= Satisfactory
= Poor
Grading Standards / Assessment of Learning

Deliverables Weight
Participation (in-class and online) 30% of final grade (multiple
assignments: includes discussion boards)
Grade Numerical Equivalent
A 94.00 - 100.00
A - 90.00 - 93.99
B + 87.00 - 89.99
B 84.00 - 86.99
B - 80.00 - 83.99
C + 77.00 - 79.99
C 74.00 - 76.99
C - 70.00 - 73.99
D + 67.00 - 69.99
D 64.00 - 66.99
D - 60.00 - 63.99
F Below 60.00
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Week 3 Quiz 20% of final grade (one assignment)
Reflection Paper (Target Behavior Report) 20% of final grade
(one assignment)
Final Portfolio 30% of final grade (one assignment)
Assignment Details:

Assignment #1 (Discussion Boards)__________
20%
See Blackboard for due dates. You will participate in a total of
six (6) discussions, worth five points each. Guidance
for completion will be provided via Blackboard.
Assignment #2 (Week Three Quiz)______________________
30%
Due Week 3 by Tuesday, September 17th 11:59pm via
assignments link in Blackboard. The purpose of the quiz is to
ensure comprehension of the materials, and give you the
opportunity to critically reflect on some of our foundational
course concepts. We will be covering chapters 1-4, class
discussion, and materials posted within week 1 & 2 reading,
listening and viewing. The quiz will consist primarily of short
answers, and should be taken independently. You will
follow the prompts on blackboard to complete this assignment.
Assignment #3 (Target Behavior Report / Reflection Paper)
20%
Due Week 5 by Tuesday, October 1st 11:59pm via assignments
link in Blackboard. You will reflect critically upon
your targeted behavioral goals and individual learnings from the
first half of the course. This paper will allow
you to demonstrate what you have learned and applied—
concerning stress management. You will follow the
prompts on blackboard to complete this assignment.
Assignment #4 (Final Portfolio)__________________________
30%
Due Week 7 by Tuesday, October 22nd 11:59pm via
assignments link in Blackboard. You will complete a final
portfolio, documenting your stress management plan. Using the
RESET and SMARTER goals frameworks
discussed in class, you will have the opportunity to develop a

comprehensive wellness strategy that focuses on
academic, professional, and personal development. You will
follow the prompts on blackboard to complete this
assignment.
Assignment Expectations:
Communications/Submission of Work:
Assignment Submissions: In Blackboard, go to the Assignments
folder and click on the View/Complete
Assignment link. Attach your completed assignments and click
Submit.
Assignment Review: Once your assignment has been graded,
you will be able to view the feedback
provided by selecting My Grades in Blackboard, or by clicking
on Tools >> View Grades from the NU Online
Campus Tab.
ALL submitted assignments in this course must be written using
APA format (discussion boards exempted).
Please refer to NEU Writing Center for support
www.northeastern.edu/writingcenter or www.apastyle.org
Please note: there is no intention to penalize students for
writing skills but to help foster improvement and
full participation in the curriculum. If students need help to
improve writing skills, the following free resources
are available:
5 | P a g e

• Smarthinking (available in Tool section of Blackboard) – this
allows students to submit personal
written material in any subject and have it reviewed by an e-
instructor within a 24-hour window (in
most cases). Students are strongly urged to take advantage of
this resource.
• Writing Center on Northeastern Campus – contact the center
to schedule an appointment.
• The Purdue Online Writing Lab
(http://owl.english.purdue.edu/owl/) is a valuable source of
information about grammar, sentence structure, and general
writing skills
Guidance on Discussion Boards
The online discussions provide students the opportunity to link
course material to real-life situations.
Each student is expected to post one primary response to each
discussion question and two secondary
responses to other students’ responses each week. In addition,
students are required to respond to any questions
or comments posed by the instructor, and fellow students.
For weeks where Discussion Board participation is assigned, the
word count in your initial response
should be between 200 – 350 words/max. Your initial board
posts are due by Monday 11:59pm EST for the
week they are assigned. Then, please answer any additional
prompts and respond to two of your classmate’s
posts before Wednesday 11:59pm EST (no longer than 200
words max).

The Discussion Board forum will close after midnight on
Thursday of each week to allow students the
opportunity to read the course material for the upcoming week’s
lecture. Further instructions for discussion will
be provided in your course orientation on BB.
This is an 100% online course. Active online participation is a
component of class
attendance/participation. If a discussion board was assigned and
there is no post at the end of the week, you will
receive a zero. Without prior approval from the instructor,
missing more than two weeks from the online
discussion is grounds for failing the course.
Academic TurnItIn Policy
Some assignments in this course are analyzed by TurnItIn (an
Internet-based service that analyzes
originality in written submissions) and the course instructor to
ensure students have submitted original work for
all assignments in this class during this term and to ensure
submitted work complies with Northeastern
University’s academic integrity expectations.
In addition, please note that students may NOT use/reuse or
“recycle” a paper or project submitted in
another class for any assignment in this course. This includes
students who may be retaking this same course for
a different grade. Students who want to rework a similar topic
from another course, and do so in a substantially
different way, should consult with the instructor prior to
moving forward with a topic/project. Please review
Northeastern University’s Academic Integrity Policy at the end
of this syllabus and visit the University’s
website for more information.
Go to http://www.northeastern.edu/osccr/academic-integrity-
policy/ to access the full academic integrity policy.

COURSE SCHEDULE
W
E
E
K
DATES TOPIC READING , VIEWING, and ENGAGEMENT
ASSIGNMENTS
(*Always check for additional and
supplemental content such as videos,
articles, etc. on Discussion Board.)
1
Tuesday 9/03 -
Sunday 9/08
Course Intro:
Defining and
READ:
Olpin & Hesson: Ch. 1 & 2;
Discussion board:

Introduce yourself
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Assessing Stress Lee: Intro & Ch. 1-3;
Blackboard: Select Articles
(See Week 1 Course Materials)
Other Tasks:
Complete Course Orientation
Review Syllabus
Read Instructor Bio
W
E
E
K
ASSIGNMENTS
2
Monday 9/9-
Sunday 9/15

The Science of
Stress:
Appraisals and
Coping
READ:
Lee: Ch. 4-6;
Discussion board:
Initial Response:
due Monday 11:59pm 09/9
Secondary and Peer Responses:
due 11:59pm 09/11
Other Tasks:
N/A
3
Monday 9/16 -
Sunday 9/22
The Power of

Perception:
Cognitive
Dimensions of
Stress
READ:
Lee: Ch. 7-9;
Discussion board:
Initial Response:
due 11:59pm 9/16
due 11:59pm 09/18
Other Tasks:
Complete Week 3 Quiz by 11:59pm,
Tuesday 09/17
4
Monday 9/23 -
Sunday 9/29
Emotional

Regulation:
Time Management
and Life Skills
READ:
Lee: Ch. 10-12;
Discussion board:
Initial Response:
due 11:59pm 9/23
due 11:59pm 9/25
Other Tasks:
N/A
5
Monday 9/30 -
Sunday 10/06
Emotional

Intelligence:
Stress and Coping
Applications in a
READ:
Lee: Phases I & II
Discussion board:
Initial Response:
due 11:59pm 9/30
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Global Context
due 11:59pm 10/02
Other Tasks:
Complete Targeted Behavior Report
by 11:59pm Tuesday 10/01

W
E
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K
ASSIGNMENTS
6
Monday 10/07 -
Sunday 10/13
Strategies:
Healthy Lifestyle
READ:
Olpin & Hesson: Ch. 15 & 24
Discussion board:
Initial Response:
due 11:59pm 10/7
due 11:59pm 10/9

Other Tasks:
Work on Final Portfolio
7
Monday 10/15 -
Sunday 10/20
Course Recap
READ:
N/A
Discussion board:
N/A
Other Tasks:
Work on Final Portfolio
7.5
Monday 10/21 -
Tuesday 10/27
Finals week-be sure to
post your portfolio on
the Discussion Board
link and that you set it
to share so we can see

it!
Course Complete
Well Done!
Complete Final Portfolio by
11:59pm Tuesday 10/22
Fill Out CPS Course Review!
Blackboard or
myneu.neu.edu
Weekly Learning Objective Breakdown
At the successful completion of this lesson/module in the
course, a student should be able to:
Week 1
• Define the terms stress & stressor
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• Define & explain the difference between eustress & distress
• Differentiate between acute, acute episodic & chronic stress
• Relate stress to 5 dimensions of holistic health

• Discuss common stressors and assess stress levels from a
variety of perspectives
Week 2
• Describe the human fight-or-flight response to stress
• List the physiological changes associated with the stress
response
• Explain how the science of stress relates to stress management
and prevention
• Describe the role of stress in disease
• Discuss how stress can affect body systems
Week 3
• Define perception & how perception affects your experience
with stress
• Explain cognitive appraisal & cognitive restructuring
• Describe how hardiness & resilience can be cultivated
• Explain various cognitive techniques that prevent unhealthy
stress
Week 4
• Distinguish dialectical tensions, emotional regulation and
coping constructs
• Explain how negative emotions relate to stress
• Describe physical manifestations of certain emotions
• Identify key dimensions of time management
Week 5

• Describe the connection between social support and stress
• Describe the types of social support
• Recognize the role of communication and relationships in
managing stress, and in academic and work
performance
• Describe emotional intelligence and conflict management
frameworks
Week 6
• Explain brain & body benefits of exercise and movement
• Describe components of healthy diet
• Describe impact of sleep habits
• Explain maladaptive coping strategies, including substance
use/abuse
Week 7
• Articulate a personal wellness plan
(Review the Learning Outcomes from Weeks 1-6)
9 | P a g e
End-of-Course Evaluation Surveys
Your feedback regarding your educational experience in this
class is very important to the College of
Professional Studies. Your comments will make a difference in
the future planning and presentation of our

curriculum.
At the end of this course, please take the time to complete the
evaluation survey at
https://neu.evaluationkit.com. Your survey responses are
completely anonymous and confidential. For
courses 6 weeks in length or shorter, surveys will be open one
week prior to the end of the courses; for courses
greater than 6 weeks in length, surveys will be open for two
weeks. An email will be sent to your HuskyMail
account notifying you when surveys are available.
Academic Integrity | Plagiarism
A commitment to the principles of academic integrity is
essential to the mission of Northeastern
University. The promotion of independent and original
scholarship ensures that students derive the most from
their educational experience and their pursuit of knowledge.
Academic dishonesty violates the most fundamental
values of an intellectual community and undermines the
achievements of the entire University.
As members of the academic community, students must become
familiar with their rights and
responsibilities. In each course, they are responsible for
knowing the requirements and restrictions regarding
research and writing, examinations of whatever kind,
collaborative work, the use of study aids, the
appropriateness of assistance, and other issues. Students are
responsible for learning the conventions of documentation
and acknowledgment of sources in their fields. Northeastern
University expects students to complete all examinations,
tests, papers, creative projects, and assignments of any kind
according to the highest ethical standards, as set forth
either explicitly or implicitly in this Code or by the direction of

instructors.
Go to http://www.northeastern.edu/osccr/academic-integrity-
policy/ to access the full academic integrity policy.
Help with stressors
You are a valued member of our learning community. We care
about your well-being and want to you
access any help you may need during the rigor and demands of
balancing academic, professional, and personal
demands. If, at any time in your semester, you experience
stressors, we encourage you to make an appointment
with your advisor to explore possible supports and resources. If
you are experiencing stressors that are
disruptive to your course work, please contact We Care for
support:
http://catalog.northeastern.edu/undergraduate/information-
entering-students/we-care/
Student Accommodations
The College of Professional Studies is committed to providing
equitable access to learning opportunities
to students with documented disabilities (e.g. mental health,
attentional, learning, chronic health, sensory, or
physical). To ensure access to this class, and program, please
contact The Disability Resource Center
( http://www.northeastern.edu/drc/) to engage in a confidential
conversation about the process for requesting
reasonable accommodations in the classroom and clinical or lab
settings. Accommodations are not provided
retroactively so students are encouraged to register with the
Disability Resource Center (DRC) as soon as they
begin their program. The College of Professional Studies
encourages students to access all resources available
through the DRC for consistent support.

Diversity and Inclusion
Northeastern University is committed to equal opportunity,
affirmative action, diversity and social
justice while building a climate of inclusion on and beyond
campus. In the classroom, member of the University
community work to cultivate an inclusive environment that
denounces discrimination through innovation,
collaboration and an awareness of global perspectives on social
justice.
Please visit http://www.northeastern.edu/oidi/ for complete
information on Diversity and Inclusion
10 | P a g e
Title IX
Northeastern’s Title IX Policy prohibits Prohibited Offenses,
which are defined as sexual harassment, sexual
assault, relationship or domestic violence, and stalking. The
Title IX Policy applies to the entire community,
including male, female, transgender students, faculty and staff.
If you or someone you know has been a survivor of a Prohibited
Offense, confidential support and guidance can
be found through University Health and Counseling Services
staff (http://www.northeastern.edu/uhcs/) and
the Center for Spiritual Dialogue and Service clergy members
(http://www.northeastern.edu/spirituallife/).
By law, those employees are not required to report allegations
of sex or gender-based discrimination to the

University.
Alleged violations can be reported non-confidentially to the
Title IX Coordinator within The Office for Gender
Equity and Compliance at: [email protected] and/or through
NUPD (Emergency 617.373.3333; Non-
Emergency 617.373.2121). Reporting Prohibited Offenses to
NUPD does NOT commit the victim/affected
party to future legal action.
Faculty members are considered “responsible employees” at
Northeastern University, meaning they are required
to report all allegations of sex or gender-based discrimination to
the Title IX Coordinator.
In case of an emergency, please call 911.
Please visit www.northeastern.edu/titleix for a complete list of
reporting options and resources both on- and
off-campus.
Library Services
The Northeastern University Library is at the hub of campus
intellectual life. Resources include over 900,000
print volumes, 206,500 e-books, and 70,225 electronic journals.
For more information, visit http://library.northeastern.edu/.
Tutoring Services
Tutoring can benefit skilled professionals and beginning
students alike. NU offers many opportunities for you
to enhance your academic work and professional skills through
free one-on-one academic support on and off
campus. Tutoring is available in multiple subject areas.
For more information, visit http://www.cps.neu.edu/student-

resources/tutoring-services.php.
Northeastern University Online Technical
Get immediate 24/7 technical support for NU Online by calling
855-836-3520 or visiting the online Support
Center. Support via e-mail is also available within one business
day at [email protected]
Undergraduate Catalog
The College of Professional Studies Undergraduate Catalog is a
reference/resource with information about
curricula, resources, and academic and student policies.
For more information, visit http://www.cps.neu.edu/student-
resources/.
11 | P a g e
Northeastern University Online Copyright Statement
Northeastern University Online is a registered trademark of
Northeastern University. All other brand and
product names are trademarks or registered trademarks of their
respective companies.
This course material is copyrighted and Northeastern University
Online reserves all rights. No part of this
publication may be reproduced, transmitted, transcribed, stored
in a retrieval system, or translated into any
language or computer language, in any form or by any means,
electronic, mechanical, magnetic, optical,
chemical, manual, or otherwise, without the express prior
written permission of Northeastern University Online.

Copyright 2019 © by Northeastern University Online
All Rights Reserved
The instructor reserves the right to amend this syllabus, both
online and the document itself, during the term and
will notify students of the change(s). The revised syllabus is
the official record of class policies and schedule of
due dates

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