Connections 448:

Work and Well-being: Stress and Health in the Workplace

Spring Semester, 2006: 12:30-1:50 p.m. TuesdayThursday

PROFESSOR:Dr. Kathi Lovelace

OFFICE:McIntyre 111B

PHONE/EMAIL:(253) 879-3922,

OFFICE HOURS: Tuesday & Thursday 2:00-3:00 pmandMonday, Wednesday, Friday by appointment.

REQUIRED TEXTS/MATERIALS:

1. Blackboard Account: Additional readings, class assignments, and notices will be posted on the UPS Blackboard.

2. Leiter, M. & Maslach, C. (2005). Banishing Burnout: Six strategies for improving your relationship with work. San Francisco, CA: Jossey-Bass

3. Reading Packet (available at the UPS Bookstore).

4. Rice, P.L. (1999). Stress and Health. Pacific Grove, CA: Brooks/Cole Publishing Company.

PRE-REQUISITES: Junior or senior class status (or by permission from Professor).

COURSE DESCRIPTION, OBJECTIVES, andAPPROACH:

This class analyzes the concept of stress from multiple perspectives and disciplines in order to better understand how stress affects work performance and well-being. A special focus of this course will be on the primary sources and outcomes of work stress, and practices that organizations have implemented to address workplace stress. “Work and Well-being” includes the field of Occupational Health and Stress, which is informed by several disciplines including Management, Occupational Therapy, Psychology, Sociology, Physiology, Exercise Science, and Medicine. This course will integrate theory with practice, providing specific techniques for managing stress, such as time management, job design, cognitive and imagery techniques, muscle relaxation, nutrition, and exercise.

The specific objectives for this course include developing a familiarity and an understanding of:

  • The history of stress research, including the different viewpoints and theories of work stress,
  • The different approaches to researching stress (research methodology and analysis),
  • How psychological factors affect our work and well-being (values, attitudes, beliefs, and expectations, personality types, traits, life changes, social stressors),
  • How physiological factors affect our work and well-being (brain, body and immune system, exercise, nutrition).
  • How environmental factors affect our work and well-being (organization environment and design, ergonomics), and
  • The causes and outcomes of job burnout,and the positive antipode, job engagement.

This class emphasizes discussion-based learning. Discussions will focus on stress-related articles, self-assessments, mini-lectures,experiential opportunities for stress management, guest lectures and field trips. This class uses a mixture of teaching approaches designed to involve you, the student, as an active participant in the development of your knowledge of the field of stress.

GRADING/ASSIGNMENTS:

The aim of this Connections course is for you to understand stress from an interdisciplinary perspective. Specifically, you will engage in this interdisciplinary process by 1) identifying multiple disciplinary approaches to understanding stress, 2) analyzing stress from these multiple perspectives, 3)

participating incross-disciplinary dialogue, and 4) exploring the integration or synthesis of these

approaches to foster your understanding of the field of stress, and in particular, work stress. Your knowledge of these points will be assessed through the following graded course components:

40% / Class Contribution/Participation/Attendance: All class members are expected to contribute positively to class activities, discussions, and the general class atmosphere. Prepare for class by reviewing the specific readings and activities listed in the course outline. Assigned textbook chapters and readings are to be read before class, and written notes prepared for all readings. Your notes should address the following points: 1) Research Question (What are the authors trying to do? What are they interested in?); 2) Methods and Findings (How are they studying their questions? What are their results? What did they find out?), and 3) Significance (Why is it important? How does it relate to our class?). This preparation will increase the quality of your discussion contribution. (Quizzes may be given to evaluate your class preparation.)
You are also expected to practice professionalism. Specifically, arrive before class begins.Tardiness is an inexcusable sign of disrespect, and habitual lateness will severely weaken your grade. Also, show respect and consideration for your professor(s), classmates, and any class visitors (for example, do not carry on side conversations, walk in front of someone while they are speaking, or habitually leave the classroom in the middle of class). Students who consistently and positively contribute to the classroom experience and advance discussions in a meaningful and productive way will receive the highest grades (80-100%, depending on quality of input).If you don't feel comfortable getting involved in large group discussions, see me privately about strategies for increasing your involvement. One such strategy is “Silent” participation.
"Silent" participation/contribution: Students may wish to supplement their oral classroom contributions for a given class period through contributing "silently" by submitting contributions to me within 48 hrs of the end of the class period (e.g., a relevant newspaper clipping with description of why it is useful, a link to a relevant website with description of why the site is useful. As with in-class oral participation, the "silent" contributions are evaluated for quality. Note that "silent" contributions may be used as a supplement to class contribution, but do not substitute for class attendance
Due to the discussion-based nature of this course attendance is extremely important. More than three absences will result in a large deduction from your contribution score, with a zero score given to individuals who miss more than five classes. The three-absence allowance should give you enough flexibility to deal with unexpected illness or emergency.
20% / Topical Papers & Individual Research Discussion Presentations: During the semester you will write three short papers (2-3 pages). Paper 1 will focus on Psychological factors and Stress; Paper 2 on Physiological factors and Stress, and Paper 3 will focus on one of the six areas described in the Leiter and Maslach text. Your goal will be to conduct research on a topic that is of interest to you (e.g., Type A personality) and prepare a short (5 minutes) presentation of your research to share with the class and stimulate discussion. Specific directions for this assignment will be provided in class. Due dates are listed on the Course Outline.
30% / Stress Research Paper/Project: The research paper will give you the opportunity to examine in detail a relevant stress topic of your interest. You are encouraged to identify a topic of interest
early in the semester and work with me to identify relevant research articles for this paper. There are several options for this assignment beyond the standard research paper, such as conducting research with a UPS or Tacoma organization, writing a grant proposal or developing a case analysis. At the end of the semester, you will present to the class a short (10-15 minutes) talk that describes the research that you studied. This paper requires that you conduct scholarly research at the level of sophistication expected of an upper division course. Specific guidelines and directions for the research paper will be handed-out in class.
10% / Stress Management Plan: Your stress management plan will include the identification of your major stressor(s), and a realistic, detailed plan for managing this stressor(s). Your plan will also include a time-management and life balance component in order to help you build resiliency and manage stress throughout your life. The purpose of this plan is for you to integrate the multiple perspectives and disciplines of stress management into a professional plan, including the application of the scholarly research you have studied during the semester. Again, specific directions for this assignment will be handed-out in class.

Grades will be determined using the following percentage guidelines:

100-94 = A, 93-90 = A-, 89-88 = B+, 87-84 = B, 83-80 = B-, 79-78 = C+, 77-74 = C, 73-70 = C- etc…

Honesty and Honor Code:

This course promotes the development of effective and ethical professional behavior. Each of us bears the responsibility to maintain ethical standards that are responsible and honest. Thus, cheating will not be tolerated. Copying another person’s work, either on quizzes or on other assignments to be turned in, does qualify as cheating. Additionally, all students should understand what qualifies as plagiarism. You should review the appropriate University policies in The Logger.

Late Assignments:

All assignments are due at the beginning of class on the due date unless otherwise indicated.All assignments should be typed, double-spaced, 12-point font, page-numbered, stapled in the upper left-hand corner, and turn-in in person for full consideration. Unless you have an acceptable reason and give advance notice, I will deduct 25% of the available points for late submissions and give no points once an assignment is returned to the rest of the class. Points are also deducted for going over the assignment’s page limit.

Note: The Professor reserves the right to change assignments and/or to adjust and amend items in the course syllabus as necessary to maximize student learning. If such changes are necessary, they will be announced in class.

Course Outline – Spring 2006

Discussion Topics - Tuesday /

Discussion Topics - Thursday

/ Readings, Assignments, Notes
1/17: Course Introduction – Review Syllabus, Expectations, Opportunities / 1/19: Overview of Stress Models & Perspectives,
Reading1: The Healthy Work Organization Model:
Discussion Assn: Healthy Organizations: Article notes due / Read Syllabus (Tuesday)
Read Ch. 1 (Rice) (Thursday)
Read Reading 1: From Reading Packet (Article notes due)
1/24: Current Issues in Work Stress
Reading2: Well-being & Occupational Health in the 21st Century(Article notes due) / 1/26: Student Survival Skills:
Time Management Workshop
Discussion Assn: Time Management / Read Ch. 2 & 7 (Rice) (Tuesday)
Read Reading 1: Posted on Blackboard(Article notes due)
Read Ch. 14 (Rice) (Thursday)
Discussion Assn Due
1/31: Social & Environmental Stress:
Reading 3: Distress-Promoting/Preventing Social Influences
SRRS assessment due (pg 231) / 2/2:Coping Strategies
Reading 4: Stress Management Interventions at Work
Discussion Assn: Coping with stress / Ch.8 9(Rice) Tuesday
Read Reading 3: From Reading Packet
Ch 10 (Rice) Thursday
Read Reading 4: Posted on Blackboard
2/7: Psychology & Stress:Personality & Stress
Reading 5 & 6: Distress-Prone/Resistant Personality Patterns / 2/9:Psychology & Stress:
Reading 7: Workplace Bullying and Stress / Read Ch. 4 (Rice) Tuesday
Read Readings 5 & 6 in Reading Packet
Read Reading 7 in Reading Packet (Thursday)
2/14: Relaxation, Cognitive and Imagery Techniques
Stress Management:
Guest Speaker: Charee Boulter / 2/16: Psychology & Stress:
Discussion Presentations on Psychological Factors & Stress
Paper Due / Read Ch.11,12,13, Appendix (Rice) (Tuesday)
Discussion Presentation & Paper Due
2/21: Physiology & Stress:
Reading8: Stress, Immunity, and Health Outcomes
Reading 9: Is low cortisol release an indicator of positive health? / 2/23: Physiology & Stress: Nutrition
Nutrition and Disease
Guest Speaker Tricia Sinek: / Read Ch. 5 (Rice) (Tuesday)
Read Reading8: From Reading Packet and Reading 9: Posted on Blackboard
Read Ch. 15 (Rice) (Thursday)
2/28: Physiology & Stress:
Exercise as Stress Management Technique
Reading10: Physical Fitness and the Stress Process / 3/2: Research Project: Independent Research on Research Project (outline due March 9th )
Readings: GreenBuilding / Read Ch 10 (Rice) (Thursday)
Read Reading 10: From Reading Packet
Readings: Green Buildings posted on Blackboard
Discussion Topics - Tuesday / Discussion Topics –
Thursday / Readings, Assignments, Notes
3/7: Tour: PierceCounty's EnvironmentalServicesBuilding: 2004 award winner for Top 10 “healthy” buildings in the U.S. (see blackboard for more info) / 3/9: Physiology and Stress:
Discussion Presentations on Physiology Factors & Stress
Paper Due / Tour (Tuesday)
Discussion Presentation & Paper Due (Thursday)
Read Banishing Burnout (all)
Spring Break March 13th - 17th
3/21: Job Burnout & Engagement: Introduction
(pp. 1-47) Job Burnout & Engagement:
Video: / 3/23: Job Burnout & Engagement: Workload
(pp. 49-70 )
Reading11: Executive Job Demands:
Topical Research Paper Discussions / Read: Banishing Burnout: pp. 1-47 (Tuesday)
Read: Banishing Burnout: pp. 49-70 (Workload) (Thursday)
3/28: Job Burnout & Engagement:
Job Control
(pp. 71-90 Control)
Topical Research Paper Discussions / 3/30: Job Burnout & Engagement: Rewards
(pp. 91-108 Rewards)
Topical Research Paper Discussions / Read: Banishing Burnout: pp. 71-90 (Control) (Tuesday)Read:
Banishing Burnout: pp. 91-108 (Rewards) (Thursday)
4/4: Job Burnout & Engagement: Community
(pp. 109-127 (Community)
Topical Research Paper Discussions / 4/6:Job Burnout & Engagement: Fairness
(pp. 129-147 Fairness)
Reading 12: Organizational Justice
Topical Research Paper Discussions / Read: Banishing Burnout: pp. 109-127 (Community) (Tuesday)
Read: Banishing Burnout: pp. 129-147 (Fairness) (Tuesday)
4/11: Job Burnout & Engagement: Values
pp.149-166 (Values)
Reading 13: Reduced-load Work Arrangements:
Topical Research Paper Discussions / 4/13: Current topics in Stress and Health in the Workplace
Research Paper Due / Read: Banishing Burnout: pp.149-166 (Values) (also finish book: pp.167-186) (Tuesday)
Read Reading 13: From Reading Packet
Research Paper Due (Thursday)
4/18: Research Presentations: / 4/20: Research Presentations: / Research Presentations
4/25: Research Presentations: / 4/27:Research Presentations / Research Presentations
5/2:Research Presentations
Last Day of Class / 5/4: Reading Period Starts:
No Class: / Research Presentations
Final Exam Week: Stress Management Plan Due: Thursday, May 11th, 12:00 noon

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