PSY 5302 Week 2 – Assignment: Demonstrate the Role of Cognition in the Stress Response

PSY 5302 Week 2 – Assignment: Demonstrate the Role of Cognition in the Stress Response

A Sample Answer For the Assignment: PSY 5302 Week 2 – Assignment: Demonstrate the Role of Cognition in the Stress Response

Title: PSY 5302 Week 2 – Assignment: Demonstrate the Role of Cognition in the Stress Response

PSY 5302 Week 2 – Assignment Demonstrate the Role of Cognition in the Stress Response

Six-Session Coping Programs for Adolescents

Annotated Outline

Adolescents experience a myriad of issues as they cope with the emotional, cognitive, and social challenges that characterize this period. The following is a six-session program to help adolescents develop coping skills to navigate the challenges of this turbulent period and the stress associated with it. Each session is one hour.

Steps and Techniques

Session one

Relaxation exercises – muscle relaxation (van Loon et al., 2020)

  • The group will be taught how to do muscle relaxation exercises. Focus on one muscle at a time, tense it and hold for five minutes, release hold while exhaling and let the muscle relax for 20 seconds before moving to the next one.

Life skills training – emotional regulation (van Loon et al., 2020)

  • The group will gain understanding of the functions of emotions and how to attain emotional regulation through various approaches, including identifying and reducing triggers, modulating responses, engaging in positive self-talk, and self-awareness.

Session two

Power-up meditations (van Loon et al., 2020)

  • Engage in meditation exercise for 10-20 minutes

Life skill training – problem-solving (van Loon et al., 2020)

  • Teach the group problem-solving techniques: identify a problem, brainstorm potential solutions, evaluate and choose the appropriate solution, put it in action, and evaluate the outcome.

Session three

Gratitude (Bennett et al., 2019)

  • The adolescents will be taught how to create a daily gratitude journal by listing what they feel grateful for

Tell real stories

  • The participants will be encouraged to share stories about their lives.

Session four

Talk it out/write it down (Kempis & Daga, 2021)

  • Teach the teenagers how to talk about or write something that is bothering them.

Psychoeducation (Boring et al., 2015)

  • Provide psychoeducation on common mental illnesses affecting young people, such as anxiety, and suicidal ideation, to enhance
    PSY 5302 Week 2 - Assignment Demonstrate the Role of Cognition in the Stress Response
    PSY 5302 Week 2 – Assignment Demonstrate the Role of Cognition in the Stress Response

    awareness and knowledge on how to prevent them.

Session five

Time management – setting priority, setting discipline (Kempis & Daga, 2021)

  • Teach the participants about the important values of time management, such as setting priorities and exercising discipline.

Life skills training – conflict resolution (van Loon et al., 2020)

  • Train on conflict resolution techniques, including recognizing when one is wrong and asking for forgiveness. Other techniques are clarifying the issue, talking it out, mediation, and brainstorming solutions.

Session six

Mindfulness (Bennett et al., 2019)

  • Practice mindfulness for 10-15 minutes

Positive cognitive restructuring (Boring et al., 2015)

  • Teach the group how to replace negative or stress-inducing thoughts with neutral ones.

 

Handout

Emotional regulation

Emotional regulation is the ability to control one’s emotions to prevent anger outbursts or aggressive behavior (Boring et al., 2015). Emotional regulation involves being able to identify emotions, emotional self-awareness, and knowledge of emotional triggers and techniques to mitigate them.

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Relaxation exercises

A set of activities that helps a person to relax. Muscle relaxation is focused on relaxing the muscles (van Loon et al., 2020). The exercises produce a calming effect, thereby reducing stress and anxiety levels. The following image demonstrates relaxation exercises that can be easily done at home, in the office, or at school.

Meditation

The act of focusing one’s mind on a particular thing or item for a given period to enhance attention, clear the mind, and gain emotional calmness.

Problem-solving

Refers to the concept of working through challenging issues to find a solution. Various approaches to mapping out the problem and solution include drawing it, listing on paper, thinking critically, and acting out.

Mindfulness

Means concentrating on the present moment by focusing one’s mind on appreciating thoughts, feelings, and bodily reactions. The exercise produces a calming effect on stress and anger.

Conflict resolution

Finding a mutual solution following a conflict between one or more people (van Loon et al., 2020). Requires taking into account the interest of both parties and negotiating a solution.

Time management

Planning and organizing activities to exercise control on time spent on given activities. It helps in allocating time appropriately according to the needs and priorities of each activity.

Positive cognitive restructuring

Refers to a technique that helps people change their thinking from negative to positive. Training the mind to think positively helps eliminate thoughts that cause stress and anxiety.

Psychoeducation

Psychoeducation is the exercise of providing support and information regarding mental health issues (Bennett et al., 2019). It enhances awareness and supports people who already have mental illnesses.

Gratitude

Refers to the act of being thankful and appreciative. Practicing gratitude takes many forms, from writing something an individual is grateful about, practicing kindness, expressing appreciation, etc.

 

These techniques can easily be practiced at home, especially whenever one feels overwhelmed by stress, anger, or anxiety.

 

PSY 5302 Week 2 – Assignment: Demonstrate the Role of Cognition in the Stress Response  References

Bennett1, P. S., Hernandez, B., Wiercinski, K., & Abraham, S. (2019). Stress and Coping in Adolescents: A Review of the Literature. Human Journals, 12(3),.

Boring, J. L., Sandler, I., & Vélez, C. (2015). Children of Divorce–Coping With Divorce: A Randomized Control Trial of an Online Prevention Program for Youth Experiencing Parental Divorce. Journal of Consulting and Clinical Psychology, 83(5), 999 –1005.

Kempis, G., & Daga, C. (2021). Coping Mechanism of Teenagers of Stress and Anxiety: A Case Study. International Journal of Research Publications, 609(1), 1-11. https://doi.10.47119/IJRP100691120211706.

van Loon, A., Creemers, H., & Beumer, W. (2020). Can Schools Reduce Adolescent Psychological Stress? A Multilevel Meta-Analysis of the Effectiveness of School-Based Intervention Programs. J Youth Adolescence, 49, 1127–1145. https://doi.org/10.1007/s10964-020-01201-5.

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

 

Course Room Etiquette:

  • It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
  • All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

 

Office Hours:

  • My office hours vary so feel free to shoot me an email at Kelly.[email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
  • Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
  • I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forum I will respond to all posts or emails within 24 or sooner.

 

Late Policy and Grading Policy

Discussion questions:

  • I do not mark off for late DQ’s.
  •  I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
  • I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
  • Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

  • Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
  • Any activity or assignment submitted after the due date will be subject to GCU’s late policy
  • Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
  • No assignments can be accepted for grading after midnight on the final day of class.
  • All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

  • Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
  • Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
  • It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
  • A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do not meet the active engagement expectation.
  • Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
  • I do expect outside sources as well as class materials to formulate your post.
  • APA format is not necessary for DQ responses, but I do expect a proper citation for references.
  • Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
  • I will not accept responses that are from Wikipedia, Business dictionary.com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
  • Stay away from the use of personal pronouns when writing. As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

  • Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
  • This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
  • Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
  • Please review your LopesWrite report prior to final submission.
  • Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

  • Representing the ideas, expressions, or materials of another without due credit.
  • Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
  • Failing to document direct quotations without proper citation and referencing.
  • Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
  • If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
  • We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

  • All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
  • Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

  • Please note that Microsoft Office is the software requirement at GCU.
  • I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
  • If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

  • The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
  • The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
  • Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

  • If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me personally for further clarification.
  • While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
  • However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedure which is outlined in the GCU Catalog and Student Handbook.