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EPSY 1450W 1

Mind Body Health Syllabus (EPSY 1450W)Summer Session 1 May 29 - June 29, 2018

Course Information

Course Title: Mind Body Health Credits: 3Instructor: Dr. Melissa A. BrayTeaching Assistant: Johanna deLeyer-TiarksE-mail: [email protected]; [email protected] Tel: (860) 486-0167, UCONN Storrs campus office, Gentry 11BOffice Hours: During summer by appointment Webpage: http://mbraymindbodyhealth.myfreesites.netFormat: Online via HuskyCTPrerequisites: None

The developer of this course is Dr. Melissa A. Bray, Professor of Educational Psychology, and Director of the School Psychology Program at the University of Connecticut, Storrs campus (A full biography is located at the back of this syllabus).

Course Description

The role of the mind and its effects on subjective well-being (e.g., happiness, stress, depression, anxiety) and the physical body will be explored during this course. The past history and current literature supporting the mind body connection, assessment, and intervention will be presented. Implications for understanding mind body health relative to quality of life will be emphasized.

Per GenEd (CA2) and W designations: This course meets the criteria for Content Area Two - Social Sciences and “W” requirements.

Course Goals & Objectives

Goals to be achieved by the end of the course:1. Students will have reviewed the research history (beginning with early philosophers up through present day literature) and relevant concepts supporting the mind body connection and its implications for healthy living.

Objectives:1. Student will be able to comment on the introductory tenets of Mind Body Health.2. Students will be able to identify the major early philosophers and researchers in the field.

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3. Students will be able to identify the core principles of Mind Body Health.

2. Students will be able to define anxiety, depression, stress, subjective well being, quality of life, and happiness.

Objectives:1. Students will identify the characteristics of an anxiety disorder.2. Students will identify the characteristics of clinical depression.3. Students will identify the characteristics of stress.4. Students will identify the characteristics of subjective well being and quality of life.5. Students identify the characteristics of happiness.

3. Students will be able to identify methods of assessments for anxiety, depression, stress, quality of life, and happiness.

Objectives: 1. Students will be able to identify the types of methods for assessment for anxiety.2. Students will be able to identify the types of methods for assessment for depression.3. Students will be able to identify the types of methods for assessment for stress.4. Students will be able to identify the types of methods for assessment for quality of life.5. Students will be able to identify the types of methods for assessment for happiness.

4. Students will be able to articulate the evidence that exists between the physical health areas that are most typically associated and/or impacted by mental health (heart disease, diabetes, arthritis, asthma, cancer, chronic pain, epilepsy).

Objectives:1. Students will identify heart disease and mental health.2. Students will identify diabetes and mental health.3. Students will identify chronic pain and mental health.4. Students will identify arthritis and mental health.5. Students will identify asthma and mental health.6. Students will identify cancer and mental health.7. Students will identify epilepsy and mental health.

5. Students will read about, view demonstrations of, and experience psychological treatments that alleviate stress, anxiety, depression, and improve happiness. Further memory and attention skills will be included when relevant to the treatments introduced. Interventions, in this course, include video self modeling (VSM), yoga, diet & nutrition, physical activity/exercise, standardized muscle relaxation, relaxation and guided imagery (RGI), written emotional expression, mindfulness, and gratitude writing. Students will ultimately be able to identify psychological treatments and their components that relate to these various physical health conditions.

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Objectives:1. Students will be able to identify VSM’s components that relate to these various physical health

conditions. 2. Students will be able to identify Relaxation components that relate to these various physical

health conditions.3. Students will be able to identify RGI’s components that relate to these various physical health

conditions. 4. Students will be able to identify Yoga’s components that relate to these various physical health

conditions. 5. Students will be able to identify Mindfulness based components that relate to these various

physical health conditions.6. Students will be able to identify components of diet and nutrition that relate to these various

physical health conditions.7. Students will be able to identify components of physical exercise that relate to these various

physical health conditions.8. Students will be able to identify components of written emotional expression that relate to these

various physical health conditions.9. Students will be able to identify components of gratitude writing that relate to these various

physical health conditions.

6. At the conclusion of the class students will articulate why the mind and body are to be viewed in a holistic fashion in terms of assessment and treatment, and how they can apply this newly learned knowledge and framework to their personal and professional lives. Also the students will be able to identify and discuss the implications for particular variables associated with mind body health including gender, race, ethnicity, SES, culture, and educational level.

Objectives:1. Students will articulate all components that define why the mind and body are to be viewed in a

holistic framework.2. They will articulate methods of assessment and treatment, and how they relate to healthy living. 3. They will articulate how this material is relevant to their personal and professional lives.4. Students will articulate how social variables impact mental and physical health.

7. Academic Writing Instruction.

Objectives:1. Review APA and MLA style rules.2. Successfully apply English grammar rules.3. Effectively write an introductory paragraph with thesis statement, references (in text and works

cited or reference page), outline, draft, revise, and create final written product.4. Select relevant research articles to include in the assigned paper.5. Identify ways to evaluate if sources including websites are credible. 6. Identify relevant ethical guidelines (APA) that pertain to research in mind body health.

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Teaching Philosophy

An open forum that promotes intellectual risk taking, creativity, and debate. Students are encouraged to interact formally and informally, ask questions, engage in critical thinking, reinforce their learning through practice, and show respect for theoretical diversity.

Course Requirements and Grading

Course Requirements and Grading Formative (5 ungraded quizzes)-

Five ungraded quizzes will occur one week before every graded quiz so the student can gauge their learning.

Summative (5 types: quizzes, logs, midterm & final, research paper, posts)-

1. - Five graded short quizzes will be administered: one on research literature readings (goal 1), one on definitional review of psychological terms (goal 2), one on assessment review (goal 3), one on physical illnesses related to mental health (goal 4), and one on experiential treatment review (goal 5). Therefore, the course contains 5 graded summative quizzes that count for 5% each, 25% in total of final grade.

2. - Related to goal 5, students will log and relay specific information to the professor about each experiential. There will be 9 experientials in total guided by professor prompts (VSM recording, yoga, diet & nutrition, physical activity/exercise, standardized muscle relaxation, RGI, written emotional expression, mindfulness, and gratitude writing). The 9 log entries will account for 10% of the final grade. Each entry should be approximately ½ of a standard typed page. Finally, the specific information required in the log is twofold: In your opinion, first what aspects of the experiential did you find that would be helpful to an individual in need of such treatment, and second what aspects were not helpful. They are graded on completion only.

3.- Midterm and Final multiple choice exams. The midterm and final exams will be comprised each of 25 multiple choice item questions covering the course content up through mid semester for the midterm and last half of semester for final (thus not a cumulative final). You will have a 48 hour period to take the exam. There are no make-ups for the exam unless professor approval is secured in advance; please plan your study and schedule in advance. Each exam counts for 10 % of the final grade, together accounting for 20%.

4.- One typed research paper required at course end to assess goals 6 and 7 above. A research paper of 15 pages excluding references (please use MLA or APA style) articulating why the mind and body are to be viewed in a holistic fashion in terms of assessment and treatment, in addition to how you can apply this newly learned knowledge and framework to your personal and professional lives. This will account for 30% of the course grade. The paper will be written as a series of drafts (including thesis statement, introductory paragraph, references (at least five research citations), outline, first five page draft, fifteen page draft, final version) with feedback provided by the professor.

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5 - Posts related to Discussions. Students are required to read and view each unique class module’s required materials, use the information to post at least 1 question per module on HuskyCT, AND respond to at least one of your peer's original posts per module with adequate effort, analysis, and depth. The term “Post” appears in every module under assignments - you are only required to do what is stated above. However, participation regularly in class discussion is encouraged beyond this requirement. These posts may be in the form of critiques, raising of new concepts, or making real world connections.Specific “Discussion Guidelines” are printed below. All class module’s discussion activities together are worth 15% of the final grade. They are graded on completion only.

Discussion Guidelines

One of the advantages of taking your course online is that you may be able to engage in online discussions with your instructor and fellow students at times when it is convenient for you. The intention of the course discussions is to encourage lively, informative exchanges about course-related topics that increase your knowledge of those topics.

Again, as stated above, post at least one question and one comment during each module. There is no upper limit to the number of times you can contribute to a discussion, and you will find that a busy discussion is a good one. Each contribution should be well written and interesting to read, with evidence of originality and considerable reflection. It should also demonstrate that you have read and/or viewed the relevant course materials.

Here are some guidelines for participating in an online discussion:

1. Do more than state agreement or disagreement. Justify and support your opinion. The most persuasive opinions are supported by evidence, examples, reasons, and facts. If you disagree with something, say why. If you really like something that you've read, let people know what makes you think that way.

2. Do the appropriate preparation, such as reading and experiential activity work, before you join the discussion.

3. Keep your comments fairly brief. A paragraph or two is plenty unless you are posting something that by nature has to be longer--a short story, for example.

4. Check your message before you send it. Pay attention to your spelling and grammar, and be sure your message makes the points you want to make in a clear and concise way. Remember, other students and instructors can read your messages.

5. Help move the discussion along. When contributing to a discussion, read other people's comments first. Introduce new ideas, but also build on what others have said.

6. Keep up with the discussion throughout the course. After you have made your contribution on a topic, check back a few times to find out how the discussion is evolving. Does someone's comment make you think twice about your view?

7. Share your experience with your fellow students. You may be able to offer advice to someone who is newer to an online course.

8. Respect others' ideas and opinions. Feel free to disagree, but express your disagreement in a

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respectful manner. Disrespectful communication is poor communication and not acceptable.

Criteria for Grading All Assignments

1) Clarity of writing and thought.2) Factual accuracy of writing and thought.3) Validation of views using current theoretical and empirical literature. 4) Completion of assignments on due dates.5) According to university-wide policies for W courses, you cannot pass this course unless you receive a passing grade for its writing components.

Alpha and Numeric Grade Equivalents

A=93-100, A-=90-92, B+=87-89, B=83-86, B-=80-82, C+=77-79, C=73-76, C-=70-72, D+=67-69, D=63-66, D-=60-62, F= below 60

According to UConn policy, the following grade points per credit shall be assigned to grades: A, 4.0; A-, 3.7; B+, 3.3; B, 3.0; B-, 2.7; C+, 2.3; C, 2.0; C-, 1.7; D+, 1.3; D, 1.0; D-, 0.7; F, 0.

Course Materials

Required Text (must purchase this course material only):

Sternberg, R.J., & Sternberg, K. (2010). The Psychologist's Companion: A Guide to Writing Scientific Papers for Students and Researchers 5th Edition. New York, NY: Cambridge University Press.

Required Articles and Book Chapters (These are provided in the course):

1. Generally review (for your overall learning of Mind Body Health) all of the following articles listed in the SPECIAL ISSUE- PARTS 1 & 2, www.tandfonline.com/USEP, Editor: Rik Carl D'Amato, PhD, International Journal of School & Educational Psychology, Holistic School Psychology: Understanding the Mind-Body Connection to Address Student Concerns- Parts I & II. In addition and more specifically, particular articles from this double special issue will be assigned below for closer reading in relation to topic modules.

Part I

D'Amato, R.C. (2016). Tension is who you think you should be. Relaxation is who you

are. International Journal of School and Educational Psychology, 4(1), 1-2. doi:

10.1080/21683603.2016.1150102

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http://www.tandfonline.com/doi/pdf/10.1080/21683603.2016.1150102?needAccess=true

Bray, M. & Maykel, C. (2016). Mind-body health in the school environment. International

Journal of School and Educational Psychology, 4(1), 3-4.

doi: 10.1080/21683603.2016.1130528

Shankar, N. L. & Park, C. L. (2016). Effects of stress on students’ physical and mental health

and academic success. International Journal of School and Educational Psychology,

4(1), 5-9. doi: 10.1080/21683603.2016.1130532

La Salle, T. P. & Hagermoser Sanetti, L. M. (2016). Implications of student health problems on

achievement and engagement. International Journal of School and Educational

Psychology, 4(1), 10-15. doi: 10.1080/21683603.2016.1130543

Riccio, C. A., Pliego, J. & Rae, W.A. (2016). Mind-body approaches and chronic illness: Status

of research. International Journal of School and Educational Psychology, 4(1), 16-24.

doi: 10.1080/21683603.2016.1130544

Root, M. M., Bray, M. A., Maykel, C., Cross, K., Shankar, N. L. & Theodore, L. A. (2016).

Students with cancer: Presenting issues and effective solutions. International Journal of

School and Educational Psychology, 4(1), 25-33. doi 10.1080/21683603.2016.1130549

Kipper-Smith, A., Tift., J. H. & Frye, J. F. (2016). Effects of biofeedback on distress in a

university counseling center: Preliminary results. International Journal of School and

Educational Psychology, 4(1), 34-42. doi: 10.1080/21683603.2016.1130556

Perfect, M. M. & Smith, B. (2016) Hypnotic relaxation and yoga to improve sleep and school

functioning. International Journal of School and Educational Psychology, 4(1), 43-51.

doi: 10.1080/21683603.2016.1130558


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Hassed, C. (2016). Mindful learning: Why attention matters in education. International Journal

of School and Educational Psychology, 4(1), 52-60. doi:10.1080/21683603.2016.1130564

Part II

Huang, M. & Zhou, Z. (2016). Perceived self-efficacy, cultural values, and coping styles among

Chinese families of children with autism. International Journal of School and



Chenneville, T. & St. John Walsh, A. (2016). A “mindful rational living” approach for addressing HIV

in

the school setting. International Journal of School and Educational

Psychology, 4(2), 71-78. doi: 10.1080/21683603.2016.1130565


Maykel, C., Bray, M., Gelbar, N., Caterino, L., Avitia, M., Sassu, & Kari, & Root, M. (2016).

Psychologically based therapies to improve lung functioning in students with asthma.

International Journal of School and Educational Psychology, 4(2), 79-85. doi:

10.1080/21683603.2016.1130577


Pask, L., Hughes, T. L., & Sutton, L. R. (2016). Sexual knowledge acquisition and retention for

individuals with autism. International Journal of School and Educational Psychology,

4(2), 86-94. doi: 10.1080/21683603.2016.1130579


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Gadberry, A. L. & Harrison, T. J. (2016). Music therapy promotes self-determination in young

people with autism spectrum disorder. International Journal of School and Educational

Psychology, 4(2), 95-98. doi: 10.1080/21683603.2016.1130580


del Campo, M. A. & Kehle, T. J. (2016). Autonomous sensory meridian response (ASMR) and

frisson: Mindfully induced sensory phenomena that promote happiness. International

Journal of School and Educational Psychology, 4(2), 99-105.

doi: 10.1080/21683603.2016.1130582


Chadwick, J. & Gelbar, N. W. (2016). Mindfulness for children in public schools: Current

research and developmental issues to consider. International Journal of School and



Chafouleas, S. M. & Polifroni, E. C. (2016). Integrated learning and health: A call for increasing

coordination efforts. International Journal of School and Educational Psychology, 4(2),

113-115. doi: 10.1080/21683603.2016.1130586


Renshaw, T. L. (2016). Using so-called mind-body practices to promote youths’ well-being:

Reflections on therapeutic outcomes, strategies, and processes. International Journal of

School and Educational Psychology, 4(2), 116-121.

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doi: 10.1080/21683603.2016.1130587


2. VSM chapters - Picture Perfect (Overview, Process, Application Examples).

3. American Psychiatric Association. (2013). Major depressive disorder. In Diagnostic and statistical manual of mental disorders(5th ed.). Arlington, VA: American Psychiatric Publishing.

American Psychiatric Association. (2013). Generalized anxiety disorder. In Diagnostic and statistical manual of mental disorders(5th ed.). Arlington, VA: American Psychiatric Publishing.

4. Physical/Mental Specific Articles:

Heart Disease: Theory of mind deficit in adult patients with congenital heart diseasehttp://hpq.sagepub.com.ezproxy.lib.uconn.edu/content/20/10/1253.full.pdf+html

Diabetes: The association of personal resilience with stress, coping, and diabetes outcomes in adolescents with type 1 diabetes: Variable- and person-focused approacheshttp://hpq.sagepub.com.ezproxy.lib.uconn.edu/content/20/9/1196.full.pdf+html

Arthritis: Fatigue and Mood Among People With Arthritis: Carry-Over Across the Day http://eds.a.ebscohost.com.ezproxy.lib.uconn.edu/ehost/pdfviewer/pdfviewer?vid=5&sid=347566c5-6dbc-4278-99b2-53c68f7004bd%40sessionmgr4009&hid=4103

Asthma:Psychopathology in Difficult Asthmahttp://dx.doi.org/10.3109/02770903.2014.999281

Kapoor, V. G., Bray, M. A., & Kehle, T. J. (2010). School-based intervention: Relaxation and guided imagery for students with asthma and anxiety disorder.. Canadian Journal of School Psychology, 25, 311-327. http://cjs.sagepub.com.ezproxy.lib.uconn.edu/content/25/4/311.full.pdf+html

Bray, M. A., Kehle, T. J., Theodore, L. A., Alric, J. M., Peck, H. L., Margiano, S. G., Dobson, R., Peczynski, K., & Gardner, K. (2006). Written emotional expression as an intervention for asthma: A replication. Journal of Applied School Psychology, 22, 141-165.http://www-tandfonline-com.ezproxy.lib.uconn.edu/doi/pdf/10.1300/J370v22n01_08?needAccess=true

Maykel, C., Bray, M., Gelbar, N., Caterino, L., Avitia, M., Sassu, & Kari, & Root, M. (2016).

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Psychologically based therapies to improve lung functioning in students with asthma. International Journal of School and Educational Psychology, 4(2), 79-85. doi: 10.1080/21683603.2016.1130577

Cancer: Can exercise change stereotypes associated with individuals with cancer?http://onlinelibrary.wiley.com.ezproxy.lib.uconn.edu/doi/10.1111/sms.12272/full

Root, M. M., Bracy, M. A., Maykel, C., Cross, K., Shankar, N. L. & Theodore, L. A. (2016). Students with cancer: Presenting issues and effective solutions. International Journal of School and Educational Psychology, 4(1), 25-33. doi 10.1080/21683603.2016.113

Chronic Pain: Mind-Body Therapies for the Self-Management of Chronic Pain Symptomshttp://eds.a.ebscohost.com.ezproxy.lib.uconn.edu/ehost/pdfviewer/pdfviewer?sid=347566c5-6dbc-4278-99b2-53c68f7004bd%40sessionmgr4009&vid=25&hid=4103

Epilepsy: Use of complementary and alternative medicine in an urban county hospital epilepsy clinic http://dx.doi.org/10.1016/j.yebeh.2014.03.011

Additional Required Media In HuskyCT

Video LecturesThere are 6 video lectures (Professor Bray’s lectures) prepared for this course and 9 others specifically directed at the experiential work. One other is provided in this course, the UCONN library system tutorial. The purpose of the video lectures by Dr. Bray is to have personal contact with students, present the class content, and explain all assignments. The video lectures in this course are streamed through Media Site. You will need to have the Silverlight 5 plug-in installed on your computer to view these video lectures. If you don't already have Silverlight installed, you can download it here: http://www.microsoft.com/silverlight/.

Professor Bray’s Video Lectures:Video lecture one: View video lecture on Introduction to Mind Body Health by Professor Bray, including a video on Resilience: The Biology of Stress & the Science of Hope: http://kpjrfilms.co/resilience/, James Redford. Video lecture two: View video lecture on definitions (anxiety, depression, stress, subjective well being and happiness) by Professor Bray.Video lecture three: View video lecture on assessment by Professor Bray.Video lecture four: View video lecture on health categories by Professor Bray.Video lecture five: View video lecture on experientials by Professor Bray.Video lecture six: Conclusion: The Mind and Body by Professor Bray.

9 Experiential Video Lectures:

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Video lecture one (Experiential): Webinar VSM and Buggey Video Video lecture two (Experiential): Standardized Muscle RelaxationVideo lecture three (Experiential): RGI - Two Tracks (Dr. Victoria Menzies)Video lecture four (Experiential): Giam Yoga poses Video lecture five (Experiential): Mindfulness audioVideo lecture six (Experiential): Diet & nutritionVideo lecture seven (Experiential): Physical activity/exerciseVideo lecture eight (Experiential): Written emotional expressionVideo lecture nine (Experiential): Gratitude writing

Preparing for the Course: Introduction, Information, and Software Requirements

It is imperative that you prepare for this course before it starts. You will be receiving email information from the university about how to prepare for the course during May 2018, including the address of an important website: http://ecampus.uconn.edu/enrolled_students.htmlYou will need the following software for this course:1) Silverlight plugin: http://www.microsoft.com/silverlight/2) Media site requirement, Go to : http://www.sonicfoundry.com/site-requirements3) Powerpoint, Adobe Reader, and Real Audio Player Software

Course Modules Outline

Unless otherwise noted, all learning activities are due for submission on the module close date.Summer Session 1: May 29 - June 29, 2018.

Module 1: A. Introduction to Mind Body HealthAssignments 1.) View video lecture One (Explanation of Content & Assignments) - Introduction to Mind Body Health by Professor Bray, and The Biology of Stress & the Science of Hope: http://kpjrfilms.co/resilience/, James Redford. 2.) Read: Bray, M. & Maykel, C. (2016). Mind-body health in the school environment. International Journal of School and Educational Psychology, 4(1), 3-4. doi: 10.1080/21683603.2016.1130528 3.) Take ungraded formative quiz on history. 4.) Take graded quiz on history. 5.) Post B.Writing InstructionAssignments:

1.) Refer to APA or MLA style for paper - use Purdue Owl online site

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(https://owl.english.purdue.edu/owl/resource/560/01/).2.) Write thesis statement (turn in for feedback).

Module 2: A.Students will define anxiety, depression, stress subjective well being, and happiness. Assignments:

1.) View video lecture Two (Explanation of Content & Assignments) on these definitions by Professor Bray.

2.) Read DSM definitions of anxiety and depression (see DSM references on reading list).3.) Take ungraded formative quiz on all definitions.4.) Take graded quiz on all definitions. 5.) Post

B.Writing InstructionAssignments: Refer to Sternberg, R.J., & Sternberg, K. (2010). The Psychologist's Companion: A Guide to Writing Scientific Papers for Students and Researchers 5th Edition. New York, NY: Cambridge Univ.

1.) Conduct literature Review (read chapters 3 & 4).2.) Review UCONN library system using video tutorial provided (e.g., Databases, Search Engines).3.) Review methods to evaluate if sources inlcuding websties are credible (refer to

http://blog.findingdulcinea.com/2010/03/the-two-most-important-questions-to-ask-when-evaluating-a-web-site.html).

4.) Write introductory paragraph (turn in for feedback).5.) Turn in references (at least five research citations).

Module 3: Students will be able to identify methods of assessment for anxiety, depression, stress, quality of life, and happiness.

A.AssessmentAssignments:

1.) View video lecture Three (Explanation of Content & Assignments) on assessment by Professor Bray.

2.) Take ungraded formative quiz on assessment.3.) Take graded quiz on assessment. 4.) Post

B.Writing InstructionAssignments: Refer to Sternberg, R.J., & Sternberg, K. (2010). The Psychologist's Companion: A Guide to Writing Scientific Papers for Students and Researchers 5th Edition. New York, NY: Cambridge Univ.:

1.) Review the research methods and ethics (APA) that are typically used to study Mind Body Health, their value, and purpose when including and selecting to include in a research paper

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(read chapter 11 on ethics). 2.) Write outline (turn in for feedback).

Module 4: Students will review and then identify the physical health areas that are associated with mental health (including heart disease, diabetes, chronic pain, arthritis, asthma, epilepsy, and cancer).

A.Physical/MentalAssignments:

1.) View Video Lecture Four (Explanation of Content & Assignments) on health categories.2.) Generally Review all articles and links for specific health categories.3.) Take ungraded formative quiz on physical health and its relation to psychological health.4.) Take graded quiz on physical health and its relation to psychological health.5.) Post

B. Exam -Take Midterm exam (covering Modules 1 through 4).

C.Writing InstructionAssignments: Refer to Sternberg, R.J., & Sternberg, K. (2010). The Psychologist's Companion: A Guide to Writing Scientific Papers for Students and Researchers 5th Edition. New York, NY: Cambridge Univ.:

1.) Write first five pages (turn in for feedback; read chapter 13).

Explanation for Module 5: Students will read about, view demonstrations, and experience psychological treatments that alleviate stress, anxiety, depression, and improve happiness. Also memory and attention skills will be included relevant to the treatments introduced, this pertains to VSM, yoga, diet/nutrition, physical activity/exercise, standard muscle relaxation, relaxation and guided imagery, written emotional expression, gratitude writing, mindfulness, and yoga. Students will ultimately be able to identify psychological treatments and their components that relate to these various physical health conditions.

Assignments:View Video Lecture 5 (Explanation of Content & Assignments) by Professor Bray on Experientials.

Experiential 1: Video Self Modeling Assignments:

1.) View Video Experiential lecture: Webinar VSM and Buggey video. 2.) Review Picture Perfect book chapters.3.) Complete Log.

Experiential 2: Standardized Muscle Relaxation Assignments:

1.) View Video Experiential lecture: Standardized Muscle Relaxation2.) Review article: D'Amato, R.C. (2016). Tension is who you think you should be. Relaxation is

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who you are. International Journal of School and Educational Psychology, 4(1), 1-2 doi:10.1080/21683603.2016.1150102 http://www.tandfonline.com/doi/pdf/10.1080/21683603.2016.1150102?needAccess=true

3.) Complete Log.

Experiential 3: Relaxation and Guided Imagery Assignments:

1.) View Video Experiential lecture: RGI - Two Tracks.2.) Review article: Kapoor, V. G., Bray, M. A., & Kehle, T. J. (2010). School-based intervention:

Relaxation and guided imagery for students with asthma and anxiety disorder.. Canadian Journal of School Psychology, 25, 311-327.

3.) Complete Log.

Experiential 4: Yoga Assignments:

1.) View Video Experiential lecture: Giam Yoga poses.2.) Review article: Perfect, M. M. & Smith, B. (2016) Hypnotic relaxation and yoga to improve

sleep and school functioning. International Journal of School and Educational Psychology, 4(1), 43-51.doi: 10.1080/21683603.2016.1130558

http://www.tandfonline.com/doi/pdf/10.1080/21683603.2016.1130558?needAccess=true3.) Complete Log.

Experiential 5: Mindfulness Assignments:

1.) View Video Experiential lecture: Mindfulness audio2.) Review article: Chadwick, J. & Gelbar, N. W. (2016). Mindfulness for children in public

schools: Current research and developmental issues to consider. International Journal of School and Educational Psychology, 4(2), 106-112. doi: 10.1080/21683603.2015.1130583 http://www.tandfonline.com/doi/pdf/10.1080/21683603.2015.1130583?needAccess=true

3.) Complete Log.

Experiential 6: Diet and Nutrition Assignments:

1.) View Video Experiential lecture: Diet & Nutrition.2.) Review article: O’Neil, A., Quirk, S. E., Housden, S., Brennan, S. L., Williams, L. J., Pasco, J.

A., & Jacka, F. N. (2014). Relationship between diet and mental health in children and adolescents: A systematic review. American Journal Of Public Health, 104(10), e31-e42. doi:10.2105/AJPH.2014.302110

http://eds.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=0ac69f7b-5257-4dac-a3c9-43de9a5b39e4%40sessionmgr4010&vid=4&hid=42113.) Complete Log.

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Experiential 7: Physical activity/exercise Assignments:

1.) View Video Experiential lecture: Physical activity/exercise2.) Review article: Cancer: Can exercise change stereotypes associated with individuals with

cancer? http://onlinelibrary.wiley.com.ezproxy.lib.uconn.edu/doi/10.1111/sms.12272/full

3.) Complete Log.

Experiential 8: Written emotional expression Assignments:

1.) View Video Experiential lecture : Written emotional expression2.) Review article: Bray, M. A., Kehle, T. J., Theodore, L. A., Alric, J. M., Peck, H. L., Margiano,

S. G., Dobson, R., Peczynski, K., & Gardner, K. (2006). Written emotional expression as an intervention for asthma: A replication. Journal of Applied School Psychology, 22, 141-165.

3.) Complete Log.

Experiential 9: Gratitude Writing Assignments:

1.) View Video Experiential lecture: Gratitude writing.2.) Review article: McCabe-Fitch, K., Bray, M. A., Kehle, T. J., Theodore, L. A., Gelbar, N. (2011).

The promotion of happiness and life satisfaction in children. Canadian Journal of School Psychology, 26, 177-192.

3.) Complete Log.4.) Take ungraded formative quiz on treatment experientials.5.) Take graded quiz on treatment experientials.6.) Post

Writing Instruction1.) Write draft of fifteen pages (turn in for feedback).

Module 6: At the conclusion of the class students will articulate why the mind and body are to be viewed in a holistic fashion in terms of assessment and treatment, and how they can apply this newly learned knowledge and framework to their personal and professional lives. The students will also identify the variables associated with mind body health including gender, race, ethnicity, SES, culture, and educational level.

A.Conclusion Assignments:

1.) View Video Lecture 6 (Explanation of Content & Assignments) by Professor Bray: Conclusion - The Mind and Body.

2.) Post.

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B. Final Exam (covering Modules 5 and 6).

C.Writing Instruction1.) Write and turn in final draft.

POLICIESDue Dates All course due dates are identified in the course schedule. Deadlines are based on Eastern Standard Time; if you are in a different time zone, please adjust your submittal times accordingly. The instructor reserves the right to change dates accordingly as the course progresses. All changes will be communicated in an appropriate manner. You are responsible for acting in accordance with the Student Code.

How To Pace This Class, Stay on Schedule, and Not Get Behind or Miss the Close Dates

Since this course is for only five weeks, each student has to plan how to complete all assignments before the “close date”. All modules, assignments, discussion postings, quizzes, exams, and assessments will close on a certain date. After these closing dates, you will not be able to return back and do them. You need to pay close attention to the due dates. Unless the student has made prior arrangements with the instructor, late assignments will not be accepted. This includes discussion board posts. If the instructor, at her discretion, does decide to accept late work, each day past the due date 10 points may be deducted per day and after 3 days may no longer be accepted.

You will need to spend time every day on the course modules to keep up. In certain parts of the course, you can work ahead on the upcoming modules if you have an extra busy schedule. I would recommend that you do work ahead of the schedule if possible. If you do work ahead, it is important to remember that you may need to go back and complete discussion postings on other students’ postings to receive full credit for the discussions.

Minimum Technical SkillsTo be successful in this course, you will need the following technical skills:

● Use electronic mail with attachments.● Save files in commonly used word processing program formats.● Copy and paste text, graphics and/or hyperlinks.● Work within two or more browser windows simultaneously.● Open and access PDF files.

As such University students are expected to demonstrate competency in Computer Technology. Explore the Computer Technology Competencies page for more information.

University Writing Center

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All UConn students are invited to visit the University Writing Center for individualized tutorials. The Writing Center staff includes talented and welcoming graduate and undergraduate students from across the humanities, social sciences, and sciences. They work with writers at any stage of the writing process, from exploring ideas to polishing final drafts. Their first priority is guiding each student’s revisions, so they frequently provide a sounding board for a writer’s ideas, arguments, analytical moves, and uses of evidence. They can also work with you on sentence-level concerns, but please note that they will not proofread for you; instead, they will help you become a better editor of your own work. You should come with a copy of the assignment you are working on, a current draft (or notes if you are not yet at the draft stage), and ideas about what you want out of a session. Tutorials run 45 minutes and are free. You can drop in or make an appointment. For hours, locations, and more information, please go to writingcenter.uconn.edu.

Evaluation of the CourseStudents will be provided an opportunity to evaluate instruction in this course using the University's standard procedures, which are administered by the Office of Institutional Research and Effectiveness (OIRE).

Student Responsibilities and Resources

As a member of the University of Connecticut student community, you are held to certain standards and academic policies. In addition, there are numerous resources available to help you succeed in your academic work. Review these important standards, policies and resources (http://ecampus.uconn.edu/policies.html), in which links can be clicked on and include more information as follows:

● The Student Code--: http://community.uconn.edu/the-student-code-preamble/ ○ Academic Integrity-- http://community.uconn.edu/the-student-code-appendix-a/○ Resources on Avoiding Cheating and Plagiarism--

http://lib.uconn.edu/about/get-help/writing/plagiarism-how-to-recognize-it-and-how-to-avoid-it/

● Copyrighted Materials○ Copyrighted materials within the course are only for the use of students enrolled in the

course for purposes associated with this course and may not be retained or further disseminated.

● Netiquette and Communication-- http://www.albion.com/netiquette/corerules.html● Adding or Dropping a Course

○ If you should decide to add or drop a course, there are official procedures to follow: ● Matriculated students should add or drop a course through Student Administration

System.● Non-degree students should refer to the Registrar’s office Non-Degree and Visiting

Students page for more information● You must officially drop a course to avoid receiving an "F" on your permanent

transcript. Simply discontinuing a course or informing the instructor you want to drop does not constitute an official drop. For more information, refer to the:

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○ Undergraduate Catalog ○ Graduate Catalog

● Academic Calendar-- https://summersession.uconn.edu/summer-winter-online/● Policy Against Discrimination, Harassment and Inappropriate Romantic Relationships

○ The University is committed to maintaining an environment free of discrimination or discriminatory harassment directed toward any person or group within its community – students, employees, or visitors. Academic and professional excellence can flourish only when each member of our community is assured an atmosphere of mutual respect. All members of the University community are responsible for the maintenance of an academic and work environment in which people are free to learn and work without fear of discrimination or discriminatory harassment. In addition, inappropriate Romantic relationships can undermine the University’s mission when those in positions of authority abuse or appear to abuse their authority. To that end, and in accordance with federal and state law, the University prohibits discrimination and discriminatory harassment, as well as inappropriate Romantic relationships, and such behavior will be met with appropriate disciplinary action, up to and including dismissal from the University. Refer to the Policy against Discrimination, Harassment and Inappropriate Romantic Relationships for more information.

● Sexual Assault Reporting Policy○ To protect the campus community, all non-confidential University employees (including

faculty) are required to report assaults they witness or are told about to the Office of Diversity & Equity under the Sexual Assault Response Policy. The University takes all reports with the utmost seriousness. Please be aware that while the information you provide will remain private, it will not be confidential and will be shared with University officials who can help. Refer to the Sexual Assault Reporting Policy for more information.

Students with Disabilities

The University of Connecticut is committed to protecting the rights of individuals with disabilities and assuring that the learning environment is accessible. If you anticipate or experience physical or academic barriers based on disability or pregnancy, please let me know immediately so that we can discuss options. Students who require accommodations should contact the Center for Students with Disabilities, Wilbur Cross Building Room 204, (860) 486-2020 or http://csd.uconn.edu/.

Blackboard measures and evaluates accessibility using two sets of standards: the WCAG 2.0 standards issued by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act issued in the United States federal government.” (Retrieved March 24, 2013 from Blackboard's website)

Makeup Work for Legitimate Absences Make up or missed work due to legitimate absences should be arranged with the professor. Unless the student has made prior arrangements with the instructor, late assignments will not be accepted. This includes discussion board posts. If the instructor, at her discretion, does decide to accept late work, each day past the due date 10 points may be deducted per day and after 3 days may no longer be accepted.

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Technology and Academic HelpFor all NON-TECHNICAL and NON-ACADEMIC support questions or general eCampus

information, please contact [email protected] or call us at (860)486-1080.

HuskyCT Courses, Training, and Tools

Examples

Department Contact Information

● Course Content Not Viewable

● Course Tools Not Working (i.e., tests, assignments, discussions, etc.)

● Course Tech, Plug-Ins, and Software

For support in online courses contact:

UITS Help Center

Location Math Sciences Building, Ground Floor, Room M037

Phone (860) 486-HELP (4357) Email [email protected] assistance outside normal business hours and holidays, please visit http://learn24x7.uconn.edu or http://huskyct24x7.uconn.edu

Software/Technical Requirements (with Accessibility and Privacy Information)

The software/technical requirements for this course include:

● HuskyCT/Blackboard (HuskyCT/ Blackboard Accessibility Statement, HuskyCT/ Blackboard Privacy Policy)

● Adobe Acrobat Reader (Adobe Reader Accessibility Statement, Adobe Reader Privacy Policy)● Google Apps (Google Apps @ UConn Accessibility, Google for Education Privacy Policy)● Microsoft Office (free to UConn students through uconn.onthehub.com) (Microsoft Accessibility

Statement, Microsoft Privacy Statement)● Dedicated access to high-speed internet with a minimum speed of 1.5 Mbps (4 Mbps or higher is

recommended).

Additional Course InformationSometimes students who are taking psychoeducational courses want to know where they can get therapeutic help with personal and/or career problems. As an example, if you were to have an emotional reaction to one of the experientials requiring professional help, you may wish to consult with one of

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these various services/resources. There are counseling resources available to you at UConn. The UConn Counseling and Mental Health Services clinic is one resource and can be reached by calling (860) 486-4705. There are also mental health services available at The Frederick G. Humphrey Center for Individual, Couple, and Family Therapy. The Humphrey Center can be reached by calling (860) 486-3692. For career related problems, you may contact the Department of Career Services by calling (860) 486-3013. There are also resources outside the University. A good referral source is INFO LINE (211), and emergency and crisis services are available at Manchester Hospital Hotline by calling (860) 647-4766. Please contact your instructor if additional resources or specific referrals are needed.

Professor Biography

Professor Melissa A. Bray is a Fellow of both the American Psychological Association and the American Psychological Society. Dr. Bray is an elected member of the Society for the Study of School Psychology. She is licensed as a psychologist in the State of Connecticut, holds national certification in school psychology, state certification in school psychology, and licensure in speech language pathology. Since receiving her doctorate in 1997, she has published or has in press over 150 articles, chapters, and reviews in the professional literature, and has presented over 100 scholarly papers at national and international conferences. In a recent study it was determined that Dr. Bray was the most prolific contributor to the 5 primary journals in school psychology. Further, she serves as associate editor of the International Journal of School and Educational Psychology and has served as an associate editor of School Psychology Quarterly. She also serves on various editorial boards such as Gifted Child Quarterly. Of interest, she is the co-editor of the first Oxford handbook of school psychology. She has also guest edited 8 issues of Psychology in the Schools on video self-modeling, behavior disorders, positive psychology, statistical reform, childhood obesity, counseling and emotional disorders. She recently was the co-guest editor of an issue of the International Journal of School and Educational Psychology on Mind Body Health and an issue of the Journal of Psychoeducational Assessment in the area of academic and intellectual achievement . As co-principle investigator, she has secured over $ 1 1/2 million dollars in student training contracts. Of particular significance, Dr. Bray was the 2003 recipient of the prestigious American Psychological Association Division 16’s Lightner Witmer Award, the Division’s highest honor given to young scholars. She has also been involved in state, national, and international professional associations including service as Vice-President, Social, Ethical Responsibility, and Ethnic Minority Affairs, APA’s Division 16 Executive Committee. Dr. Bray has also served as the Division 16’s convention chair, hospitality suite coordinator, chair of the Division’s publications committee, and as a member of the conversation videotape series. Her research interests are in the area of interventions for communication disorders - stuttering, classroom disruptive behavior, and physical health and wellness, especially asthma and cancer.

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