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Merrill – CHF 4400 Campus - Fall 2019 1
THE FAMILY IN STRESS
CHILD AND FAMILY STUDIES 4400 FALL SEMESTER 2019
PROFESSOR Dr. Chloe D. Merrill
OFFICE:
Room 229 (please enter through room 228)
Jerry and Vickie Moyes College of Education
Department Child and Family Studies
Weber State University
Ogden UT 84408-1301
PHONE: 626-7110
CLASS TIME: Tuesday and Thursday – 10:30 a.m. – 11:45 a.m.
Room 233 – McKay Education Building
OFFICE HOURS: Tuesday and Thursday – 8:00 a.m. – 8:50 a.m.
Wednesday – 8:00 a.m. – 11:30 a.m. or
By appointment only
Contact can also be through email/message, chat, computer conferencing or
other technologies.
E-MAIL/MESSAGING: Through WSU Online/Canvas
ENHANCED COURSE
INFORMATION:
Additional required course information and unit readings for this course will
be on WSU Online/Canvas
COURSE DESCRIPTION:
Examining causes of stress in the family and developing strategies for coping with stress.
PURPOSE:
The purpose of this course is to assist you in learning about stress and how it affects you and other humans. We
will explore principles related to stress, what it is, its effects on the human body, and how to manage it. As one
of the most important units of the system of our society the family will provide an excellent context for our
study of stress. This will be an application-oriented course, as much as possible. Many course assignments will
require you to look at and apply them to your personal and family life. If you are uncomfortable sharing
information with your professor then you might want to consider taking another course. Also, the professor
does not remember individual assignments as the class has a large number of students. All assignments are held
in confidentiality.
REQUIRED TEXT:
Greenberg, Jerrold S. (2017). Comprehensive Stress Management (14th Ed.). New York, NY: McGraw Hill
Companies. ISBN: 9780078028663
Boss, P., Bryant, C. M., Mancini, J. (2016). Family Stress Management: A Contextual Approach. (3rd Ed.)
Newbury Park, CA: Sage Publications. ISBN: 9781452270005
NOTE: Exam questions and other information will be taken from this text edition. If you chose to use a
different text edition you are responsible to get the correct information. Please use the correct edition of
the texts!
Merrill – CHF 4400 Campus - Fall 2019 2
LEARING OUTCOMES (OBJECTIVES):
1. Basic Principles: Students will understand basic stress principles and be able to apply them to
life situations.
• Textbook readings, class lecture notes, mini videos, assigned articles, applied
assignments, examinations, grade rubrics followed
2. Current Research: Students will be familiar with current research findings on stress and the
effects of stress.
• Textbook readings, class lecture notes, assigned articles, applied
assignments (labs), examinations, grade rubrics followed
3. Symptoms and Sources: Students will be able to identify stress symptoms, types of stress, and potential
sources of stress in individuals and families.
• Textbook readings, class lecture notes, mini videos, assigned articles, applied
assignments (labs), examinations, grade rubrics followed
4. Stress Management: Students will create complete assigned exercises including reaction statements
to demonstrate their ability to recognize and manage personal stress in life
situations. • Applied assignments, grade rubrics followed
5. Cultural Differences: Students will recognize the importance of cultural values and beliefs in
understanding why various families, couples and individuals cope differently
with the same event or situation.
• Textbook readings, class lecture notes, mini videos, assigned articles, applied
assignments (labs), examinations, grade rubrics followed
6. Family Members: Students will demonstrate a deeper understanding of the complexity of
balancing diverse family members needs (e.g. Gender and generation) in
helping people to manage stressful events and situations.
• Textbook readings, class lecture notes, mini videos, assigned articles,
applied assignments (labs), examinations, grade rubrics followed
UNIVERSITY, DEPARTMENT, AND CLASS POLICIES
STUDENTS WITH DISABILITIES - ADA
Any student requiring accommodations or services due to a disability must contact Services for Students with
Disabilities (SDD) in room 181 of the Student Services Center (Phone: 801-626-6413). SSD can also arrange to
provide course materials in alternative formats if necessary. For additional information, please check the SSD
website (http://departments.weber.edu/ssd/).
Merrill – CHF 4400 Campus - Fall 2019 3
COMMUNICATION POLICY
Instructor E-Mail/Messaging: Please use the WSU Online/Canvas e-mail/messaging system as this is the best way to reach me
quickly. I check this email/messaging least twice a day Monday-Friday.
I do not generally check e-mails on weekends, Saturday or Sunday, or after 4:30 p.m. at night so please
e-mail your questions early concerning assignments.
If you do not receive a reply to an e-mail that you have sent to me within 24 hours, Monday-Friday,
please e-mail/message me again as your e-mail/message might not have been received. E-
mails/messages sometimes get lost in "cyberspace". Thank you!
Your E-Mail/Message: Please be sure that your email/message in the WSU Online/Canvas is checked frequently. WSU
Online/Canvas email/message will be used for the course and individual and group e-mails/messages
are sent from there. It is your responsibility to be sure that this e-mail/message is working and checked
often. Please contact Tech Support at 801-626-6499 if you need help.
Response to Emails/Messages and Telephone Calls: Please be aware that all emails/messages and telephone calls are responded to within a 24-hour period
except on Saturday and Sunday. If you do not hear from me within that time period I DID NOT
receive your email or call. Please send your email again or leave another message.
If you still do not understand what I am asking for during the course then email or call me as much as
needed. I am here to help you but cannot help if I do not get the messages or know that help is
needed. I do not ignore emails or telephone calls and I am more than glad to continue to answer
questions you might have.
Announcements: Announcements are often used within the WSU Online/Canvas system. Please be sure to check them
often.
REPORT AND TRACKING INFORMATION
An important note of information for you to be aware of concerning WSU Online/Canvas, Face-to-Face, and/or
web enhanced courses. The WSU Online/Canvas system has a "report and tracking" area for the instructor that
shows different information concerning your participation within the course. All the main areas in the course
can be evaluated for time spent working or idle, one example of the main areas that can be looked at is the
email situation. For example, when you state "emails are not answered by the instructor" (or something to that
effect), please be aware that it can be looked up in detail. The information that can be found is the time you, as
the student, accessed the email system, when you sent the email (to the minute and second) to the instructor,
when the instructor read your email, when the instructor responded to your email (again to the second), when
you read the email from the instructor, and if you kept or deleted the email. This is just one example for your
information. Another would be that you have sent an assignment or not. The instructor can look and see if that
is the case.
The telephone system at Weber State University has a similar system for telephone calls to the instructor as
well as the Gmail email system. This is just information for you to keep in mind and have an awareness of
during your course of study.
Merrill – CHF 4400 Campus - Fall 2019 4
WSU ONLINE/CANVAS ENHANCED COURSE
To pick up PowerPoint slides and lecture notes used in class you will need to log into the WSU Online/Canvas
Enhanced section of this course and download that information. Please remember that not all of the
information given in class will be on this site. You need to come to class for all of the information.
To review all course materials, turn in all assignments, and check your points in this course and turn in all
assignments it this class, please do the following:
1. Go to http://wsuonline.weber.edu/
2. Click on WSU Online/Canvas Login
3. Use your Wildcat username/password to log in.
4. This will take you to a page that lists all of the courses you are taking.
5. Click on the CHF 1400 course
6. You are now at the homepage for this course
7. Click on information you would like to view. If it is the module currently being studied then you will
find all of the information needed with that unit including the interview.
If you would like to read my comments please do the following:
1. Go to the homepage for this course.
2. In the upper right hand corner you should see the assignment icon.
3. Click on the icon.
4. It will open you up into a page that states “Assignments”. This page will have all of the assignments
listed.
5. Go to the right hand side and under options, click on the graded icon.
6. You will then be taken to a “View Submission” section.
7. Click on Attempt 1.
8. This will take you to your assignment and you will then be able to see my comments.
Please note you will turn all assignments in via the WSU Online/Canvas. Only do one or the other.
STARFISH
Weber State University and the Moyes College of Education care about your academic success! We
use Starfish to help identify students who may need additional support. Throughout the term, you may
receive emails from Starfish regarding your course grades or academic performance. If you receive
one of these alerts, please keep in mind they are meant to help you achieve success—they do not
affect your grade, or carry any punitive action. Students may use the “Raise Your Hand” feature in
Starfish to signal instructors and academic advisors that they need additional help. Advisors are
available to connect students with a variety of campus resources and answer questions. The Starfish program is listed in your eWeber portal. For more information on Starfish, please check this link:
https://www.weber.edu/starfish/studentinfo.html
STUDENT ATHLETES
Student athletes must turn in assignments or take exams in advance if they are going to be gone during the time
an assignment is due or an exam given. It is the students responsibility to consult the schedule and be aware of
all due dates.
Merrill – CHF 4400 Campus - Fall 2019 5
ACADEMIC ETHICS AND HONESTY POLICY
Cheating is defined as taking credit or presenting work as your own that is not your own original work. You
are encouraged to meet together and discuss course material, but all examinations must be completed
individually and without any notes. The relationship intervention project must be an original project prepared
by the individual student. Plagiarism is not acceptable and proper citation of sources is required on all
assignments. Additional information regarding student’s rights and responsibilities can be found in the
Student’s Code: http://documents.weber.edu/ppm/6-22.htm
UNIVERSITY CONCUSSION AND HEAD INJURY POLICY
Students who sustain a concussion or a traumatic head injury should immediately report the incident to a
faculty member. The student will be excused from actively participating in physical activities for the class until
the student is evaluated and cleared by a qualified health care provider to resume participation in class physical
activities.
CAMPUS CLOSURE
THIS IS ONLY AFFECTIVE SHOULD CLASSES NEED TO BE CANCELED DUE TO AN
EARTHQUAKE, H1N1, OR OTHER EXTENDED WSU REASONS (Personal reason are not applicable
here)
WSU Online/Canvas is the preferred way of communication between students and professor in this class. When
you use regular emails for communication, please stick to your assigned @mail.weber.edu account or have
@mail.weber.edu messages forwarded to accounts you do check. It is your responsibility to check your WSU
online/canvas mailbox or email account regularly.
In the event of disease, natural disaster, or some other reason and the main campus is closed, this course will
resume online through the WSU Online system. Please login into this course via the WSU Online System to
receive further instructions: http://online.weber.edu/webct/entryPageIns.dowebct
RETENTION AND REFERRAL
The Department of Child and Family Studies follows a student retention and referral policy, which can be
found on the CHF website, http://www.weber.edu/chfam under student resources. Students may be referred to
the Department Retention Committee for behavioral, ethical, and/or academic performance issues. A grade of
C/B- or better is required for majors and minors in the department (a grade of C-/C+ is not acceptable). A
student who does not pass two or more classes in the department program (defined as a C-/C+ grade or lower)
will be subject to an academic referral and may be dismissed from the academic program. The Family Studies
program requires a minimum grade of C and the Early Childhood and Early Childhood Education program
requires a minimum grade of B-.
Merrill – CHF 4400 Campus - Fall 2019 6
COURSE HINTS AND POLICIES
Class will not just be note taking but actual learning experiences will be shared. Active participation is a must.
Some students attend class but are "psychologically absent". Participation and questions that add to the course
discussion are welcome. Ask for clarification if you do not understand. Many times others are also confused
and your clarification questions are appreciated. Read the chapters early in each unit so they can add to the
class discussion. Reading of course material is a must.
• All assignments are to be submitted via the WSU Online/Canvas system.
• All assignments are due at 11:59 p.m. on the dates listed in the syllabus. NO LATE
ASSIGNMENTS WILL BE ACCEPTED unless prearranged before due date not after.
• THERE IS NO EXTRA CREDIT OFFERED IN THIS COURSE.
• Please remember that no assignments may be redone. Please do your best work the first time.
Assignment or taking of exams will not be accepted late under any circumstances. As an example: If you get
really sick the day before an assignment id due, yet you had otherwise allotted that whole day to do the paper
and normally would have finished it, but because you are sick and do not finish it, at least submit what you
have for partial points.
The reason late assignment are not allowed is because: a) you know in advance at the beginning of the semester
when all assignments are due and exams will be held; and b) because part of being responsible and accountable
is that you work ahead in case these types of things happen.
PLEASE TURN OFF ALL CELLULAR PHONES AND PAGERS OR AT LEAST TURN THEM ON
TO VIBRATE. THEY ARE DISRUPTIVE TO THE CLASS.
PHONE’S ARE NOT TO BE OUT AT ANYTIME DURING CLASS.
NO TEXT MESSAGING OR EMAILING DURING CLASS - PARTICIPATION POINTS WILL BE
DEDUCTED.
EXAMS
Exams must be taken on assigned days. Exams cannot be made up.
EXTRA CREDIT
There is no extra credit offered in this course so please put time and thought into your assignments
and studying for the exams.
IMPORTANT POLICY NOTE
As required projects are completed for this course remember that http://www.wikipedia.org is not a peer
reviewed, research based source, and credit will not be given for information quoted from that site.
COURSE REQUIREMENTS, ASSIGNMENTS, POLICIES AND SCHEDULE:
The student will complete the following: ASSIGNMENT GRADING INFORMATION:
Please be aware that when your assignments are graded every single one is read. Following are some guidelines
as to what is being look for:
Content that has been thought out and has what would be called "depth" to it. It is just not "surface" or short
brief statements that skim over the topic or repeat what the book states but statements that are well supported
and backed up with course terms/concepts.
Within the content depth, the minimum amount of course terms to be used and the content you have given backs up the statements you are making. The assignments are read looking to be sure that you have just not
put the course concepts in a sentence just to have them there but that you have a good understanding of the
concept and how to apply it with the assignment.
Merrill – CHF 4400 Campus - Fall 2019 7
Assignments will be graded on development of thoughts, organization, and fulfillment of all “Grade Rubric
Criteria” for the questions the criteria is listed under.
When formatting you papers, please be sure to use the following guideline:
1. Follow the format given in the example.
2. Be sure to give all need information – as in the example.
3. 1 inch margins all around
4. Single spaced entire page (no extra spaces)
5. Use Times New Roman 10-12 point font.
The required number of pages should be content only – this does not include the title page.
ADDITIONAL ASSIGNMENT INFORMATION:
This course addresses topics that are personal in nature. Assignments are to be introspective – meaning that
only you and I will see them. Assignments will remain private and will not be seen by other students. Many of the assignments are also about your life. I will not and cannot evaluate your life but will look at how you apply
the key terms/concepts to your life and in your writings. This is where the “Basic Grade Criteria” and use
of “Key/Course Terms” will be key.
Key/Course Terms must relate to the concept that you are writing about. Some Key/Course Terms are listed at
the beginning of text chapter lecture notes and extra readings. You are to come up will the terms that are
important to you and that apply to the concept you are writing about.
I will be grading the assignments on organization, development of thoughts, and fulfillment of criteria based on
Grade Rubrics.
PLEASE REMEMBER YOU EARN YOUR GRADE.
NOTE: All assignments will be graded within a 3-4 day (72-96 hour) period Monday through Friday unless
you are notified via the WSU Online/Canvas email system otherwise.
COURSE ASSIGNMENTS
1. CLASS AND E-MAIL/MESSAGING CONTRACT
As part of this course you will need to sign a “Class and Email Contract” by the end of the first week of the
semester. This contract tells me that you have read the syllabus completely through and either agree or disagree
to the contents.
Also, you will be agreeing (or not) that you have viewed and understand the due dates on all assignments and
exams on the "Assignment/Exam Due Date at a Glance" page.
You will also need to email me through the WSU Online/Canvas system before signing this contract to show
that you know how the system works and are able to connect to the enhanced course.
You will also be agreeing (or not) to check your WSU Online/Canvas email at least 4 times per week during
this semester.
If you do not sign this contract by the beginning of the second week you will still need to sign it but will
receive “0” points.
If you do not sign this contract by the end of the second class you will still need to sign it but will receive “0”
points.
Merrill – CHF 4400 Campus - Fall 2019 8
2. IN CLASS REACTION PAPERS
Students will occasionally be asked to prepare and submit a variety of short (in class) reaction papers with
comments, questions and/or observations based on the assigned readings and in class discussions. These
reaction papers will be unannounced and giving at the beginning of class. The papers cannot be made up if the
class they are giving in is missed.
3. DISCUSSION LEADER
Each student will select a class period and be the discussion leader for a focused discussion topic/period within
each class meeting. As the session leader, you will do a short framing presentation (10 minute maximum),
providing a synthesis of the over arching themes/ideas from the readings for the day, followed by your leading
the general discussion (for approximately 20 minutes of the class period). Each student will assume
responsibility to lead one discussion class. Please review the syllabus and sign up with the professor.
4. ATTENDANCE/PARTICIPATION:
Course attendance, preparation for class, and participation in class discussion is a critical component of
learning. Frequent absences are not acceptable because they are disruptive to the group and because
material/information will be presented in the class that is not contained in the assigned readings. Because the
subject matter of the course will be presented in many forms the student needs to be prepared to discuss
assigned readings. It is, therefore, important that the student read the assigned work prior to coming to class.
Attendance is considered an integral part of the stress class. In order to grasp course concepts, participation in
class and small group discussions is essential. Attendance will be taken each class and will count 50 points
toward the student’s final grade. You will receive 1 point for attendance and 1 point for participation –
total 2 points. If you come late or leave class early you will not receive the full point for attendance. Reading
material prior to class is important so that participation can take place. If you do not participation at least one
time per class you will not received the participation point. One (1) point will be given for exams dates after
you have taken the exam.
Regular attendance and participation are crucial to your success in this class. Increased interaction with
the course material will help you better grasp the issues and give you a chance to apply these materials to a
variety of situations, helping your chances of success on papers and the final exam. It is up to you whether you
attend class or not but please remember the attendance points and in-class exercises/quizzes cannot be made up
under any circumstance.
5. COURSE EXAMS:
A total of six (6) exams will be given. They will be given only on the days scheduled and will be on Chi Tester
at all major testing centers. The student must bring picture ID and arrive at least one hour prior to the time that
the testing center will close. There will be no notes or papers allowed in the testing center. Exams will cover
the text, additional readings, class discussion material, guest speakers, etc. Each exam will be worth 50 points. EXAM DATES ARE LISTED ON THE SYLLABUS.
The level of content proficiency will be determined by test scores and written assignments. These requirements
help dictate the grade to be received. The student should select which grade they will work for, and study
appropriately. Please remember that I do not give grades but you earn them.
NOTE: Exam scores will be given at the time the student takes the test but you will only be able to review the
questions missed for 1 hour after taking the exam due to security reasons. Test scores will be placed in each
student's grade book no more than two (2) days after the exam.
Merrill – CHF 4400 Campus - Fall 2019 9
6. PERSONAL CONCEPT APPLICATION ASSIGNMENTS:
The student will:
A. Requirements:
1. Choose different family stress concept from the list provided in the assignment area.
These are concepts discussed or read about in the various chapters from both text and
also the extra readings within the course.
a. Use nine (9) terms within each concept and apply them to you and your
family’s lives. Terms need to be used in the application area and not the definition
area.
i. Look at your life and that of your family and apply the concept that you
choose to at least 2 or more applications.
ii. You will be graded on organization, development of thoughts, course
terms used and if the content you have given backs up the statements you
are making.
iii. Assignment grading will be based on your understanding of the concept
and how to apply it in the example you are giving.
iv. You will not be graded on your life but on the application of what you are
learning – you can be honest or not that is up to you.
2. Each of the concepts must use the format listed below for full credit:
a. Each assignment needs to be a single-spaced analysis
b. Use Times New Roman 10-12-point type font and 1" margins all around
c. Concepts and terms should be identified in Italics and/or BOLD capitalized
type one time.
d. All format components must be included.
3. The length of this paper must be at least 2 or more complete pages or more
B. The content needed for this paper is:
▪ Your name
▪ Concept name
▪ Terms associated with concept
▪ Concept explanation/definition
▪ Applications (at least 2 or more) of concept to your personal life
▪ Author of concept and where concept was adapted or taken from – specific page
number(s)
C. Assignments are to be submitted via the WSU Online/Canvas assignment area
Note: A detailed grade rubric and example paper is included on the following pages of the
syllabus.
Merrill – CHF 4400 Campus - Fall 2019 10
DETAILED GRADE RUBRIC FOR TWO (2) OR MORE PAGES OF PERSONAL CONCEPT
APPLICATION PAPER Description of
component
Criteria for
score of .5
Criteria for
score of .375
Criteria for
score of .25
Criteria for score
of .125
Does not meet
criteria score of 0
Your Name: Name is on
assignment
No name on
assignment
Concept name:
List the name of the
concept
Name of the
concept is
clearly listed
Part of the name
of the concept is
clearly listed
No name of the
concept is clearly
listed
Description of
component
Criteria for
score of 2
Criteria for
score of 1.5
Criteria for
score of 1
Criteria for score
of .5
Does not meet
criteria score of 0
Terms associate
with this concept:
List all 9 of the
terms that are
related to this
concept.
List 8-7 of the
terms that are
related to this
concept.
List 6-5 of the
terms that are
related to this
concept.
List 4-1 of the
terms that are
related to this
concept.
No list of the
concepts/terms
that are related to
this concept.
Description of
component
Criteria for
score of 10
Criteria for
score of 8
Criteria for
score of 4
Criteria for score
of 2
Does not meet
criteria score of 0
Concept
explanation/definition:
(Explain the Concept,
in your own words,
in detail)
The student
demonstrates
superior use and
integration of
concept and
explained the
concept, in your
own words, in
detail.
The student
demonstrates
high-level
understanding of
concept and
explained the
concept well in
own words.
The student
demonstrates
minimum level
of understanding
in explaining of
concept from the
text.
The student
demonstrates
minimum level
of understanding
of concept with
minimum quality
of work in
explaining the
concept.
The student has
no level or
understanding of
concept.
Description of
component
Criteria for
score of 30
Criteria for
score of 20
Criteria for
score of 10
Criteria for score
of 5
Does not meet
criteria score of 0
Application of
concept to personal
and/or family life:
(Apply this concept
to your own or your
family life using
personal examples.
The concept and
terms should be
identified in Italics
and/or BOLD,
capitalized type.)
Information is:
▪ Very
organized
with well-
constructed
paragraphs;
▪ Clearly
relates to
the main
topic
▪ Includes at
least 2
supporting
details
and/or
examples.
Information is:
▪ Organized
with well-
constructed
paragraphs.
▪ Clearly
relates to the
main topic.
▪ Provides at
least 1
supporting
details
and/or
examples.
Information is:
▪ Organized,
but
paragraphs
are not well
constructed.
▪ Information
clearly
relates to the
main topic.
▪ No details
and/or
examples
are given.
Information:
▪ Appears to
be
disorganized
▪ Information
has little or
nothing to do
with the
main topic.
Information:
▪ Does not
apply to the
concept.
Description of
component
Criteria for
score of 1
Criteria for
score of .75
Criteria for
score of .5
Criteria for score
of .25
Does not meet
criteria score of 0
Terms should be
identified in Italics
and/or BOLD,
capitalized type
within the
applications.
Has 9 terms
identified in
Italics and/or
BOLD,
capitalized type.
Has 8-7 terms
identified in
Italics and/or
BOLD,
capitalized type.
Has 6-5 terms
identified in
Italics and/or
BOLD,
capitalized type.
Has 4-1 terms are
not identified in
Italics and
BOLD,
capitalized type.
No terms were
given
Merrill – CHF 4400 Campus - Fall 2019 11
Description of
component
Criteria for
score of 1
Criteria for
score of .75
Criteria for
score of .5
Criteria for score
of .25
Does not meet
criteria score of 0
Author of concept
and where concept
was adapted from:
Author and all
information
where the
concept was
taken from is
clearly listed.
Authored and
where the
concept was
taken from is
partially clearly
listed.
No Author or
where concept
taken from listed.
Description of
component
Criteria for
score of 5
Criteria for
score of 4
Criteria for
score of 3
Criteria for score
of 2
Does not meet
criteria score of 0
Professionalism
The student
skillfully uses
written language
to communicate
the purposes,
procedures, and
conclusions of
the assignment.
Stylistically, the
writing flows
coherently and
fluently
throughout the
assignment and
demonstrates a
superior
command of
written
communication.
Is at least 2
complete pages
or more in
length, single-
spaced.
The student uses
written language
effectively;
Stylistically, the
assignment reads
well and is free
of obvious errors
in grammar,
syntax, and
mechanics.
writing. Is at
least 1 3/4 pages
in length, single-
spaced.
The student uses
written language
effectively;
Stylistically, the
assignment reads
well and is free
of obvious errors
in grammar,
syntax, and
mechanics.
writing. Is at
least 1 1/2 page
in length, single-
spaced
The student uses
written language
effectively;
Stylistically, the
assignment reads
well and is free
of obvious errors
in grammar,
syntax, and
mechanics.
writing. Is at
least 1 1/4 page
in length, single-
spaced.
The student does
NOT use written
language for basic
communication
and expression.
Is at least 1 page
in length, single-
spaced.
Total Point: 50
Merrill – CHF 4400 Campus - Fall 2019 12
EXAMPLE FORMAT OF TWO (2) OR MORE PAGES OF PERSONAL CONCEPT
APPLICATION PAPER
Your Name: Please place your name here
Concept name: This is the overall name of the concept
Terms associated with concept: At least nine (9) terms associate with this concept – You will
also need to use them in your application area in BOLD
and/or Capitalized.
Concept definition: Explain the concept, in your own words, in detail. As you define
it be sure everything is included to make it as clear as possible.
You need to have as much information as you can.
If you have most of the definition but not all then it will go down
from there.
Applications: (at least 2 or more)
Application #1:
Apply this concept to your life or your family using personal examples.
The terms should be identified in Italics and/or BOLD, capitalized type. Terms need to be
used in the application area and not the definition area.
Application #2:
Apply this concept to your life or your family using personal examples.
The terms should be identified in Italics and/or BOLD, capitalized type.
Other applications: As many as you would like (optional)
Author of concept: Author of concept and where concept was adapted or taken from – specific
text, chapter, and page number(s)
The “Professionalism” looks at entire paper.
Note: Please remember that your paper is to be single spaced and at least 2 full pages of content
using 1 inch margins all around, times new roman font, and be either 10 or 12-point font.
Merrill – CHF 4400 Campus - Fall 2019 13
EXAMPLE OF TWO (2) OR MORE PAGES OF PERSONAL CONCEPT APPLICATION
PAPER (NOT REAL PEOPLE)
Your Name: Student name
Concept name: General Systems Theory as it includes the ABC-X Model
Terms associated with concept: system, family, mobilize, adapt, external context, internal context, symbolic
interaction, integrate, intertwined, stress, ripple effect, scapegoat, whole greater than sum of parts, stressor
event, cumulative, ambiguous, resources, perception.
Concept definition:
Pauline Boss states that “families are living organisms. This means that families have a structure with
boundaries to maintain.” This theory shows that for an individual to learn, grow, and prosper, they need to have
interactions that help create structure and boundaries within their lives. Within each family, there are unique
experiences and memories that they share. These memories include events that they go through together such
as the successes and failures. Some people like to think of a family as one. However, under the Generals Systems Theory, it discusses how each family member brings something to the table. This system is greater
than the sum of its parts. A family is like a system, and it is made up of multiple different parts. Knowing that
all families are different and have different structures, the parts within the family that make the system could be
parents, children, step-parents, step-children, grandparents, aunts, uncles and so many others. Each person or
part that make up a family have different ideas, thoughts, interests, and actions. As each person brings their
differences it all combines and strengthens the system. One person in the family may lack skills or strengths in
one area, while somebody else has advanced skills. When one family member may be in trouble, depressed, or
stressed, that is when the whole family as one comes together to help that one family member. This is called the
systemic strength. When a family is viewed this way it can be compared to a rope. There are many strings that
have a certain amount of strength and when all of the strings are combined, the total strength of the newly made
rope is stronger than the sum of the string’s individual strength. This is just like a family. Each individual
contributes in a certain way and provide a certain amount of strength or stress to the family. When all of that
strength or stress is combined, it can be a synergistic result. Change among families can be hard, sometimes to
avoid this there can be “blame” set upon one person in particular in the family who may seem to be having a
harder time. This is called a scapegoat in the family.
The ABC-X model was designed by Reuben Hill which approached family stress from a scientific view.
This model focuses on four foundational parts signified by A, B, C, and X: A stands for a provoking event or
stressor; B stands for a family’s resources or strengths when the stressful event takes place inside or outside the
family; C represents the meaning, or perception, formulated by the family and each of its members; X
represents the outcome of the combination of the stressful event, the family’s resources, and the family’s
perceptions.
Taking a closer look at each part of the ABC-X model, the A factor, or stressful event, is first. The
stressor event is any event that acts as a stimulus for change in the family. The stressor event is not necessarily
stressful, but it is a stimulus that provokes change. When this event provokes change, it has the potential to
cause stress for the family. There are multiple classifications of a stressful event and they are based on four
categories: source, type, duration, and density. Questions that help determine these categories are questions that
ask whether the stressor even is within or outside of the family, what type of stressor event they are, how long
the event lasts, and how intense the event is. A few stressor event classifications that spring from answering
these questions are chronic (a situation that lasts a long time), acute (an event that is brief), cumulative (a
collection of many events piling on top of each other), ambiguous (situations where things are unclear), and
external (events that are outside of the family).
The next part of the ABC-X model is the B factor, which is resources. Resources are skills,
possessions, connections, or relationships that the family uses to cope with stressful events. These resources, or
assets, are found in the individual, in the family, or in the community. Examples or resources are financial
stability, health, education, knowledge, job kills, social support, family unity, resilience, and patience. These
can be psychological assets as well as physical or economic assets.
Third is the C factor, which is perception. This is the way that the family, as a whole, understand and
interprets the meaning, stress, and impact of a stressor event. The family cannot act on a stressor event until
they make meaning about what is happening. Perception can be influenced by past experience, cultural norms,
Merrill – CHF 4400 Campus - Fall 2019 14
social constructions on what a stressful event is supposed to look like. To make an interpretation, processes
involving both thinking and feelings are used by families. Understanding perceptions is important in order to
properly how to cope with stressor events.
The last part of the ABC-X model is the x factor, which is family crisis. Family crisis can be one of
three things. It can be an interruption in a family’s equilibrium, it can be very intense pressure, or it can be an
acute change that completely stops the family from functioning properly. It can also be seen as a disturbance
that is greater than the problems solving strategies that are normally used.
The ABC-X model is a great tool to help one understand where how they are doing with their resources
and perceptions when it comes to coping with stressful events. The more a family can appropriately adjust
perceptions and build up their resource repertoire, they less amount of stress they will feel and the better they
can cope with a crisis.
Application #1: As I have gotten older I have realized that FAMILY is the most important thing in this world.
The General Systems Theory states that “The system is greater than the sum of its parts.” I honestly really love
the way this is worded. Even when we think we have our lives together, we are so much stronger when we
have our FAMILY. We can handle so much more stress and adversity. We are greater in numbers. This
applies to my life because I have had to deal with a lot of family stress. Honestly, I think that my childhood was relatively decent and I really don’t have much to complain about, but we had STRESS. We had to learn to
adapt rather early in life – my parents would get tired of working a job and we moved about every 3 years.
That is a hard transition for a kid. My dad usually left a few months before we decided to follow. My mom
was left to raise us pretty much on her own. We all had to step up and help, causing us to be much more
flexible. So, fast forward to being ten and moving to Utah. We moved to Utah, Utah county to be exact. I
didn’t know that this would be an issue – well it was. The reason that it was an issue, is because we were not
of the predominate religion. Talk about a huge stress. This was an EXTERNAL CONTEXT that we were not
expecting. As hard as it is to move to a new place it was even harder when this SYMBOLIC INTERACTION
added to the stress. People were not allowed to be friends with us because we moved here from California.
Luckily, after years of heartache on both sides, we learned to adapt and INTEGRATE. I am now 35 and have
stayed living in Utah. I have 4 children of my own and have learned how to ADAPT, so it was never anything
they had to deal with. They didn’t come in blind like we did. We still have some families that feel like our
kids can’t play together, but I just teach my kids to love people, all different kinds of people. I teach them to be
a good person and let them know it’s not worth getting discouraged over. INTERNAL CONTEXT – we can
only control what we can control. Some of the best people I know are religious, and they would probably say
the same thing about me- The difference is that we have chosen to love each other, to adapt to each other and to
integrate our differences.
Application #2:
I have seen the General Systems Theory in many ways in my family. Two ways that are the most
predominate are my work and my marriage. Pauline Boss quoted Ernest Burgess stating that family is defined
as, “a unity of interacting personalities.” In Boss’s own words, she adds that, “personalities must have a history
and future together of some shared rituals and rules.” With this in mind, I feel that my co-workers are part of
my nine-to-five family. We all work as a team with the same rules and many shared rituals. I feel that this
applies to the General Systems Theory because each of us comes to work with very different strength and even
different roles. My position is in retail. We have others that are in the production preparation and more who
are in the construction phase. When all of these parts are strung together like the threads of a rope, we are able
to accomplish something much more than our individual achievements. Another way to show that we are
closely INTERTWINED is when someone makes a mistake or causes stress, the entire company is
weekend. This is the reason that we have weekly meetings to make sure all parts of the SYSTEM (employees)
are doing well.
I have experienced the General Systems Theory since day one of my job at XYZ Company. Together
there needs to be a sense of unity because what we do is so labor intensive and not one person can do it on their
own. We have built a structure with how things are supposed to flow and have created boundaries with what we
feel comfortable talking about and what we do not. Working for this company I have found that the WHOLE IS GREATER THAN THE SUM OF ITS
PARTS because if one individual is having an ‘off’ day, it seems to have a ripple effect on the whole system at
work. When this happens, it tends to sometimes cause stress for the individuals who are working with the
Merrill – CHF 4400 Campus - Fall 2019 15
individual who is having an off day because they are trying their best to make sure that the customer is happy at
the end of the day. When one person does not do their job, it can have a negative effect on the rest of the
individuals in the company because we all rely on one another to get the job done.
I have personally experienced this every day since I started a specific position at work because I am
always super busy with what I am doing, and almost do not have any time to do what needs to get done. I ask
the other individuals in the office to help me out, and they say that they are too busy to help or that it is not part
of their job description. The whole is greater than the sum of its parts in that if they would help me, I would in
turn help them if they were in need of assistance. At the end of the day though, everything gets done, the stress
levels are a little high, and we come to work the next day to go through the same situation because we want to
provide customers with the best move that they have ever had!
When I think about my family of origin, I label our system as “The XXX Family”. This includes what
we believe have experienced, seen and learned together as well as memories we have made. I think of family
vacations, parties, funerals, dinners, homes and neighborhoods lived in, churches and schools attended, extra-
curricular programs we’ve all been involved in, family friends, cousins, grandparents, the staple foods found in
our home, the games we played to pass time, the clothes handed down from the oldest to the youngest and so
many things that not only connect us but that sort of define our system as a whole. I label the sum of parts as mom, dad, two (2) brothers, three (3) sisters and me. I think of our individual experiences. I had a specific
group of friends unique to me. I have a whole family of in-laws aside from my family of origin. Although
there is much that identifies me as a part of my family system or “The XXX Family” I also have my own
separate set of beliefs, experiences, memories, and challenges.
When I think of how we work as a system, I think of a time my oldest brother began outwardly
expressing and displaying rebellion to the values and beliefs in which we were all raised. This was the
beginning of MOBILIZING our family because one member was in trouble. His rebellion had a RIPPLE
EFFECT. My second to the oldest sister observed my younger brothers distress which came from observing
my distress which came from observing my oldest brother’s distress. Eventually the distress and questioning
worked its way through every member of the family. This deep reflection for several individuals was
ultimately brought out by one person’s behavior. Because of our oldest brother’s unhappiness, our system
started to move. We all started to question something we hadn’t questioned before. If we wanted our system to
remain stable, we could have allowed our older brother to be the SCAPEGOAT. We could have labeled him as
a struggling rebellion to protect our system from having to move together. Instead, we allowed his discomfort
to move all of us forward. In the end, we didn’t necessarily deny our old beliefs, but we each learned to see
things in a new way.
Application #3:
The other experience that comes to mind is of when an uncle from my dad’s side of the family passed
away a few years ago. It was an acute STRESSOR EVENT that was very sudden. He was kayaking in a river
and drowned. He was found dead, a short while later. With little understanding of what really happened, it was
also an AMBIGUOUS situation. It was a major shock for my entire family because he was still so young, he
was successful, and he had a great life ahead of him.
Almost all of my aunts and uncles perceived this event as a sad situation, but one that they were not
going to let pull them down. They have faith they will see him again and they believe he is in a good place.
This PERCEPTION kept everyone strong during all the tears and sadness. I had an aunt who was living in
South Korea when this happened, and she was given the opportunity to come home for her brother’s funeral,
but she had confidence that all would be well back home and she decided to stay in Korea until she was
finished with her work. My dad’s family also provided great social support for each other and they had a lot of
friends and neighbors reach out to my grandparents. This social support and community provided a strong
resource to help my family make it through this difficult time. Honestly, although the situation was sad for
everyone, the family handled it very well and had minimal stress. That is because they had the resources and
perception need to effectively cope.
However, there was one family member who did not cope as well and found the family crisis to be
extremely stressful. This was my uncle who was brokenhearted because he was the closest sibling he had who was always there for him. He buried his hard feelings for a couple years until he started looking for outside
resources to cope with the stress. He found that trusting in science and using drugs were an outlet to help him
cope with the loss. While drugs may not be the best RESOURCE, it was working for him momentarily.
Merrill – CHF 4400 Campus - Fall 2019 16
Unfortunately, his drug use led to his wife to wanting a divorce. Now, he is divorced, and his three daughters
live with his wife. One stressor event piled on top of the other, creating a CUMULATIVE stressor, making his
situation even more difficult than before. His perception continues to be clouded, and he is currently at a point
in his life where his is trying to pick himself up out of a deep hole that he dug himself. Hopefully, one day, his
perception will change and he will have the resources needed to effectively cope with and overcome his stress.
Author of Concept: Reuben Hill, Ernest Burgess and Walter Buckley in Pauline Boss, Family Stress Management: A Contextual Approach, Chapter 1, page 21-22 and Chapter 2, pages 34-50.
Merrill – CHF 4400 Campus - Fall 2019 17
5. “THE FREEDOM TO BE ME” ASSIGNMENT:
The student will:
A. Requirements:
a. Read carefully the poem "The Freedom To Be Me" in Module 6.
b. Write an essay analyzing this poem using the various stress coping skills that you
have learned from this course.
c. After you have analyzed this poem, on what points do you agree and on what points
do you disagree?
d. Assignment needs to contain at least 40 complete sentences of good content.
e. Use of at least 15 different course terms in all CAPS with content to back each up.
Terms must represent the entire semester.
f. No close or back-to-back terms.
B. The content needed for these papers is:
▪ Your name
▪ Concepts/terms associated with this theory/skill
▪ Essay including the requirements listed above in part A
C. Assignment is to be submitted via the WSU Online/Canvas assignment area.
DETAILED GRADE RUBRIC
Merrill – CHF 4400 Campus - Fall 2019 18
EXAMPLE FORMAT OF “THE FREEDOM TO BE ME” ASSIGNMENT
Your Name: Please place your name here
Terms associated with theory: At least fifteen (15) different concepts/terms learned in this
course. You will also need to use them in your application
area in BOLD and Capitalized.
Essay analyzing the poem: Assessment contains at least 40 complete sentences of good content.
Complete sentences need to contain at least 5 words per sentence.
GRADING:
ASSIGNMENTS/ACTIVITIES POINTS POSSIBLE
Class and Email Contract 5
In Class Reaction Papers 60
Discussion Leader 30
Concept Application assignments (6 X 50 points each) 300
Freedom to Be Me assignment 40
Course Exams (6 @ 50 points each) 300
Attendance/Participation 50
TOTAL POINTS 785
GRADE SCALE:
Please remember that you earn your grade, grades are not just given.
GRADE GRADE PERCENTAGE
RANGE: GRADE
GRADE PERCENTAGE
RANGE:
A 100% to 94% C < 77% to 73%
A- < 94% to 90% C- < 73% to 70%
B+ < 90% to 86% D+ < 70% to 66%
B < 86% to 83% D < 66% to 63%
B- < 83% to 80% D- < 63% to 60%
C+ < 80% to 77% E < 60% to 0%
Merrill – CHF 4400 Campus - Fall 2019 19
STATEMENT OF COPYRIGHTED MATERIALS:
Students are advised that all lecture notes, lectures, study guides and other course materials disseminated by the
instructor to the students, whether in class or online, are original materials and as such reflect intellectual
property of the instructor or author of those works. All readings, study guides, lecture notes and handouts are
intended for individual use by the student. Students may not distribute or reproduce these materials for
commercial purposes without the express written consent of the instructor. Students who sell or distribute these
materials for any use other than their own are in violation of the University’s Intellectual Property Policy
(http://www.weber.edu/iso/heoa_p2p_compliance.html). Violations of the instructors copyright may result in
course sanctions and violate the Code of Academic Integrity.
SUBJECT TO CHANGE STATEMENT:
Information contained in the course syllabus, other than the grade policies, may be subject to change with
reasonable advance notice, as deemed appropriate by the instructor.
COURSE SCHEDULE:
Specific due dates for all assignments are on the "Assignment/Exam Due Dates at a Glance" page. Please
watch them carefully as no assignments will be accepted late.
Merrill – CHF 4400 Campus - Fall 2019 20
TENTATIVE COURSE TIMELINE
This is a tentative course schedule and can be changed by the professor if and when needed.
DATE TOPICS READING
(Due at the beginning
of class on the date
listed)
ASSIGNMENTS
MODULE 1
WEEK 1
Aug. 27 Course Introduction
Course requirements
Aug. 29
Chapter 1 –What Is New? Comprehensive Stress
Management – Greenburg
- Chapter 1
Summit Class and Email
Contract
WEEK 2
Sept. 3
CHAPTER 2 – Stress
Psychophysiology Comprehensive Stress
Management – Greenburg
- Chapter 2
Sign-up for Discussion
Leader Assignment
Sept. 5
CHAPTER 3 – Stress and
Illness/Disease
Handout on Depression
CHAPTER 4 – Stress and the
College Student
Comprehensive Stress
Management – Greenburg
- Chapter 3
Handout on Depression
Comprehensive Stress
Management – Greenburg
- Chapter 4
WEEK 3
Sept. 10
Friendship Check List
Core Needs and Fears
Maslow Hierarchy Of Human
Needs
Suggestions For Dealing With
Stress
Symptoms of Stress
Handout on Friendship
Check List
Handout on Core Needs
and Fears
Handout on Maslow
Hierarchy Of Human
Needs
Handout on Suggestions
For Dealing With Stress
Handout on Symptoms of
Stress
COMPLETE AND
SUBMIT
ASSIGNMENT #1:
Personal Concept
Application
Sept. 12 EXAM 1
WSU Testing Center
Merrill – CHF 4400 Campus - Fall 2019 21
MODULE 2
WEEK 4
Sept. 17
CHAPTER 5 – Intervention Comprehensive Stress
Management – Greenburg
– Chapter 5
Sept. 19
CHAPTER 6 – Life-Situation
Interventions: Intrapersonal
Nutrition Do’ and Don’ts
My Plate serving Chart
Food Serving Equal Chart
Comprehensive Stress
Management – Greenburg
- Chapter 6
Handout on Nutrition Do’
and Don’ts
Handout on My Plate
serving Chart
Handout on Food Serving
Equal Chart
WEEK 5
Sept. 24
CHAPTER 7 – Life-Situation
Interventions: Interpersonal
Communication
Anger
Comprehensive Stress
Management – Greenburg
- Chapter 7
Handout on
Communication
Handout on Anger
Sept. 26
CHAPTER 8 – Perception
Interventions
Change Your Attitude and
Perception
Cognitive Reframing
Humor As Medicine
Comprehensive Stress
Management – Greenburg
- Chapter 8
Hardy People video
Handout on Change Your
Attitude and Perception
Handout on Cognitive
Reframing
Handout on Humor As
Medicine
COMPLETE AND
SUBMIT
ASSIGNMENT #2:
Personal Concept
Application
WEEK 6
Oct. 1 EXAM 2
WSU Testing Center
Merrill – CHF 4400 Campus - Fall 2019 22
MODULE 3
Oct. 3
Self Esteem
Your Stress Personalities
Understanding Personal Pain
Handout on Self Esteem
Handout on Your Stress
Personalities
Handout on Understanding
Personal Pain
WEEK 7
Oct. 8
CHAPTER 9 – Spirituality and
Stress
Comprehensive Stress
Management – Greenburg
- Chapter 9
Oct. 10
CHAPTER 10 – Meditation
Creative Visualization
CHAPTER 11 – Autogenic
Training, Imagery, and
Progressive Relaxation
Comprehensive Stress
Management – Greenburg
- Chapter 10
Handout on Creative
Visualization
Comprehensive Stress
Management – Greenburg
- Chapter 11
WEEK 8
Oct. 15
CHAPTER 12 – Other
Relaxation Techniques
"Sleep"
Comprehensive Stress
Management – Greenburg
- Chapter 12
Handout on "Sleep"
COMPLETE AND
SUBMIT
ASSIGNMENT #3:
Personal Concept
Application
Oct. 17 EXAM 3
WSU Testing Center
MODULE 4
WEEK 9
Oct. 22
CHAPTER 13 – Physiological
Arousal Interventions
Physical Wellness
Exercise Do’s and Don’ts
Comprehensive Stress
Management – Greenburg
- Chapter 13
Handout on Physical
Wellness
Handout on Exercise Do’s
and Don’ts
Merrill – CHF 4400 Campus - Fall 2019 23
Oct. 24
CHAPTER 14 – Strategies for
Decreasing Stressful Behaviors
Internal and External Control
Comprehensive Stress
Management – Greenburg
- Chapter 14
Handout on Internal and
External Control
WEEK 10
Oct. 29
Exchange Theory; Mixed
Messages/Double Binds; and
Empty Well/Reservoir Theory
CHAPTER 15 – Diversity and
Stress
Handout on Exchange
Theory; Mixed
Messages/Double Binds;
and Empty Well/Reservoir
Theory
Comprehensive Stress
Management – Greenburg
- Chapter 15
COMPLETE AND
SUBMIT
ASSIGNMENT #4:
Personal Concept
Application
Oct. 31 EXAM 4
WSU Testing Center
MODULE 5
WEEK 11
Nov. 5
CHAPTER 16 – Occupational
Stress
Social/External/Job-
School/Environmental/
Financial Stresses
Comprehensive Stress
Management – Greenburg
- Chapter 16
Handout on for Social/External/Job-
School/Environmental/
Financial Stresses
Nov. 7
CHAPTER 17 – Family Stress
Comprehensive Stress
Management – Greenburg
- Chapter 17
WEEK 12
Nov. 12
Children and Stress
Relationship Stress
Handout on Children and
Stress
Handout on Relationship
Stress
Nov. 14
CHAPTER 1 –Family Stress:
An Overview
CHAPTER 2 – The Contextual
Model of Family Stress
Family Stress Management
– Boss, Bryant, Mancini -
Chapter 1
Family Stress Management
– Boss, Bryant, Mancini -
Chapter 2
Merrill – CHF 4400 Campus - Fall 2019 24
WEEK 13
Nov. 19
CHAPTER 3 – Multicultural
Perspectives of a Universal
Stressor
Family Stress Management
– Boss, Bryant, Mancini
- Chapter 3
COMPLETE AND
SUBMIT
ASSIGNMENT
#5: Personal Concept
Application
Nov. 21 EXAM 5
WSU Testing Center
MODULE 6
WEEK 14
Nov. 26
CHAPTER 4 – Ambiguous
Loss: A Major Stressor
CHAPTER 5 – Boundary
Ambiguity: A Perceptual Risk
Factor in Family Stress
Management
CHAPTER 6 – Family Coping,
Adapting, and Managing
CHAPTER 7 – Resilience for
Managing Stress
Family Stress Management
– Boss, Bryant, Mancini
- Chapter 4
Family Stress Management
– Boss, Bryant, Mancini
- Chapter 5
Family Stress Management
– Boss, Bryant, Mancini
- Chapter 6
Family Stress Management
– Boss, Bryant, Mancini
- Chapter 7
Nov. 28 THANKSGIVING HOLIDAY
WEEK 15
Dec. 3
CHAPTER 8 –Families,
Communities, and
Neighborhoods
CHAPTER 9– Future
Challenges to Family Stress
Management
Sixty-One Ways To Make
Stress Work For You
"The Freedom to Be Me"
Family Stress Management
– Boss, Bryant, Mancini
- Chapter 8
Family Stress Management
– Boss, Bryant, Mancini
- Chapter 9
Handout on Sixty-One
Ways To Make Stress
Work For You
Poem "The Freedom to Be
Me"
COMPLETE AND
SUBMIT
ASSIGNMENT #6:
Personal Concept
Application
Dec. 5 EXAM 6
WSU Testing Center
COMPLETE AND
SUBMIT ASSIGNMENT
#7: Freedom to Be Me
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