Homework 3 310

TRANSITIONAL RESILIENCY

Philip Callahan, PhD, NREMTP

Michael Marks, PhD, ABPP

Copyright 2009 © MMarksPCallahan

All rights reserved. No part of this publication may be reproduced or distributed in any

form or by any means, electronic or mechanical, including photocopying, recording,

or by any information storage or retrieval system, without the prior written consent of

the authors.

Smashwords Edition

We would like to dedicate this text in memory of Dr. Kristopher Weatherly, Associate

Director, University Teaching Center. Dr. Weatherly was an integral part of the birth

of the Supportive Education for Returning Veterans Curriculum. Prior to returning to

the University of Arizona he had worked for the Disney Corporation as a leader in their

management team. In our struggles to develop this curriculum and to have its value

known to others, it was Dr. Weatherly and his “Disney Spirit” that lifted us and moved

us forward. While he is gone, he continues to inspire us with his dedication to his wife

and son, his enthusiasm for our dream for returning veterans and his compassion for

students.

PC

MM

Table of Contents

Introduction

1. Expectations … Returning Veterans and Goal Setting

2. Reading

3. Reading Research

4. Resiliency Related Nutrition

5. Reading Comprehension

6. Trait-based Leadership

7. Resiliency Related Physical Exercise

8. Time Management

9. Five Practices of Exemplary Leadership

10. Sleep Issues

11. Implementing a Daily Planner

12. Situation in Leadership

13. Progressive Relaxation Methods

14. Learning Theories

15. Reflection

16. Changing One’s Thoughts

17. Developing an Action Plan

18. Transformational Experiences

19. Changing One’s Perspective

20. Critical Thinking

21. Integrative Leadership

22. Communication and Resilience

23. Classroom Performance

24. Reflection

25. Building a Social Support System

26. Dealing with Test Stress

27. Asking the Right Questions about Leadership

28. Teaching Resiliency: Mentoring

29. Creativity

30. Final Reflection

Appendix A: Background

Appendix B: Resiliency Survey

Appendix C: Relaxation Practice Log

Appendix D: ABC Worksheet

Appendix E: Aerobic Exercise

Appendix F: Daily Calendar

Appendix G: Multiple Intelligences Survey

Appendix H: Myers-Briggs Type Indicator (MBTI)

Introduction

Transitional Resiliency is purposefully designed to increase the likelihood of retention

and graduation of learners in college settings by establishing an academic and social

framework designed to improve concentration, memory, problem solving, and

learning, while minimizing social isolation. Specific focus is to provide veterans,

emerging from potentially traumatic military experience, with academic transition

skills, critical thinking, and coping skills that foster resiliency, the ability to bounce

back from adversity. The content is a subset of and parallels the materials presented in

the three Scholar’s in Camo courses (Resiliency, Teach to Learn, and Leadership)

offered to returning veterans on college campuses. Accordingly, rather than classify

Transitional Resiliency as a “success” course, consider this a foundational course

introducing elements of transformational leadership, psychological elements of

resiliency, and educational elements of instruction and design.

Why this course? Isolation, powerlessness, boredom, ambiguity and danger have been

clearly identified as stressors in a deployment zone (Bartone, Adler & Vaitkus, 1998).

These same elements persist in the form of stress-induced thoughts and behaviors

after deployment. The cohort-based social framework, encouraged in this course,

provides an integrative support system that reduces hyper-arousal and makes use of

“veteranism” to facilitate the transition from military to civilian life (Walsh , Katz &

Sechrest, 2002). Such interventions do not pathologize veteran’s re-adjustment, but

instead focus on reintegration, resiliency, and educational practice in academic

settings (Friedman, Resick & Keane, 2007). Resiliency characteristics can be taught

effectively in a classroom setting (Lifton, Seay & Bushko, 2000), and the development

of appropriate resiliency attitudes can facilitate college adjustment (Mathis & Lecci,

1999) and lead to an increase in retention and GPA (Maddi, Khoshaba, Jensen, Carter

& Llui, 2002). Measures of resiliency have been found be to good predictors of

retention (Lifton, Seay & Bushko, 2000). Research in resiliency training has further

demonstrated that successful readjustment diminishes the risk of the development of

Post-traumatic Stress Disorder (PTSD) (Bartone, 1999). Moreover, resiliency

characteristics and the development of an adequate support system can be protective

factors in preventing PTSD (King, King, Fairbank, Keane & Adams, 1998).

This text is designed to be used as both a personal journal and as a teaching tool. As a

journal, activities are arranged to permit you to develop a process for personal

reflection. As a teaching and learning tool, the text is formatted in much the same

manner an educator would design instruction such that each section or session occurs

over about one to two hours. Thus, each of the thirty sessions is presented in an

applied lesson plan format to typically include the objectives to be covered, the

relevancy of the topic, any prior learning that should be reviewed, a pre-test for

personal reflection, learning activities related to new materials, a follow-up reflective

activity, and a toolbox of resources or new learning-tools you can now apply. These

“tools” become the chunks of learning that can be used as a resource when dealing

with situations requiring a particular resiliency, learning, or leadership tactic.

Consider creating a electronic or physical toolbox of 3x5 inch index cards with the tool

name and an “in-your-own-words” definition on each card. These cards can serve as a

quick source of information when reviewing or searching for an academic or lifestyle

solution.

If you intend to use this text to teach or facilitate a class, you will find that each session

can be delivered over about one hour and fifteen minutes. And, the follow-up

reflection exercise should not require more than about one hour per session. This

equates to a three credit course. Because a learner-centered mentor-mentee approach

is the preferred model for teaching and learning, the materials are intended for use by

both facilitator and learner using a reflective technique to encourage personal

journaling. The idea of reflection and problem solving is further encouraged through

the use of Think-Aloud Pair Problem Solving (TAPPS) (Barkley, Cross, & Major, 2005;

Lochhead and Whimby, 1987). Two individuals can perform TAPPS whereby one

individual orally presents an idea and the other listens and offers feedback regarding

the clarity and thoroughness of the idea. TAPPS aids in the development of analytical

reasoning skills and encourages social interaction that allows rehearsing of an idea

and producing deeper understanding.

A departure from traditional instructor/student relationships, Learner Centered

Education (LCE), fostered in this course, re-orients the instructional process by

placing the learner at the center of the process (Weimer, 2002). This learner-centric

approach encourages learning settings that actively engage each learner regardless of

individual differences. Veterans returning to college face challenges and those who are

committed to providing instruction to these warriors must dare to face these

challenges with them, as well as their own. The old adage that “a noisy classroom is a

good classroom” could not be truer for a classroom of veterans. The eagerness to

engage in discussion can be both energizing and draining. But, engagement through

critical thinking assumes human arguments require evaluation if they are to be

respected and thus focuses on a set of skills that enable an individual to apply rational

criteria to the reasoning of speakers or writers. This instruction, supportive of critical

thinking, typically uses frequent questions, developmental tension, fascination with

the contingency of conclusions, and active learning (Browne & Freeman, 2000). Given

the LCE setting, additional structure can be exercised in the form of a “sergeant” of the

class. The sergeant serves as an intermediary in the class and as a unifying element

outside to ensure consistency and dependability of class’s studies. Our experience has

been after the first month classes, this role is no longer necessary, as the cohort will

begin to monitor itself naturally.

When knowledge is too tightly bound to context, transfer to different contexts is

reduced (Bjork & Richardson-Klavhen, 1989; Eich, 1985; Lave, 1988; Saxe, 1989). Thus,

key concepts, identified as both session specific and whole-task objectives, are

purposefully incorporated into this instruction so that the learner explores the key

concepts underlying the knowledge being presented and is capable of applying those

concepts in multiple contexts. This instruction encourages transfer of learning

through the sharing of knowledge and skills both between and within the themes of

resiliency, learning, and leadership. Why leadership? Leadership has been emphasized

as an essential component of baccalaureate education, but is often addressed late in

the educational experience. Attention is now being given to early introduction of

leadership skills with promising results (Burbach, Matkin & Fritz, 2004; Palmer, 2005).

An Instructional Systems Design (ISD) (Dick, Carey & Carey, 2004) approach has been

purposefully used to assist in the development of the courses to facilitate outcomes

measurement and because this design approach is commonly implemented in

military training and therefore familiar to the target audience. Further, a whole task

approach (Merrienboer, Kirschner, and Kester, 2003) is used to integrate objectives to

foster a more holistic look at the entire learning concept as the individual’s learning

progresses. This might be envisioned as a cognitive apprenticeship whereby each class

session contributes, in an authentic manner, to the overall understanding of the

concept. By example, reference the following table (Table 1) where the whole task

objective is followed by each associated session’s objectives. Hence, the learning

occurs in the more traditional contextual sequential vertical manner, but also

horizontally across sessions providing a repetitive and unified concept.

Table 1 Whole Task Objectives and Session Objectives for the Themes of Resiliency, Learning, and Leadership.

The whole task approach provides a holistic look at the entire process and intended

outcomes. And, a more traditional syllabus look at this course is provided in the

following table (Table 2).

Table 2 Brief Course Syllabus.

Description

o This three credit course blends current research on resiliency, learning, and

leadership in an integrative manner to foster individual leadership. Focus is on

the: physical, psychological, and social systems of resiliency; psychological

principles applied to learning and instructional design; and analysis of readings

addressing practical and theoretical leadership principles.

Goal

o Research and apply theories, values, and constructs known to promote an

understanding of resiliency, learning, and leadership.

Objectives

o Identify, assess, and develop methods addressing the physical systems of

nutrition, exercise, and sleep.

o Identify, assess, and develop methods addressing the psychological system of

personal resilience.

o Identify, assess, and develop methods addressing social support and lifelong

resilience and the application of resilience within multiple contexts.

o Apply theoretical and practical methods relating to the study of learning,

instructional design, evaluation, and teaching.

o Identify and develop attitudes and skills for improving learning success.

o Understand behavioral and social attributes relating to decision making and

leadership.

o Explore personal values and approaches relating to awareness, decision making,

and leadership.

References

Barkley, E., Cross, K. P., and Howell Major, C. (2005). Collaborative learning

techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.

Bartone, P. T. (1999). Hardiness protects against war-related stress in army reserve

forces. Consulting Psychology Journal: Practice and Research, 51(2), 72-82.

Bartone, P. T, Adler, A. B, Vaitkus, M. A. (1998). Dimensions of psychological stress in

peacekeeping operations. Military Medicine, 163, 587-93.

Bjork, R. A., & Richardson-Klavhen. (1989). On the puzzling relationship between

environment context and human memory. In C. Izawa (Ed.), Current issues in

cognitive processes: The Tulane Flowerree symposium on cognition. Hillsdale, NJ:

Erlbaum.

Browne, M.N. & Freeman, K. (2000). Distinguishing features of critical thinking

classrooms. Teaching in Higher Education. 5(3), 301-309.

Burbach, M. E., Matkin, G. S., Fritz, S. M. (2004). Teaching critical thinking in an

introductory leadership course utilizing active learning strategies: A confirmatory

study. College Student Journal, 38(3), 482.

Dick, W., Carey, L., Carey, J. (2004). The Systematic Design of Instruction (6th Edition).

Allyn & Bacon.

Eich, E. (1985). Context, memory, and integrated item/context imagery. Journal of Experimental Psychology: Learning, Memory, and Cognition,

11,764-770.

Friedman, M. J., Resick, P. A., Keane, T. M. (2007). Key questions and an agenda for

future research.” In Friedman, M. J., Keane, T. M., & Resick, P. A. (Eds.), Handbook of

PTSD: Science and Practice. New York: Guilford Press.

King, L. A., King, D. W., Fairbank, J. A., Keane, T. M., & Adams, G. A. (1998). Resiliency-

recovery factors in post-traumatic stress disorder among female and male veterans:

Hardiness, post war support, and additional stressful life events. Journal of

Personality and Social Psychology. 74(2), 420-34.

Lave, J. (1988). Cognition in practice. New York: Cambridge University Press.

Lifton, D. E., Seay, S. & Bushko, A. (2000). Can student hardiness serve as an indicator

of likely persistence to graduation. Academic Exchange.

Lochhead, J., and Whimby, A. (1987). “Teaching analytic reasoning through Think-

Aloud Pair Problem Solving.” In J. E. Stice (ed.), Developing critical thinking and

problem-solving abilities. New Directions for Teaching and Learning, no. 30. San

Francisco, CA: Jossey-Bass.

Maddi, S. R., Khoshaba, D. M., Jensen, K., Carter, E. & Llui, J. (2002). Hardiness

Training with High-Risk College Students. NACADA Journal. 22(1) 45-55.

Mathis, M. & Lecci, L. (1999). Hardiness and college adjustment: Identifying students

in need of services. Journal of College Student Development. 40(3), 305-309.

Palmer, S. P. (2005) Teaching leadership skills through evidence using a mentoring

triad. New Models in Nursing Education. 16 th

International Nursing Research Congress.

Hawaii, Hawaii.

Saxe, G. B. (1989). Transfer of learning across cultural practices. Cognition and

Instruction.

6, 325-330.

Van Merrienboer, Jeroen J. G., Kirschner, Paul A. and Kester, Liesbeth (2003)'Taking

the Load Off a Learner's Mind: Instructional Design for Complex Learning',

Educational Psychologist, 38:1, 5 — 13.

Waysman, M., Schwarzwald, J., Solomon, Z. (2001). Hardiness: An examination of its

relationship with positive and negative long-term changes following trauma.” Journal

of Traumatic Stress. 14(3), 531-548.

Walsh, M. E., Katz, M. A., Sechrest, L. (2002). Unpacking cultural factors in adaptation

to type 2 diabetes mellitus. Med Care. 40(1), 1129-1139.

Weimer, M. (2002). Learner centered teaching. San Francisco: Jossey-Bass.

1. Expectations … Returning Veterans and Goal Setting

1.1 Objective

Define the concepts of resilience and stress.

The objective is the learning intent of this session. As you read this objective and

participate in the activities that follow, attempt to relate this objective to the current

activity and the broader concept presented as the Whole Task Objectives. The Whole

Task Objectives typically span three sessions with each of the three sessions

contributing to your overall understanding of the Whole Task Objective.

Whole Task Objectives

Apply and test methods to increase reading comprehension and learning.

Understand the purpose of measurement and obtaining measures.

Relevancy

Endocrinologist Hans Selye expanded the definition of physiological stress to include

the perceptions and responses of individuals in their attempts to adapt to the

challenges of everyday life (1956). Selye recognized that stress was a part of daily life

and observed consistent reactions to stress that he termed, “General Adaptation

Syndrome.” General adaptation syndrome consists of 3 stages: 1) alarm, 2) resistance,

3) exhaustion.

o In the alarm phase, there is the fight-or-flight response.

o In the resistance phase, the body and mind attempt to cope and adapt to the

stressor. If this is unsuccessful, then the body and mind move to the final phase.

o In the exhaustion phase, the body and minds resources become depleted and

begin to break down. The result is a multitude of stress related illnesses,

including cardiovascular diseases, digestive problems, diabetes, ulcers, and

mental health problems.

Maturity is achieved when a person accepts life as full of tension. --Joshua L. Liebman

Pretest

What are your beliefs about stress?

Stress is:

Stress is:

When you think about your responses above how stressed do you feel? Rate the

amount of stress that you feel from 0 to 100, 0 being no stress, and 100 being the most

stress imaginable.(Select either 0, 25, 50, 75, or 100 if using responders/clickers).

Activity

We all dream of a stress-free life. We think “if only … if only I could pass the test … if

only I could get the promotion … if only my husband/wife wasn’t deployed.” Can you

recall times when you’ve thought “if only”?

Everyday stress is unavoidable. While we cannot eliminate stress from our lives, it is

possible to become more resilient in the face of stress. Resiliency is the ability to

bounce back from adversity; it comprises a set of attitudes, skills, and behaviors that

can be learned at any age. The key to resiliency is not the elimination of stress, but the

development of the skills needed to manage stress in an optimal way.

Stress, even in crisis situations, can be seen as an opportunity to learn about yourself

and others. The Chinese word for “crisis” is comprised of two characters, one that can

mean “danger” and a second, can be interpreted as “opportunity.” When you have a

crisis, do you focus on the danger and/or the opportunity? Resilient people

acknowledge the danger in a crisis, but may not be overwhelmed by it. They do not

naively insist that things will work out. Rather, they explore opportunities for growth

in the midst of stressful situations.

Resilient people remain optimistic in the face of challenges, have confidence in their

ability to make best of difficult situations, understand that their efforts will make a

difference in their ability to cope with the stresses that confront them, and believe that

there is something to be learned from every situation, regardless of the outcome. They

also recognize that having the support of others makes stressful situations more

tolerable and increases the likelihood of finding a positive solution to the challenges

that confront them.

Case Study: With consideration to the application of resilience in the face of adversity,

consider Frederick Frese, Ph.D. a psychologist who has specialized in the area of

schizophrenia and was diagnosed with the condition when he was 25. Please reference

the site: http://www.fredfrese.com/node/16

Realizing that what may be stressful to one person may not be for another, describe a

situation that was personally stressful.

Rate the amount of stress that you felt, on that occasion, from 0 to 100, with 0 being no

stress and 100 being the most stress imaginable.

What skills, either positive or negative, did you use to cope with the situation?

What did you learn about yourself as a result of that situation?

When you look back on that situation how much stress do you now feel? Rate the

amount of stress that you now feel from 0 to 100, with 0 being no stress, and 100 being

the most stress imaginable.

If your stress level has changed, what is now different now about that situation?

Follow-up

Stress is:

When you think about your response how stressed do you feel? Rate the amount of

stress that you feel from 0 to 100, 0 being no stress, and 100 being the most stress

imaginable.

Toolbox

The major concepts presented in each session of the text are condensed into easy-to-

remember learning tools following each session. These tools can be used as a resource

when dealing with situations requiring a specific resiliency tactic. Consider creating a

toolbox of 3x5 inch index cards, each with a tool’s term on one side and an “in-your-

own-words” definition on the other. These cards can serve as quick source of

information when reviewing or searching for a resiliency solution. Your tool from this

session: Resilience

Whole Task Objectives Follow-up

The objective is the learning intent of this session: Define the concept of resilience

and stress.

You read this objective and participated in the associated activities that followed.

Now, you want to attempt to relate this objective to the broader concept presented by

the Whole Task Objective(s). The whole task objectives typically span three sessions

with each of the three sessions contributing to your overall understanding of the

whole task objectives. Much of your learning in higher education will require that you

transfer a concept or learning from one course to another. Get in the habit of thinking

about the “big picture” of how your current learning might be used in other classes or

even over the course of your lifelong learning.

How might resilience and stress relate to you wanting to increase reading

comprehension and learning?

How do resilience and stress relate to your understanding of measurement and

obtaining measures?

Toolbox

Tools become the chunks of learning that you can use as resources when dealing with

situations requiring resiliency. Consider developing a toolbox of 3x5 inch index cards

with the tool name and a definition, in your own words, on each card. These cards can

serve as quick source of information when you are reviewing or searching for a

resiliency solution. Your tool from this learning: Resilience

1.2 Objective

Identify common issues related to returning veterans and their families.

Relevancy

Veterans are returning to civilian life and college campuses. Many of them will suffer

from PTSD, which is an extreme stress “disorder.” One of the major symptoms of

PTSD is problems with memory and concentration, which can be caused by

hyperarousal, a state of increased psychological and physiological stress, and

hypervigilance, a state of abnormally increased responsiveness to stressful situations

and potential threats. Families must learn and cope to these changes. Research argues

military families go through “predicable” stages of readjustment to having their

veteran return home” (Cantrell & Dean, 2005; Slone & Freidman, 2008).

Prior Learning

As previously examined, the first stage of general adaptation syndrome is the alarm

stage. People with PTSD experience the symptoms associated with this stage

throughout their daily lives.

Pretest

Do you feel that you have an understanding how some of your attitudes towards

yourself, other people and the world impact your adjustment to school? Rate your

understanding from 0 to 100, 0 being no understanding, and 100 being complete

understanding.

When civilians or students think about combat veterans, what do you think comes to

their minds?

How comfortable do you think they feel with a combat veteran in the class? Rate their

comfort from 0 to 100, 0 being not comfortable, and 100 being completely

comfortable.

What is your reaction to their perception of combat veteran?

When you think of civilians, what thoughts come to mind?

How comfortable do you feel with civilians in your class? Rate your comfort from 0 to

100, 0 being not comfortable, and 100 being completely comfortable.

When you think of a “typical college professor”, what thoughts come to mind?

How comfortable do you think they would they feel with a combat veteran in the

class? Rate perceived comfort from 0 to 100, 0 being not comfortable, and 100 being

completely comfortable.

What is your reaction to their perception of combat veteran?

Activity

Combat veterans with PTSD are sometimes characterized as victims -- sick, damaged,

or mentally ill. A more constructive view, however, identifies these veterans as

survivors faced with challenges associated with reintegration into civilian society and

other sources of stress in their environments. PTSD results when normal people are

subjected to abnormally high levels of stress over prolonged periods of time. These

individuals find reintegration difficult because they not only remember stressful

combat events, but relive them, both psychologically and physiologically. While

individuals with PTSD-related hypervigilance may seek to avoid environmental

stimuli that might increase their levels of stress, simple triggers in the environment

often lead hyperarousal and the re-experiencing of stressful combat events. This, in

turn, can further increase arousal, creating a PTSD loop.

Using Think-Aloud Pair Problem Solving (TAPPS), groups of two will identify an issue

related to returning veterans and consider the possible effects of that issue on

returning veterans and others.

Case Study. The patients in the Intensive Treatment Unit (ITU) of a state hospital for

the profoundly developmentally disabled were extremely self-injurious -- biting

themselves, hitting themselves, banging their heads against walls, tables, etc. When

patients came to the unit, few if any could dress or feed themselves, talk, or were toilet

trained. The goal of the ITU was to reduce their self-injurious behavior and then teach

them self-help skills and effective communication. How would the staff treat these

individuals?

If a child would not engage in self-harm for five seconds, staff would reward the child

with a sweet or whatever was reinforcing to them. For example, a hydrocephalitic boy,

liked to pop balloons, so a supply was always available. But, if a child engaged in self-

injurious behavior he or she would be shocked with a cattle prod. While this may

sound cruel and inhumane, the alternative was far worse -- watch a child repeatedly

contuse and lacerate their head on the corner of a table. Typically staff only had to

shock a few times. And, in combination with the rewards, staff were able to teach the

children to dress themselves, feed themselves, and begin to teach them to identify

their wants and needs.

There was, however, one little girl, we will call Katie, who would not stop hitting her

head. The staff worked with Katie, shocking her, and hoping for an opportunity to

reward her, but to no avail. Ultimately, guilt ridden and exhausted the staff put Katie

in restraints due to the severity of her self-harming behavior. Why was Katie

continuing to beat her head against the wall, despite being shocked?”

Simple behaviorism says if a behavior is followed by a reward the behavior will

increase and be maintained:

If a behavior is followed by a punisher the behavior will decrease:

But, what happens if a behavior is followed by a small reward (r) and a large punisher

(P). Does the behavior increase/maintain or decrease?

It will increase or maintain the behavior. What the staff discovered was that that the

brief interaction with Katie and telling her to “Stop” (r) was sufficient reward for her to

tolerate the shock (P). To terminate this undesirable behavior, the staff took an

extension cord, taped one end to the cattle prod, and the other to her leg. When the

staff heard the sound of Katie hitting her head, they administered a shock but without

saying a word to her. In a matter of minutes she had slowed down sufficiently that the

staff were able to reward Katie with her favorite vanilla ice cream. In time, the staff

were able to teach her all the life skills taught to the other children.

There are many of examples in “real life” of this phenomenon; most addictions are an

illustration of this behavior. So, what does this have to do with PTSD? Again, look at

the circle of PTSD symptoms. If you avoid thinking about the war, or avoid being

around people, or avoid the things that make you anxious, you get the (r), not a big

(R). Of course, the (P) is you don’t have a life because you are isolated. Thus, when

you “begin to get close” to someone, becoming angry and pushing them away can be

an (r), but the big (P) is that you are alone.

Before we can change an attitude or a behavior we must first come to understand

what the reward is that maintains the behavior. Too often people will focus on the

negative consequences (P) without realizing that there is some “pay-off”. Lacking an

appreciation of this model leads people to thinking of themselves and/or others as

“crazy”.

Consider the following scenario. If you hate heights and are standing on the rim of the

Grand Canyon, the one sure way to make your fear go away is go back to the car. But,

returning to the car also reinforces the fear of heights. One way of addressing this

scenario is through a treatment of “prolonged exposure” (Olasov-Rothbaum, Foa &

Hembree, 2007).

Using Think-Aloud Pair Problem Solving (TAPPS), groups of two will identify an issue,

such as PTSD, related to returning veterans and consider the possible effects on the

veteran and others.

Why use TAPPS? TAPPS is a collaborative problem solving process where individuals

work in pairs; the “problem solver” talks through an problem or challenge, and the

“listener” asks questions relative to the problem solver’s thought process and the

clarity and thoroughness of the ideas. TAPPS aids in the development of analytical

reasoning skills, encourages social interaction, allows rehearsal of ideas, and fosters

deeper understanding.

Follow-up

Read a selection:

Tanielian, T., & Jaycox, L. H. (Eds.). (2008). Invisible wounds of war: Summary and

Recommendations for Addressing Psychological and Cognitive Injuries. Retrieved June

3, 2009, from Rand Corporation Web site:

http://www.rand.org/pubs/monographs/2008/RAND_MG720.1.pdf

Or

Tanielian, T., & Jaycox, L. H. (Eds.). (2008). Post-Deployment Stress: What Families

Should Know, What Families Can Do. Retrieved June 3, 2009, from Rand Corporation

Web site:

http://www.rand.org/pubs/corporate_pubs/2008/RAND_CP535-2008-03.pdf

Comment in 200 to 400 words. Based on your reading, how has your understanding

changed?

Do you feel that you have a better understanding of the adjustment problems many

combat veteran families face returning to school? Rate the improvement of your

understanding from 0 to 100, 0 being no improvement, and 100 being the greatest

improvement possible.

Toolbox Understanding veterans

1.3 Objective

Describe the concept of goal setting by establishing baseline measures.

Relevancy

We set goals for ourselves each day, but seldom think about the fact that we are going

through this process. Goals allow us to mark progress and make adjustments.

Avoidance is a common response to stressful situations. Unfortunately, avoidant

responses to stress create little opportunity for growth or development. When we

reflexively run from stressful situations, we gain no understanding of those situations

and make the accomplishment of goals a very difficult process.

Prior Learning

As we’ve learned, avoidance is part of the PTSD loop, which can lead to increased

anxiety. By understanding our own avoidance baseline, along with the causes and

effects of stress avoidance, we can then begin to take steps to change our own

behavior, reduce our reliance on avoidant strategies when faced with stressful

situations, and better understand the effect of PTSD has on the returning combat

veteran.

Pretest

A baseline measure is a measure of current performance, perceptions, attitudes,

knowledge, or behavior against which future progress, performance, perceptions,

attitudes, knowledge or behavior will be measured. Why do you think it is it important

to establish baseline measures?

Activity

There may be certain resiliency skills that you have mastered and others that you can

improve. Getting baseline measures allows you to identify those areas of strength and

weakness. Take Resiliency survey, Appendix B: Resiliency Survey. Obtain your

resiliency score.

Once you have your resiliency score, you can begin to develop a goal so that you can

improve upon your resiliency skills. Initially consider the goal to be a boundary or

limit then expand to it consider the length of time – long-term, short-term, personal,

academic, career, financial, or management. When writing goals consider the

following steps:

o Write the goal in a manner that you can measure the progress and fulfillment.

The goal needs to be realistically attainable and measurable.

o Identify the steps necessary to meet the goal. When all of the steps are

completed the goal is satisfied. Develop as many steps as you need to identify key

processes in attaining the goal. These steps or objectives can be refined to

include details regarding the conditions and degrees necessary to satisfy the

step. Consider checking-off each step as you complete it as you work toward

satisfying the goal.

Why is it important to have a measure of your resiliency?

Attempt to write a goal that would address improving your resiliency skills.

Using Think-Aloud Pair Problem Solving (TAPPS), groups of two will review their goal

and identify areas that need clarification or editing. Explain.

Follow-up

Why is it important to establish a baseline measure when developing a goal

statement?

Rewrite your goal for improving your resiliency skills.

How committed are you to improving your resiliency? Rate your commitment from 0

to 100, 0 being totally uncommitted, and 100 being totally committed to

improvement.

Whole Task Objectives Follow-up

Describe why establishing a baseline measure can have an impact on your learning?

Toolbox Baseline Measures Goal Set

References

Brooks, R. and Goldstein, S. (2003). The Power of Resilience. New York: McGraw-Hill

Cantrell, C. and Dean, C. (2005) Down Range: to Iraq and Back. Seattle: Word Smith

Publishing.

Kobasa, S. C. (1982). The Hardy Personality: Toward a Social Psychology of Stress and

Health. In Sanders, G.S. and Suls J. (eds.). Social Psychology of Health and Illness.

Hillsdale, New Jersey: Lawrence Erlbaum Associates. pp 3-28.

Olasov-Rothbaum, Foa, E.B., and Hembree, E.A. (2007). ReclaimingYour Life From a

Traumatic Experience: Workbook. New York: Oxford University Press.

Reivich, K. and Shatté, A. (2002). The Resiliency Factor. New York: Broadway Books.

Seligman, M.E.P. (2006). Learned Optimism: How to Change Your Mind and Your Life.

New York: Vantage Books.

Selye, H. (1956). The Stress of Life. New York: Guilford Press.

Slone, L. B., & Friedman, M. J. (2008). After the War Zone: A Practical Guide for

Returning Troops and Their Families. Philadelphia: DaCapo Press.

2. Reading

Q&A

Address any issues from prior session.

2.1 Objective

Determine your reading characteristics to include speed and comprehension level.

Whole Task Objectives

Apply and test methods to increase reading comprehension and learning.

Understand the purpose of measurement and obtaining measures.

Pretest

How many words per minute do you think you might typically read?

Relevancy

Reading comprehension refers to techniques for improving success in extracting

useful knowledge from text (Mayer, 2003). And, reading proficiency requires the ability

to recognize words quickly and effortlessly (Adams, 1990).

The 1997 U.S. National Reading Panel, using a comprehensive literature search on

teaching reading comprehension, indicated that vocabulary knowledge, reading

comprehension instruction based on reading strategies, and effective teaching

practices were critical to reading comprehension.

Every man who knows how to read has it in his power to magnify himself, to multiply the ways in which he exists, to make his life full, significant and interesting. --Aldo

Activity

Reading speed is limited by several factors. When we read, we do not, for example,

focus on an entire paragraph. Rather, the eye moves across a line of type in

movements or saccades and pauses or fixations. These fixations are of about ¼

second. The distance the eye moves between fixations is between one and 20

characters, with an average being seven to nine characters (see Figure 2.1). The lower

line of text simulates the acuity of vision with the relative acuity percentages. Meaning

is obtained from the “word” in focus.

Figure 2.1. Acuity of Foveal Vision when Reading. Used with permission under the

terms of the GNU Free Documentation License, Version 1.2.

Differences between faster and slower readers are related to how long an individual

fixates, the length of saccades, and regressions back to already read material. Thus, a

faster reader will have short fixations, long saccades, and few regressions to already

read material. And, if the material being read is relatively easy, you may be able to get

meaning from additional spaces on either side of the fixation point ("Eye movement

in language reading," 2009; “Reading: Adjusting speed,” n.d.) .

A strategy for consideration when you are attempting to improve reading speed and

comprehension is to adjust your reading rate depending upon the task you need to

address (“Reading Rate,” 2003).

o Skim read material when you are searching for particular information.

o Scan read material to get an overview of the content.

o Rapidly read material you are already familiar with or from which you only want

important facts.

o Normally read material to understand the content to the extent that you could

answer a question about the content or be able to retell the content.

o Carefully read material when are intending to evaluate, memorize, solve

problems, outline information, or prepare for testing.

Calculate your reading rate by timing yourself reading several paragraphs. Try

different types of reading to include magazine, text, and technical document. Count

the words in the paragraphs you have read and divide by the time (in minutes) you

required to read the paragraphs. The result is the number of words per minute you

read. Alternatively, consider the use of a web site that will automatically calculate your

reading while also providing a measurement of comprehension or understanding of

the material you have read.

Time your reading of the Relevancy and Activity sections. What is your reading rate

(words per minute)? Explain.

Follow-up

Obtain your baseline reading rate by the method described above or by using an

online source, such as: http://www.readingsoft.com/

What is your reading rate (words per minute)? Did it change from your earlier

measurement? If it did change, what do think caused the different measurement?

Whole Task Objectives Follow-up

Describe why establishing a baseline measure can have an impact on your reading

comprehension and learning?

How do establishing a baseline measures of reading relate to your overall

understanding of measurement and obtaining measures?

Toolbox Reading Rate

2.2 Objective

Describe how to develop a more powerful vocabulary.

Whole Task Objectives

Apply and test methods to increase reading comprehension and learning.

Understand the purpose of measurement and obtaining measures.

Relevancy

Baker, Simmons, and Kameenui (1995) state that learning, as a language-based

activity is dependent on vocabulary knowledge such that an understanding of the

meaning of words is essential to reflecting on known concepts in novel ways or

learning. With inadequate vocabulary knowledge, learners are being asked to develop

novel combinations of known concepts with insufficient tools.

Today a reader, tomorrow a leader. -- Margaret Fuller

Activity

Pressley (2001) points to the well established relationship or a correlation that good

comprehenders tend to have good vocabularies but there is also research showing that

teaching vocabulary will increase readers’ comprehension.

Using a dictionary is a good way to better understand words and improve your

vocabulary. When you “look up” a word, you will want to perform several tasks (See

Figure 2.2).

o Determine the pronunciation. Some on-line dictionaries will have a “hear me”

option.

o Find the parts of speech and related words.

o Identify the word meanings. These meanings are typically listed in a

chronological manner such that the “oldest” meaning is listed first followed by

newer meanings. Note that some dictionaries will specifically identify archaic

(arch) meanings of the word.

o Look up any unknown abbreviations.

o Identify the work origins or etymologies as this may make the word more

memorable.

o Review any examples of use. Try substituting the word in your own sentence.

o Look at any synonyms provided or consider using a thesaurus.

Dictionaries often use terminology and abbreviations to include as much information

as possible in the word meaning. These elements include parts of speech (e.g. noun or

n) and labels for languages (e.g. Am, Amer or America, American). For an extensive list

of dictionary terminology refer to:

http://dictionary.reference.com/features/wordtraveler22.html

per⋅spi⋅cac⋅i⋅ty

Show Spelled Pronunciation [pur-spi-kas-i-tee]

–noun

1. keenness of mental perception and understanding; discernment; penetration.

2. Archaic. keen vision.

Origin:

1540–50; earlier perspicacite < LL perspic cit s sharpness of sight, equiv. to perspic ci-ā ā ā

(s. of perspic x sharp-sighted; see ā PERSPICUOUS ) + -t s -ā TY ²

Figure 2.2. Sample Dictionary Look-up.

Several suggestions for improving your vocabulary include simply reading more,

doing daily crossword puzzles, attaching a plug-in for “word-of-the-day” on your

internet browser, reading a dictionary, playing scrabble, using a new word each day in

your conversation and writing. These suggestions, established as life-long processes,

will also aid in keeping your mind youthful as you continue to age.

Identify several on-line dictionaries and look up several words and identify key

elements. What did you learn about looking up words that you did not know before

performing this exercise?

Follow-up

Perform a word look up and be able to identify and understand the elements of the

description.

If you were to look up a word in a dictionary and saw the abbreviation LL, what would

that mean to you?

Have you considered a method you could use to improve your vocabulary?

Whole Task Objectives Follow-up

Describe how developing a more powerful vocabulary can have an impact on your

reading comprehension and learning?

How does developing a more powerful vocabulary relate to your overall

understanding of measurement and obtaining measures?

Toolbox Dictionary

2.3 Objective

Locate and understand the main points of paragraphs and chapter sections.

Whole Task Objectives

Apply and test methods to increase reading comprehension and learning.

Understand the purpose of measurement and obtaining measures.

Pretest

Do you have any special technique you use for reading information that you need to

really know? Explain.

Relevancy

There are numerous strategies for improving comprehension, particularly when

reading a text, and SQ3R is time proven five-step reading strategy or model introduced

in 1946 by Francis Pleasant Robinson.

What we become depends on what we read after all of the professors have finished with us. --Thomas Carlyle

Activity

SQ3R is an acronym describing the five steps of the strategy: Survey (or Skim),

Question, Read, Recite (or Recall) and Review (“SQ3R.” 2009; “The SQ3R Method.”

n.d.; “The SQ3R Reading Method.” n.d.).

1. Survey or Skim for about two minutes. Before reading the entire chapter, read the

title, objectives, section headings, section subheadings, introduction or abstract,

and summary.

2. Question for about 30 seconds. What is the question that this chapter is asking?

What questions are the sections asking? Translate each section heading into a

question.

3. Read at a pace that is appropriate for the complexity of the information. Read

only a section at a time and as you read each section attempt to answer the

associated question.

4. Recite or Recall for about one minute. Using your own words verbalize orally or

in a written form a phrase that answers the questions and summarizes the topic

of each section. If you can be conversational about the topic, you probably have

a reasonable understanding of it. Thus, it is important that you use your own

words when completing this step.

5. Review for less than five minutes. Immediately after your complete step 4,

attempt to recall all of the major points you have produced for the chapter

sections. If you are unable to recall a major point, reread that section. On the

following days, page through the text and your notes to reacquaint yourself with

the important points. Make flashcards or other tools to assist yourself in learning

the information.

Practice the SQ3R process and perform a chapter scan. Did you retain more important

information than you had before using SQ3R? Why?

Follow-up

What are the elements of the acronym SQ3R?

Given a chapter in your text, list the steps you would perform in order to gain a better

understanding of the material.

Whole Task Objectives Follow-up

How does locating and understanding the main points of paragraphs and chapter

sections have an impact on your reading comprehension and learning?

Toolbox SQ3R

References

Adams, M. J. (1990). Beginning to Read: Thinking and Learning about Print, MIT Press

Baker, S. K., Simmons, D. C., & Kameenui, E. J. (1995). Vocabulary acquisition:

Synthesis of the research (Tech. Rep. No. 13). Eugene: University of Oregon, National

Center to Improve the Tools of Educators.

Eye movement in language reading. (2009, January 31). In Wikipedia, The Free

Encyclopedia. Retrieved Feb. 11, 2009, from

http://en.wikipedia.org/w/index.php?

title=Eye_movement_in_language_reading&oldid=267524159

Frequently Asked Questions, (n.d.) In, National Reading Panel (NRP). Retrieved Feb.

10, 2009, from http://www.nationalreadingpanel.org/faq/faq.htm#19

Mayer, R. (2003). Learning and Instruction. Upper Saddle River, New Jersey: Pearson

Education, Inc.

perspicacity. (n.d.). Dictionary.com Unabridged (v 1.1). Retrieved February 11, 2009,

from Dictionary.com website: http://dictionary.reference.com/browse/perspicacity

Pressley, M. (2001). Comprehension instruction: What makes sense now, what might

make sense soon. Reading Online, 5(2). Retrieved Feb 10, 2009 from

http://www.readingonline.org/articles/handbook/pressley/index.html

Reading: Adjusting speed. (n.d.) In LLCC Study Skills Center. Retrieved Feb. 11, 2009,

from http://74.125.47.132/search?

q=cache:cU8gLoW26ZIJ:www.llcc.edu/LinkClick.aspx%3Ffileticket%3DE

%252F9gTUo194s%253D%26tabid%3D617%26mid

%3D1158+adjusting+reading+rate+comprehension&hl=en&ct=clnk&cd=5&gl=us

Reading rate. (2003, November 6). In Academic Support. Retrieved Feb 11, 2009, from

http://academic.cuesta.edu/acasupp/AS/305.HTM

SQ3R. (2009, January 4). In Wikipedia, The Free Encyclopedia. Retrieved 18:30,

February 11, 2009, from http://en.wikipedia.org/w/index.php?

title=SQ3R&oldid=261900004

The SQ3R Method. (n.d.). Retrieved February 11, 2009, from

http://www.ic.arizona.edu/ic/wrightr/other/sq3r.html

The SQ3R Reading Method. (n.d.). In Study Guides and Strategies. Retrieved February

11, 2009 from http://www.studygs.net/texred2.htm

3. Reading Research

Q&A

Address any issues from prior session.

3.1 Objective

Identify key structural elements of a research article for effective reading.

Whole Task Objectives

Apply and test methods to increase reading comprehension and learning.

Understand the purpose of measurement and obtaining measures.

Relevancy

Reading research articles can be daunting for the uninitiated particularly when the

article is peppered with statistics and discipline specific charts. So, developing an

effective process for reading research becomes important in order to: use your time

efficiently, determine the importance of the article; and to use search engines

efficiency for finding comparable research.

Always read something that will make you look good if you die in the middle of it. -- P. J. O'Rourke

Pretest

Have you spent much time reading research? If so, what technique do you use to

efficiently read the material. Explain.

Activity

Research writing occurs in many formats that are specific to both the methods being

used in the research and the discipline or branch of learning. For simplification we

will identify two types of research articles you will probably encounter in your studies.

First, a research study is intended to discover or interpret some matter that typically is

used to advance human understanding or learning. The research process can use a

scientific method or techniques that measure the outcomes. Second, a research article

or essay may use a research format for its presentation of information.

Whether a research study or an essay, the article is often organized in a format that

permits other researchers to effectively interpret the findings. The research article

often contains a Title, Abstract, Keywords, Introduction, Method, Results, Discussion,

Summary, and References.

Very briefly, these formatting or presentational components are as follows:

o Title: identifies the study.

o Abstract: brief overview of the study.

o Keywords: term(s) that captures the essence of the topic and a basis for using

search engines e.g. Google Scholar.

o Introduction: survey of the relevant background and questions or hypotheses

posed.

o Method: how the research was conducted.

o Results: data describing outcomes of questions.

o Discussion: detailed summarization of the results.

o Summary: brief summarization of results.

o References: supportive sources cited in the article.

The process for reading research can be made more time efficient and understandable

by not reading the article from beginning to end, but by first going through a more

selective and therefore briefer reading process. This briefer process allows us to better

grasp the whole of the article without necessarily reading every word or understanding

all of the complex statistics and charting that might be involved. If we are reviewing

several articles to determine if they are relevant to our interests, this expedited process

can obviously save a great deal of time. The following describes a sequence for quickly

scanning an article for relevancy and culminates in reading the entire article.

o Begin by reading the title.

o Read the abstract.

o Scan the introduction to identify the questions being asked or the hypotheses

being tested.

o Read the conclusion to determine how the questions were answered.

o In a research study, scan the methods section to determine how the experiment

was conducted.

o In a research study, scan the discussion to obtain a more detailed account of how

the questions were answered. In a shorter study, the discussion and conclusion

may be blended into a single section.

o Read the entire article.

When we have many articles to review or time is a limitation, this briefer process

allows us to better grasp the whole of the article without necessarily reading every

word or understanding all of the complex statistics and charting that might be

involved. Apply the SQ3R technique for a comprehensive understanding of an article.

Using a research study or the APA article, The challenges of leadership in the modern

world, identify the title, abstract, key words, introduction, and summary.

Follow-up

Be able to define and identify key structural elements of a research article for effective

reading to include: Title, Abstract, Keywords, Introduction, Method, Results,

Discussion, Summary, and References.

Whole Task Objectives Follow-up

Describe how identifying key structural elements of a research article can have an

impact on your reading comprehension and learning?

Toolbox Title Abstract Keywords Introduction Method Results Discussion Summary References

3.2 Objective

Identify the citation as an element of style in research-oriented articles.

Whole Task Objectives

Apply and test methods to increase reading comprehension and learning.

Understand the purpose of measurement and obtaining measures.

Relevancy

As you read research-oriented articles, you may find yourself questioning the notion

of from where did a specific idea or outcome originate. Is it a result of the author’s

own work or did it arise from another source? The citation provides evidence of

intellectual ownership.

Integrity is telling myself the truth. And honesty is telling the truth to other people. --Spencer Johnson

Pretest

If someone were to state a “fact”, how have you or how would you determine just how

much “faith” to put into believing it?

Activity

Research-oriented writing, or information in general, is often presented in a particular

format or style. Many of these styles are very specific to both the methods being used

in the research and the discipline or branch of learning. For example, TV newscasts

are typically brief overviews with extensive multimedia whereas newspapers provide

more detailed insight citing various sources of information. These unique styles have

been established over time to address the expectations of the user of the information

as well as the originator of the information.

Given our limitations to focusing on research-oriented articles, we will consider APA

style for formatting our information. By adhering to a particular style both readers and

authors expect to see information presented in a consistent manner regardless of the

publication. While there are texts and online resources that dictate exactly how the

APA style will be used, we will concentrate on one element of the APA style, the

citation.

The citation is intended to provide a reference to the source of information from

which the author is writing. This citation appears embedded in the body of the

writing associating it with the specific information being presented at point in the text.

This citation is a brief marker for the reader indicating the source of the information in

context and is intended to provide a sense of intellectual integrity by specifically

identifying the source of information. Additional more detailed information related to

the citation usually appears as a bibliographic entry at the end of the article in

reference section.

Consider the following example. “Reading comprehension refers to techniques for

improving success in extracting useful knowledge from text (Mayer, 2003).” The

citation identifies the author, Mayer, and the date of Mayer’s publication, 2003, as the

source of this information. In the references section, we might find the details of this

particular citation. “Mayer, R. (2003). Learning and Instruction. Upper Saddle River,

New Jersey: Pearson Education, Inc.” This provides additional information to include

the text and publisher from which the information was obtained.

Using a research study or the APA article, The challenges of leadership in the modern

world, identify a citation and provide any related information regarding the origins of

the citation.

Follow-up

Why is a citation important to you?

Whole Task Objectives Follow-up

Describe how the citation can have an impact on your reading comprehension and

learning?

Toolbox Citation

4. Resiliency Related Nutrition

Q&A

Address any issues from prior session.

4.1 Objective

Define energy balance.

Whole Task Objectives

Understand the purpose of measurement and obtaining measures.

Apply and test methods to increase reading comprehension and learning.

Relevancy

Establishing sound nutritional habits form the foundation for good health, physical

fitness, and mental sharpness.

He that takes medicine and neglects diet, wastes the skill of the physician. --Chinese Proverb

Prior Learning

Baseline measures provide us with data from which to make future comparisons to

measure changes t

Pretest

Define the concept of baseline measure.

How committed are you to making a positive change in your diet? Rate your

commitment from 0 to 100, 0 being totally uncommitted, and 100 being totally

committed to improvement.

Activity

Note that the nutrition and exercise sections closely parallel the work of Singh,

Bennett, and Deuster’s Peak Performance through Nutrition and Exercise. Please

reference this text at http://www-

nehc.med.navy.mil/healthy_living/nutrition/peak.aspx. Where appropriate, newer

guidelines are incorporated into this text.

One needs to regulate the total amount of energy which the body receives through

food intake and balance this with the total amount of energy which the body expends.

Food energy comes into the body in the form of solid and liquid foods or fluids e.g.

juice, milk, or alcohol. The body expends energy through its process of maintaining

life or basal metabolic rate (BMR), its digestion and absorption of food, and through

physical activity. In order to arrive at some baseline values concerning the amount of

food your body needs, several definitions and calculations need to be considered.

Overall, we are seeking an energy balance, where energy balance is the difference

between the number of kilocalories (kcals or Calories) you eat (intake) and the

number of kcals you burn (output). To obtain a balance, you need to determine the

amount of energy expended based on your body composition. Note that in the

context of food energy the term calorie generally refers to the kilogram calorie. The

convention of using the capital C for the kilogram calorie and the lower case c for the

gram calorie is advocated by some but is not generally followed.

Obtaining baseline measures and updating these periodically is a good way to stay in

touch with your body. This is an important concept, not only from a health

perspective, but also as a key element in maintaining one’s personal resiliency.

Calculate your Basal Metabolic Rate (BMR) in kcal/day.

Men

66 + (6.3 x weight in pounds) + (12.9 x height in inches) - (6.8 x age in years)

For example, Robert is a 27-year-old who is 5’11” tall and weighs 190 lbs.

66 + (6.3 x 190) + (12.9 x 71) – (6.8 x 27) =

66 + 1,197 + 916 – 184 = 1,995

Women

655 + (4.3 x weight in pounds) + (4.7 x height in inches) - (4.7 x age in years)

For example, Sarah is a 27-year-old who is 4’6” tall and weighs 120 lbs.

655 + (4.3 x 120) + (4.7 x 54) – (4.7 x 27) =

655 + 516 + 254 – 127 = 1,298

My BMR is _____________________ kcal/day.

Estimate your physical activity factor.

Very Light Seated, standing, driving, computer work 1.2

Light Walking, light stretching, woodworking 1.4

Moderate Jogging, dancing, swimming, biking 1.6

Strenuous Running, soccer, rowing, digging, carrying 1.9

My Activity Factor is ______________________

Follow-up

Define energy balance.

Define basal metabolic rate (BMR).

Define Activity Factor.

Whole Task Objectives Follow-up

How does understanding energy balance and associated measures relate to your

overall understanding of measurement and obtaining measures?

Toolbox BMR Activity Factor

4.2 Objective

Demonstrate an ability to calculate estimated energy requirement.

Relevancy

We need to know how much to eat in order to sustain our basic body needs and any

physical activity.

The wise man should consider that health is the greatest of human blessings. Let food be your medicine. -- Hippocrates

Prior Learning

The Basal Metabolic Rate (BMR) is a numeric value in kcal/day indicating the amount

of energy the body requires for maintaining life. The Activity Factor provides a

numeric value capturing our typical daily physical activity.

Pretest

Define the concept of baseline measure.

Activity

Estimating energy needs requires a calculation for your Basal Metabolic Rate (BMR)

and an estimate of your daily activity factor. Multiplying the BMR times the Activity

Factor gives your energy needs or Estimated Energy Requirement (EER) which

provides you with the number of kcal of energy you need per day in order to meet your

expected body needs.

It is important to obtain an approximation of one’s body composition, particularly for

baseline measures. The Body Mass Index (BMI) provides an estimate of whether one’s

weight is in accord with one’s height.

Additionally, the Waist-to-Hip Ratio (WHR) provides a sense of how one’s fat is

distributed.

Calculate your Estimated Energy Requirement (EER).

EER = BMR x Activity Factor

My EER is _______________________ kcal/day.

Calculate your Body Mass Index (BMI).

BMI = body weight in pounds x 705 / height in inches squared

My BMI is _______________________

If your BMI is:

Less than 20 then you are considered underweight

20-25 then you are considered normal weight

25-30 then you are considered overweight

Over 30 then you are considered obese

Calculate your Waist-to-hip Ratio (WTR).

WTR = circumference of waist in inches / circumference of hips in inches

My WTR is _______________________

Men should be less than 0.95 and women should be less than 0.80. If you

exceed these values you are at greater risk of heart disease and diabetes.

Follow-up

What have you found out about yourself regarding your EER, BMI, and WTR?

Whole Task Objectives Follow-up

How does calculating estimated energy requirement relate to your overall

understanding of measurement and obtaining measures?

Toolbox EER BMI WTR

4.3 Objective

Identify the six classes of nutrients in the context of the definition of nutrition.

Relevancy

We need to know how much to eat in order to sustain our basic body needs and any

physical activity. But, we also need to know just what to eat to satisfy our body’s

needs.

Man does not live by bread alone... --Matthew 4:4

Prior Learning

You have obtained some personal baseline measures. The Basal Metabolic Rate (BMR)

is a numeric value in kcal/day indicating the amount of energy the body requires for

maintaining life. The Activity Factor provides a numeric value capturing our typical

daily physical activity. The Estimated Energy Requirement (EER) provides the number

of kcal of energy you need per day in order to meet your expected body needs. The

Body Mass Index (BMI) provides an estimate of whether one’s weight is in accord with

one’s height. And, the Waist-to-Hip Ratio (WHR) provides a sense of how one’s fat is

distributed.

Pretest

How confident are you that you are eating the proper amount of carbohydrates,

protein, and fats per day? Rate your confidence from 0 to 100, 0 being totally

unconfident, and 100 being totally confident.

Activity

Wikipedia (2009) provides a workable definition of nutrition as the provision, to cells

and organisms, of materials, in the form of food, to support life. The diet of an

organism refers to what it eats. Many common health problems can be prevented or

alleviated with good nutrition.

Singh, Bennett, and Deuster (1999) indicate that there are six classes of nutrients

which include carbohydrates (CHO), proteins, fats, vitamins, minerals, and water. The

energy-providing nutrients are CHO, proteins, and fats. Energy metabolism, chemical

reactions involved in energy transformations within cell, is provided by the vitamins

and minerals. And, water, constituting 60% of our weight, is the most abundant

nutrient.

Figure 2.3. Nutrients.

CHO should supply 55-60% of your total daily kcals. The two types of CHO are simple

CHO, such as glucose, a vital sugar and the major energy source of the body, and

complex CHO, such as whole grains, that are digested in simple sugars.

Proteins should supply approximately 10-15% of your total daily kcals. Common

proteins are meat, dairy, beans, and grains.

Fats should supply less than 30% of your total daily kcals. The three types of naturally

occurring fat are saturated fats, which are solid at room temperature and found in

animal foods and tropical oils; monounsaturated fats, which are liquid at room

temperature and found in olive oil and peanuts, and polyunsaturated fats; which are

liquid at room temperature and found in fish, corn, nuts, seeds, and vegetable oils.

Trans fats are manufactured and appear in processed foods as hydrogenated oils.

Although cholesterol is an essential part of body cells, trans fats should be avoided as

they increase cholesterol to potentially unhealthy levels.

Vitamins and minerals aid in the release of energy. Recommended Dietary Allowances

(RDA) for vitamins and minerals provide the basis for the amounts that should be

assimilated daily. These vitamins and minerals can be met by eating a variety of foods.

In general, for weight loss, subtract 300 calories/day and add activity to burn an

additional 200-300 calories/day. For weight gain -- add 500-1000 calories/day and

consider something like lifting weights productively 2-3 times/week (Smiley, 2002).

Calculate your carbohydrate (CHO) needs.

CHO = EER x 0.56

My CHO is ___________________ kcal/day.

And Grams CHO = kcal CHO / 4

My CHO is ___________________ grams/day.

Calculate your protein needs by first identifying your protein factor.

0.5 grams/pound Low to moderate activity

0.6 to 0.8 grams/pound Endurance or strength training

Proteins = protein factor x body weight in pounds

My protein is ___________________ grams per day.

Calculate your maximum fat limit.

Fat = EER x 0.3

My Fat is ___________________ kcal/day.

And, Grams Fat = kcal Fat / 9

My Fat is ___________________ grams/day.

Calculate your water requirement with respect to an eight ounce cup. Note that this

can vary depending upon activity, weather, and altitude.

Water Cups = 0.5 x body weight in pounds / 8

My water is ___________________ cups/day.

Follow-up

What have you found out about yourself regarding the six nutrients?

Whole Task Objectives Follow-up

How does understanding nutrients and associated measures relate to your overall

understanding of measurement and obtaining measures?

Tools Carbohydrates (CHO) Proteins Fats Vitamins Minerals Water

4.4 Objective

Define the concept of dietary guidelines.

Relevancy

How can one put together a diet reflecting the proper nutrients?

To eat is a necessity, but to eat intelligently is an art. - La Rochefoucauld

Prior Learning

You have obtained some personal baseline measures. The Basal Metabolic Rate (BMR)

is a numeric value in kcal/day indicating the amount of energy the body requires for

maintaining life. The Activity Factor provides a numeric value capturing your typical

daily physical activity. The Estimated Energy Requirement (EER) provides the number

of kcal of energy you need per day in order to meet your expected body needs. The

Body Mass Index (BMI) provides an estimate of whether one’s weight is in accord with

one’s height. And, the Waist-to-Hip Ratio (WHR) provides a sense of how one’s fat is

distributed.

You identified the six nutrients essential to a healthy lifestyle. You calculated your

carbohydrate needs, protein needs, maximum fat limit, and water requirements.

Pretest

How confident are you that you can develop a menu for a healthy daily diet? Rate your

confidence from 0 to 100, 0 being totally unconfident, and 100 being totally confident.

Activity

The Dietary Guidelines (2009) describe a healthy diet as one that:

o Emphasizes fruits, vegetables, whole grains, and fat-free or low-fat milk and milk

products

o Includes lean meats, poultry, fish, beans, eggs, and nuts

o Is low in saturated fats, trans fats, cholesterol, salt (sodium), and added sugars

Perform the Menu Planner Site Tour at: http://www.mypyramidtracker.gov/planner/.

Complete the Menu Planner showing current daily menu and an ideal daily menu

based on personal needs. Establish data in your journal.

Follow-up

Complete the Menu Planner showing current daily menu and an ideal daily menu

based on personal needs. Establish data in your journal. Consider developing a weekly

plan.

Print or describe your current or typical daily menu.

Regarding your diet, what are you doing well?

Regarding your diet, what needs to be improved?

Print or describe your one day plan for a healthy diet.

How confident are you that you will maintain a healthy daily diet? Rate your

confidence from 0 to 100, 0 being totally unconfident, and 100 being totally confident.

Whole Task Objectives Follow-up

How does putting together a diet relate to your overall understanding of measurement

and obtaining measures?

Tools Menu Planners

References

Dietary Guidelines In mypyramid.gov. (2009, Jan). Retrieved Jan 31, 2009, from http://

www.mypyramid.gov/guidelines/index.html

Nutrition In Wikipedia, the free encyclopedia. (2009, Jan 31). Retrieved Jan 31, 2009,

from http://en.wikipedia.org/wiki/Nutrition

Singh, A., Bennett, T. L., Deuster, P. A. (1999). Peak performance through nutrition and

exercise. Dept of Military and Emergency Medicine Uniformed Services University of

the Health Sciences F. Edward Hebert School of Medicine.

Smiley, L. (2002). Nutrition. Retrieved Feb 22, 2009 from

http://www.health.arizona.edu/health_topics/nutrition/general/estimatingdailycalor

ierequirement.pdf.

5. Reading Comprehension

Q&A

Address any issues from prior session.

5.1 Objective

Apply and test methods to increase reading comprehension.

Whole Task Objectives

Understand the purpose of measurement and obtaining measures.

Apply and test methods to increase reading comprehension and learning.

Pretest

Did you try SQ3R? What was your overall impression? What was good about it? What

was not so good?

What is your current reading rate?

Relevancy

Practice makes perfect. Perhaps, but practice makes for greater proficiency. Delving a

little deeper into SQ3R might lead to some personal revelations about using this tool.

If we encounter a man of rare intellect, we should ask him what books he reads. -- Ralph Waldo Emerson

Prior Learning

Review the SQ3R acronym describing the five steps of the strategy: Survey (or Skim),

Question, Read, Recite (or Recall) and Review (“SQ3R.” 2009; “The SQ3R Method.”

n.d.; “The SQ3R Reading Method.” n.d.).

1. Survey or Skim for about two minutes. Before reading the entire chapter, read the

title, objectives, section headings, section subheadings, introduction or abstract,

and summary.

2. Question for about 30 seconds. What is the question that this chapter is asking?

What questions are the sections asking? Translate each section heading into a

question.

3. Read at a pace that is appropriate for the complexity of the information. Read

only a section at a time and as you read each section attempt to answer the

associated question.

4. Recite or Recall for about one minute. Using your own words verbalize orally or

in a written form a phrase that answers the questions and summarizes the topic

of each section. If you can be conversational about the topic, you probably have

a reasonable understanding of it. Thus, it is important that you use your own

words when completing this step.

5. Review for less than five minutes. Immediately after your complete step 4,

attempt to recall all of the major points you have produced for the chapter

sections. If you are unable to recall a major point, reread that section. On the

following days, page through the text and your notes to reacquaint yourself with

the important points. Make flashcards or other tools to assist yourself in learning

the information.

Activity

In preparation for next class, spend about five minutes reading Zaccaro’s Trait-based

perspectives of leadership using SQ3R.

How much of the SQ3R process were you able to complete?

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

relate the five steps of SQ3R to the reading. Given the approximately five minutes you

applied SQ3R, what were you able to accomplish and what did you learn about

applying the SQ3R process to a complex reading?

Follow-up

Has the amount of time you spend reading for comprehension increased or

decreased? Explain.

Whole Task Objectives Follow-up

Describe how applying reading comprehension tools, such as SQ3R, can have an

impact on your reading comprehension and learning?

Toolbox SQ3R

5.2 Objective

Describe how to link reading, comprehension, and classroom success.

Whole Task Objectives

Understand the purpose of measurement and obtaining measures.

Apply and test methods to increase reading comprehension and learning.

Relevancy

Recall that reading comprehension was affected by vocabulary knowledge and good

reading strategies. Pressley (2001) points to the well established correlation that good

comprehenders tend to have good vocabularies but there is also viable research

showing that teaching vocabulary will increase readers’ comprehension.

It is a miracle that curiosity survives formal education. --Albert Einstein

Activity

Increases in reading comprehension can be found in effective reading strategies, such

as SQ3R or Survey (or Skim), Question, Read, Recite (or Recall) and Review. Recall that

identifying how you are allocating your time and then performing an optimizing

process to better address your time needs can be an effective method for reducing

stress, improving time management, and setting and fulfilling classroom goals.

Identify or propose some personal methods for improving you classroom success as it

relates to your reading. For example, allocating a certain amount of time in your daily

schedule might be a useful technique. What are some others that might work for you?

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

identify a technique that will make using reading strategies, such as SQ3R, more

effective.

Follow-up

What is/are your techniques for improving classroom success?

In preparation for next class complete the reading of Zaccaro’s Trait-based

perspectives of leadership using SQ3R.

Whole Task Objectives Follow-up

Describe how linking reading, comprehension, and classroom success can have an

impact on your reading comprehension and learning?

Toolbox Personal efficiency method

References

Pressley, M. (2001). Comprehension instruction: What makes sense now, what might

make sense soon. Reading Online, 5(2). Retrieved Feb 10, 2009 from

http://www.readingonline.org/articles/handbook/pressley/index.html

SQ3R. (2009, January 4). In Wikipedia, The Free Encyclopedia. Retrieved 18:30,

February 11, 2009, from http://en.wikipedia.org/w/index.php?

title=SQ3R&oldid=261900004

The SQ3R Method. (n.d.). Retrieved February 11, 2009, from

http://www.ic.arizona.edu/ic/wrightr/other/sq3r.html

The SQ3R Reading Method. (n.d.). In Study Guides and Strategies. Retrieved February

11, 2009 from http://www.studygs.net/texred2.htm

6. Trait-based Leadership

Q&A

Address any issues from prior session.

6.1 Objective

Describe trait-based perspectives of leadership.

Whole Task Objectives

Understand the purpose of measurement and obtaining measures.

Apply and test methods to increase reading comprehension and learning.

Relevancy

Trait-based theory is an early leadership concept that describes the types of behavior

and personality characteristics associated with effective leadership. The concept of

leader traits and attributes predates the rigor of modern scientific study of leadership

reaching back into thousands of years into antiquity.

The day soldiers stop bringing you their problems is the day you have stopped leading them. They have either lost confidence that you can help them or concluded that you do not care. Either case is a failure of leadership. --Colin Powell

Prior Learning

Recall that the process for reading research can be made more time efficient and

understandable by not immediately reading the article from beginning to end, but by

first going through a more selective and therefore briefer reading process. . When we

have many articles to review or time is a limitation, this briefer process allows us to

better grasp the whole of the article without necessarily reading every word or

understanding all of the complex statistics and charting that might be involved. Apply

the SQ3R technique for a comprehensive understanding of an article.

o Begin by reading the title.

o Read the abstract.

o Scan the introduction to identify the questions being asked or the hypotheses

being tested.

o Read the conclusion to determine how the questions were answered.

o In a research study, scan the methods section to determine how the experiment

was conducted.

o In a research study scan the discussion to obtain a more detailed account of how

the questions were answered. In a shorter study the discussion and conclusion

may be blended into a single section.

o Read the entire article.

Pretest

What is your definition of leadership?

Do you think leaders are born with inherent leadership traits? Explain.

Activity

Zaccaro, Kemp, and Bader (2004) state that “leader traits are relatively stable and

coherent integrations of personal characteristics that foster a consistent pattern of

leadership performance across a variety of group and organizational situations. These

characteristics reflect a range of stable individual differences, including personality,

temperament, motives, cognitive abilities, skills, and expertise”. Further, effective

leadership focuses on “influencing others by establishing a direction for collective

effort and managing, shaping, and developing the collective activities in accordance

with this direction”.

Yet, Zaccaro (2007) argues that despite its long history, a consensus about the role of

leader traits, mechanisms of influence and role of situation has remained somewhat

indefinable. Instead, efforts should be directed towards combinations of traits and

attributes, integrated in conceptually meaningful ways, rather than additive or

independent contributions of several single traits that are intended to predict

leadership. These dominant leader trait patterns reflect a stable tendency to lead in

different ways across disparate organizational domains. Zaccaro (2007) professes a

multistage model that specifies leader traits as having distal or proximal influences on

leadership performance that are influenced by situation.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

identify and define key points of the article and respond to the following.

With consideration to the article, Trait-based perspectives of leadership, briefly

summarize the author’s five arguments …

definition of leadership …

the Model of Leader Attributes and Leader Performance …

and desired directions for future research.

View selected scenes from Shoes of the Fisherman and attempt to identify character

elements that correspond to attributes within Zaccaro’s Model of Leader Attributes

and Leader Performance. Refer to scenes Elevated to Cardinal (3:27), Moral Tightrope

(3:41), High and Low (4:54), Gains and Losses (3:32), and Papal Pledge (6:32) to aid in

the development of data for Zaccaro’s Model of Leader Attributes and Leader

Performance.

If time permits and using Think-Aloud Pair Problem Solving (TAPPS) collaborative

groups of two will identify and relate a characteristic of that leader to a point of

discussion in the article.

Follow-up

Using a character in the Shoes of the Fisherman, relate a characteristic of that leader to

a point of discussion in the article, Trait-based perspectives of leadership. Comment

in 200 to 400 words.

Whole Task Objectives Follow-up

Describe how understanding trait-based perspectives of leadership can have an

impact on your learning?

Toolbox

Trait-based theory

References

Zaccaro, S. J. (2007). Trait-based perspectives of leadership. American Psychologist, 62,

6–16.

Zaccaro, S. J., Kemp, C., & Bader, P. (2004). Leader traits and attributes. In J. Antonakis,

A. T. Cianciolo, and R. J. Sternberg (Eds.), The nature of leadership (pp. 101–124).

Thousand Oaks, CA: Sage.

7. Resiliency Related Physical Exercise

Q&A

Address any issues from prior session.

7.1 Objective

Define the concept of physical fitness.

Whole Task Objectives

Understand the concept of goals and objectives.

Describe factors affecting your personal development.

Relevancy

Diet is a part of the formula for successful resiliency. A good diet permits one to

benefit from a regimen of exercise.

Fitness - if it came in a bottle, everybody would have a great body. --Cher

Prior Learning

You have obtained some personal baseline measures. The Estimated Energy

Requirement (EER) provides the number of kcal of energy you need per day in order to

meet your expected body needs.

You identified the six nutrients essential to a healthy lifestyle. You calculated your

carbohydrate needs, protein needs, maximum fat limit, and water requirements.

Finally, you developed a diet that is both healthy and interesting.

Pretest

What does physical fitness mean to you?

Do you feel you are physically fit? Rate your confidence from 0 to 100, 0 being totally

unconfident, and 100 being totally confident.

Activity

Singh, Bennett, and Deuster (1999) use the American College of Sports Medicine

(ACSM) definition of physical fitness as a set of characteristics (i.e., the work capacity

of your heart and lungs, the strength and endurance of your muscles, and the

flexibility of your joints) that relate to your ability to perform physical activities.

According to the 2007 updated Guidelines for healthy adults under age 65, the

American College of Sports Medicine (ACSM) and the American Heart Association

(AHA) you should strive for moderately intense cardio 30 minutes a day, five days a

week, or vigorously intense cardio 20 minutes a day, 3 days a week, and do eight to 10

strength-training exercises, eight to 12 repetitions of each exercise twice a week.

Moderate-intensity physical activity means working hard enough to raise your heart

rate and break a sweat, yet still being able to carry on a conversation. The 30-minute

recommendation is for the average healthy adult to maintain health and reduce the

risk for chronic disease. The “more is better” concept included in the current

recommendations suggests that 30 minutes yields general health benefits. But, 60 to

90 minutes yield prevention of weight gain and weight maintenance for some people.

Given the definition of physical fitness and your lifestyle, which of the following

schedules works best for you? Do you prefer, for example, (a) moderately intense

cardio 30 minutes a day, five days a week, or (b) vigorously intense cardio 20 minutes a

day, 3 days a week, and do eight to 10 strength-training exercises, eight to 12

repetitions of each exercise twice a week?

Follow-up

What is a benefit of being fit?

Given your physical makeup and your lifestyle, do you anticipate changing your

physical activity or duration of activity? Explain.

Whole Task Objectives Follow-up

How might the concept of physical fitness relate to goals and objectives?

How might the concept of physical fitness relate to your understanding of factors

affecting your personal development?

Toolbox Physical fitness

7.2 Objective

Describe the importance of the Exercise Sequence.

Whole Task Objectives

Understand the concept of goals and objectives

Describe factors affecting your personal development.

Relevancy

How does one minimize the risk of injury when exercising?

The will to win is important, but the will to prepare is vital. --Joe Paterno

Prior Learning

You found that, for beneficial effect, you should strive for moderately intense cardio 30

minutes a day, five days a week, or vigorously intense cardio 20 minutes a day, 3 days a

week, and do eight to 10 strength-training exercises, eight to 12 repetitions of each

exercise twice a week.

Pretest

Do you perform any warming up or cooling down processes when exercising?

Activity

Singh, Bennett, and Deuster (1999) suggest the following exercise sequence of (1)

Warming up for about five minutes to gradually increase muscle temperature,

metabolism, and blood flow, (2) Dynamic stretching of controlled muscle contractions

through a joint’s range of motion, (3) Physical activity session, (4) Cooling–down for

five minutes to reduce muscle soreness by exercising at a light pace, and (5) Static

stretching of slow, controlled movements through a full range of motion where the

stretch is held at the end of the joint’s range of motion.

The American College of Sports Medicine (ACSM) and the American Heart Association

(AHA) suggest exercising in short bouts throughout the day when trying to fit physical

activity into a busy schedule. Further, mix up combinations of moderate and

vigorous-intensity physical activity over the course of the week. Establish a schedule

for exercising and consider involving your family.

Does your exercise sequence differ from that described by the authors? Explain.

Follow-up

Does the exercise sequence have application to your lifestyle?

Whole Task Objectives Follow-up

How might the concept of exercise sequence relate to goals and objectives?

How might the concept of exercise sequence relate to your understanding of factors

affecting your personal development?

Toolbox Exercise sequence

7.3 Objective

Define the concept of cardio-respiratory physiology.

Whole Task Objectives

Understand the concept of goals and objectives

Describe factors affecting your personal development.

Relevancy

So exercising begins to make sense. But, where does one begin?

The word aerobics came about when the gym instructors got together and said, "If we're going to charge $10 an hour, we can't call it jumping up and down.” --Rita Rudner

Prior Learning

You found that, for beneficial effect, you should strive for moderately intense cardio 30

minutes a day, five days a week, or vigorously intense cardio 20 minutes a day, 3 days a

week. In conjunction with the exercise, an exercise sequence should be considered to

minimize injury.

Pretest

How confident are you that you understand the reasons for performing cardio-

respiratory exercise? Rate your confidence from 0 to 100, 0 being totally unconfident,

and 100 being totally confident.

Activity

According to Singh, Bennett, and Deuster (1999) the intent of cardio-respiratory

training is to place greater demands on the heart than what is required during rest

resulting in a stronger heart that can pump more blood, deliver more oxygen to the

body per heart beat, and maintain a lower resting heart rate.

The benefits of cardio-respiratory, or aerobic, conditioning include: stronger heart

and lower resting heart rate; increased aerobic capacity and muscle endurance;

maintenance of a healthy body and management of stress; increased physical

performance; and subsequent increased muscle tone and enhanced overall physical

appearance. Improved physical appearance has a decidedly positive impact on your

sense of well being and resiliency.

Are you performing any cardio-respiratory exercise? Explain.

Follow-up

What are three objectives of cardio-respiratory training?

Whole Task Objectives Follow-up

How might the concept of cardio-respiratory training relate to goals and objectives?

How might the concept of cardio-respiratory training relate to your understanding of

factors affecting your personal development?

Toolbox Cardio-respiratory training

7.4 Objective

Demonstrate an ability to calculate a target heart rate.

Whole Task Objectives

Understand the concept of goals and objectives

Describe factors affecting your personal development.

Relevancy

Just how hard do I need to exercise? How do I establish a measure for measuring the

desired effect of the exercise?

We do not stop exercising because we grow old - we grow old because we stop exercising. --Dr. Kenneth Cooper

Prior Learning

You found that, for beneficial effect, you should strive for cardio-respiratory training.

In conjunction with the exercise, an exercise sequence should be considered to

minimize injury.

Pretest

How might you measure the intensity of your exercise?

Activity

The Intensity of exercise can be estimated by determining your target heart rates.

Measure your pulse by locating the vein in the wrist, placing your finger tips on the

vein, counting the beats over ten seconds, and multiplying that value by six to obtain

your heart rate or the Beats per Minute (BPM).

My current resting heart rate is ____________________ BPM.

Calculate your Age-Predicted Maximum Heart Rate.

Age-Predicted Maximum HR = 220 – your age in years

My Age-Predicted Maximum HR is ______________ BPM.

Calculate your Target HR Zone by identifying your 60% and 90% maximum heart

rates.

60% Maximum HR = your age predicted maximum HR x 0.6

My 60% Maximum HR is _____________ BPM.

90% Maximum HR = your age predicted maximum HR x 0.9

My 90% Maximum HR is _____________ BPM.

My Target HR Zone is ____________ to ____________ BPM.

Follow-up

How does age affect predicted heart rates?

Whole Task Objectives Follow-up

How might calculating heart rates relate to your understanding of factors affecting

your personal development?

Toolbox Heart Rate Target HR Zone

7.5 Objective

Define the FITT Principle for cardio-respiratory training.

Whole Task Objectives

Understand the concept of goals and objectives

Describe factors affecting your personal development.

Relevancy

Get a handle on understanding and adjusting your cardio-respiratory training.

It's lack of faith that makes people afraid of meeting challenges, and I believed in myself. --Muhammad Ali

Prior Learning

You found that, for beneficial effect, you should strive for moderately intense cardio 30

minutes a day, five days a week, or vigorously intense cardio 20 minutes a day, 3 days a

week. In conjunction with the exercise, an exercise sequence should be considered to

minimize injury. You also found that you could measure the intensity of the exercise

by monitoring your heart rate and comparing it to your target HR zone.

Pretest

How confident are you that you can maintain a cardio-respiratory exercise? Rate your

confidence from 0 to 100, 0 being totally unconfident, and 100 being totally confident.

Activity

Singh, Bennett, and Deuster (1999) indicate that there are four basic components in all

physical fitness programs to include Frequency of exercise, Intensity of the exercise,

Time spent exercising, and the Type of activity (FITT). These four elements are

intended to be incorporated into your activities to foster an overall active lifestyle,

obtain the benefits of routine exercise, reduce health issues related to inactivity, and

reduce injury.

The FITT principle applied to cardio-respiratory training suggests a Frequency of 3-7

days per week, an Intensity of 60% to 90% of maximum heart rate (Max HR), an

exercise Time of 30-60 minutes per day within your target heart rate zone, and

exercise Type as continuous, low resistance, high repetition activities Singh, Bennett,

and Deuster (1999).

Consider the FITT Principle for cardio-respiratory training recognizing the parameters

for exercise referencing Peak Performance Through Nutrition and Exercise, Chapter 5

for additional information.

Follow-up

Explain the FITT Principle for cardio-respiratory training relative to your age the

Frequency, Intensity, Time, and Type of exercise.

How confident are you that you can maintain a cardio-respiratory exercise? Rate your

confidence from 0 to 100, 0 being totally unconfident, and 100 being totally confident.

Whole Task Objectives Follow-up

How might the FITT principle relate to your goals and objectives?

How might the FITT principle relate to your understanding of factors affecting your

personal development?

Toolbox FITT

7.6 Objective

Establish a goal and objectives for aerobic exercise.

Whole Task Objectives

Understand the concept of goals and objectives

Describe factors affecting your personal development.

Relevancy

So you have a sense of the structure for your cardio-respiratory exercise. But, just what

kind of exercises might be beneficial and how can a schedule be derived that meets

your lifestyle.

Everyone who has run knows that its most important value is in removing tension and allowing a release from whatever other cares the day may bring. --Jimmy Carter

Prior Learning

For beneficial effect, strive for moderately intense cardio 30 minutes a day, five days a

week, or vigorously intense cardio 20 minutes a day, 3 days a week. In conjunction

with the exercise, an exercise sequence should be considered to minimize injury. You

also found that you could measure the intensity of the exercise by monitoring your

heart rate and comparing it to your target HR zone.

Pretest

How confident are you that you can maintain a cardio-respiratory exercise? Rate your

confidence from 0 to 100, 0 being totally unconfident, and 100 being totally confident.

Activity

Singh, Bennett, and Deuster (1999) suggest you use the following outline as a basis for

selecting an exercise program.

o What are your goals -- Are your interests health, fitness, or performance related?

o What do you enjoy -- Do you prefer team or solitary activities?

o What are your time limits -- How much time you can devote?

o What gear do you need -- What is your budget?

Walking is the easiest, most common, low impact exercise, but its cardio-respiratory

usefulness occurs when the intensity is high enough to increase your heart rate to 60-

75% of your max HR.

When starting a running program, combine walking and jogging. Overtime, increase

the time spent jogging and decrease the time spent walking. But, increase mileage or

pace by only 10% per week. Your exercise intensity should be between 60%-75% of

your max HR.

Swimming is a good cross-training exercise for running and other high-impact

activities and a viable alternative for people with orthopedic problems or those who

are in rehabilitation. Note that swimming 1/4 mile, or 440 meters, is the energy

equivalent to jogging 1 mile.

If appropriate, develop a specialized program to meet your needs. Meet with a

physical therapist or other resource to identify an aerobic exercise.

Use Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two to design

an aerobic workout and indicate why the selection was made. Selection may include

walking, running, swimming, or other specialized program. Note that a specialized

program may require meeting with a counselor or physical therapist.

Follow-up

Complete a sample aerobic workout using Appendix F: Aerobic Exercise. Establish

data in your journal. What key issues emerged?

How confident are you that you can identify and maintain your cardio-respiratory

exercise? Rate your confidence from 0 to 100, 0 being totally unconfident, and 100

being totally confident.

Whole Task Objectives Follow-up

How might the concept of an aerobic workout relate to goals and objectives?

How might the concept of goal and objectives for aerobic exercise relate to your

understanding of factors affecting your personal development?

Toolbox Aerobic workout schedule

References

Guidelines for healthy adults under age 65 (n.d.) In. Retrieved Feb 8, 2009,

http://www.acsm.org/AM/Template.cfm?

Section=Home_Page&TEMPLATE=/CM/HTMLDisplay.cfm&CONTENTID=7764

Physical activity and public health guidelines frequently asked questions and fact

sheet (n.d.) In. Retrieved Feb 8, 2009,

http://www.acsm.org/AM/Template.cfm?

Section=Home_Page&Template=/CM/ContentDisplay.cfm&ContentID=7762

Singh, A., Bennett, T. L., Deuster, P. A. (1999). Peak performance through nutrition and

exercise. Dept of Military and Emergency Medicine Uniformed Services University of

the Health Sciences F. Edward Hebert School of Medicine.

8. Time Management

Q&A

Address any issues from prior session.

8.1 Objective

Describe the cycle of procrastination.

Whole Task Objectives

Understand the concept of goals and objectives

Describe factors affecting your personal development.

Relevancy

Wikipedia (2009) provides a practical definition of procrastination as a behavior which

is characterized by deferment of actions or tasks to a later time. For a behavior to be

classified as procrastination, it must be counterproductive, needless, and delaying

(Schraw, Wadkins, & Olafson, 2007.)

How soon 'not now' becomes 'never' --Martin Luther

Prior Learning

Recall that identifying how you are allocating your time and then performing an

optimizing process to better address your time needs can be an effective method for

reducing stress, improving time management, and setting and fulfilling classroom

goals.

Pretest

How confident are you that you are making efficient use of your time? Rate your

confidence from 0 to 100, 0 being totally unconfident, and 100 being totally confident.

Activity

The causes of procrastination may be related to issues of indecision, anxiety, low

sense of self-worth, a self-defeating mentality, and often result in lower academic

grades (Burka, 1983; Beswick, Rothblum, & Mann, 1988.) Procrastinators may have a

lower-than-normal level of conscientiousness, based on “dreams and wishes” of

perfection or achievement in contrast to a realistic appreciation of obligations and

potential (Strub, 1989.)

The procrastination cycle typically follows a circular model.

1. You begin the project thought process.

2. You consider all you need to do to achieve your result. You are perhaps

overwhelmed resulting in a delay to your start.

3. Tomorrow comes and conditions are still not ideal. Perhaps you find more

pending projects.

4. You become anxious and delay still more.

5. You berate yourself for your delays and disappointment starts to affect your

judgment.

6. You decide to take a small break that often lengthens into days.

7. You remember the project and its deadlines and you anxiously begin but hit a

major roadblock.

8. Anxiety increases and you find yourself back to step 1.

Several techniques for beating procrastination include:

o Identify yourself as a procrastinator.

o Convince yourself with positive thoughts rather than excuses for not starting.

o Do not overextend your commitments; consider your education as a “job.”

o Identify a study or work location.

o Develop a daily/weekly time plan for allocating study time.

o Create a time sensitive plan of goals and objectives for your project identifying

key objectives on a calendar.

o Perform more difficult tasks when you’re most alert.

o Create a reward for your completion.

Review the cycle of procrastination. Using Think-Aloud Pair Problem Solving (TAPPS)

collaborative groups of two will identify a technique that will beat procrastination.

Follow-up

Do you procrastinate? What triggers your cycle of procrastination?

Whole Task Objectives Follow-up

How might the issue of procrastination relate to goals and objectives?

How might procrastination affect your personal development?

Toolbox Procrastination beaters

8.2 Objective

Develop a plan containing a goal and objectives to manage time more efficiently so as

to reduce stress.

Whole Task Objectives

Understand the concept of goals and objectives

Describe factors affecting your personal development.

Relevancy

Effective time management is problematic for most people and it becomes more

complicated when one is balancing family of social obligations, education, and a job.

An excellent time proven exercise is to identify how you are currently allocating your

time and then perform an optimizing process to better address your activity and time

needs. The optimizing process results in a “calendar” or planner that allows you

identify daily routines as well as when special events impact your daily routines. By

identifying and compartmentalizing your routines and identifying important activity

dates you can establish boundaries that ultimately permit you to enjoy guilt-free

personal time without the stressful thought of “I should be doing …”

If you can find a path with no obstacles, it probably doesn't lead anywhere. --Frank A. Clark

Activity

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

identify common events or activities that might occur over a day and semester.

Using the supplied Appendix G: Daily Calendar, a notebook, spreadsheet, word

processor, or other recording device, create a daily calendar noting by unit of time

(hourly, 30 minutes, 15 minutes) the activity you are performing. Maintain this

calendar for one week.

Figure 8.2. Sample calendar

At the end of one week, analyze the use of your time by identifying common activities

or tasks and the time spent on the tasks. Activities to consider should include “free

time” for family or social activities, classes, work, study, meals and preparation,

exercise, and chores. The intent of this week-long analysis is to create an organized

weeklong calendar or a planner that indicates your time spent on each activity.

Be sure to identify an adequate amount of “free time” while assuring that you put your

most mentally demanding tasks in time slots that best reflect your circadian rhythm of

sleep. Your planner should be a tool that accommodates your lifestyle.

Follow-up

Complete the week-long log sheet and work towards developing a week-long calendar

of organized time and potentially a daily planner. Evaluate the effectiveness of your

week-long calendar of organized time and daily planner after a week and make

adjustments.

What have you found out about your time use?

Do you see areas for improvement? Explain.

Whole Task Objectives Follow-up

How might establishing goals and objectives affect your personal development?

Toolbox Calendar of activities

References

Beswick, G., Rothblum, E. and Mann, L. (1988) Psychological antecedent of student

procrastination, Australian Psychologist, 23, 207-17.

Burka, Y. (1983, 2008.) Procrastination: Why You Do It, What To Do About It Now. New

York: Da Capo Lifelong Books.

Schraw, G., Wadkins, T., & Olafson, L. (2007.) Doing the things we do: A grounded

theory of academic procrastination [Electronic version.] Journal of Educational

Psychology, Vol. 99 (1), 12-25.

Strub, R. L. (1989.) Frontal lobe syndrome in a patient with bilateral globus pallidus,

lesions. Archives of Neurology 46, 1024-1027.

Procrastination, (2009, Jan. 31) In, Wikipedia, the free encyclopedia the free

encyclopedia. Retrieved Feb. 1, 2009, from

http://en.wikipedia.org/wiki/Procrastination

9. Five Practices of Exemplary Leadership

Q&A

Address any issues from prior session.

9.1 Objective

Identify the five practices of exemplary leadership.

Whole Task Objectives

Understand the concept of goals and objectives.

Describe factors affecting your personal development.

Relevancy

According to Kouzes and Posner (2009) despite differences in people's individual

stories, their personal-best leadership experiences revealed similar patterns of

behavior.

It's hard to beat a person who never gives up. -- Babe Ruth

Pretest

What leadership techniques have you used that you have found to be particularly

effective? Why?

Activity

The following is an extract from Kouzes and Posner (2009) website providing the basis

for their model of leadership and parallel the Leadership Practices Inventory (Brown

and Posner, 2001).

Model the Way

Leaders establish principles concerning the way people (constituents, peers,

colleagues, and customers alike) should be treated and the way goals should be

pursued. They create standards of excellence and then set an example for others to

follow. Because the prospect of complex change can overwhelm people and stifle

action, they set interim goals so that people can achieve small wins as they work

toward larger objectives. They unravel bureaucracy when it impedes action; they put

up signposts when people are unsure of where to go or how to get there; and they

create opportunities for victory.

Inspire a Shared Vision

Leaders passionately believe that they can make a difference. They envision the future,

creating an ideal and unique image of what the organization can become. Through

their magnetism and quiet persuasion, leaders enlist others in their dreams. They

breathe life into their visions and get people to see exciting possibilities for the future.

Challenge the Process

Leaders search for opportunities to change the status quo. They look for innovative

ways to improve the organization. In doing so, they experiment and take risks. And

because leaders know that risk taking involves mistakes and failures, they accept the

inevitable disappointments as learning opportunities.

Enable Others to Act

Leaders foster collaboration and build spirited teams. They actively involve others.

Leaders understand that mutual respect is what sustains extraordinary efforts; they

strive to create an atmosphere of trust and human dignity. They strengthen others,

making each person feel capable and powerful.

Encourage the Heart

Accomplishing extraordinary things in organizations is hard work. To keep hope and

determination alive, leaders recognize contributions that individuals make. In every

winning team, the members need to share in the rewards of their efforts, so leaders

celebrate accomplishments. They make people feel like heroes.

Kouzes and Posner (2003) further break down the five practices into the ten

commitments of exemplary leadership. Model the way by (1) Finding your voice

through clarifying personal values, and (2) setting the example by aligning actions

with shared values. Inspire a shared vision through (3) envisioning the future by

imagining exciting ennobling possibilities, and (4) enlisting others in a common vision

by appealing to shared values. Challenge the process through (5) searching for

opportunities by seeking innovative ways to change, grow and improve, and (6)

experimenting and taking risks by constantly generating small wins and learning from

mistakes. Enable others to act through (7) fostering collaboration by promoting

cooperative goals and building trust, and (8) strengthening others by sharing power

and discretion. Encourage the heart through (9) recognizing contributions by showing

appreciation for individual excellence, and (10) celebrating the values and victories by

creating a spirit of community.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

identify at least two themes that emerge from the five practices and their ten

commitments of exemplary leadership that you have experienced and indicate why

you found them so memorable.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

identify how the five practices and ten commitments compare to your prior learning

of leadership.

Follow-up

Describe how these five practices and their ten commitments of exemplary leadership

might impact your personal leadership style.

Whole Task Objectives Follow-up

How do the five practices relate to the concept of goals and objectives?

How do the five practices relate to your understanding of your personal development?

Toolbox Model the way Inspire a Shared Vision Challenge the process Enable others to act Encourage the heart

9.2 Objective

Explore the concept of goals and objectives.

Whole Task Objectives

Understand the concept of goals and objectives

Describe factors affecting your personal development.

Relevancy

There are a number of definitions for the term objective. We might start with a simple

definition of to be objective as adhering to a defined method in one's thinking while

taking into account the desired information and minimizing personal preconceived

notions or bias. Thus, to be objective, we must formulate an objective that provides a

basis for accurately defining and examining the results of a particular event or activity.

Dream no small dreams for they have no power to move the hearts of men. -- Goethe

Prior Learning

By example, you saw that Kouzes and Posner (2003) broke down their five practices

into the ten commitments of exemplary leadership.

o Model the way by (1) Finding your voice through clarifying personal values, and

(2) setting the example by aligning actions with shared values.

o Inspire a shared vision through (3) envisioning the future by imagining exciting

ennobling possibilities, and (4) enlisting others in a common vision by appealing

to shared values.

o Challenge the process through (5) searching for opportunities by seeking

innovative ways to change, grow and improve, and (6) experimenting and taking

risks by constantly generating small wins and learning from mistakes.

o Enable others to act through (7) fostering collaboration by promoting

cooperative goals and building trust, and (8) strengthening others by sharing

power and discretion.

o Encourage the heart through (9) recognizing contributions by showing

appreciation for individual excellence, and (10) celebrating the values and

victories by creating a spirit of community.

Notice that each of the five forms a goal that is satisfied when the associated

commitments are met. Can you define the commitments as objectives?

Pretest

How confident are you that you understand the concept of an objective? Rate your

confidence from 0 to 100, 0 being totally unconfident, and 100 being totally confident.

Activity

If we consider an objective as an element that assists in describing a goal, then there

emerge a number of discipline-dependent processes for constructing an objective.

From the educational discipline, the intent of the objective is to define the type and

extent of learning that will occur at the conclusion of instruction. One of the more

common methods for developing an objective is the ABCD approach. This approach is

broad enough to lend itself to other disciplines where a series of objectives are met in

order to complete a goal. Thus, in simplest terms, the objectives are the steps

necessary to meet the goal – in completing all of the objectives, we meet the goal.

The ABCD approach to developing objectives considers the Audience, Behavior,

Conditions, and Degree. The audience, or targeted learner, might be described, for

example, as "tenth grade algebra students." The behavior is the verb describing the

action the audience will perform. The behavior should be as descriptive as possible

using verbs such as "compare, describe," rather than vague terms such as "know,

appreciate." The condition describes the situation under which the learner's

performance is observed such as "given a computer with internet access ... ." Finally,

the degree provides the standard by which the learner's performance is judged. The

degree might be specified, for example, as "within 1 inch" or "within ten minutes."

Thus, a sample objective might appear "Given a geographical map of the United States

of America, the third grade student will locate all six New England states." The

audience is the "third grade student." The behavior is "locate." The condition is "given

a geographical map of the United States of America." The degree is "all six New

England States."

The same method might used, for example, to address a project task whereby we

might state “The writer will complete the ten page PDF file grant introduction

document by January 30. The audience is the “writer”. The behavior is “complete”.

The condition is “ten page PDF file”. And, the degree is “by January 30”.

Identify, as best as possible, the ABCD elements of the Kouzes and Posner leadership

model. “Model the way by (1) finding your voice by clarifying personal values, and (2)

setting the example by aligning actions with shared values. Inspire a shared vision

through (3) envisioning the future by imagining exciting ennobling possibilities, and

(4) enlisting others in a common vision by appealing to shared values. Challenge the

process through (5) searching for opportunities by seeking innovative ways to change,

grow and improve, and (6) experimenting and taking risks by constantly generating

small wins and learning from mistakes. Enable others to act through (7) fostering

collaboration by promoting cooperative goals and building trust, and (8)

strengthening others by sharing power and discretion. Encourage the heart through

(9) recognizing contributions by showing appreciation for individual excellence, and

(10) celebrating the values and victories by creating a spirit of community”.

Note that this activity is a good concrete and abstract thinking exercise. As such, it

may require additional time as learning will require focus and critical thinking to

assure the ABCDs are identified in a workable form.

Follow-up

Are you able to “parse” objective phrases associated with the five practices and ten

commitments relative to the structure of an objective? Try one.

How confident are you that you understand the concept of an objective? Rate your

confidence from 0 to 100, 0 being totally unconfident, and 100 being totally confident.

Whole Task Objectives Follow-up

How might goals and objectives relate to your personal development?

Toolbox ABCD Objective

References

Brown, L. M., & Posner, B. Z. (2001). Exploring the relationship between learning and

leadership. Leadership & Organization Development Journal, 22(6), 274 – 280.

Kouzes, J. M., & Posner, B. Z. (2003) The leadership challenge workbook. San

Francisco: Jossey-Bass.

Kouzes, J. M., & Posner, B. Z. (2009) Five Practices of Exemplary Leadership. In The

Leadership Challenge. Retrieved Feb 1, 2009, from

http://www.leadershipchallenge.com/WileyCDA/Section/id-131055.html

10. Sleep Issues

Q&A

Address any issues from prior session.

10.1 Objective

Identify causes of sleep problems.

Whole Task Objective

Describe the role of situation in self management.

Without enough sleep, we all become tall two-year-olds. --JoJo Jensen, Dirt Farmer Wisdom, 2002

Relevancy

We have all had sleepless nights and gotten up the next morning only to drink

caffeinated beverages and eat something with too much sugar in hope of boosting our

energy and clearing our minds. While this may be a temporary solution, we all know

how we feel a few hours later and most certainly by the afternoon we are neither

performing at our best nor are we able to handle stressful situations in a resilient way.

In more acute states, chronic sleep deprivation can present as cognitive and

physiological impairments that include irritability, impaired judgment, memory

lapses, hallucinations, and symptoms akin to ADHD. Physiological impairments can

include heart rate variability, decreased reaction time, tremors, aches, impaired

immune system, decreased body temperature and such risks as heart disease,

diabetes, obesity, and growth suppression.

Figure 10.1. Sleep Deprivation.

From the Wikipedia Commons, a freely licensed media file. Retrieved June 1, 2010 from

http://en.wikipedia.org/wiki/File:Effects_of_sleep_deprivation.svg

A lack of sleep, for college students, has been shown to negatively impact learning

capacity and academic performance (Curcio, Ferrara & Gennaro, 2006; Menderios,

Mendes, Lima, Araujo, (2001); Buboltz & Soper, 2001). Efforts by students to “pull all

nighters” may result in depression and poorer academic performance (Thacher, 2008).

Quite simply, as a student you will do better on a test if you get a good night’s sleep,

rather than staying awake all night cramming for the exam.

Attempts to us alcohol to get to sleep only compound the problem with a decrease in

stage 1 REM (dream) sleep (Gresham, Webb, and Williams, 1963; Yules , Lippman, and

Freedman, 1967). Gresham, Webb, and Williams (1963) found the same phenomenon,

but followed by an increase in REM activity as the night progressed. So, while alcohol

will decrease REM activity early in the sleep cycle, there can be increases in REM

activity at the end of the night that cause multiple awakenings and can increase the

recall of nightmares and vivid dreams. Peeke, Callaway, Jones, Stone, and Doyle

(1980), demonstrated that young healthy males showed a decrease in performance

and an increase in anxiety upon waking after using alcohol to sleep.

For veterans with PTSD sleep problems are worsened because of persistent

nightmares and hyperarousal. These symptoms increase the likelihood of veteran

students trying to avoid sleep which then creates a problematic sleep cycle, because

when sleep finally occurs, the brain tries to make up for deprivation of the REM sleep.

Pretest

What is more important, the quantity or the quality of your sleep?

Activity

We all have beliefs about what it means to have good sleep. For many of us, the ideal

night’s sleep might be eight dream-filled hours of uninterrupted sleep. People,

however, suffer from an inability to achieve either the quality or quantity of sleep that

they desire. There are both physical and psychological reasons for poor sleep.

Certainly, physical pain can disrupt sleep, as can worrying about past or upcoming

events. Nightmares or bad dreams can also disrupt sleep.

Identify problems that disrupt your sleep.

How have you attempted to control these problems?

How effective have these controls been in addressing your sleep disruption? Rate their

effectiveness from 0 to 100, 0 being totally ineffective, and 100 being totally effective.

Follow-up

Do you have a clearer understanding of what could be the causes of your sleep

problems? Rate your level of understanding from 0 to 100, 0 being no understanding,

and 100 being total understanding.

Whole Task Objectives Follow-up

How might sleep problems relate to concept of situation in self management?

Toolbox Sleep Problems

10.2 Objective

Describe the concepts of sleep quality and sleep quantity.

Whole Task Objective

Describe the role of situation in self management.

Relevancy

One of the great myths about sleep hygiene is that “I can take control of my sleep if I

focus on increasing the number of hours of sleep I get.” Rather, it is the quality of

sleep that gives us restful, refreshing sleep. Krakow (2007) argues that all sleep

problems are rooted in the quality of sleep, not the quantity of sleep. In order to

improve the quantity of sleep that we achieve each night, we must first improve our

quality of sleep.

Insomnia is a gross feeder. It will nourish itself on any kind of thinking, including thinking about not thinking. --Clifton Fadiman

Prior Learning

You have attempted to identify your sleep problems. We know that both physical and

mental problems can affect the quality and quantity of our sleep.

Activity

We cannot truly control our sleep and a contradiction occurs in that the more one

tries to control sleep the more one stays awake. Sleep is about “letting go” and simply

letting sleep happen. But, there are actions that can be done before sleeping or upon

wakening during the night that improve the prospects of sleep. Aside from changing

our thinking about what constitutes sleep, consider the following behaviors or habits

you can develop regarding going to bed:

o Your bed is for two activities, sleep and sex. Do not read, watch TV, or do

anything else in bed.

o If you are not asleep within 15-20 minutes, get out of bed and go watch a boring

TV show, read a boring book, play solitaire, or consider some non-stressful

activity until you become sleepy. When you are sleepy return to bed. If after 15-

20 minutes you are still awake, repeat the process. Keep repeating this process.

You are going through a process of training or conditioning your mind and body

whereby you establish the bed is a place for sleep and not a place to stay awake

and be angry about not being able to sleep. Like any training, perfection is not

immediate and some practice is required.

o 20-60 minutes before bed make a purposeful effort to slow down. Do not watch

anything on TV that will agitate you. Do not talk with anyone on the phone

where an upset might occur. Do not study for a test right up until bedtime.

o Avoid caffeine, cigarette smoking or alcohol. The reason for avoiding caffeine is

obvious. But, many people think that by having a few drinks before bed it helps

them get to sleep. Alcohol does not help us sleep (Bonnet and Arand, 1995).

Passed-out is not the same as sleep because the deep beneficial levels of sleep do

not occur.

o Sleep in a room that is cool and dark.

o Avoid looking at your clock when you wake up in the night. What happens when

you look at the clock?

o Practice positive imagery.

o When possible, get up at the same time every day.

o Avoid naps, especially in the late afternoon and limit them to 45 minutes.

o Make your bed each morning. This simple activity will reward you three times

over: immediately seeing order; at bedtime having a neat bed and experiencing a

sense of order; and finally, even if the rest of the day goes awry, you have at least

started the day purposefully and successfully accomplished one task.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

examine ways that can improve sleep habits.

Follow-up

What might you do to improve your sleep quality?

Do you have a clearer understanding of what you can do to improve you sleep quality?

Rate your level of understanding from 0 to 100, 0 being no understanding, and 100

being total understanding.

Whole Task Objectives Follow-up

How might sleep quality and quantity relate to concept of situation in self

management?

Toolbox Sleep Quality

10.3 Objective

Describe how to control nightmares with imagery.

Whole Task Objective

Describe the role of situation in self management.

Relevancy

Research shows that approximately five percent of the population will suffer from

nightmares at any given time, but the rates are fifty to eighty-eight percent higher for

trauma survivors (Bixler, Kales, Soldatos, Kales, & Healy, 1979) Nightmares can be a

persistent problem for trauma survivors. Not only are the nightmares disturbing, but

they cause harmful sleep habits, such as using excessive amounts of alcohol and drugs

in an attempt to “anesthetize” oneself.

I have had dreams and I have had nightmares, but I conquered my nightmares because of my dreams. --Jonas Salk

Pretest

Do you believe that nightmares can be controlled? Rate your level of belief from 0 to

100, 0 being no belief, and 100 being total belief.

Activity

If the last thought one has before finally going to sleep is “I sure hope I don’t have that

nightmare”, what would you imagine the probabilities are that one will instead have

that nightmare? Hence, trauma survivors may avoid going to bed for fear of having

nightmares. Unfortunately, by avoiding sleep we only increase the likelihood of having

the nightmare.

While the actual traumatic event was horrifying, terrifying or both, it is important to

remember that the dream is a series of images. These terrifying images may be a still

picture or perhaps something akin to a movie. But, the good news is we can learn to

control the images.

The lemon exercise demonstrates the power of images. Close your eyes or keep them

open, but allow yourself to imagine that you are holding a lemon in your hands.

Imagine that you are rubbing the lemon with your thumbs. Feel the texture of the

surface of the lemon and notice the crevices and lumps on the skin. Begin to press a

little harder on the skin, so that you smell the scent of lemon oil. Continue to rub the

lemon with your thumbs and sense the texture and smell of the lemon. Using your

thumbs, tear into the lemon. Feel the juice from the lemon as it runs into your hands,

and down your wrists and your forearms. So much more intense is the smell and tang

of lemon. Take a bite out of one of the pieces of the lemon. Are you salivating? Yet,

there was no lemon.

Case Study. Consider an application of imaging. A veteran had a persistent nightmare

about the death of his best friend, who was killed while they were standing next to

each other. He would replay the scene over and over in his mind. And, at times, he

would actively avoid any thoughts of his friend for fear of recalling his death. He would

use drugs and alcohol to knock himself out after nights of not sleeping for fear of the

nightmare returning. While he had a lot of work to do around issues of survivor guilt

with questions of why him and not me, with issues of pain and grief, he was able to

understand that he could change the nightmare into a dream, through a process

called Image Rehearsal Training.

o Increase your ability to use pleasant images. When we have been traumatized we

tend to get really good at visualizing visualize bad things. So, before continuing

the exercises consider spending sometime just imagining pleasant things. These

can be colors, places, people or events. Practice this skill several times a day. If

you see something pleasurable, stop for a moment and get a picture of that in

your mind. Or, you may want to set quietly for a few minutes and just close your

eyes and practice getting pleasurable images in your mind.

o Choose one bad dream of lower intensity. Write one short paragraph on the

scene in first person present tense. There is no need to go into extensive detail.

o Change the dream in any way you wish. It is important that some element of the

original dream remains intact so that your brain can make the connection with

the change. Write about the changed dream to include information about colors,

smells, noises – anything you can incorporate to increase the vividness of the

imagery.

o Finally, form an image of the new dream. Practice by focusing on the new image

every day. Along with your sleep habits, log your practice and the effect on the

imaging on the nightmare. If problems persist you can call your VA and ask for

help. Other resources include: www.nightmaretreatment.com and

www.sleepdynamictherapy.com

What is the basis for using this technique of imaging? Krakow and Zadra (2006) and

others have suggested that we have what is called the “Human Imagery System.” It

works something like this:

Figure 10.1. Image, Though, and Feeling Flow.

Thus, before we have the thought or the feeling, we work to have a picture or image in

our mind.

Follow-up

Do you believe that nightmares can be controlled? Rate your level of belief from 0 to

100, 0 being no belief, and 100 being total belief.

Practice the new image of the same bad dream every day. Along with your sleep

habits, log your practice and the effect on the imaging on the nightmare.

Whole Task Objectives Follow-up

How might nightmares and use of imagery relate to concept of situation in self

management?

Toolbox Controlling Nightmares Image Rehearsal Training

References

Ansfield, M.E., Wegner, D.M., Bowser, R. (1996). Ironic effects of sleep urgency.

Behavior Research and Therapy Vol. 34, 7, pp. 523-531.

Bixler, E., Kales, A., Soldatos, C. Kales, J. and Healy,S. (1979). Prevalence of sleep

disorders in the Los Angles metropolitan area. American Journal of Psychiatry. 136,

pp. 1257-1262.

Bonnet, M. H. and Arand, D. L. (1995). We are chronically sleep deprived.

Sleep, 18: 908–911.

Bootzin, R.R., Epstein, D. and Wood, J.M. (1991). Stimulus Control Instructions. In

Hauri, P.J. (Ed.) Case Studies in Insomnia. New York: Plenum Press, pp. 19-28.

Coren, S. (1996). Sleep Thieves: An Eye-Opening Exploration into the Science and

Mysteries of Sleep. New York: Free Press.

Curcio, C., Ferrara, M. and De Gennaro, L. (2006) Sleep loss, learning capacity and

academic performance. Sleep Medicine Review. Vol. 10 (5), pp. 323-337.

Davis, J.L. (2009) Treating Post-trauma Nightmares: A Cognitive Behavioral Approach.

New York: Springer Publishing Co.

Gresham, S.C., Webb, W.B., and Williams, R.L., (1963). Alcohol and Caffeine Effect on

Inferred Visual Dreaming. Science, Vol. 140 (3572), pp. 1226-1227.

Krakow, B (2007). Sound Sleep, Sound Mind: 7 Keys to Sleep through the Night. New

Jersey: John Wiley and Son.

Krakow, B. and Zadra, A. (2006) Clinical Management of Chronic Nightmares:

Imagery Rehearsal Therapy. Behavioral Sleep Medicine, Vol.4, 1, pp. 45 – 70.

Krakow, B and Neidhart, J. (1992). Conquering Bad Dreams and Nightmares: A Guide

to Understanding, Interpretation and Cure. New York: The Berkley Publishing Group.

Mederios, A.L., Mendes, D.B.F., Lima, P.F., and Araujo, J.F. (2001). The Relationships

between Sleep Wake Cycle and Academic Performance in Medical Students.

Biological Rhythm Research. Vol. 32 (2), pp. 263-270.

Morin, C.M., Blais, F. and Savard, J. (2002) Are changes in beliefs and attitudes about

sleep Vol. 40, (7), pp. 741-752.

Peeke, S.C., Callaway, E., Jones, R.T., Stone, G.C., and Doyle, J. (1980). Combined

effects of alcohol and sleep deprivation in normal young adults. Psychopharmacology.

Vol.67(3), pp. 279-287.

Ross, R.J., Ball, W.A., Sullivan, K.A., and Caroff, S.N. (1989). Sleep disturbance as a

hallmark of post-traumatic stress disorder. American Journal of Psychiatry. 146. Pp.

697-707.

Thacher, P.V. (2008). University students and “the all nighters”; correlates and

patterns of students engagement in a single night of total sleep deprivation.

Behavioral Sleep Medicine. Vol. 6 (1), pp. 16-31.

Yule, R.B., Lippmann, M.E., and Freedman, D. (1967). Alcohol Administration Prior to

Sleep: The Effect on EEG Sleep Stages. Archives of General Psychiatry, Vol. 16 (1) pp.

94-97.

11. Implementing a Daily Planner

Q&A

Address any issues from prior session.

11.1 Objective

Develop a plan containing a goal and objectives to manage time more efficiently so as

to reduce stress.

Whole Task Objective

Describe the role of situation in self management.

Relevancy

Identifying how you are allocating your time and then performing an optimizing

process to better address your time needs can be an effective method for reducing

stress, improving time management, and setting and fulfilling goals.

He who fails to plan, plans to fail. --unknown

Prior Learning

Recall that procrastination is a behavior that is characterized by deferment of actions

or tasks to a later time and is identified as counterproductive, needless, and delaying.

Additionally, establishing goals is difficult for many people as the process becomes

complicated when one is balancing family, social obligations, education, and a job.

So, you have recorded your activities over the course of a week to get a better sense of

how you are actually spending your time.

Pretest

How confident are you that you can develop a workable time management plan? Rate

your confidence from 0 to 100, 0 being totally unconfident, and 100 being totally

confident.

Activity

Using the supplied Appendix G: Daily Calendar, a notebook, spreadsheet, word

processor, or other recording device, you created a daily calendar noting by unit of

time (hourly, 30 minutes, 15 minutes) the activity you were performing. At the end of

one week, you analyzed the use of your time by identifying common activities or tasks

and the time spent on the tasks.

Figure 11.1. Schematic for Creating a Daily Planner.

1. The week-long time log documents the time you are actually spending on your

tasks or activities as you progress through the week.

2. The week-long calendar of organized time situates the activities that occur in

your week-long time log such that your days are presented in an optimized

manner allowing repetitive activities to be identified. Activities to consider

should include “free time” for family or social activities, classes, work, study,

meals and preparation, exercise, and chores.

3. Task goals and objectives are tasks that may or may not fall outside of our

organized weekly calendar, but can still be addressed by identifying the goal of

that task and any steps or objectives that must be met to satisfy the task.

Consider setting goals and objectives for school or work projects. These can be

blended into the organized weekly calendar and a daily planner.

4. Blend the activities of task goals and objectives and week-long calendar of

organized time into a daily planner.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

identify and review common activities or tasks and any task goals or objectives that

fell outside of the other activities.

Be sure to identify an adequate amount of “free time” while assuring that you put your

most mentally demanding tasks in time slots that best reflect your circadian rhythm of

sleep.

The next issue is to translate this information into some sort of daily planner. Your

planner should be a tool that accommodates your lifestyle. In its simplest form

consider using a shirt pocket planner notebook, spreadsheet or word processer

document, a wall calendar, an ”app” that runs on your PDA or cell phone, or perhaps a

commercially printed daily planner with calendar – pick a tool that you will use.

Finally, be sure that you identify key goals that are time sensitive, such as due dates for

reports, on your planner.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

identify a potential planning tool for maintaining personal daily activity schedule. The

intent of this analysis is to develop an organized calendar or a planner that indicates

time spent on each activity.

Follow-up

Develop your daily planner. Evaluate the effectiveness of your daily planner after a

week and make adjustments.

After testing the daily planner, what did you learn about your scheduling? What

adjustments did you need to make?

Does the use of your daily calendar or planner improve your time management to a

level where your stress is reduced in certain situations? Explain.

Does using the planner and establishing goals and objectives improve your time

management to a level where your stress is reduced? Explain.

Do you believe that you can maintain a workable time management plan? Rate your

confidence from 0 to 100, 0 being totally unconfident, and 100 being totally confident.

Whole Task Objectives Follow-up

How might establishing a plan containing goal and objectives relate to concept of

situation in self management?

Toolbox Daily planner

11.2 Objective

Describe the effects of stress on your body and memory.

Whole Task Objective

Describe the role of situation in self management.

Relevancy

We all dream of a stress-free life. We think “if only … if only I could pass the test … if

only I could get the promotion … if only my husband/wife wasn’t deployed.” Can you

recall times when you’ve thought “if only”? “If only” is a kind of wishful thinking,

which is does not promote resiliency, because it does not help us constructively deal

with the situation in front of us.

Life is what happens to you while you're busy making other plans. -- John Lennon

Pretest

What are your beliefs about stress?

Activity

Everyday stress is unavoidable. While we cannot eliminate stress from our lives, it is

possible to become more resilient in the face of stress. Resiliency is the ability to

bounce back from adversity; it comprises a set of attitudes, skills, and behaviors that

can be learned at any age. The key to resiliency is not the elimination of stress, but the

development of the skills needed to manage stress in particular situations in an

optimal way.

Empathy is an important characteristic of resilient people. Empathy is the ability to

relate to what someone else is going through. Empathy does not require agreement

with the other person’s point of view. Instead, empathy entails understanding the

other person’s perspective. Reflect on stressful situations you encountered. Who were

your best leaders -- squad, platoon, company. Were these leaders who could perhaps

put themselves in “your place”. Consider and discuss characteristics of these leaders.

Did the good leaders empathize?

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

identify a individual they perceived as being a “good” leader and determine if the

concept of empathy relates to that leader.

Resilient people have a sense of self-efficiency; they are realistically capable given the

situation. Resilient people accept their limitations and are able to reach out to others

to meet challenges, solve problems and attain goals.

Follow-up

How confident are you that you exhibit empathy? Rate your confidence from 0 to 100,

0 being totally unconfident, and 100 being totally confident.

How confident are you in your willingness to reach out to others to solve problems?

Rate your confidence from 0 to 100, 0 being totally unconfident, and 100 being totally

confident.

How confident are you that you have a realistic view of your strengths and limitations?

Rate your confidence from 0 to 100, 0 being totally unconfident, and 100 being totally

confident.

What are your present beliefs about stress?

In preparation for next class complete the reading of Vroom and Jago’s The role of the

situation in leadership using SQ3R.

Whole Task Objectives Follow-up

How might stress relate to concept of situation in self management?

Toolbox

Stress

12. Situation in Leadership

Q&A

Address any issues from prior session.

12.1 Objective

Describe the role of situation in leadership models.

Whole Task Objective

Describe the role of situation in self management.

Relevancy

Is leadership based on the person, the situation, or something else?

If you're in a bad situation, don't worry it'll change. If you're in a good situation, don't worry it'll change. -- John A. Simone, Sr.

Prior Learning

Recall that the process for reading research can be made more time efficient and

understandable by not reading the article from beginning to end, but by first going

through a more selective and therefore briefer reading process. When we have many

articles to review or time is a limitation, this briefer process allows us to better grasp

the whole of the article without necessarily reading every word or understanding all of

the complex statistics and charting that might be involved. Apply the SQ3R technique

for a comprehensive understanding of an article.

Pretest

Do you think situation can affect leadership? Explain.

Activity

Vroom and Jago (2007) argue that most definitions identify leadership as the process

of influence where a leader has one or more followers. In their own definition, Vroom

and Jago (2007) state leadership is a process of motivating people to work together

collaboratively for accomplishment of great things. Specifically:

o Leadership is a process, not a property of a person.

o The process involves a particular form of influence called motivating.

o The nature of the incentives, extrinsic or intrinsic, is not part of the definition.

o The consequence of the influence is collaboration in pursuit of a common goal.

o The “great things” are in the minds of both leader and followers and are not

necessarily viewed as desirable by all other parties.

Debate between person and situation has moved to contingency theories that are

capable of dealing both with differences in situations and with differences in leaders.

Practically, contingency theories focus research into the types of people and behaviors

that are effective in different situations. Vroom and Jago (2007) point to three distinct

roles that situational variables play in the leadership process:

o Organizational effectiveness (often taken to be an indication of its leadership) is

affected by situational factors not under leader control.

o Situations shape how leaders behave.

o Situations influence the consequences of leader behavior.

Vroom and Jago (2007) conclude that viewing leadership in purely dispositional or

purely situational terms is to miss a major portion of the phenomenon. Rather, the

task confronting contingency theorists is to understand the key behaviors and

contextual variables involved in this process.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

identify and define key points of the article.

With consideration to the article, The role of the situation in leadership, briefly

summarize the authors’ definition of leadership …

the role of situation in leadership …

and your perspective of the definition of leadership with regards to the article.

View selected clips from Twelve O'clock High and identify situational characteristics.

Consider the following scenes: Relieved of Command (4:49), Scared Stiff (2:23), Back

to Fundamentals (2:46), Davenports Return (4:15), The Gamble (3:53), No Confidence

(4:24), and Iron Tailed (3:02).

If time permits and using Think-Aloud Pair Problem Solving (TAPPS) collaborative

groups of two will identify and relate a characteristic of that leader to a point of

discussion in the article.

Follow-up

What is contingency theory?

What are the key elements of situation in leadership?

Using a character in Twelve O'clock High, relate a characteristic of that leader to a

point of discussion in the article, The role of the situation in leadership. Comment in

200 to 400 words.

Whole Task Objectives Follow-up

How might your ability to address self management be affected by situation?

Toolbox Situation

References

Vroom, V. H., & Jago, A. G. (2007). The role of the situation in leadership. American

Psychologist, 62, 17–24.

13. Progressive Relaxation Methods

Q&A

Address any issues from prior session.

Objective 13.1

Describe the concept of staying calm and focused in times of stress.

Whole Task Objective

Describe factors for controlling self management and learning.

Relevancy

In times of stress, many of us revert to self-defeating or antisocial thoughts and

behaviors. Perhaps these old patterns worked in the past, allowing us to escape

responsibility for our problems or shift the burden of our challenges onto others.

Many of us have used intimidation, aggression, or unreasonable anger to resolve

disputes, forcing the other party to back down. At other times, we may have dismissed

those with whom we had differences as “stupid” or incapable of understanding “what

the real world is like.” Such behavior allows us to avoid the hard work of trying to

understand -- not necessarily agree with -- others’ points of view. While some of these

thoughts and behaviors may get us immediate satisfaction, in the long-term, they can

alienate others or serve to reinforce unfavorable perceptions that others may have,

causing us to feel more stress and greater frustration.

Resilient individuals, however, know how to manage stress and have the skills

necessary to bounce back from adversity. They understand that there are skills and

techniques that can help them to remain calm and focused during times of stress.

Pretest

What does “listening” to your body suggest to you?

Activity

Many of us have forgotten how to listen to our bodies. Many of us learned to ignore

pain and discomfort by the time we got out of kindergarten. We would not dare to cry

in front of our teammates if we scraped our knee playing Little League baseball or

softball. Military training heightens the ability to ignore the signals that our bodies

send us that we are in distress. This effect is compounded for female soldiers because

they have the added pressure of having to prove themselves in an often male-

dominated institutional structure.

What would you imagine the consequences are for continually ignoring these cues?

The human body is a remarkable in its construction. If you cut your arm, you bleed,

and your nervous system sends pain messages to the brain alerting it that there is a

problem. Over time, however, our brains can be trained to ignore these messages. We

repeatedly tell ourselves, “It doesn’t hurt that much,” “It’s only a scratch,” or “If I

ignore it, it’ll go away,” and by doing so, we may be successful in sublimating our

immediate pain. The human body, however, was not designed to tolerate such

physical strain without consequence. When pain or stress in one area of the body is

ignored, and its causes are not addressed, the body may react to that constant strain

with pain or discomfort elsewhere. Some people may, for example, develop tension

headaches, while others may develop stomach aches or high blood pressure. Many

veterans speak of feeling fine one minute and experiencing severe mental or physical

pain the next. In many cases, these veterans have been suppressing the stress that

their bodies have experienced for so long, that when it finally escapes their control,

they are surprised and shocked by its intensity. If we learn to listen to our bodies, we

can identify stress early on, deal with its causes, and prevent the stress from

escalating. We can also learn to reduce the amount of stress that we endure and

develop skills to return our body to a state of homeostasis, or balance.

Do you recall the messages that you learned as a child about “listening” to your body?

What were they?

What messages have you learned as an adult about ignoring your body?

Follow-up:

In your own words, discuss how your beliefs about ignoring your body impact your

ability to cope with stress?

Do you believe that by changing your beliefs about listening to your body you can be

more resilient and better able to cope with stress? Rate your level of belief from 0 to

100, 0 being no belief, and 100 being total belief.

How could your beliefs be made more realistic?

Whole Task Objectives Follow-up

How might staying focused during a stressful situation relate to controlling self

management and learning?

13.2 Objective

Describe the concepts of diaphragmatic breathing, progressive muscle relaxation, and

alternate nostril breathing.

Whole Task Objective

Describe factors for controlling self management and learning.

Relevancy

By learning to breathe correctly we can learn to reduce our arousal reaction to stress

and thus break the cycle of arousal, vigilance and increased stress. By learning this

simple skill we deal more effectively with the stresses that confront us in our daily

lives.

Activity

Breathing is a simple act, a basic, life-sustaining behavior. It is involuntary and thus

often goes unnoticed. Breathe in, breathe out. Unfortunately, most of us don’t use our

lungs to their greatest advantage. Some of us also become alarmed by changes in our

breathing, creating a feedback loop that adds to existing stress and increases

breathing irregularities. For example, the stress of a strange environment or

unfamiliar company may provoke changes in breathing and heart rate. If we respond

to such stress reactions with distress, we are more likely to perceive an increased level

of threat to our wellbeing resulting in a cycle of stress.

Before we begin our activity, we need to understand the concept of Subjective Units

of Distress (SUDS). One means of understanding our level of stress and

communicating it to others is by developing our own personal SUDS. The scale has 11

points, from 0 to 10, with 0 being the lowest level of distress and 10 being the highest.

Each of us experiences stress in different ways, so what may be a 7 for you, may be a 4

for someone else -- hence the term, subjective. If you are a level of 5 or higher, you

may want to discuss stress management techniques with a healthcare professional

and consider beginning a regular exercise routine, as described in the previous

sections. Below is an example and can be used as a guide to develop your own scale.

0 Being completely relaxed and experiencing no stress, maybe even being asleep.

1 Being very relaxed and dozing off.

2 Being awake but feeling no stress.

3 Feeling a bit of tension, but I am focused.

4 Feeling mild stress, anxious, apprehensive, and noticing tension in the body.

5 Stress is unpleasant, but tolerable. Noticing increased tension in the body. Still able

to think clearly.

6 Feeling moderate stress and unpleasantness. Feelings of worry and apprehension

are increasing,

7 Body tension is now substantial and unpleasant with high levels of fear, anxiety and

worry, but still can think clearly.

8 Feeling a great deal of distress with high levels of anxiety and fear. I will have a hard

time tolerating this level of stress for a long time.

9 The stress is so great that it is impacting my thinking. High levels of tension in the

body.

10 Extreme stress, being completely filled with panic and extreme tension in the body.

The worst possible fear and anxiety that you could imagine.

Figure 13.2a. Sample scale.

SUDS scores are typically rated on a scale of 0 to 10. 0 is being totally relaxed and 10

being at the other extreme, which can be totally stressed or enraged. Unfortunately,

for many veterans they begin to view being at a 5 or 6 as being “normal”, so going to a

10 is certainly within reach.

Consider using a Relaxation Log, such as that shown in Figure 13.2b, noting the date of

the activity, initial SUDS level, the focal point of the physical stress you are feeling, the

relaxation skill you used, the length of time you used the relaxation skill, and the

subsequent SUDS level.

Figure 13.2b. Sample SUDS worksheet.

What body cues do you have that tell you that you are under stress?

What is your SUDS score right now? (0 – 10) _____________

What are your bodily sensations when you are this level?

Diaphragmatic Breathing. The thoracic diaphragm is the sheet of muscle below the rib

cage, which serves as a primary muscular support for breathing function. While all of

us use our diaphragmatic muscle when breathing, few of us our consciously aware of

its activity, and even fewer focus on developing the diaphragm through breathing

exercises. When using your diaphragmatic muscle to its greatest advantage, the area of

the abdomen directly beneath the rib cage flexes visibly, drawing air into the lungs.

This is in contrast to shallow breathing, in which the muscles around the rib cage to

flex more prominently. Infants and young children deeply flex their diaphragmatic

muscles when breathing, while many adults visibly flex the muscles around the chest.

While flexing the rib cage may cut a more imposing figure, it is not the most efficient

way to draw air into the lungs.

During aerobic activity, the body relies on the diaphragm to ensure that adequate

oxygen is taken into the lungs. Simple breathing exercises can help you focus on

diaphragmatic breathing and the development of this essential muscle. To practice

diaphragmatic breathing, simply get comfortable in your chair or lie on the floor and

put one hand on your chest and the other on your upper abdomen. As you breathe,

focus on allowing your thoracic cavity to expand and causing the hand on your

abdomen to move upward. The movement of your rib cage should be minimal and the

hand on your chest should remain relatively still. Do this for 2 minutes.

What is your SUDS level now? (0 – 10) _____________

What changes have you noticed in your body?

Alternate Nostril Breathing. This is yogic breathing technique wherein the

practitioner inhales through one nostril and exhales through the other. To practice

alternate nostril breathing, take your thumb and index finger and place your thumb

on one nostril, closing it. Next, breathe in though the open nostril. When you have

taken in a full breath, release your thumb from the nostril. Close the other nostril with

your index finger, and exhale. Do this slowly 5 times. Reverse the process, closing the

opposite nostril with your index finger and inhaling, then closing the other nostril with

your thumb and exhaling. Do this slowly 5 times.

Progressive Muscle Relaxation. Progressive Muscle Relaxation (PMR) is another

technique that can help encourage awareness of the body. It is a skill that can be used

in a variety of situations to promote relaxation. It is also a practical example of

“classical conditioning” or “associative learning,” where two unrelated things become

associated in a person’s mind. In PMR, the word, “relax,” becomes associated with the

process of muscle relaxation; over time, the word itself can become a trigger for the

process of relaxation. During the PMR training process, the practitioner moves

through the entire body tensing and relaxing all of the major muscle groups. It is not

advisable to tense any injured areas of the body; instead, imagine those areas tensing

and relaxing.

This process begins, as with the earlier relaxation activities, with a focus on breathing.

Practice diaphragmatic breathing, inhaling and exhaling. Allow yourself to close your

eyes as you focus on your breathing. Each time you exhale, imagine yourself saying the

word, “relax.”

Start with your feet and work your way up to the top of your head. Tense your feet,

then focus on the word, “relax,” and let go of the tension in your feet. Do the same for

your calf muscles, then the muscles in your thighs. Continue this process with every

muscle group, until you reach the muscles in your forehead, always focusing on the

word “relax” when letting go of the tension.

Once you have gone through your entire body using the PMR technique, imagine

yourself in a relaxing, calm place. It can be on an island on a beach, or in the

mountains by a lake or a stream. It can be someplace that you’ve been before or

someplace that you’ve seen pictures of, or someplace that you would like to go. This

exercise will probably require about 15-20 minutes.

What is your SUDS level now? (0 – 10) _____________

What body sensations do you have at this level?

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

discuss methods and beliefs for improving skills in listening to your body.

What are your results?

Follow-up:

How much were you able to reduce your SUDS?

How much do you believe that practicing these skills will give you greater control over

your body’s reaction to stress? Rate your level of belief from 0 to 100, 0 being no belief,

and 100 being total belief.

How committed are you to using these skills to cope with stress and increase your

resilience? Rate your level of commitment from 0 to 100, 0 being no commitment, and

100 being total commitment.

Practice makes perfect; consider the following:

o Refer to Appendix C: Relaxation Practice Log.

o Keep daily SUDS log until your SUDS level is reduced to a 2 with some

consistency.

o Practice diaphragmatic breathing 4 times a day (8 minutes).

o Practice Progressive Muscle Relaxation (PMR) and guided imagery 2 times a day,

but especially at bedtime.

o Use alternate nostril breathing.

Whole Task Objectives Follow-up

How might controlled breathing and muscle relaxation relate to self management and

learning?

Toolbox: Diaphragmatic breathing

Imagery training Progressive Muscle Relaxation Alternate Nostril Breathing SUDS

14. Learning Theories

Q&A

Address any issues from prior session.

14.1 Objective

Discuss the concept of learning style.

Whole Task Objective

Describe factors for controlling self management and learning.

Relevancy

According to Driscoll (1994), learning is a “persisting change in human performance

or performance potential … [brought] about as a result of the learner’s interaction

with the environment.” By understanding our learning style, we are better able to

engage effectively in the interaction with the environment. Also when we understand

our learning style we increase the likelihood that we will become lifelong learners.

Lifelong learning is an attitude and a habit for people to acquire. The mindset of a

lifelong learner embraces the challenge to understand, explore, and support new

essential dimensions of learning. These include: self-directed learning, collaborative

learning, new learning, and organizational learning (Fischer, 2000).

The beautiful thing about learning is nobody can take it away from you. -- B. B. King

Pretest

Explain how best you deal with learning a new subject. Detail the process you would

go through to learn something new.

Activity

Mayer (1992) states learning is a relatively permanent change in a person’s knowledge

or behavior due to experience. And, according to Shuell (1986) learning is an enduring

change in behavior, or in the capacity to behave in a given fashion, which results from

practice or other forms of experience. We might therefore consider learning to be the

acquiring and the change of information, skill, behavior, and viewpoint.

A theory is a set of related principles explaining cause-and-effect relationships among

events (Richey, 1986). Thus, a learning theory is a set of related principles that

explains and predicts changes in a person’s performance in terms of the events

causing the changes. The three major theoretical perspectives on learning are

described as: behavioral, cognitive, and constructivist.

Watson (1924) described behaviorism as “the subject matter of human psychology is

the behavior or activities of the human being.” Behaviorists describe simple actions or

behaviors as predictable and observable responses. In the jargon of behaviorism, the

simplest behavioral model is considered reflective in that a preliminary action

prompts a behavior that is followed by some consequence that determines if the

behavior will occur again. Or, simply, if some act prompts you to an action, you will

repeat that action if the outcome is favorable.

In contrast, voluntary behavior, often associated with B. F. Skinner and education,

refers to the external environmental conditions (contingencies) that shape a learner’s

behavior as preliminary (antecedent) and the consequence. For example, these

contingencies might be presented in an instructional program made up of a series of

frames. The frames present information, a question or problem (antecedent)

requiring a response (behavior) which is followed by feedback (consequence) based

on the response.

Because the behavioral approach focuses on observable behaviors, complex activities

are reduced to a number of simpler activities or behaviors that are designed to meet

an overall objective describing the desired outcome. Cues or prompts are used to aid

in learning. For example, a drill and practice computer program might provide a

learner with a question (antecedent), followed by the learner’s response (behavior),

which results in the answer (consequence). If the learner’s response is incorrect, the

program might provide the learner with a cue or hint to help bring about the correct

response from the learner. The behaviorist would say that learning has occurred when

the learner can correctly respond to the questions.

The cognitive approach to learning, building from the behaviorist, is largely strategy

and model oriented and focuses on the learner using certain strategies or skills to deal

with complex tasks. For example, the classic information processing model is a blend

of cognitive psychology and computing processes whereby the learning process is

largely described by internal memory processes that parallel that of the computer.

Information processing theory views memory as an active process of ordering

information in a manner that describes information is stored in memory and how

information is retrieved from memory. According to Bell-Gredler (1986) memory

involves selectively receiving information (attention), encoding information into a

memorable form, and the retrieval of information in some specific form to meet

immediate needs.

An information processing approach to learning would seek to organize information

in a manner to facilitate encoding and then link the new information to existing

“learned” knowledge. For example, common methods for organizing information

include highlighting, repetition, analogies, mnemonics, and focusing key questions.

Weinstein and Mayer (1986) provide an example of categorized learning strategies that

would be considered for the most part cognitive:

Table 14.1a Cognitive Learning Strategies

The constructivist approach, building from the cognitive, attempts to engage the

individual in meaningful learning experiences typically in the form of active problem

solving. The constructivist model incorporates a collection of theoretical approaches

including generative learning (Wittrock, 1990), discovery learning (Bruner, 1961)

situated learning (Brown, Collins, & Duguid, 1989). Learners construct knowledge

through an individual interpretation of active problem solving through realistic

problems or simulations. This change in meaning constructed from experience is

often facilitated through a collaborative process. This process differs from the

behavioral and cognitive approaches, which tend to map the process, in that the

individual interprets the learning through past and present experience. Thus, rather

than receive dispensed information, the individual is expected to assemble knowledge

based on the situated learning experience.

Because the constructivist process is typically based upon the interaction of existing

knowledge and the social setting, the learning problem must be engaging, complex,

and promote different predictions (higher-order thinking) from the learner. The

constructivist approach typically encourages collaboration among learners and

between the learner and instructor. The instructor’s role is often equated to that of an

apprenticeship model whereby the instructor provides process expertise. The learner

is expected to use the learning in real life situations.

Figure 14.1b. Adapted from Newby, Stepich, Lehman, & Russell, Instructional

Technology for Teaching and Learning, 2000

If we look at these three learning theories, we can likely use any of the three to make

learning occur, but are there situations where one approach may be the most

appropriate. The determination of which theoretical approach to use is based on

learner’s needs and the learner’s level of expertise with new learning.

Learning style and learner intelligences elicit a great deal of debate. Nevertheless, they

are worth consideration from both learning and teaching perspectives. According to

Wikipedia (2009) learning style refers to various approaches or ways of learning,

particular to an individual, that are presumed to allow that individual to learn best.

Learning style is based on belief that most people favor some particular method of

interacting with, taking in, and processing stimuli or information.

Lyons, Kysilka and Pawlas (1999) provide a brief practical interpretation of learning

style from the point of the learner – what appears to provide the best learning

opportunity for an individual learner. For example, “tactile/kinesthetic” learners

prefer to manipulate or handle objects, "visual learners" prefer a visual stimulus such

as graphs, and "auditory learners" prefer spoken or heard information rather than

written informantion.

Learner intelligences or, in particular, the theory of multiple intelligences as proposed

by Howard Gardner in 1983 is intended to more accurately define the concept of

intelligence and address whether methods which claim to measure intelligence are

truly scientific (Wikipedia, 2009). Gardner argues that intelligence in the traditional

sense does not address a human’s abilities. Gardner purports eight intelligences.

Bodily-kinesthetic learns best by doing something physically, rather than reading or

hearing about it. This group could include athletes, dancers, actors, surgeons, doctors,

builders, and soldiers.

Intrapersonal learns best when allowed to concentrate on the subject in a reflective

manner often by themselves. This group includes philosophers, psychologists,

theologians, writers and scientists.

Interpersonal learns best by working with others and often enjoy discussion and

debate. They communicate effectively and empathize easily with others, and may be

either leaders or followers. This group could include politicians, managers, teachers,

and social workers.

Verbal-linguistic learns best by reading, taking notes, listening to lectures, and

discussion and debate. This group could include writers, lawyers, philosophers,

journalists, politicians and teachers.

Logical-mathematical learns best by reasoning, problem solving, scientific thinking

and investigation. This group could include scientists, mathematicians, engineers,

doctors and economists.

Naturalistic learns best by association with their natural setting connecting new

learning with prior knowledge through collecting and analyzing. This group could

include scientists, naturalists, conservationists, gardeners and farmers.

Visual-spatial learns best through visualizing and mentally manipulating objects. This

group includes artists, engineers, and architects.

Musical learns best through lecture, use song to memorize, and may work best with

music playing in the background. This group includes singers, conductors, disc-

jockeys, and composers.

While learning style and learner intelligences may still be considered controversial,

these topics bring us closer to recognition of the diversity of learning that occurs in the

classroom setting.

Perform Multiple Intelligences Survey. Consider using a web-based search engine to

find one of the many free on-line multiple intelligence type tests, such as:

http://surfaquarium.com/MI/inventory.htm

Follow-up

What did you learn about yourself as a learner?

How can an understanding of learning theory assist you in when instructing others?

Whole Task Objectives Follow-up

How might learning style relate to self management and learning?

Toolbox Behavioral learning theory Cognitive learning theory Constructivist learning theory Learning style

14.2 Objective

Describe how your personality influences your study skills.

Whole Task Objective

Describe factors for controlling self management and learning.

Relevancy

Is it important to know how personality might affect learning?

A man is but the product of his thoughts what he thinks, he becomes. -- Mahatma Gandhi

Prior Learning

Recall that learning style refers to various approaches or ways of learning, particular to

an individual, that are presumed to allow that individual to learn best. Learning style

is based on belief that most people favor some particular method of interacting with,

taking in, and processing stimuli or information.

Pretest

Explain how your personality seems to affect the way you learn something. Detail the

process you would go through to learn something new.

Activity

Felder and Silverman (1988) point out that since the 1940s the Myers-Briggs Type

Indicator (MBTI), an instrument that measures, among other things, the degree to

which an individual prefers sensing or intuition, has been correlated with career

preferences and aptitudes, management styles, learning styles, and various behavioral

tendencies. Yet, there is debate as to evidence to support the claims about the utility of

the test (Pittenger, 1993).

Perform a Myers-Briggs test. Consider using a web-based search engine to find one of

the many free on-line personality related Myers-Briggs Type tests, such as:

http://www.humanmetrics.com/cgi-win/JTypes2.asp

Follow-up

What did you find out about yourself using the Myers-Briggs test?

Does your personality impact your study skills?

Whole Task Objectives Follow-up

How might your personality and related study style affect self management and

learning?

Toolbox Myers-Briggs outcome

References

Bell-Gredler, M. E. (1986). Learning and instruction: Theory into practice.

New York: Macmillan.

Brown, J.S., Collins, A and Duguid (1989). Situated Cognition and the Culture of

Learning.

Educational Researcher, Vol. 18, No. 1, 32-42 (1989)

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15. Reflection

Q&A

Address any issues from prior session.

15.1 Objective

Provide a project update by reflecting on the five practices of exemplary leadership.

Whole Task Objective

Describe factors for controlling self management and learning.

Relevancy

The project is intended to be a reflective experience whereby the five practices are

applied. The project exercise can be addressed at least two ways. First, if you have

sufficient time, then it is well worth addressing the development of a project from a

leadership perspective where you are able to function as a leader. The Kouzes and

Posner, Leadership Challenge Workbook is a good resource if you intend to pursue the

development of a project. The text provides a journaling approach to leadership in the

context of you as a leader.

Alternatively, if your time is limited, you may want to instead meet with a leader in

your area of interest and interview this person from the perspective of the five

practices. This session will focus on a line of questioning that can be used to interview

a leader and address the five practices of exemplary leadership.

Follow effective action with quiet reflection. From the quiet reflection will come even more effective action. -- Peter F. Drucker

Prior Learning

You have attempted to question how one can model the way by clarifying personal

values and aligning actions with shared values. You have attempted to question how

one can share a vision with members of a project by envisioning possibilities and

enlist others in a common vision. You have attempted to question how one can

challenge the process by searching for opportunities to improve and taken risks and

experimented through small wins and learning from mistakes. You have attempted to

question how one can enable others to act by promoting goals and trust and

strengthening others by sharing power and discretion. And, you have attempted to

question how one can encourage by recognize contributions and celebrate the values

and victories through a spirit of community.

Pretest

Do you feel you can demonstrate an understanding and application of the five

practices? Rate your commitment from 0 to 100, 0 being totally uncommitted, and 100

being totally committed to the endeavor.

Activity

Kouzes and Posner (2009) argue that despite differences in people's individual stories,

their personal-best leadership experiences revealed similar patterns of behavior. Keep

this idea in mind as you interview others and when the listening to the interview

results of others.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

interview each other for approximately fifteen minutes each. One person will act as a

leader and the other as the interviewer. Attempt to effectively answer the following

questions to get a sense of the process and time required to deal with a meeting

requiring an interview.

Model the Way. Leaders establish principles concerning the way people should be

treated and the way goals should be pursued.

How does the leader convey personal values to the team members?

How does the leader engage the team members in discussion of their values?

How does the leader build team agreement on shared values?

Inspire a Shared Vision. Leaders envision the future, creating a unique image of what

the organization can become.

How does the leader convey personal vision to the team members?

How does the leader engage the team members about their aspirations and personal

visions?

How does the leader involve others in a common vision?

Challenge the Process. Leaders look for innovative ways to improve the organization

and potentially take risks and they accept the inevitable disappointments as learning

opportunities.

How does the leader identify opportunities for innovation?

How does the leader engage team members in identifying innovation?

How does the leader implement methods such that learning can occur from the

mistakes resulting from risk taking particularly when dealing with innovation?

Enable Others to Act. Leaders foster collaboration and strengthen others, making

each person feel capable and powerful.

How does the leader build supportive working relationships with team members?

How does the leader develop working relationships among team members?

How does the leader develop competence and confidence in team members?

Encourage the Heart. Accomplishing extraordinary things in organizations leaders

recognize contributions that individuals make and share in the rewards of their

efforts.

How does the leader measure progress towards the meeting of goals?

How does the leader recognize individuals for their contributions?

How does the leader celebrate team accomplishments?

Follow-up

What did you learn from the interview process?

What do you need to do to be more effective with the process?

Do you feel you can demonstrate an understanding and application of the five

practices? Rate your commitment from 0 to 100, 0 being totally uncommitted, and 100

being totally committed to the endeavor.

The prior questions focus on a line of questioning that could be used to interview a

leader and address the five practices of exemplary leadership. You will want to now

identify a leader to interview. Ideally, you might try to find a leader working in a

position that interests you as a career. Perhaps you might want to seek out an

instructor. And, do not overlook the obvious -- there may be someone in your

immediate family or group of friends who fits the role of a leader and is in charge of a

project.

Whole Task Objectives Follow-up

How might the five practices and interview affect your self-management and learning?

References

Kouzes, J. M., and Posner, B. Z. (2003) The leadership challenge workbook. San

Francisco: Jossey-Bass.

Kouzes, J. M., and Posner, B. Z. (2009) Five Practices of Exemplary Leadership. In The

Leadership Challenge. Retrieved Feb 1, 2009, from

http://www.leadershipchallenge.com/WileyCDA/Section/id-131055.html

16. Changing One’s Thoughts

Q&A

Address any issues from prior session.

16.1 Objective

Briefly identify skills contributing to personal resilience.

Whole Task Objectives

Describe factors addressing diverse and complex issues.

Describe factors affecting your personal development.

Relevancy

Resiliency skills have been shown to mediate the effects of stress across a broad

spectrum of stressful situations. For example, Bartone (1999) demonstrated that

resiliency skills acted as a protective factor against war-related stress. Clarke (1995)

argued that children that learned resiliency skills had improved health habits as they

aged. Walsh (1996) revealed resilient families were better able to rebound from crisis

and adversity. And, Lifton, Seay, and Bushko (2000) indicated students with higher

resiliency levels were more likely to graduate from college.

In order to succeed, people need a sense of self-efficacy, struggle together with resilience to meet the inevitable obstacles and inequities of life -- Albert Bandura

Prior Learning

Recall that resiliency is the ability to bounce back from adversity. Resilient people

believe in themselves and that their efforts will make a difference in the stress that

confront them -- they can learn from every situation regardless of the outcome. They

also believe that having the support of others makes challenges and stressful

situations more tolerable and increases the likelihood of finding a positive solution to

the situation confronting them.

Endocrinologist Hans Selye expanded the definition of physiological stress to include

the perceptions and responses of individuals in their attempts to adapt to the

challenges of everyday life (Selye 1956). Selye recognized that stress was a part of daily

life and observed consistent reactions to stress that he termed, “General Adaptation

Syndrome.” General Adaptation Syndrome consists of 3 stages: 1) alarm, 2) resistance,

3) exhaustion.

Activity

A number of authors have developed models of the characteristics of healthy and

resilient individuals. For example, Seligman (2006) observes that positive people tend

to have the following characteristics: wisdom and knowledge, courage, love and

humanity, justice, temperance, and spirituality and transcendence. Reivich and Shatté

(2002) identify seven skills for mastering resiliency: thinking traps, iceberg beliefs,

challenging beliefs, real-time resilience, calming and focus. In our research, we have

focused on developing and mastering the following resiliency skills and tools: goal set,

eat right, exercise, sleep tight, relaxation, wins & losses, reaching out, ABCs point out,

self-defeating thoughts, perspective views, strengths, empathy, and social support.

Thus far, we addressed goal setting, eating right, exercise, sleep, and relaxation. In the

following sessions, we will address the following tools and skills:

o ABCs point out

o Self-defeating thoughts

o Perspective views

o Social support

Whole Task Objectives Follow-up

How might resiliency skills affect your personal development?

Toolbox Personal resilience

16.2 Objective

Describe the concept of self-defeating thoughts.

Whole Task Objectives

Describe factors addressing diverse and complex issues.

Describe factors affecting your personal development.

Relevancy

We are what we think we are. If we think we are damaged goods, then we are. If we

think we are survivors, then we are. If we think we are able to overcome adversity, then

we increase our chances of success.

Too often, we berate ourselves for not being good enough, thinking about how we, or

others, should or should not have done something. Perhaps, we spend too much of our

time thinking about our 3 F’s (flaws, foibles and “eff-ups”). Or, we measure ourselves

against some ideal and we inevitably come up short. What impact do these actions

have on our mood? Such thoughts are self-defeating in that they do not help us reach

our goals, and can be harmful to us. Self-defeating thought patterns lead to

depression, anxiety, poor self-esteem, anger at others, isolation, and poor

performance in work and relationships. All of these ultimately impact our general

physical health, mental and social well-being.

Many combat veterans who suffer from PTSD, or are struggling to adjust back to the

civilian world, come to view themselves as crazy, mentally ill, weak, disturbed, or just

“different”. These veterans, and other individuals who experience traumatic events,

have a choice to make. Do they choose to see themselves as victims or survivors?

The problem is this: the skills learned in danger require the presence of danger to be effective. -- Wayne Muller

Prior Learning

While self-defeating thought patterns can have a negative impact on our lives, the

good news is that we can learn to change what and how and what we think. We must

understand and identify our thoughts and how they impact our moods as our

thoughts and beliefs have the greatest impact on our mood.

Pretest

How much do you believe that you can change how you think about yourself? Rate

your level of belief from 0 to 100, 0 being no belief, and 100 being total belief.

How much do you believe that you can change how you think about other people?

Rate your level of belief from 0 to 100, 0 being no belief, and 100 being total belief.

Activity

Figure 6.2. Cycle of self-defeating patterns.

We all have patterns, beliefs, or ways of thinking that are comfortable but in which we

become stuck. Our thoughts drive our feelings and behavior. Thoughts, however, are

modifiable. We can affect the ways in which we think -- self-defeating patterns of

thinking have negative consequences for us and impact our relationships and our

ability to enjoy life. Burns (1999) identifies 10 self-defeating patterns of thought:

All or Nothing Thinking. Thinking in terms of absolutes; if we don’t do things perfectly,

then we see ourselves as complete failures. We tend to see one mistake as a total

disaster. When caught in this line of thinking, we focus only on the mistakes that we

made and the people that we hurt, rather than acknowledging the good that we did

and the ways in which we contributed positively to the lives of others. Unfortunately,

there emerges within the services that “one mistake can screw up a thousand that-a-

boys” -- medics and corpsmen focus only on people they lost and lose sight of the lives

they saved.

Overgeneralization. An isolated incident or the behavior on the part of some

individual is used to draw a general conclusion. When we overgeneralize, we tend to

see a single negative outcome as the beginning of a never-ending pattern of defeat.

Getting in an argument with your partner and saying “you never listen to me” or “we

always have to do everything your way” are other examples of overgeneralization. We

limit the scope of our social relationships, by buying into stereotypes or making hasty

generalizations about other people.

Mental Filter. Involves focusing on a single, usually negative, detail to the exclusion of

all else. We focus only on that which confirms our biases and overlook contrary

evidence. If we view the world as an unsafe place and no one is to be trusted, we may

then look for people and situations that confirm our belief and ignore or discount

situations and people that are not consistent with our view.

Discounting the Positive. We discount the positive. When complimented for a job well

done, we respond with something akin to “was just doing my job”. We focus on what

we could have done better and talk about ways that we could improve, rather than

acknowledging what we have done well. This kind of thinking takes the joy out of life

and can lead to a sense of inadequacy.

Jumping to Conclusions. When we jump to conclusions, we make a generally negative

interpretation of a situation or people with little or no supporting evidence. Variations

of this include mindreading, in which we assume that someone is reacting to us

negatively without any evidence to support such a conclusion. Fortune-telling is a

cognitive distortion in which we predict negative outcomes without supporting

evidence. Jumping to conclusions may lead to negative self-fulfilling prophesies such

that when we predict a negative outcome we unconsciously act in ways that ensure

that negative outcome is realized. For example, if you suffer from PTSD and conclude

that you will be “effed -up” the rest of your life -- consider the outcome of this kind of

thinking.

Magnification and MInimization. We irrationally exaggerate the importance of one set

of characteristics or evidence, usually negative, and minimize the importance of

another set of characteristics or evidence, usually positive. For example, we exaggerate

our 3 F’s (flaws, foibles and “eff-ups”) and minimize the importance of our positive

characteristics (compassion, the value of service, the understanding of self-sacrifice,

the ability to survive in adverse circumstances). Burns referred to this as the “binocular trick”.

Emotional Reasoning. We use our subjective emotions as evidence of an objective

reality. This can be especially problematic for individuals who see themselves as

particularly intuitive whereby they may begin to believe that they have developed

their skills to the point where they can intuit or predict the future based on a feeling. “I

feel anxious, therefore something bad is going to happen” can be problematic for

combat veterans who have developed and honed their vigilance skills, as they begin to

believe that they can intuit or predict the future based on a feeling. Recognize that all

of us have learned to pick up cues in our environments permitting us to discern future

events, but not our feelings or emotions.

Should Statements. These are frequently called “parental injunctions” and words such

as should, shouldn’t, have to, ought to, or must. We “should have” done or

“shouldn’t have” done, rather than focusing on actual events. For combat veterans

these types of statements occur along with wondering “why a situation happened” or

playing the “what-if game”. Among returning Vietnam veterans, “I’ve been shot and

missed and shit on and hit.” Trauma survivors can experience a “hyper-sense of

justice” a combination of all or nothing thinking and should statements. This type of

thinking applies yet another rigid set of internal rules that can lead to guilt and apathy

-- not the motivation needed to face complex problems with mental clarity and

resolve. In the AA world, there are a couple of sayings that remind them of the

destruction of these types of statements. “Don’t should all over yourself” and “quit

must-erbating.”

Labeling and Mislabeling. Burns (1999) noted that labeling was an extreme form of all-

or-nothing thinking. Instead of focusing on a situation or behavior in all of its subtlety

and complexity, we apply a label to it and consider it an unalterable fact. Instead of

accepting that, for example, “I had to do some hard things in war”, may instead self-

label as “I’m a killer” or “I made a mistake, therefore I’m a loser”. A student who fails

an exam after neglecting to study may self-label as “stupid” and consider this state an

unalterable situation. This is self-defeating, as it leaves no room for improving the

student’s poor study habits.

Personalization and Blame. We assign personal responsibility in cases where the target

of our blame, be it ourselves or others, has little or no control over the situation or

outcome. If we use this kind of thinking in a wartime we neglect critical relevant

information, such as, “did I have control over the people that sent me here” or “did I

have control over what other soldiers decided to do” or “ did I have control over what

the enemy decided to do.” Personalization of this type leads to guilt and shame.

Blame is the opposite, we blame others for the situation. These is not an effective ways

of dealing with problems because they can lead to irrational guilt or shame, as well as

feelings of apathy or anger.

Other authors (Hope et al., 2006; Reivich and Shatté, 2002) have researched other

patterns of self-defeating thoughts. Those with PTSD or anxiety disorders are

particularly prone to “avoidant thoughts” (Hope et al., 2006). These avoidant thoughts

encourage us to engage in avoidance, escape or safety behaviors. Examples of these

types of thoughts include: “Crowds make me nervous, so I’ll just stay home,” or “I’m

not good at tests, so I’ll just call in sick.” These are self-defeating because they prevent

us from living our lives and serve only to reinforce our fear and anxiety.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two examine

self-defeating thought patterns and the consequences of this kind of thinking relative

to your self-concept, view of others, and world view. Consider selecting a self-

defeating thought particularly relevant to your life and examining it thoroughly.

Follow-up

Does an understanding of self-defeating thought patterns increase your confidence

that you can learn to change your thought patterns? Rate your level of confidence

from 0 to 100, 0 being no confidence, and 100 being total confidence.

If you blame others for your failures, do you credit them with your success? -- unknown

Based on information provided in this session, what does the above quotation mean

to you?

Whole Task Objectives Follow-up

How might self-defeating thought patterns affect your personal development?

Toolbox Self-defeating thoughts

16.3 Objective

Describe the concept of ABCs (Adversity, Beliefs, and Consequences).

Whole Task Objectives

Describe factors addressing diverse and complex issues.

Describe factors affecting your personal development.

Pretest

How much does understanding “what pushes your buttons” help control your stress

level? Rate its helpfulness from 0 to 100, 0 being not at all helpful, and 100 being

completely helpful.

Activity

Many of us approach the challenges that face us in our daily lives not as opportunities

for growth, but as problems in need of resolution. We want to make the discomfort

and stress associated with the challenge go away as quickly as possible and wish for a

speedy resolution to the “problem”.

View either of the following videos and consider the notion of “problem” or “what

pushes your buttons”.

Kyle Maynard:

http://www.kyle-maynard.com/pages/gallery_videos

Tammy Duckworth:

http://www.washingtonpost.com/wp-

dyn/content/video/2010/04/14/VI2010041400668.html#

Unfortunately, the desire for speed and expedience often comes at the expense of a

thorough understanding of the challenges that we face and their causes. As a result,

we may be satisfied with a temporary solution to an ongoing problem, forfeiting any

opportunity and learn and grow, only to face the same challenge again in the future

and feel equally ill-equipped to confront it.

In order to better understand and approach the challenges that confront us, we must

first understand the patterns in our thinking that cause us to see a challenge as a

problem. When faced with a challenge in our lives, many of us resort to self-defeating

thoughts, whereby we see our challenges as intractable problems and ourselves as

inadequate to the task of dealing with them. In this activity, consider the challenges in

your life that initiate self-defeating patterns of thought, your belief about these

challenges, and how the thoughts and beliefs make you feel.

The ABC approach considers: Adversity or Activating Event (A), Beliefs or Thoughts

(B), and Consequences or Feelings and Behaviors (C). This technique allows us to

understand situations that cause us stress. An activating event (A) can be anything. It

can be an event that makes us feel angry or happy or perhaps nothing at all. This

event then triggers beliefs (B) in us, which in turn create feelings (C).

What pushes your buttons? Work on the following ABC worksheet. See Appendix D for

additional worksheet.

Figure 16.3. Sample ABC worksheet.

Follow-up

How much does understanding “what pushes your buttons” help control your stress

level? Rate its helpfulness from 0 to 100, 0 being not at all helpful, and 100 being

completely helpful.

Explain.

Whole Task Objectives Follow-up

In what manner are ABCs diverse and complex issues?

How might ABCs affect your personal development?

Toolbox ABCs

References

Bartone, P. T. (1999). Hardiness protects against war-related stress in army reserve

forces. Consulting Psychology Journal, 51(2), 72-83.

Clarke, D. E. (1995). Vulnerability of stress as a function of age, sex, locus of control,

hardiness in type a personality. Social Behavior and Personality. 23(3), 285-286.

Burns, D.D. (1999). The Feeling Good Handbook. New York: Penguin Books.

Hope, D.A., Burns, J.A., Herbert, J.A., & Warner, M.D. (2006). “Automatic thoughts and

cognitive restructuring in cognitive behavioral group therapy for social anxiety

disorder.” Cognitive Therapy and Research. In Hope, D.A., Heimberg, R.G, and Turk,

C.L. (2006). Managing Social Anxiety: A Cognitive-Behavioral Approach. New York :

Oxford Press.

Lifton, D. E., Seay, S. & Bushko, A. (2000). Can student hardiness serve as an indicator

of likelihood of graduation? Baseline results from a longitudinal study. Academic

Quarterly Exchange, 2, 73-81.

Reivich, K. and Shatté, A. (2002). The Resiliency Factor. New York: Broadway Books.

Seligman, M.E.P. (2006). Learned Optimism: How to Change Your Mind and Your Life.

New York: Vantage Books.

Selye, H. (1956). The Stress of Life. New York: Guilford Press.

Walsh, F. (1966). The concept of family resilience: crisis and challenge. Family Process.

35(3), 261-281.

17. Developing an Action Plan

Q&A

Address any issues from prior session.

17.1 Objective

Develop a plan, containing a goal, objectives, measure of learning, prior learning, and

activity, that is based on a memory model.

Whole Task Objectives

Describe factors addressing diverse and complex issues.

Describe factors affecting your personal development.

Relevancy

Developing an action plan to deal with a particular situation is almost always

preferable to just “winging it” as a plan provides for a more thorough understanding of

the intended situation. In an educational setting the action plan takes the form of a

lesson plan. Understanding how to develop a lesson plan will provide you with insight

as to how to be a more effective presenter and also a more effective learner.

It pays to plan ahead. It wasn't raining when Noah built the ark. --unknown

Prior Learning

Recall that an objective as an element that assists in describing a goal. In simplest

terms, the objectives are the steps necessary to meet the goal – in completing all of the

objectives, we meet the goal.

One of the more common methods for developing an objective is the ABCD approach

which considers the Audience, Behavior, Conditions, and Degree. The audience, or

targeted learner, might be described, for example, as "Emergency medical personnel."

The behavior is the verb describing the action the audience will perform. The behavior

should be as descriptive as possible using verbs such as "access" rather than vague

terms such as "know, appreciate." The condition describes the situation under which

the learner's performance is observed such as "given a computer with internet

access ... ." Finally, the degree provides the standard by which the learner's

performance is judged. The degree might be specified, for example, as "within 30

seconds.” Hence, “Emergency medical personnel will able to access patient data

within 30 seconds given a computer with internet access.”

Pretest

If you were asked to teach a group of individuals, how competent do you feel in

developing a plan of action or lesson plan for the teaching? Rate your sense of

competency from 0 to 100, 0 being not at all competent, and 100 being completely

competent.

Explain.

Activity

Effective teaching requires an organized plan designed for the intended audience.

This plan comes about through a process of instructional design that typically

considers a goal or goals and the steps or objectives necessary to meet the goal. As the

instruction is designed, a teaching strategy emerges in the form of an action or lesson

plan. This lesson plan provides the instructor with a sequence of events or

choreography of the teaching session.

Because of the order of events through which instruction is designed, the creation of

the lesson plan does not follow the same process as the actual session presentation.

Consider the following lesson plan (Figure 17.1) where: the Questions refer to what the

learner is asking; the Development Order identifies the order in which the questions

are answered as you develop your lesson plan; and the Lesson Plan Order describes

the sequencing of the events to the intended audience.

Figure 17.1. Sample Lesson Plan Development

Notice that the questions the learner might pose are synchronized with the lesson

plan. This is because the lesson plan is intended to choreograph the presentation of

information. But, notice the development order for creating the lesson plan differs.

This is because the lesson needs to be developed to insure the best learning outcome.

The lesson plan can be developed through a process of questioning.

o What is this all about? Describe the intent or goal of the learning. The goal

should be loosely written and then refined for clarity. One approach is to convert

the loosely written goal into a structured format using the ABDC approach

addressing Audience, Behavior, Conditions, and Degree. For example, if you

were teaching someone how to sharpen a pencil with a hand-cranked pencil

sharpener, the audience, or targeted learner, might be described, for example, as

"general education student" Note that the audience may not always be specified

in the goal but rather assumed for a particular audience. The behavior is the verb

describing the action the learner will perform. The behavior should be as

descriptive as possible using verbs such as "sharpen" rather than vague terms

such as "work”. The condition describes the situation under which the learner's

performance is observed such as "given a hand cranked pencil sharpener"

Finally, the degree provides the standard by which the learner's performance is

judged. The degree might be specified, for example, as "to a sharp point." This,

we might state a goal as “The general education learner will sharpen to a point a

pencil using a hand cranked pencil sharpener”.

o What am I responsible for? One method of identifying the objectives is to “act-

out” the intended learning. For example, if you were going to teach someone to

sharpen a pencil, you would go through the act of physically sharpening the

pencil. Note the critical steps in the sharpening process, such inserting the pencil

into sharpener, cranking the sharpener, checking the pencil point, and, if

needed, re-sharpening the pencil. These critical steps emerge as your objectives.

These can be formalized through the ABCD process.

o Do I really understand this learning? You are describing the evaluation

instrument, or test. An easy method to identify the appropriate test for the task,

is to ask yourself the question “What constitutes successful learning?” For

example, if one were teaching someone how to sharpen a pencil, the test might

be simply observing the person sharpening the pencil. To assure all steps are

completed as you observe the pencil sharpening, the objectives become the

check-offs, or the testing rubric for the test.

o Why is this important? If you intent to use a learner’s time, there needs to a

relevant and understandable reason for the learner to come to your class beyond

the “you need to know this for future work”. Hence, “all of the pencil sharpeners

in this building are being replaced with this new model that is more rugged but

works in a manner differing from the old sharpener. We will review the new

model today to be sure you know how to use it”.

o What are we going to do? Provide a brief overview of the scope of the session.

o What should I expect from experimenting with this learning? While it good to

provide information, much learning occurs when the learner has a chance to

strategize and experiment in a hands-on manner in some kind of activity. Hence,

an opportunity to actually use the pencil sharpener becomes an essential to this

learning.

o What was it I was expected to have known? Prior learning relevant to the topic

should be considered. For example, you would perhaps briefly describe how the

old sharpener worked. A brief review of this past learning as it relates to this new

experience allows the learner to situate this new learning and link it to the

appropriate past learning.

o What are the pertinent details? Now that you have the goal, overview, steps,

what constitutes success, and what you want to have the learner experiment, it is

relatively easy to identify to describe the content information that the learner will

need in order to be successful.

o What am I expected to remember? A summarizing of the session allows the

learner the opportunity to once again review the objectives and critical points of

the session.

Remember that lesson plan is your tool to aid you in choreographing your

instructional production. Also, understanding how a lesson is developed and used in

instruction will make you a better learner. Finally, the lesson plan might be used as an

action plan to address a broad spectrum of needs in a variety of disciplines and jobs.

Review the process of sharpening a pencil perhaps acting out the actual sharpening

process to give yourself a sense of the process and what needs to be incorporated into

a lesson plan to make it an effective tool.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

discuss the development of a lesson plan. Consider a simple topic you might present

to a group of people. Develop the lesson-plan by following the sequence of

questioning above and assuring you complete each of the following entries. At this

time, you do not need to detail the entries, rather describe in your own words what

will occur.

Goal or Title:

Objectives or Learning Targets:

Evaluation:

Motivation/Relevancy of this Learning:

Information Presentation Overview:

Learner Activity:

Review of Any Prerequisite Learning:

Information Presentation:

Summary:

Follow-up

What did you learn from developing your lesson plan?

Whole Task Objectives Follow-up

How does a lesson or action plan address diverse (diversity) and complex issues?

How might a lesson or action plan affect your personal development?

Toolbox Lesson/action plan

17.2 Objective

Describe how you would use this plan to teach a class.

Relevancy

Understanding how to develop a lesson plan will provide you with insight as to how to

be a more effective presenter and also a more effective learner. Understanding a few

basics about your audience will make your interaction more lasting.

Good fortune is what happens when opportunity meets with planning. -- Thomas Alva Edison

Prior Learning

The lesson plan provides the instructor with a sequence of events or choreography of

the teaching session.

Activity

A common definition of community of learners, or learning community, is a process

of informed participation in which both instructors and students contribute support

and direction in shared actions that lead to new understanding. Informed

participation requires social changes and new systems that provide the opportunity

and resources for discussion, debate, and subsequent learning (e.g. Barkley, Cross, &

Major, 2005; Fischer & Ostwald, 2002; Rogoff, Matusov, & White, 1996).

One approach to fostering the sense of learning community is Learner-centered

education (LCE). LCE reorients the instructional process by placing the learner, not

the content or the instructor, at the center of the learning process. It does so by

structuring learning environments that actively engage each learner regardless of

specific individual differences. By providing the learner with a sense of academic

control through recognized learning objectives, frequent engagement, and ongoing

evaluative feedback, LCE enhances learner success, particularly the success of non-

traditional learners with disparate backgrounds (Weimer, 2002).

Regarding higher education, Chickering and Zelda (1987) have presented seven

principles that have weathered debate over time and are still very applicable to

learning and teaching. Following is a brief summary of the Seven principles for Good

Practice in Undergraduate Education as compiled in a study supported by the

American Association of Higher Education, the Education Commission of the States,

and The Johnson Foundation.

1. Good Practice Encourages Student-Faculty Contact. Frequent student-

faculty contact in and out of classes is the most important factor in student

motivation and involvement. Faculty concern helps students get through

rough times and keep on working. Knowing a few faculty members well

enhances students' intellectual commitment and encourages them to think

about their own values and future plans.

2. Good Practice Encourages Cooperation among Students. Learning is

enhanced when it is more like a team effort than a solo race. Good learning,

like good work, is collaborative and social, not competitive and isolated.

Working with others often increases involvement in learning. Sharing one's

own ideas and responding to others' reactions improves thinking and

deepens understanding.

3. Good Practice Encourages Active Learning. Learning is not a spectator

sport. Students do not learn much just sitting in classes listening to teachers,

memorizing pre-packaged assignments, and spitting out answers. They

must talk about what they are learning, write about it, relate it to past

experiences, and apply it to their daily lives. They must make what they

learn part of themselves.

4. Good Practice Gives Prompt Feedback. Knowing what you know and

don't know focuses learning. Students need appropriate feedback on

performance to benefit from courses. In getting started, students need help

in assessing existing knowledge and competence. In classes, students need

frequent opportunities to perform and receive suggestions for

improvement. At various points during college, and at the end, students

need chances to reflect on what they have learned, what they still need to

know, and how to assess themselves.

5. Good Practice Emphasizes Time on Task. Time plus energy equals

learning. There is no substitute for time on task. Learning to use one's time

well is critical for students and professionals alike. Students need help in

learning effective time management. Allocating realistic amounts of time

means effective learning for students and effective teaching for faculty. How

an institution defines time expectations for students, faculty,

administrators, and other professional staff can establish the basis for high

performance for all.

6. Good Practice Communicates High Expectations. Expect more and you

will get it. High Expectations are important for everyone - for the poorly

prepared, for those unwilling to exert themselves, and for the bright and well

motivated. Expecting students to perform well becomes a self fulfilling

prophecy when teachers and institutions hold high expectations of

themselves and make extra efforts.

7. Good Practice Respects Diverse Talents and Ways of Learning. There are

many roads to learning. People bring different talents and styles of learning

to college. Brilliant students in the seminar room may be all thumbs in the

lab or art studio. Students rich in hands-on experience may not do so well

with theory. Students need the opportunity to show their talents and learn

in ways that work for them. Then they can be pushed to learning in new

ways that do not come so easily.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

discuss the development of a lesson plan and how the Seven principles for Good

Practice in Undergraduate Education affect the lesson plan.

Follow-up

What are the strengths of your lesson?

What are the weaknesses?

If you look at the lesson plan as an action plan for use in settings other than education,

how might you adapt this tool?

In preparation for next class complete the reading of Bennis and Thomas’s Crucibles

of leadership using SQ3R.

Whole Task Objectives Follow-up

How does a lesson plan relate to diverse (diversity) and complex issues?

How might understanding how to implement a lesson plan and the teaching that

follows the lesson plan affect your personal development?

Toolbox Principles for teaching

References

Barkley, E., Cross, K., & Major, C. (2005). Collaborative learning techniques. San

Francisco, Jossey-Bass.

Chickering, A. & Zelda, G. (1987). Seven principles for good practice in undergraduate

education. March AAHE Bulletin.

Fischer, G. & Ostwald, J. (2002). Computers in education, 2002. Proceedings.

International conference on, vol.1, 378- 381.

Rogoff, B., Matsuov, E., & White, C. (1998). Models of teaching and learning:

Participation in a community of learners. In D. R. Olsen & N. Torrance (Eds.), The

Handbook of Education and Human Development -- New Models of Learning,

Teaching and Schooling, (pp. 388-414). Blackwell, Oxford,.

Weimer, M. (2002). Learner centered teaching. San Francisco, Jossey-Bass.

18. Transformational Experiences

Q&A

Address any issues from prior session.

18.1 Objective

Describe factors affecting your personal development.

Whole Task Objectives

Describe factors addressing diverse and complex issues.

Describe factors affecting your personal development.

Relevancy

How important are transformational experiences in molding leadership? Given the

effect of a transformational experience, how might this experience affect our ability to

bring about innovation, experiment, and take risks?

Transformation literally means going beyond your form. --Wayne Dyer

Prior Learning

Trait-based theory is an early leadership concept that describes the types of behavior

and personality characteristics associated with effective leadership. Zaccaro (2007)

argues that despite its long history, a consensus about the role of leader traits,

mechanisms of influence and role of situation has remained somewhat indefinable.

Instead, efforts should be directed towards combinations of traits and attributes,

integrated in conceptually meaningful ways, rather than additive or independent

contributions of several single traits that are intended to predict leadership.

Vroom and Jago (2007) point to three distinct roles that situational variables play in

the leadership process. First, organizational effectiveness is affected by situational

factors not under leader control. Second, situations shape how leaders behave. And,

third, situations influence the consequences of leader behavior. Debate between

person and situation has evolved into contingency theories that are capable of dealing

both with differences in situations and with differences in leaders. Contingency

theories focus research at the types of people and behaviors that are effective in

different situations.

Pretest

Do you believe you have experienced a transformational event that has molded you?

Rate your sense of belief from 0 to 100, 0 being not at all sure, and 100 being

completely sure.

Do you think a transformation event can affect one’s leadership? Explain.

Activity

Bennis and Thomas (2002) in their article Crucibles of Leadership present the

metaphor of the crucible to that of the transformational experience in that a crucible,

a device to melt metals at high temperatures, was a transforming device used by

alchemists. This metaphor is also developed in Geeks and Geezers (Bennis & Thomas,

2002).

Dash (2005) argues that Geeks and Geezers (Bennis & Thomas, 2002) is similar to other

leadership texts in that it starts with successful leaders, looks for achievement patterns

to identify a set of successful leadership competencies. But, differs in that the authors

pose the question as to why some people are able to extract wisdom from experience,

however harsh, and others are not. In comparing Geeks, those under thirty five, and

Geezers, those over seventy, the geeks were found in the “era of options” whereas the

geezers were in the “era of limits” yielding the perception that “Geezers at roughly age

30 were striving to put instability behind them, while geeks were impatient to shake

things up” (p84). Additionally, Bennis and Thomas contend that each leader had at

least one transformational experience, or crucible, that served as a critical event in

defining the leader (p 14). Hence, Dash (2005) summarizes that the focus is not so

much on observable attributes, but on the interaction between the individuals and

their environments that might have taken place in the past.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

identify and define key points of the article.

With consideration to the article, Crucibles of Leadership, briefly summarize the

authors’ definition of leadership …

the role of transformational experience or event in leadership …

and your perspective of the definition of leadership with regards to the article.

Consider the issue of leaders as gifted people or ordinary people who have gone

through special experiences. View selected clips from The Kid and consider the

transformational experiences: Unwelcome Visitor (3:26), Hallucinations (~2), Why Are

You Here (2:41), What’s Next (3:32), Schoolyard Bullies (2:07), and I Am Not a Loser

(5:35).

If time permits and using Think-Aloud Pair Problem Solving (TAPPS) collaborative

groups of two will identify and relate a transformational experience to a point of

discussion in the article.

Follow-up

What is a transformational experience?

Are leader’s gifted people or ordinary people who have gone through special

experiences?

Can you identify a personal transformational experience or experiences?

Compose a brief self-reflective paper identifying some key experiences that you

believe have shaped your life.

How might these personal experiences affect your leadership of a project?

Consider a classic read Bennis, W. G. & Thomas, R. J. Geeks & geezers: How era, values and defining moments shape leaders.

Whole Task Objectives Follow-up

Does a transformation experience connect to the idea of diverse and/or complex

issues?

How might a transformational experience affect your personal development?

Toolbox Transformational experience

References

Bennis, W. G., & Thomas, R. J. (2002). Geeks & geezers: How era, values, and defining

moments shape leaders. Boston, Massachusetts: Harvard Business School Press.

Bennis, W. G. & Thomas, R. J. (2002). Crucibles of leadership. Harvard Business Review,

Sep2002, Vol. 80 Issue 9, p39-45. Retrieved June 27, 2009 from

http://worldcatlibraries.org/registry/gateway/?issn=0017-

8012&aulast=Bennis&aufirst=Warren&date=2002&atitle=Crucibles%20of

%20Leadership.&title=Harvard%20Business

%20Review&volume=80&issue=9&spage=39?

Dash, D. P. (2005). Logic of leadership research: A reflective review of Geeks & Geezers

by Bennis and Thomas. Journal of Research Practice, 1(1), Article R1. Retrieved March

8, 2009 from http://jrp.icaap.org/index.php/jrp/article/view/2/4

Vroom, V. H., & Jago, A. G. (2007). The role of the situation in leadership. American

Psychologist, 62, 17–24.

Zaccaro, S. J. (2007). Trait-based perspectives of leadership. American Psychologist, 62,

6–16.

19. Changing One’s Perspective

Q&A

Address any issues from prior session.

19.1 Objective

Identify the steps for Perspective Views.

Whole Task Objective

Describe factors addressing diverse and complex issues.

Relevancy

When confronted with a stressful situation, it is important to put it into perspective. If

we see the situation as a matter of life and death, we will likely act much differently

than if we see the situation as temporary or unlikely to cause lasting harm. In the same

way that we are able to work to modify our patterns of thought, we are able to work to

modify our perspectives. In doing so, we alter the way in which we respond to

potentially stressful situations and are able to assess such situations more accurately

(Reivich and Shatté, 2002).

Prior Learning

One of the most powerful ways that we can reduce stress in our lives is to change the

way we think about a situations or individuals likely to cause us stress. This does not

mean that we should remain stubbornly optimistic, in spite of all evidence. It simply

means that we are most resilient when we approach stressful situations realistically

and constructively, neither minimizing nor catastrophizing (a cognitive distortion

consisting of a belief that something is far worse than it actually is) the circumstances

with which we are presented. To do this, we must strive to assess the situation as

objectively as possible, avoiding the traps of self-defeating patterns of thought. Such

patterns of thinking limit our problem-solving abilities and impair our ability to be

resilient.

I’ve had many catastrophes in my life, some of which actually happened. -- Mark Twain

Pretest

What does perspective mean to you?

How would changing your perspective improve your resiliency?

Activity

One of the tools that we can use to help maximize our resiliency in the face of a

stressful situation is to change our perspective about that situation. The process

considers the probabilities of the worst-case and best-case outcomes. The following

process is similar to that described by Reivich and Shatté (2002):

o Identify the stressful situation.

o Identify your worst fears.

o Predict the likelihood that these worst fears will come true.

o Identify alternatives that would improve the situation.

o Predict the likelihood that these prospects will come true.

o Given the best and worst outcomes, describe a scenario of what is most likely to

occur.

o Predict the likelihood that the scenario you just described will come true.

By example, describe what you believe to be a personally stressful situation.

What are your worst fears relative to that situation?

What is the likelihood that these fears will come true (probabilities of worst fears)?

Rate its probability from 0 to 100, 0 being not at all probable, and 100 being totally

inevitable.

What could you do to make the situation better (best prospects)?

What is the likelihood that these prospects will come true (probabilities of best

prospects)? Rate its probability from 0 to 100, 0 being not at all probable, and 100

being totally inevitable.

Given the best and worst outcomes, what is most likely to occur (most likely

implications)?

What is the likelihood that the scenario you just described will come true? Rate its

probability from 0 to 100, 0 being not at all probable, and 100 being totally inevitable.

What do you need to perform to make the desired scenario come about (problem

solve the most likely)?

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

chart the steps of Putting It in Perspective: identify the stressful situation, identify your

worst fears, predict the likelihood that these worst fears will come true, identify

alternatives that would improve the situation, predict the likelihood that these

prospects will come true, given the best and worst outcomes, describe a scenario of

what is most likely to occur, predict the likelihood that the scenario you just described

will come true.

Follow-up

Do you feel more in control and empowered to address a stressful event?

Whole Task Objectives Follow-up

How would you relate the concept of perspective to diverse and complex issues?

Toolbox

Perspective

19.2 Objective

Understand the differences between Post Traumatic Stress Disorder (PTSD) and Post

Traumatic Growth (PTG).

Whole Task Objective

Describe factors addressing diverse and complex issues.

Relevancy

How we view situations or events that confront us can impact how we feel about

ourselves, others and the world. If, for example, an open-heart surgery patient views

him/herself as being a “cardiac cripple,” what are some potential implications of this

view in terms of self-defeating patterns of thought and personal resiliency?

How would you think this patient would respond to efforts required for recovery?

If this patient had lived a perfect life and the problem was purely a matter of “bad

genetics,” how do you think the patient might feel?

How might this patient respond, given a new lease on life, having experienced a total

recovery?

We are all veterans of something --Greg Burham, Navy SEAL (Vietnam 70-71)

Prior Learning

We have seen that by understanding the ways that we think, we can change the ways

we think and thus help deal with events that confront us in more resilient ways. We

have also seen that by changing our perspective of a situation that we can cope with

events that will confront us in our lives.

Pretest

From your understanding, define Post Traumatic Stress Disorder (PTSD).

From your understanding, define Post Traumatic Growth (PTG).

Activity

According to the Diagnostic and Statistical Manual of Mental Disorders-IV-TR

(American Psychiatric Association, 2000), Post Traumatic Stress Disorder (PTSD) falls

under the category of anxiety disorders. In fact, members of some mental health

circles regard PTSD as a composite of multiple anxiety disorders, including social

phobia, obsessive compulsive disorder, generalized anxiety disorder, claustrophobia,

agoraphobia, etc. The symptoms of PTSD generally fall into the following pattern: 1)

re-experiencing the traumatic event, 2) arousal and 3) avoidance. In the first six

months following a traumatic event, such symptoms fall under the label of “Acute

Stress Disorder.” If the symptoms remain six months or more following the traumatic

event, PTSD, a chronic condition, is the standard diagnosis.

How does this information make you feel?

While there is little debate in the mental health community as to the validity of post

traumatic stress disorder as a legitimate mental illness, some psychologists have

pointed to evidence suggesting that many survivors of traumatic events, even some

with PTSD, respond to those events with great resilience and personal growth in one

or more areas of their lives. Post Traumatic Growth (PTG) (Tedeschi, Park, and

Calhoun, 1998; Tedeschi, and Calhoun ,2004) refers to the positive behaviors, attitudes

and skills developed by individuals when confronted with traumatic situations. Such

growth does not occur as a result of the trauma itself, but as the result of the adaptive

skills, behaviors and attitudes developed in response to trauma. The PTG model

reminds us that trauma survivors are not impotent victims -- even in the greatest

adversity, the potential for growth exists.

Are you a victim or survivor? Consider the following characteristics.

Figure 19.2. Victim/Survivor Characteristics.

All of us will suffer some form of personal trauma in the course of our lives. Knowing

that, do you see the world as an unsafe place, or do you see opportunities for building

stronger relationships with others? Explain in the context of victim or survivor.

Follow-up

Describe how changing your perspective of a situation can help you to be more

resilient.

How much do you believe that by changing your perspective you can improve the

quality of your life? Rate your level of belief from 0 to 100, 0 being no belief, and 100

being total belief.

If you view yourself as “damaged goods” as a consequence of your traumatic

experiences, how does this perspective impact your views of others, yourself and the

world?

If you view yourself as someone who survived some traumatic experiences, how does

this perspective impact your views of others, yourself and the world?

For the next week, at the end of each day, write about the goods things that have

happened to you. Note how these events impact your perspective of the day’s other

events.

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Whole Task Objectives Follow-up

How would you relate the concept of victim and survivor to diverse and complex

issues?

Toolbox Victim/survivor

References

Diagnostic and Statistical Manual of Mental Disorders IV-TR.

Reivich, K. and Shatté, A. (2002) The Resiliency Factor. New York: Broadway Books.

Tedeschi, R., Park, C. and Calhoun, L. (Eds.) (1998). Posttraumatic Growth: Positive

Change in the Aftermath of Crisis. Mahwah NJ: Lawrence Erlbaum Publishers.

Tedeschi, R. and Calhoun, L. (2004). Posttraumatic Growth: Conceptional

foundations and empirical evidency. Psychological Inquiry, 15, pp. 1-18.

20. Critical Thinking

Q&A

Address any issues from prior session.

20.1 Objective

Describe the importance of critical thinking.

Whole Task Objective

Describe factors addressing diverse and complex issues.

Relevancy

Have you ever made a decision that turned out poorly? Have you ever made a decision

that turned out exceptionally well? The development of a judgment is inherent to the

process of critical thinking. And, your academic and out-of-class experiences both

make positive, statistically significant, and unique contributions to gains in critical

thinking (Terenzini, 1995).

The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations

have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered. -- Jean Piaget

Pretest

What is your definition of critical thinking?

Activity

Critical thinking can be defined as a purposeful and reflective judgment of whether we

should accept, reject, or suspend judgment about a claim and the degree of

confidence with which we accept or reject it (Wikipedia contributors, 2009).

The article Critical Thinking: What It Is and Why It Counts (2006) provides an applied

example of critical thinking. Consider effective trial lawyers, apart from how they

conduct their personal lives or whether their client is really guilty or innocent, look at

how the lawyers develop their cases in court. They use reasons to try to convince the

judge and jury of their client’s claim to guilt or innocence. They offer evidence and

evaluate the significance of the evidence presented by the opposition lawyers. They

interpret testimony. They analyze and evaluate the arguments advanced by the other

side. Thus, the goal of critical thinking is to distinguish fact from opinion, determine

the reliability of the source, distinguish accuracy and relevancy of information,

identifying bias and unstated assumptions, and recognize “logical inconsistencies”.

Follow-up

What is critical thinking?

Provide an example of critical thinking.

Whole Task Objectives Follow-up

How would you relate the concept of critical thinking to that of diversity?

Toolbox Critical thinking

20.2 Objective

Describe how to analyze information distinguishing between fact and fiction.

Whole Task Objective

Describe factors addressing diverse and complex issues..

Relevancy

How does one arrive at a sound logical solution to a problem? How does one

distinguish between fact and fiction?

Discovery consists of seeing what everybody has seen and thinking what nobody has thought. -- Albert Szent-Gyorgyi

Prior Learning

Critical thinking can be defined as a purposeful and reflective judgment of whether we

should accept, reject, or suspend judgment about a claim and the degree of

confidence with which we accept or reject it (Wikipedia contributors, 2009).

Pretest

What steps might you pursue to be successful with critical thinking?

Activity

There are numerous methods described for developing a viable critical thinking

process that permit one to acquire and interpret information and apply it to reach a

well-justified conclusion.

Sherfield, Montgomery, and Moody, (2008) provide a series of steps for critical

thinking that in particular address the notion of “restraining emotions” as the first

step to developing a plan for critical thinking. A method for critical thinking might

consider the following steps (e.g. Sherfield, Montgomery, and Moody, 2008; Critical

Thinking: What It Is and Why It Counts, 2006; Critical Thinking Skills, n.d.).

1. Restrain emotions to maximize objectivity.

2. Identify the problem by identifying the real question and listing the main issues.

3. Define the context by understanding the circumstances framing the topic and

viewing the topic from different perspectives.

4. Enumerate choices by breaking topic into plausible and understandable options

and attempt to apply the options perhaps testing with a different set of

circumstances.

5. Analyze options by comparing and contrasting and selecting the optimal

solution.

6. Identify solution by synthesizing with existing information and describing the

rationale for the solution.

7. Correct by evaluating the problem and solution explaining the conclusion.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

apply the critical thinking steps to address a topic.

Follow-up

What steps might you pursue to be successful with critical thinking?

In preparation for the next class, read Avolio’s Promoting more integrative strategies

for leadership theory-building using SQ3R.

Whole Task Objectives Follow-up

How would you relate the concept of fact vs. fiction to that of critical thinking

especially when dealing with diversity?

Toolbox Critical thinking

References

Critical thinking. (2009, March 26). In Wikipedia, The Free Encyclopedia. Retrieved

16:46, March 29, 2009, from http://en.wikipedia.org/w/index.php?

title=Critical_thinking&oldid=279852224

Critical Thinking Skills (n.d.) In Study Guide Zone. Retrieved March 29, 2009, from

http://www.studyguidezone.com/criticalthinkingskills.htm

Critical Thinking: What It Is and Why It Counts (2006). In 2006 Update. Retrieved

March 29, 2009, from http://nsu.edu/iea/image/critical_thinking.pdf

Sherfield, R., Montgomery, R., & Moody, P. (2008) Cornerstone: Discovering Your

Potential, Learning Actively and Living Well. Upper Saddle River, NJ: Prentice Hall.

Terenzini, P. T. 1995. “Influences Affecting the Development of Students’ Critical

Thinking Skills.” Research in Higher Education 36(1): 23–39.

21. Integrative Leadership

Q&A

Address any issues from prior session.

21.1 Objective

Describe factors relating to an integrative understanding of leadership.

Whole Task Objective

Describe factors addressing diverse and complex issues.

Relevancy

What is the role of the follower in the context of leadership? How important is this

role? Historically, and in the military, the relationship between leaders and followers

has been viewed primarily from a hierarchical perspective. Today, leadership is

moving towards a more integrative consideration with focus on the interplay between

follower and leader.

My effort should never be to undermine another's faith but to make him a better follower of his own faith. -- Mahatma Gandhi

Prior Learning

Trait-based theory is an early leadership concept that describes the types of behavior

and personality characteristics associated with effective leadership. Zaccaro (2007)

argues that despite its long history, a consensus about the role of leader traits,

mechanisms of influence and role of situation has remained somewhat indefinable.

Instead, efforts should be directed towards combinations of traits and attributes,

integrated in conceptually meaningful ways, rather than additive or independent

contributions of several single traits that are intended to predict leadership.

Vroom and Jago (2007) point to three distinct roles that situational variables play in

the leadership process. First, organizational effectiveness is affected by situational

factors not under leader control. Second, situations shape how leaders behave. And,

third, situations influence the consequences of leader behavior. Debate between

person and situation has evolved into contingency theories that are capable of dealing

both with differences in situations and with differences in leaders. Contingency

theories focus research at the types of people and behaviors that are effective in

different situations.

Bennis & Thomas (2002) contend that a leader has at least one transformational

experience, or crucible, that served as a critical event in defining the leader (p 14). The

authors used the metaphor of the crucible to that of the transformational experience

in that a crucible, a device to melt metals at high temperatures, was a transforming

device used by alchemists. Hence, Dash (2005) argues that the focus is not so much on

observable attributes, but on the interaction between the individuals and their

environments that might have taken place in the past.

Pretest

Define the concept of contingency theories?

Define the concept of integrative theories?

Activity

Avolio (2007) argues that leadership studies have too narrowly focused on the leader

and have overlooked other elements such as the follower and context that encourage

more integrative strategies. Avolio states most leadership research has considered

the follower a passive or nonexistent element but it is the exchange relationship

between leaders and followers that determine the qualities of leadership and

outcomes achieved.

Further, contingency theories of leadership emerged because prior research

examining the link between leadership traits and performance had produced

conflicting results. Cross-cultural research is now examining whether leadership

qualities are contingent or universal; that is whether aspects of leadership apply in

some but not all situations. Avolio (2007) states that research now shows that there are

some universal traits, with facets of the context contributing to leadership, that are

repeatedly associated with effective leadership, including persistence, tolerance for

ambiguity, self-confidence, drive, honesty, integrity, internal locus of control,

achievement motivation, and cognitive ability.

Avolio (2007) would deem essential to building more integrative theories of

leadership elements such as cognitive leader-follower models considering individual

differences, individual leader–follower behavior, historical context, proximal context,

and distal context. He advocates for a more integrative focus that is multilevel,

multicomponent, and interdisciplinary and that recognizes that leadership is a

function of both the leader and the follower and the context.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

identify and define key points of the article.

With consideration to the article, Promoting more integrative strategies for

leadership theory-building., briefly summarize the author’s definition of leadership …

the concept of integrative strategies …

and your perspective of the definition of leadership with regards to the article.

View selected clips from Twelve Angry Men and identify the role of culture, individual

differences, context, and the follower. Consider the scenes First Degree Murder (2:56),

There’s Always One (0:21), Suppose They’re Wrong (4:15), Ten Seconds (3:46), A Little

Yelling (2:16), Even Steven (2:38), Reasonable Doubt (2:49), Eyewitness (5:26). Using

Think-Aloud Pair

Problem Solving (TAPPS) collaborative groups of two will identify a character they

related to, why, and attempt to link to a concept of today's reading.

Follow-up

What is the concept of integrative theories?

Using a character in Twelve Angry Men, and issues of the reading, such as the role of

culture, individual differences, context, and the follower, affect the leader's ability to

influence others? Comment in 200 to 400 words.

Whole Task Objectives Follow-up

How would you relate the concept of integrative strategies to diverse and complex

issues in leadership?

Toolbox Integrative Strategies

References

Avolio, B. J. (2007). Promoting more integrative strategies for leadership theory-

building. American Psychologist, 62, 25–33.

Bennis, W. G., & Thomas, R. J. (2002). Geeks & geezers: How era, values, and defining

moments shape leaders. Boston, Massachusetts: Harvard Business School Press.

Dash, D. P. (2005). Logic of leadership research: A reflective review of Geeks & Geezers

by Bennis and Thomas. Journal of Research Practice, (1), Article R1. Retrieved March

8, 2009 from http://jrp.icaap.org/index.php/jrp/article/view/2/4

Vroom, V. H., & Jago, A. G. (2007). The role of the situation in leadership. American

Psychologist, 62, 17–24.

Zaccaro, S. J. (2007). Trait-based perspectives of leadership. American Psychologist, 62,

6–16.

22. Communication and Resilience

Q&A

Address any issues from prior session.

22.1 Objective

Describe issues related to listening, empathy and communication.

The objective is the learning intent of this session. As you read this objective and

participate in the activities that follow, attempt to relate this objective to the current

activity and the broader concept presented as the Whole Task Objective. The Whole

Task Objective typically span three sessions with each of the three sessions

contributing to your overall understanding of the Whole Task Objective.

Whole Task Objective

Understand the concept of communication.

Relevancy

Human beings are herd animals. We have evolved that way for our mutual survival.

We could not have survived alone against saber-toothed tigers or grizzly bears. All

humans need to belong to a tribe, a group, a family, a squad, a community. It is

sometimes tempting to say that we would like to be left alone, but the fact is for most

of us we would soon long for human contact. Learning to live successfully in a group

can be challenging and requires a great deal of patience and resilience. Learning how

to communicate effectively is imperative in becoming resilient. Learning the skills to

allow ourselves to get close to others is also important in becoming more resilient.

Most conversations are simply monologues delivered in the presence of a witness. -- Margaret Millar

Pretest

What are your thoughts about listening to others and being listened to? Are these

things that you desire?

What skills do you think you need to improve closeness in your relationships?

How much do you want to have close relationships in your life?

How effective of a listener are you?

What skills do you think you need to improve communication in your relationships?

Activity

One of most important aspects of communicating effectively is the ability to

empathize with the individual or people that we are communicating with. To

empathize is not to necessarily agree with the other person’s point of view, but is an

effort to understand their perspective. We also need to remember that we don’t like it

when other people put stress on us, so we can endeavor to not put stress on them.

It is also important to understand the elements of communication. It has been argued

that eighty percent of human communication is non-verbal. Most of our

communication is made up of body language, voice tone, facial expressions, and

whether we make eye contact or not. The actual words are probably the least

important. A graduate school classmate used to demonstrate this by talking with his

dog. He would say the foulest things to his beloved pet, but in the sweetest voice and

open body language. Harry would sit wagging his tail in sheer delight. He could also

say the kindest words, but in an angry tone and the dog would retreat to his bed.

Therefore to become effective communicators we need to learn to look at someone’s

non-verbal behavior, as well as our own. Sometimes we can communicate the wrong

message by our body language. There are also times when we can be reacting to non-

verbal cues and are not really hearing the words.

Case Study. Two colleagues were discussing a patient at the VA and both had a

different perspective of what was going on with this veteran. Early in the discussion,

everything was amiable and collegial. Each was listening to the other. However, one

of the people crossed his arms and began to puff up his chest as he was making a

point. Almost immediately the other person began to talk louder and more

argumentatively and the situation ended with both of them walking away saying how

stupid they thought the other was. When asked later, both recalled the one person

“puffing up” as the point where the discussion turned into an argument. It was not

the words, but the behavior that changed the tone.

If we can monitor our reactions to other people’s non-verbal behaviors, then we can

improve the accuracy in our own thinking, which is one of the marks of a resilient

person.

It has also been demonstrated that men and women communicate for different

reasons. Men, for the most part, communicate to impart information and to solve

problems. Women, on the other hand, communicate primarily to connect with other

people. Not understanding this difference leads to a lot of stress and conflict in

marriages. A husband may complain that his wife is nagging him with questions, but

her efforts are really an attempt to connect with him. Another example is a wife comes

to her husband with a problem that she wants to share with him. She is more than

capable of solving the problem herself, but the husband “hears” this as a problem for

him to solve. As a consequence, he interrupts his wife, offers his solution and goes on

about his business, feeling good about how smart he was at fixing the problem. He

then is baffled by his wife’s cold silence. Why would she react this way when he had

come up with such a brilliant solution? Her need was to connect with him, not have

him solve her problem.

It is also important to learn how to listen. It has been said that the reason God gave us

two ears and one mouth is that He intended for us to listen twice as much as we talk.

Men, unfortunately, are not always the best listeners and in conversation will interrupt

far more often than women (Tannen, 2001). We all have a need to be listened to.

What is your reaction to people when you think they aren’t listening to you?

What do you think their reaction to you is when you aren’t listening to them?

You have just been able feel empathy for another person about not being listened to.

We have all been in situations where we were listening to someone and we only heard

the first two sentences of what they were saying and then we started to think of our

response to what they were saying; not really listening to all of what they had to say.

We have also been on the receiving end of this kind of communication, where you can

see (non-verbal behavior like eyes looking away from you) that they are no longer

listening to you.

When you become aware of that, what are your first thought, first feeling, and first

inclination?

Do you think others may think, feel and act the same when you do it to them?

Listening is a skill that can be learned. If I want to be listened to, I must also learn how

to listen. Effective listeners make the best communicators because they are aware of

what their audience wants and needs from them. They have heard it; not just the

words, but the message behind the words.

There is an exercise that is frequently used in marriage counseling to help people

improve their listening skills called “A Ticket to Talk.” Take a 3x5 card or a coffee cup,

etc. And whoever has the card is the only one who can talk. When that person is

finished talking, the person without the card must paraphrase back to the person with

the card what they heard. The person with the card determines if the other person

accurately heard what they said. If they did then the other person gets the card. If not,

then the person with the card restates their thoughts and the person without the card

makes another attempt at paraphrasing. Obviously, the person with the card does not

want to recite the “Sermon on the Mount” or “The Cremation of Sam Magee”, where

they dominate the floor. When you have the ticket, keep your message to a few

paragraphs.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

perform the ticket to talk exercise addressing the topic “Where do I want to be five

years from now?”

Follow-up

How confident are you that you can improve your listening skills?

How committed are you to improving your communication skills?

What barriers are you aware of that get in the way of your listening?

Can you see how being able to empathize with another person will improve your

listening skills?

With your spouse, partner, close friend, pick a topic and practice the “Ticket to Talk”

exercise. Journal about how the experience was for you and the other person.

Whole Task Objectives Follow-up

How would you relate listening, empathy, and communication to diverse and complex

issues in resiliency?

Toolbox Listening Skills Empathy Ticket to Talk

22.2 Objective:

Describe the concept of “fighting” and the mediating resilience skills.

Whole Task Objective

Understand the concept of communication.

Relevancy

We all would like to live in relationships where there is no conflict. However, this is

unrealistic optimism and such a fantasy does not teach us the skills to be resilient.

Fighting, disagreements, or conflicts are a part of the human condition. We all have

different backgrounds, different life experiences, and different perspectives. Rather

than seeing this as a negative; if we can alter our thinking and see it as an opportunity

to learn about ourselves and other people we are less likely to have prolonged,

stressful conflicts with other people. However, we all have different thoughts and

beliefs about “fighting” and this impacts how we fight. Some people feel that they

have to win an argument at any cost, even if it means the end of a relationship. Other

people will be more “passive-aggressive” in their fighting style and appear to

acquiesce, only to ambush the person at another time or about another topic.

Markman (2001) indicated that there are five different “communication filters” that

impact our abilities to communicate effectively in times of conflict: 1) external and

internal distractions, 2) emotional states, 3) beliefs and expectations 4) differences in

communication styles, 5) self-protection or fear of being rejected. Each of these can

and does impact our effectiveness and resilience in the midst of conflict. For example,

if we have a belief that we have to defend ourselves when someone says something

hurtful to us or makes us afraid, we are not going to express the REAL feeling, but a

manufactured one (i.e., anger).

Everything becomes a little different as soon as it is spoken out loud. -- Hermann Hesse

Pretest

What are your beliefs about fighting?

Is it more important for you to be right or resolve the differences between you and

another person? Explain.

What are your beliefs about resolving conflict?

Activity

Our thoughts and beliefs can profoundly impact how we perceive a situation. If we

believe that every time someone disagrees with us is an assault on our intelligence,

then even the smallest remark can be seen as an attack. If we are already

hypervigilant, then we are even more vulnerable to overreacting to the smallest

perceived slight from someone. If we believe that conflict is to be avoided at all costs

because we are afraid of our reaction or have fear of being rejected, then we will build

up resentment towards the person(s) we are in conflict with and we will find more

clandestine ways to get back at them. One of the ways that we can stop conflict from

escalating is by becoming good listeners.

Most of us just want to be listened to and be understood. If we can communicate that

effectively to another person, we have gone a long way to de-escalating a conflict. If

we become caustic, demeaning and belittling of someone’s thoughts and perceptions

then we only fuel the fight. Brooks and Goldstein (2003, p. 119) offer some good

questions to think about when we are in conflict with others:

o Would I want anyone to talk to me the way I speak to others?

o How would others describe me as I communicate with them?

o What makes it easier for me to listen to what others have to say?

o What do others say or do that turns me off and keeps me from listening to their

message?

There are basically four ways that humans communicate with each other: 1)

aggressively, which is where the aggressor’s feelings count and the other persons

don’t 2) passively, which is where the other person’s feelings count and the passive

person’s don’t, 3) assertively, where my feelings count and so do yours and 4) passive-

aggressively, which is where one person pretends to say the other person’s feelings

count, but they really don’t believe that.

Obviously the most effective way of communicating when we are fighting with

someone is to do so assertively.

Consider viewing the chapter Eyewitness (approximately 6 minutes) from the video,

Twelve Angry Men.

What things do other people do or say that make me want to fight with them?

What self-defeating thoughts can I identify that cause me to start or escalate conflicts?

What does it mean to me if I try to see things from another person’s point of view?

How much is your self-image or self- worth on the line in an argument?

Follow-up

Do I believe that I am a better person if I actively make an effort to see someone else’s

point of view?

Do I believe that I can fight with some and still be respectful of them?

How confident am I that if I change my perspective I can reduce the amount of

conflicts I have with others?

When you get into a conflict with someone this next week, or avoid conflict, use your

ABC sheets or Challenging Beliefs Worksheets to identify thoughts and beliefs that you

have about the situation and that person.

Whole Task Objectives Follow-up

How would you relate the concept of fighting fair to that of diverse and complex

issues?

Toolbox: Fighting fair

References

Brooks, R. and Goldstein, S. (2003). The Power of Resilience. New York: McGraw-Hill.

Markman, H.J., Stanley, S.M. and Blumberg, S.L. (2001). Fighting for Your Marriage.

San Francisco: Jossey-Bass.

Reivich, K. and Shatté, A. (2002). The Resiliency Factor. New York: Broadway Books.

Tannen, D (2001). You Just Don’t Understand: Women and Men in Conversation. New

York: Quill.

23. Classroom Performance

Q&A

Address any issues from prior session.

23.1 Objective

Describe differences between listening and hearing.

Whole Task Objective

Understand the concept of communication.

Relevancy

Learning how to communicate effectively is imperative in becoming an effective

resilient learner. Listening is a learned voluntary action and a critical skill for effective

learning.

I know that you believe you understand what you think I said, but I'm not sure you realize that what you heard is not what I meant. -- Robert McCloskey

Prior Learning

Listening is a skill that can be learned. That is, if I want to be listened to, then I must

also learn how to listen. Effective listeners make the best communicators because they

are aware of what their audience wants and needs from them. They have heard it, not

just the words, but the message behind the words.

Pretest

How would you rate your ability to communicate -- listen? Rate your level of ability

from 0 to 100, 0 being no ability, and 100 being totally able.

Activity

Sherfield, Montgomery, and Moody, (2008) argue the differences between hearing and

listening; whereas hearing is not learned, it is an involuntary action, listening is a

learned voluntary action and a critical skill for effective learning. Goh (2002) found

that although listeners used many similar strategies, the higher ability listener

demonstrated more effective use of both cognitive and metacognitive tactics.

Metacognition is typically defined as a self-awareness of one’s cognitive processes and

making use of this self-awareness to purposively control one’s cognitive processes.

These cognitive processes include such tactics as planning, monitoring, revising, and

evaluating (Brown, 1987). Therefore the more astute listener is purposefully planning,

monitoring, revising, and evaluating as part of the listening process.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

identify personal tactics for effective listening and obstacles to listening.

Follow-up

What are some of your obstacles to effective listening?

How might you correct for these obstacles?

Whole Task Objectives Follow-up

How would you relate the concept of listening and hearing to that of communication?

Toolbox Listening

23.2 Objective

Describe how to identify key words of importance in a lecture.

Whole Task Objective

Understand the concept of communication.

Relevancy

Why is it that that some people seem to be able to capture all of the important

information when attending a lecture, presentation, or other organized meeting?

I like to listen. I have learned a great deal from listening carefully. Most people never listen. -- Ernest Hemingway

Prior Learning

Whereas hearing is not learned, it is an involuntary action, listening is a learned

voluntary action and a critical skill for effective learning.

Pretest

How would you rate your ability to pickup on key words and phrases when you are

listening? Rate your level of ability from 0 to 100, 0 being no ability, and 100 being

totally able.

Activity

Before attending the lecture, you should prepare by reading any materials that the

instructor has assigned or will be accessing for the lecture. Preparation decreases

stress by providing a margin of control as to what to anticipate during class. A method

such as SQ3R is very useful particularly if you write down notes, in our own words,

with regard to the SQ3R processes (See section 9.1).

1. Survey or Skim the title, objectives, section headings, section subheadings,

introduction or abstract, and summary.

2. Question that this chapter is asking? What questions are the sections asking?

3. Read only a section at a time and as you read each section attempt to answer the

associated question.

4. Recite or Recall using your own words in a written form answers to the questions

and summary the topic of each section.

5. Review all of the major points you have produced for the chapter sections.

Assuming that your instructor is organized and tends to teach in a somewhat

consistent format will allow you to anticipate important information during a

classroom session. The consistency of format presumes some sort of lesson planning

process is in place and, as a result, you should be able to identify key instructional

elements of the lecture (Figure 23.2).

Figure 23.2. Example of class procedure and associated questioning and note taking.

Be aware of key phrases the instructor may use during the lecture that relate to future

expectations and testing regarding topics presented. Phrases relating to goals,

objectives, evaluation, testing, overview, examples, and specifics are potentially

important.

Additionally, don’t be afraid of asking questions for clarification. Much of the fear of

asking questions in class can be lowered by simply preparing for the class so that you

don’t feel as though you are asking a silly question.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

identify personal tactics for recognizing phrases that are associated with key concepts

that might be expected during a lecture.

Follow-up

What sort of presentation formats do you see in your classes?

Given these formats, how might you identify key phrases that your instructors use?

Whole Task Objectives Follow-up

How would you relate the concept of key words to that of communication?

Toolbox Key words/phrases

23.3 Objective

Develop a personal system for note-taking.

Whole Task Objective

Understand the concept of communication.

Relevancy

You have been taking notes for years as you went through grade school and perhaps

also in college or vocational training. Recall that hearing is not learned, it is an

involuntary action, listening is a learned voluntary action and a critical skill for

effective learning. In light of your understanding of listening, just how effective is your

note taking?

Every person I work with knows something better than me. My job is to listen long enough to find it and use it. -- Jack Nichols

Prior Learning

Recall that your presenter or instructor has typically organized information into some

sort of lesson plan and, as a result, you should be able to identify key instructional

elements of the lecture.

Pretest

How would you rate your ability to take notes? Rate your level of ability from 0 to 100,

0 being no ability, and 100 being totally able.

Activity

Wikipedia (2009) defines note taking as the practice of writing pieces of information,

often in an informal or unstructured manner. A number of note taking systems have

emerged including shorthand techniques such as Gregg and EasyScript Note Taking.

Alternatives to shorthand methods include such time honored methods as outlining

using a combination of roman numerals, letters, numbers, and indentures can be

effective (Fig 23.3a).

I. First key topic A. Subtopic relating to the first key topic 1. Detail note relating to the subtopic 2. Detail note relating to the subtopic B. Subtopic relating to the first key topic II. Second key topic

A. Subtopic relating to the second key topic etc.

Figure 23.3a. Outlining technique for note taking.

Another popular method is the Cornell note-taking system tha twas devised in the

1950s by Walter Pauk, an education professor at Cornell University. There are several

approaches to dealing with the system, but it typically involves five or six steps

requiring that you to Record during lecture, and following the lecture to Reduce or

question, Recite, Reflect, Recapitulate and Review (e.g. The Cornell Note-Taking

System, 2009, Notetaking, 2009).

Figure 23.3b. Cornell Notes PDF Generator

1. Record. Format your notebook page such that you have about a 6 inch wide

Notes column, 2.5 inch Cues column, and about 2 inch Summary area. You can

simply draw the lines on your page or use a web-based option or template to

preprint your pages. You may also want to write your name, course, date, and

page number in the notes area. During lecture record your facts and ideas in the

Note column. Focus on meaningful information and use phrases to capture the

main points of the lecture. If you get lost, leave room in the notes area so that you

can fill in the information following the class.

2. Reduce or Question. After the class and after reading your notes, reduce

important facts and ideas to key words, phrases, or develop questions based on

the facts and ideas. Write this information in the Cue column to serve as memory

cues when later reviewing your notes. As in the SQ3R process, writing questions

may help to clarify the meanings of the facts and ideas.

3. Recite. Cover the Notes column and using the Cue column, recite aloud the

answers to the questions or cues you have written in the Cues column. Reciting

differs from rereading in that you using your own words to verbally respond to

the questions.

4. Reflect. Reflect or think about your current learning and relate it to your prior

learning. Ask yourself these questions. What is the significance of these facts and

learning? How does this learning fit into what I already know? How can I apply

them? What’s beyond them?

5. Recapitulate. After class and if possible after you have reduced, recited, and

reflected, summarize the facts and ideas at the bottom of the note page. The

summary should be in your own words and reflect the main points you want to

remember from your notes. Remember also to summarize the entire lecture on

the last page of your notes.

6. Review. Minimize forgetting by reviewing and reciting your previous notes

frequently. Minimally, perform this process for at least ten minutes every week.

Ideally, review your notes nightly or several times during the week through the

reciting process. Brief review sessions will provide better retention and be far less

stressful than will cramming the day before a test.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

identify a method for note-taking that you will maintain. If you are unsure, try

different methods of note-taking.

Follow-up

Which note-taking method did you select? Why?

Whole Task Objectives Follow-up

How would you relate the concept of note-taking to that of communication?

Toolbox Outlining Cornell note-taking system

References

Brown, A. (1987). Metacognition, executive control, self control, and other mysterious

mechanisms. In F. Weinert and R. Kluwe (Eds.), Metacognition, Motivation, and

Understanding (pp. 65-116). Hillsdale, NJ: Erlbaum.

The Cornell Note-Taking System. (2009, February 24). In Counseling and Career

Center. Retrieved February 24, 2009, from http://ccc.byu.edu/learning/note-

tak.php#top

Cornell Notes PDF Generator. (2009, February 24). In Cornell-Notes.com. Retrieved

February 24, 2009, from http://www.eleven21.com/notetaker/

Goh, C. C. (2002) Exploring listening comprehension tactics and their interaction

patterns.

Sherfield, R., Montgomery, R., & Moody, P. (2008) Cornerstone: Discovering Your

Potential, Learning Actively and Living Well. Upper Saddle River, NJ: Prentice Hall.

Notetaking. (2009, February 22). In Wikipedia, The Free Encyclopedia. Retrieved 04:41,

February 23, 2009, from

http://en.wikipedia.org/w/index.php?title=Notetaking&oldid=272563287

24. Reflection

Q&A

Address any issues from prior session.

24.1 Objective

Provide a project update by reflecting on the five practices of exemplary leadership.

Whole Task Objective

Understand the concept of communication.

Relevancy

This session will focus on the line of questioning used to interview a leader and

address the five practices of exemplary leadership.

A great leader's courage to fulfill his vision comes from passion, not position. -- John Maxwell

Prior Learning

You have attempted to question how one can model the way by clarifying personal

values and aligning actions with shared values. You have attempted to question how

one can share a vision with members of a project by envisioning possibilities and

enlist others in a common vision. You have attempted to question how one can

challenge the process by searching for opportunities to improve and taken risks and

experimented through small wins and learning from mistakes. You have attempted to

question how one can enable others to act by promoting goals and trust and

strengthening others by sharing power and discretion. And, you have attempted to

question how one can encourage by recognize contributions and celebrate the values

and victories through a spirit of community.

Pretest

Do you feel you can demonstrate an understanding and application of the five

practices? Rate your commitment from 0 to 100, 0 being totally uncommitted, and 100

being totally committed to the endeavor.

Activity

Kouzes and Posner (2009) argue that despite differences in people's individual stories,

their personal-best leadership experiences revealed similar patterns of behavior. You

have completed the questioning and have distilled this information into completing

the following the following questions.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

review the following reflective questions seeking clarification of concept.

Model the Way. Leaders establish principles concerning the way people should be

treated and the way goals should be pursued.

How does the leader convey personal values to the team members?

How does the leader engage the team members in discussion of their values?

How does the leader build team agreement on shared values?

Inspire a Shared Vision. Leaders envision the future, creating a unique image of what

the organization can become.

How does the leader convey personal vision to the team members?

How does the leader engage the team members about their aspirations and personal

visions?

How does the leader involve others in a common vision?

Challenge the Process. Leaders look for innovative ways to improve the organization

and potentially take risks and they accept the inevitable disappointments as learning

opportunities.

How does the leader identify opportunities for innovation?

How does the leader engage team members in identifying innovation?

How does the leader implement methods such that learning can occur from the

mistakes resulting from risk taking particularly when dealing with innovation?

Enable Others to Act. Leaders foster collaboration and strengthen others, making

each person feel capable and powerful.

How does the leader build supportive working relationships with team members?

How does the leader develop working relationships among team members?

How does the leader develop competence and confidence in team members?

Encourage the Heart. Accomplishing extraordinary things in organizations leaders

recognize contributions that individuals make and share in the rewards of their

efforts.

How does the leader measure progress towards the meeting of goals?

How does the leader recognize individuals for their contributions?

How does the leader celebrate team accomplishments?

Follow-up

What have you learned thus far? What aspects of the interview process were most

challenging?

What aspects of leadership did the leader find most challenging?

What did you find most surprising about the leader?

What did you learn from Modeling the Way?

What did you learn from Inspiring a Shared Vision?

What did you learn from Challenging the Process?

What did you learn from Enabling Others to Act?

What did you learn from Encouraging the Heart?

How has your idea of leadership changed?

What do you see as your strengths as a leader?

What do you think you need to improve your leadership skills?

Do you feel you can demonstrate an understanding and application of the five

practices as they relate to leadership? Rate your commitment from 0 to 100, 0 being

totally uncommitted, and 100 being totally committed to the endeavor.

Whole Task Objectives Follow-up

How would you relate the concept of interviewing to that of communication?

References

Kouzes, J. M., and Posner, B. Z. (2003) The leadership challenge workbook. San

Francisco: Jossey-Bass.

Kouzes, J. M., and Posner, B. Z. (2009) Five Practices of Exemplary Leadership. In The

Leadership Challenge. Retrieved Feb 1, 2009, from

http://www.leadershipchallenge.com/WileyCDA/Section/id-131055.html

25. Building a Social Support System

Q&A

Address any issues from prior session.

25.1 Objective

Review the concept of a social support system.

Relevancy

Each of us needs a strong social support system. Historically, such support systems

were necessary to ensure our physical survival. Today, we understand that social

systems are required for psychological survival, as well.

Some people in our social support systems may have significant roles in our lives,

while others may have more limited roles. We may have people at work or school who

are supportive of our endeavors in that environment, but who have no contact with us

outside of those situations. We may have people that can offer us advice about certain

topics (e.g., money, medical), but may not be able to offer us advice in other areas. It is

important to remember that we may also play any of a variety of roles in other

people’s social networks. Taken alone, the contribution of a single individual to our

social support system may not seem essential to our physiological and psychological

wellbeing. Taken together, however, the contributions of all of the individuals who

form our social support networks are invaluable to physiological and psychological

wellbeing and the development of resilient attitudes.

One of the most significant factors in promoting resilient attitudes is the

establishment and maintenance of a good support system. Not only are social

support systems a source of strength, but they also provide us an opportunity to offer

support and encouragement to others. Individuals struggling with the symptoms of

PTSD often engage in avoidant behaviors; unchecked avoidance comes at the risk of

social isolation and the breakdown of support networks. Victims of PTSD may see the

dissolution of social support networks as inevitable, but PTSD survivors understand

that there are concrete steps that they can take to build and strengthen their social

support networks.

Call it a clan, call it a network, call it a tribe, call it a family. Whatever you call it, whoever you are, you need one. -- Jane Howard

Prior Learning

Effective communication considers empathy and listening skills. The ability to

empathize with the individual or people that we are communicating does not require

agreement with another person’s point of view. Rather, empathy entails

understanding another person’s perspective.

If we want others to listen to us, we must first learn to listen to others. Effective

listeners make good communicators because they are aware of what their audience

wants and needs from them. They hear and understand their audience, not just the

words, but the message behind the words.

Pretest

How satisfied am I with my current social support system? Rate your level of

satisfaction from 0 to 100, 0 being no satisfaction, and 100 being total satisfaction.

What thoughts and beliefs do you have about social support?

The friend is the man who knows all about you, and still likes you. -- Elbert Hubbard

Activity

Brewin, Andrews and Valentine (2000) point out that a lack of social support is one of

the most critical risk factors in individuals with PTSD. Other research has

demonstrated that the positive effect of the healing power of support systems for

people who have survived horrific events (Bloom, 2008). Seligman (2006) noted that

“people who have at least one person, whom they can call in the middle of the night to

tell their troubles to, go on to have better health than friendless people. Even ordinary

social contact is a buffer against illness. People who isolate themselves when they are

sick tend to get sicker” (p.174). Brewin, Andrews, and Valentine (2000) have

demonstrated that the greatest risk to developing PTSD after a traumatic event is the

lack of a social support system. Finally, social support has also been shown to be a

curative factor in the context of resiliency (King, King, Fairbank, Keane, & Adams,

1998; Koenen, Stellman, Stellman, & Sommer, 2003).

Consider Forrest Gump scenes of Lt. Dan: Lieutenant Dan (:26), Wounded in the

Buttocks (0:40), Happy New Year (2:04), Bubba Gump (1:44), and Beloved Mother,

Wife and Friend (6:51).

Follow-up

How important is social support system to you? Rate your level of agreement with this

statement from 0 to 100, 0 being total disagreement, and 100 being total agreement.

Toolbox

Social support

25.2 Objective

Identify thoughts and beliefs that you have about a social support system.

Relevancy

If we think of a social support system as a resource that is available to us, perhaps it

can be easier to understand its importance in helping us be resilient. Bonanno, Galea,

Bucciarelli, and Vlahov (2007) have explored this idea and have identified four types of

resources: 1) material resources (income); 2) energy resources (availability of health

insurance); 3) work resource (job); and 4) interpersonal (social support). For the

purposes of our discussion, their study concluded that a loss of any of these resources

increased stress and decreased resiliency.

Activity

We’ve all experienced “being alone in a crowd”. We may have people that we are very

close to and others with whom we engage in specific activities, such as playing on a

softball team, or belonging to an organization. A good support system may be a few

trusted friends or may be a variety of individuals we trust with certain aspects of our

lives (e.g., work, financial, friendship).

How comfortable are you in reaching out to others? Rate your level of comfort from 0

to 100, 0 being not at all comfortable, and 100 being totally comfortable.

What are your fears about developing a healthy support system?

Consider the fears you might have about developing a support system and how these

fear impact your ability to develop a support system. Work on the following ABC

worksheet. See Appendix D for additional worksheet.

The ABC approach considers: Adversity or Activating Event (A), Beliefs or Thoughts

(B), and Consequences or Feelings and Behaviors (C). This technique allows us to

understand situations that cause us stress. An activating event (A) can be anything. It

can be an event that makes us feel angry or happy or perhaps nothing at all. This

event then triggers beliefs (B) in us, which in turn create feelings (C).

Figure 25.2. ABC worksheet.

What did you learn from this exercise?

What steps can you take to develop a more robust social support system?

Follow-up

Do you believe that changing your my beliefs about social support can improve

resiliency and the quality of life. Rate your level of agreement with this statement from

0 to 100, 0 being no agreement, and 100 being total agreement.

Do you believe that you can overcome fears to develop a more effective support

system. Rate your level of agreement with this statement from 0 to 100, 0 being total

disagreement, and 100 being total agreement.

Toolbox Changing beliefs

25.3 Objective

Describe the concept of giving and receiving in a social support system.

Relevancy

Too often when we think about social support systems we think about what we get

from our support system. Constantly thinking like this can lead us to become self-

centered and demanding. This in turn will drive people away from us and leave us

isolated and alone – a self-fulfilling prophecy. For example … I demand that people be

a certain way … or … I require them to understand me all of the time. No one can

fulfill these demands and when our support walks away we can self-righteously

announce that we can’t count on people because … they’re never there for me. Along

with these types of negative consequences, we forget a significant part of a social

support system is what we give to people.

“Okay enough of me talking about me, what do you think of me?” -- spoken by a narcissist

Activity

Recognizing that we do have a need of others is important because the process helps

us clarify our needs and select people who can meet these needs. Maintaining our

healthy support system also requires we give to the system. This requires that we

empathize, consider other people’s perspectives and take into account their wants

and needs. Examining what we bring to the table in our support system helps to see

our strengths and abilities. And, it helps us understand some of the reasons why

people want to have us in their lives.

Who are the people in my support system?

What personal characteristics do you look for in people that you would like in your

support system?

What do you need to do to improve your social support system?

What characteristics do you have that you give to the people in your support system?

How do you show the people in your support system that you care about them?

What things can you do to improve your giving to your support system?

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

examine concepts of giving and receiving.

Follow-up

Do you have a better understanding of the importance of a healthy support system in

becoming more resilient? Rate your level of understanding from 0 to 100, 0 being no

understanding, and 100 being total understanding.

Identify two things you can do this week to improve your giving skills:

Identify two things you can do this week to improve your receiving skills:

Toolbox Giving and receiving

References

www.APAHelpCenter.org/resilience

Bloom, S.L. (2008). “By the Crowd They Have Been Broken, By The Crowd They Shall

Be Healed: The Social Transformation of Trauma.” In Tedeschi, R.G., Park, C.L. and

Calhoun, L.G. (Eds.) Posttraumatic Growth: Positive changes in the Aftermath of

Crisis. Hove, East Sussex: Psychology Press.

Bonanno, G.A., Galea, S., Bucciarelli, A., and Vlahov, D. (2007). What Predicts

Psychological Resilience After Disaster? The Role of Demographic, Resources, and Life

Stress. Journal of Consulting and Clinical Psychology, 75, 671-682.

Brewin, C.R., Andrews, B. and Valentine, J.D. (2000). Meta-analysis of risk factors for

post-traumatic stress disorder in trauma exposed adults. Journal of Consulting and

Clinical Psychology, 68, 748-766.

King, L.A., King, D.W., Fairbank, J.A., Keane, T.M., and Adams, G.A., (1998). Resiliency-

recovery factors in post-traumatic stress disorder among female and male Vietnam

veterans’ hardiness, post war social support, and additional stressful life events.

Journal of Personality and Social Psychology, 74, 420-434.

Koenen K.C., Stellman J.M., Stellman S.D., & Sommer J.F., Jr., (2003). Risk factors for

course of posttraumatic stress disorder among Vietnam veterans: A 14-year follow-up

of American Legionnaires. Journal of Consulting and Clinical Psychology, 71, 980-986.

Resick, P.A., Monson, C.M., and Chard, K.M. (2007). Cognitive Processing Therapy:

Veteran/Military Version. Washington DC: Department of Veterans Affairs.

Seligman, M.E.P. (2006). Learned Optimism: How to Change Your Mind and Your Life.

New York: Vantage Books.

26. Dealing with Test Stress

26.1 Objective

Identify causes of test anxiety.

Whole Task Objective

Describe factors addressing diverse and complex issues.

Relevancy

White knuckles, beads of perspiration rolling down your forehead -- it’s only a test.

Why does the idea of taking a test provoke so much anxiety? How does one deal with

test anxiety and the fear of failure?

The greatest test of courage on earth is to bear defeat without losing heart. --Robert Green Ingersoll

Prior Learning

With the realization that a test is typically used to measure the success of the process

the learner uses, measure the success of the final product, or both the process and

product, a vast range of tests are possible but typically can be distinguished as those

that fall into the category of either "pencil and paper objective tests" and those that

require some sort of rubric to determine the degree to which the learner was

successful with the instruction.

Pretest

How would you rate your level of test anxiety?

Have you identified your cause of test anxiety? Explain.

Identify personal attitudes towards testing.

Activity

Because testing has been so closely associated with the process of assigning a letter

grade, a great deal of stress is often associated with taking a test. And, given that

testing is a part of your academic passage and may be a lifelong process associated

with many occupations, it is essential to come to terms with improving one’s success

with testing by minimizing the anxiety associated with testing.

The anxiety can produce both physical and emotion reactions. It can be anticipatory

occurring while studying and be situational occurring while taking a test. While some

anxiety is expected and may even keep you somewhat alert, too much can be

debilitating. Research has shown (e.g. Elliot and McGregor, 1999; Hembree, 1988) that

excessive test anxiety results in poor performance impacting self-esteem, fear of

failure, defensiveness, and worry. Improved test performance and GPA (grade point

average) accompany reduced test anxiety.

There are a number of causes of test anxiety. Often there is a real or perceived

experience that, in the past, caused an inability to respond to the test questions and

now causing negative thinking and subsequent test anxiety.

Procrastination due to poor time management may be a legitimate cause of test worry

particularly so if one does not have good reading and study habits.

Avoidance is a common behavior of learners experiencing test anxiety. These same

learners may also be procrastinators and put off studying until one or two days before

the test and then cram. Consequently these learners will often deal with disorganized

information and worry about insufficient preparation.

In addition to feeling poorly prepared, text anxiety may result from the perception of

how others will view the results particularly if these results are poor. These learners

may have extremely high expectations for themselves and, having been very good

learners in the past, put an inordinate amount of stress on themselves to perform

perfectly.

Follow-up

Do you find yourself falling into any of the aforementioned causes of test anxiety?

Explain.

Whole Task Objectives Follow-up

How would you relate the concept of test anxiety to diverse and complex issues?

26.2 Objective

Develop successful strategies for taking tests.

Whole Task Objective

Describe factors addressing diverse and complex issues.

Relevancy

You are taking a test and you experience a mental block. But, after the test you seem to

remember everything that you could not remember during the test and you become

angry because you could not think during the test. How can you overcome this

scenario?

We aren’t going to get out of this alive, so let’s make the best of it. --Callahan

Prior Learning

Research has shown (e.g. Elliot and McGregor, 1999; Hembree, 1988) that excessive

test anxiety results in poor performance impacting self-esteem, fear of failure,

defensiveness, and worry. Improved test performance and GPA (grade point average)

accompany reduced test anxiety. Also, understanding how a test is constructed will

permit you to anticipate the range of test items and how they will be assessed.

Pretest

How would you rate your level of test anxiety?

Do you feel you are in control of your test anxiety?

What are some of your study strategies for overcoming test anxiety?

Activity

Preparation for a test involves methods that affect one’s study skills, as well as one’s

behavior. Establishing good study skills from the beginning of the class is a good way

to minimize test anxiety.

o Establish a time management plan that permits you adequate test preparation

time well before the test.

o Get into a study group.

o Identify the objectives and the sources of information that will be addressed on

the test.

o Identify the test format (e.g. essay, multiple choice) and anticipate the level of

cognition (Blooms’ Taxonomy) from which the test questions will be derived.

o Use a good reading method (e.g. SQ3R) to perform your reading as the learning

occurs,

o Use a good note taking method and continually review your notes.

Concurrently, establishing good behavioral skills can further minimize test anxiety.

o Get a sufficient amount of sleep prior to the test. Do not cram.

o Maintain good nutrition.

o If you become anxious while studying, consider some slow deep abdominal

breathing over a few minutes.

o Perform some stretching and/or aerobic exercise.

o Perform some guided imagery and focus on a peaceful scene for a few minutes.

o Try to identify and name the particular anxiety and the feeling it conveys.

o Use positive thinking and self-talk.

The day of the test, be sure to arrive early with the materials you need for testing.

During the test, remember to fully read the instructions. Read each question fully and,

if multiple choice, look at all of the responses. Do not dwell on any one question.

Rather, move on as you may get a clue as to the answer in another question. Answer

the easier questions first, particularly so if you have a limited time to complete the

test. Answer all questions unless there is a penalty for guessing.

Identify personal symptoms of test anxiety and identify potential solutions.

Follow-up

Do you feel you are in control of your test anxiety?

Whole Task Objectives Follow-up

How would you relate the concept of success test strategies to diverse and complex

issues?

Toolbox Time management plan Study group SQ3R Note-taking Nutrition Exercise Positive imagery and self-talk

26.3 Objective

Describe the internal and external ramifications of integrity.

Whole Task Objective

Describe factors addressing diverse and complex issues.

Relevancy

Engaging in prohibited academic conduct can have dire consequences on one’s

academic future. An awareness of the common prohibited activities may be useful in

avoiding activities that can negatively impact ones career.

Integrity is about doing the right thing--even when no one is looking. --unknown

Pretest

What does academic conduct mean to you?

What might you expect of some potential consequences of inappropriate academic

conduct?

Activity

The following is an excerpt from the Arizona Board of Regents policy regarding

academic integrity and is comparable to that seen in institutions of higher education.

CODE OF ACADEMIC INTEGRITY

February 2009

PRINCIPLE

Integrity and ethical behavior are expected of every student in all academic work. This

Academic Integrity principle stands for honesty in all class work, and ethical conduct

in all labs and clinical assignments. This principle is furthered by the student Code of

Conduct and disciplinary procedures established by ABOR Policies 5-308 through 5-

404, all provisions of which apply to all University of Arizona students. This Code of

Academic Integrity (hereinafter "this Code") is intended to fulfill the requirement

imposed by ABOR Policy 5-403.A.4 and otherwise to supplement the Student Code of

Conduct as permitted by ABOR Policy 5-308.C.1. This Code of Academic Integrity shall

not apply to the Colleges of Law or Medicine, which have their own honor codes and

procedures.

PROHIBITED CONDUCT

Students enrolled in academic credit bearing courses are subject to this Code.

Conduct prohibited by this Code consists of all forms of academic dishonesty,

including, but not limited to:

1. Cheating, fabrication, facilitating academic dishonesty, and plagiarism as set out

and defined in the Student Code of Conduct, ABOR Policy 5-308E.6, E.10, and F.1.

2. Submitting an item of academic work that has previously been submitted or

simultaneously submitted without fair citation of the original work or authorization by

the faculty member supervising the work.

3. Violating required disciplinary and professional ethics rules contained or referenced

in the student handbooks (hardcopy or online) of undergraduate or graduate

programs, or professional colleges.

4. Violating discipline specific health, safety or ethical requirements to gain any unfair

advantage in lab(s) or clinical assignments.

5. Failing to observe rules of academic integrity established by a faculty member for a

particular course.

6. Attempting to commit an act prohibited by this Code. Any attempt to commit an act

prohibited by these rules shall be subject to sanctions to the same extent as completed

acts.

7. Assisting or attempting to assist another to violate this Code.

STUDENT RESPONSIBILITY

Students engaging in academic dishonesty diminish their education and bring

discredit to the academic community. Students shall not violate the Code of Academic

Integrity and shall avoid situations likely to compromise academic integrity. Students

shall observe the generally applicable provisions of this Code whether or not faculty

members establish special rules of academic integrity for particular classes. Students

are not excused from complying with this Code because of faculty members’ failure to

prevent cheating.

FACULTY RESPONSIBILITY

Faculty members shall foster an expectation of academic integrity and shall notify

students of their policy for the submission of academic work that has previously been

submitted for academic advancement, as well as any special rules of academic

integrity or discipline specific ethics established for a particular class or program (e.g.,

whether a faculty member permits collaboration on coursework; ethical requirements

for lab and clinical assignments; etc.), and make every reasonable effort to avoid

situations conducive to infractions of this Code.

If the evidence supports a finding that the student has engaged in misconduct, the

faculty member shall impose sanctions after considering the seriousness of the

misconduct, the student's state of mind, and the harm done to the University and to

other students. In addition, the faculty member shall consider mitigating and

aggravating factors in accordance with the provisions of ABOR Policy 5-308.H. A

faculty member may impose any one or a combination of the following sanctions: a

written warning, loss of credit for the work involved, reduction in grade, notation of

the violation(s) on the student’s transcript, a failing grade in the course, or revocation

of a student’s degree. The faculty member may also impose a sanction of suspension

or expulsion from the program, department, college, or University. When appropriate

faculty members may also assign students to participate in educational sanctions that

address the violation of this Code. If the faculty member assigns a notation on the

transcript, suspension or expulsion from the University or revocation of a degree as a

sanction, the student is automatically granted an appeal to the Dean of the College.

Within 10 days of the conference, the faculty member shall prepare a written decision

outlining the charges, evidence, findings, conclusions and sanctions imposed. The

faculty member should use the standard form entitled "Record of Faculty-Student

Conference," and furnish copies to the student (as provided in the "Notice" section

under General Provisions) and to all others as noted on the form, including the Dean

of Students Office. When possible, the faculty member should have the student sign

the “Record of Faculty-Student Conference.” See the General Provisions section for

Grade Before Appeals.

What key issue related to prohibited conduct and the potential consequences of

engaging in these prohibited matters do you find most surprising?

Follow-up

What are some examples of prohibited academic conduct?

What are some potential consequences of inappropriate academic conduct?

Whole Task Objectives Follow-up

How would you relate the concept of integrity to diverse and complex issues?

Toolbox Awareness of prohibited conduct

References

Code of Academic Integrity. (2009). In Student Policies Procedures and Codes.

Retrieved March 22, from http://dos.web.arizona.edu/uapolicies/cai1.html

Elliot, A. J. McGregor, H. A. (1999). Test anxiety and the hierarchical model of

approach and avoidance achievement motivation. Journal of personality and social

psychology, 76, no4, pp. 628-644.

Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review

of Educational Research, 58, 47-77.

Test Anxiety. (n.d.) In University Counseling Center. Retrieved March 22, 2009, from

http://gwired.gwu.edu/counsel/index.gw/Site_ID/5176/Page_ID/14095/

27. Asking the Right Questions about Leadership

27.1 Objective

Explore under what conditions does leadership matter.

Whole Task Objective

Describe the role of critical and creative thinking related to social interactions.

Prior Learning

Trait-based theory is an early leadership concept that describes the types of behavior

and personality characteristics associated with effective leadership. Zaccaro (2007)

argues that despite its long history, a consensus about the role of leader traits,

mechanisms of influence and role of situation has remained somewhat indefinable.

Instead, efforts should be directed towards combinations of traits and attributes,

integrated in conceptually meaningful ways, rather than additive or independent

contributions of several single traits that are intended to predict leadership. These

dominant leader trait patterns reflect a stable tendency to lead in different ways across

disparate organizational domains. Zaccaro (2007) professes a multistage model that

specifies leader traits as having distal or proximal influences on leadership

performance that are influenced by situation.

Vroom and Jago (2007) point to three distinct roles that situational variables play in

the leadership process. First, organizational effectiveness is affected by situational

factors not under leader control. Second, situations shape how leaders behave. And,

third, situations influence the consequences of leader behavior. Debate between

person or situation has moved to contingency theories that are capable of dealing both

with differences in situations and with differences in leaders. Empirically, contingency

theories focus research into the types of people and behaviors that are effective in

different situations.

Bennis & Thomas (2002) contend that a leader has at least one transformational

experience, or crucible, that served as a critical event in defining the leader (p 14). The

authors used the metaphor of the crucible to that of the transformational experience

in that a crucible, a device to melt metals at high temperatures, was a transforming

device used by alchemists. Hence, Dash (2005) argues that the focus is not so much on

observable attributes, but on the interaction between the individuals and their

environments that might have taken place in the past.

Avolio (2007) would deem essential to building more integrative theories of

leadership elements such as cognitive leader-follower models considering individual

differences, individual leader–follower behavior, historical context, proximal context,

and distal context. He advocates for a more integrative focus that is multilevel,

multicomponent, and interdisciplinary and that recognizes that leadership is a

function of both the leader and the follower and the context.

If your actions inspire others to dream more, learn more, do more and become more, you are a leader. -- John Quincy Adams

Pretest

What is your definition of leadership?

Activity

Hackmann and Wageman (2007) pose five questions based on the earlier readings.

They argue that there no generally accepted definitions of leadership, no dominant

methods for studying leadership, and little agreement on strategies for developing

leadership.

The 1 st

question posed is “not do leaders make a difference, but under what conditions

does leadership matter?” Yet, the authors note that the reason the debate between

leader-centric and situational effects has not been resolved is that debate should really

be focused on those circumstances where leader actions are consequential to system

performance as compared to those circumstances where the actions make no

difference.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

select one of the five questions and attempt to answer it. Present outcome.

Follow-up

Under what conditions does leadership matter?

Comment in 200 to 400 words. Reflect on the discussion, select one of the questions,

and comment on how your views have changed as a result of the class discussion.

Whole Task Objectives Follow-up

Are you able to relate the concept of conditions in leadership to that of critical and

creative thinking?

27.2 Objective

Explore how leader’s personal attributes interact with situational properties to shape

outcomes.

Whole Task Objective

Describe the role of critical and creative thinking related to social interactions.

Activity

The 2 nd

question posed is “not what are the traits of leaders, but how do leaders’

personal attributes interact with situational properties to shape outcomes?” The

authors argue that it is the interaction between traits and situations that is of

consequence.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

select one of the five questions and attempt to answer it. Present outcome.

Follow-up

How do leaders’ personal attributes interact with situational properties to shape

outcomes?

Comment in 200 to 400 words. Reflect on the discussion, select one of the questions,

and comment on how your views have changed as a result of the class discussion.

Whole Task Objectives Follow-up

Are you able to relate the concept of personal attributes and situational properties in

leadership to that of critical and creative thinking?

27.3 Objective

Explore good and bad leadership as qualitatively different phenomena.

Whole Task Objective

Describe the role of critical and creative thinking related to social interactions.

Activity

The 3 rd

question posed is “not do there exist common dimensions on which all leaders

can be arrayed, but are good and poor leadership qualitatively different phenomena?”

The authors suggest that research be focused on good and bad leadership relative to

average leadership or no leadership in order to better distinguish attributes that may

be separate and unique to good and bad leadership.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

select one of the five questions and attempt to answer it. Present outcome.

Follow-up

How are good and bad leadership qualitatively different phenomena?

Comment in 200 to 400 words. Reflect on the discussion, select one of the questions,

and comment on how your views have changed as a result of the class discussion.

Whole Task Objectives Follow-up

Are you able to relate the concept of good and bad leadership to that of critical and

creative thinking?

27.4 Objective

Explore the reframing of models to consider all members as leaders and followers.

Whole Task Objective

Describe the role of critical and creative thinking related to social interactions.

Activity

The 4 th

question posed is “not how do leaders and followers differ, but how can

leadership models be reframed so they treat all system members as both leaders and

followers?” The authors argue for a functional approach to leadership where the

distinction between leader and follower becomes blurred through shared leadership.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

select one of the five questions and attempt to answer it. Present outcome.

Follow-up

How are all members both leaders and followers?

Comment in 200 to 400 words. Reflect on the discussion, select one of the questions,

and comment on how your views have changed as a result of the class discussion.

Whole Task Objectives Follow-up

Are you able to relate the concept of reframing of leadership to that of critical and

creative thinking?

27.5 Objective

Explore how leaders can be assisted to learn.

Whole Task Objective

Describe the role of critical and creative thinking related to social interactions.

Activity

The 5th question posed is “not what should be taught in leadership courses, but how

can leaders be helped to learn?” Leaders should be motivated to foster their own

continuous learning and thus requires an emotional maturity for dealing with one’s

own and others anxieties.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

select one of the five questions and attempt to answer it. Present outcome.

Follow-up

How can leaders be assisted to learn?

Comment in 200 to 400 words. Reflect on the discussion, select one of the questions,

and comment on how your views have changed as a result of the class discussion.

Whole Task Objectives Follow-up

Are you able to relate the concept of helping leaders to learn to that of critical and

creative thinking?

References

Avolio, B. J. (2007). Promoting more integrative strategies for leadership theory-

building. American Psychologist, 62, 25–33.

Bennis, W. G., & Thomas, R. J. (2002). Geeks & geezers: How era, values, and defining

moments shape leaders. Boston, Massachusetts: Harvard Business School Press.

Dash, D. P. (2005). Logic of leadership research: A reflective review of Geeks & Geezers

by Bennis and Thomas. Journal of Research Practice, (1), Article R1. Retrieved March

8, 2009 from http://jrp.icaap.org/index.php/jrp/article/view/2/4

Hackmann, R. J., & Wageman R. (2007). Asking the right questions about leadership.

American Psychologist, 62, 43-47.

Sternberg, R. J. (2007). A systems model of leadership: WICS. American Psychologist,

62, 34–42

Vroom, V. H., & Jago, A. G. (2007). The role of the situation in leadership. American

Psychologist, 62, 17–24.

Zaccaro, S. J. (2007). Trait-based perspectives of leadership. American Psychologist, 62,

6–16.

28. Teaching Resiliency: Mentoring

28.1 Objective

Identify steps in finding a mentor.

The objective is the learning intent of this session. As you read this objective and

participate in the activities that follow, attempt to relate this objective to the current

activity and the broader concept presented as the Whole Task Objective. The Whole

Task Objective typically span three sessions with each of the three sessions

contributing to your overall understanding of the Whole Task Objective.

Whole Task Objective

Describe the role of mentorship and effective learning.

Relevancy

Fagenson (1989) states that mentored individuals reported having more satisfaction,

career mobility/opportunity, recognition and a higher promotion rate than non-

mentored individuals.

True heroism is remarkably sober, very undramatic. It is not the urge to surpass all at whatever cost, but the urge to serve others at whatever cost. -- Arthur Ashe

Pretest

What is your perception of a mentor?

Given your perceptions, how would you go about finding a mentor?

Activity

Nichols (2002) states that mentoring is the belief that individuals may best learn

through observing, doing, commenting and questioning, rather than by simply

listening. As such, mentoring can be a process of educating an individual through the

concept of a role model and can serve as an excellent tool for professional learning

both for the mentor and the mentee through systematic critical reflection. This

reflection occurs by encouraging individuals to examine their practices and reappraise

values, theories and aspirations.

Galbraith (2003) indicates there are two types of mentoring, informal and formal

(sponsored mentoring). Informal mentoring is a relationship that occurs that is

unplanned for the purpose of professional, personal, and psychological growth.

Informal mentoring seems to be a meaningful qualitative experience. Formal or

sponsored mentoring, on the other hand, is an intentional process that is typically the

result of a planned mentoring program. Formal mentoring is designed to reach a

variety of specific goals and purposes, defined by the setting in which it operates.

The essence of mentoring is based on the idea of one-on-one teaching. The dynamics

of mentorship typically include sharing control and the creation of opportunities for

common learning. The mentorship may involve pursuing explorations based on a

learner's questions or understanding into new areas of academic exploration in a

manner that may potentially question faculty authority and the claims to knowledge

upon which that authority rests. A learner is encouraged to participate in learning and

obtaining the new skills necessary to work independently. Mentors try to model the

very kind of learning they hope their learners will continue to pursue, the ideal of

lifelong learning (Chen, Fortunato, Mandell, Oaks & RyanMann, 2001).

According to Galbraith (2000), the process of mentorship, in sponsored college

mentorship, can be considered as four phases. The initial phase, typically occurring in

the freshman year, is the period in which the relationship is formed through an

organized process or through efforts to promote oneself through diligent work and

opportunities for shadowing. The second phase, or cultivation phase, might occur

during the sophomore and junior years, or even longer. During this phase, the positive

expectations that emerged during the initiation phase are continually examined. The

third phase, during or soon after a student's senior year, is a time when the learner

experiences new independence and feelings of loss. The fourth phase is one of

redefinition where both the parties recognize that a shift in developmental tasks has

occurred and that the previous mentorship process is no longer needed.

Dealing with mentorship can be a complex process for those unfamiliar with the

process. First is that learners must make their own way, and second is that mentors

must be prepared to face complex issues and to understand that their efforts may not

pay off quickly or perhaps ever (Crutcher, 2007).

Follow-up

What is a mentor?

How would you go about finding a mentor?

Whole Task Objectives Follow-up

Are you able to relate the concept of mentoring to that of mentorship and effective

learning?

Toolbox Mentorship

Objective 28.2

Indentify steps to mentor your family to include spirituality.

Whole Task Objective

Describe the role of mentorship and effective learning.

Your life is not a problem to be solved, but a gift to be opened. --Wayne Muller

Relevancy

There are many things that we can do to teach resiliency to our children and other

family members. The most obvious is to model resilient attitudes and behaviors.

These do not include always being right, always having the answers, or always having

to have our own way. They do include an ability to empathize, to have compassion, to

accept that we cannot know everything (that there is mystery), and that as a family

(community) we can face life’s struggles and the lessons we learn from them with

dignity. To be resilient often requires a sense of spirituality.

Religion is for people who are afraid of going to hell. Spirituality is for those of us who have already been there. --Anonymous

Pretest

When you think of spirituality what thoughts do you have?

Do you think that your spiritual beliefs have been negatively impacted by stressful or

traumatic events?

In order to become more resilient, how willing are you to explore your spirituality?

What is to give light must endure burning. --Viktor Frankl

Activity

The subject of spirituality is often a sensitive topic for everyone, especially trauma

survivors. The intent here is not to convert someone to a specific belief or way of

thinking, but to explore the reality that people who are resilient often have a sense of

“The Great Mystery” and that this awareness helps them cope with the adversities that

confront them (Lee and Waters, 2003; Levin, 2001; Pardini, Plante, Sherman & Stump,

2000). Kass (2000) suggests that spirituality is not about attending a religious service

or how often, but a connection with “something greater than ourselves”.

Yesterday is gone, tomorrow has not yet come. We have only today. Let us begin. --Mother Teresa

Consider your own spiritual beliefs. Were you raised in a specific religious belief?

Explain.

How have events in your life impacted your spiritual beliefs?

Considering the viewing the video, Randy Pausch - The Last Lecture reprised, http://

www.youtube.com/watch?v=BODHsU3hDo4

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

identify ways to promote resiliency skills in the family.

What can you do to strengthen your children’s spiritual beliefs?

Follow-up

Can you see how life events can strengthen your spiritual beliefs?

How committed are you to improving your spiritual practices?

Talk with your partner or a close friend about their spiritual practices and what they

gain from these practices.

Spend some time each day contemplating your own sense of spirituality.

In this life we cannot do great things. We can only do small things with great love. --Mother Teresa

Whole Task Objectives Follow-up

Are you able to relate the concept of spirituality to that of mentorship and effective

learning?

Toolbox Spiritual Beliefs

References

Brodsky, A.E. (1999). “Making It”: The Components and Process of Resilience Among

Urban, African-American Single Mothers. American Journal of Orthopsychiatry. 69 (2),

148-160.

Brooks, R.B and Goldstein, S. (2003). Nurturing Resilience in Our Children: Answers to

the Most Important Parenting Questions. Chicago: Contemporary Books.

Brooks, R.B. (1994). Children At Risk: Fostering Resilience and Hope. American

Journal of Orthopsychiatry, 64 (4), 545-553.

Chen, J. R., Fortunato, M. V., Mandell, A., Oaks, S., and RyanMann, D. (2001).

Reconceptualizing the faculty role: Alternative models. In Smith, B. L. and McCann, J.,

(Eds.). Reinventing Ourselves, Interdisciplinary Education, Collaborative Learning,

and Experimentation in Higher Education. Anker Publishing: Bolton.

Cole, K.A., Clarks, J.A., and Gable, S. Promoting Family Strengths. In Henderson, N.

(Ed.) (2007). Resiliency In Action. Ojai, California: Resiliency In Action Press. 199-201.

Crutcher, B. N, (2007). Mentoring across cultures. Academe, v93 n4 p44-48.

Drew, L.M. and Silberstein, M. (2007). Grandparents’ psychological well-being after

loss of contact with their grandchildren. Journal of Family Psychology. 21(3), 372-379.

Fagenson, E. A. (1989). The mentor advantage: Perceived career/job experiences of

protégés versus non-protégés. Journal of Organizational Behavior, 10(4), 309-320.

Galbraith, M. W. (2000). Tomorrow's Professor Msg.#224 The Roles And Phases Of

Mentorship. Retrieved April 11, 2009, from http://cgi.stanford.edu/~dept-ctl/cgi-

bin/tomprof/posting.php?ID=224

Galbraith, M. W. (2003). Mentoring Toward Self-Directedness. Retrieved April 11, 2009,

from http://imet.csus.edu/imet10/285/docs/self_directedness.pdf

Kass, J. (2000). “Building a Resilient Worldview through Spirituality”. Spirituality and

Resilience Assessment Packet. Version 4.2.

Lee, S.S. & Waters, C. (2003). Impact of stressful life experiences and of spiritual well-

being on trauma survivors. Journal of Prevention and Intervention in the Community,

26(1), 39-47.

Levin, J. (2001). God, faith, and health: Exploring the spirituality-healing connection.

Toronto, ON: John Wiley and Sons Inc.

Nicholls, G. (2002). The Theory and Practice of Teaching, Jarvis, P. Ed. Stylus

Publishing: Sterling VA.

Randy Pausch - The Last Lecture reprised [Video]. (2009). Retrieved June 23, 2009,

from http://www.youtube.com/watch?v=BODHsU3hDo4

Pardini, D.A., Plante, T.G., Sherman, A & Stump, J.E., (2000). Religious faith and

spirituality in substance abuse recovery: Determining mental health benefits. Journal

of Substance Abuse Treament, 19, 347-354.

Walsh, F. (1996). The Concept of Family Resilience: Crisis and Challenge. Family

Process. 35 (3), 261-281.

29. Creativity

29.1 Objective

Describe how to think creatively.

Whole Task Objective

Describe the role of mentorship and effective learning.

Relevancy

What is creativity? Is it something that I need or can even develop?

There is nothing in a caterpillar that tells you it's going to be a butterfly. --Buckminster Fuller

Prior Learning

Alice was surprised to meet a unicorn in the land behind the looking-glass. But, having

met the unicorn, she agreed to believe in it. We believe in creativity for much the same

reason, because we see it in practice. In the abstract, creativity can seem as impossible

as unicorns (Boden, 2004, p. 40).

Pretest

Can you see how life events can strengthen your spiritual beliefs?

Explain?

Activity

Boden (2004) states creativity is the ability to come up with ideas or artifacts that are

new, surprising, and valuable where ideas refer to concepts and theories, and artifacts

refer to physical objects. Distinction may be made between creativity that produces a

valuable idea that is new to the person (P-creativity) who comes up with it, and

creativity that has been produced for the first time in history (H-creativity).

Boden (2004) noting the work of Poincare and Hadamard, suggests four phases of

creativity.

1. Preparation involves conscious attempts to solve a problem by adapting familiar

methods, but often producing no apparent success.

2. Incubation, lasting minutes or months, is when the conscious mind is working on

other activities but fruitful concepts are being formed.

3. Illumination comes as a flash of insight despite its unexpectedness as a

conscious process.

4. Verification or evaluation is the final process requiring deliberate problem

solving as the conceptual insights are itemized and tested.

Sherfield, Montgomery, and Moody (2008) suggest the following characteristics as

being common with creative thinkers: compassion, courage, truth, dreams, risk

taking, innovation, competition, individuality, thinking, curiosity, and perseverance.

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

apply creative thinking steps to address a topic. Present results.

Follow-up

What is creativity?

What did you learn from the TAPPS creative and critical thinking?

How would develop your creativity?

Whole Task Objectives Follow-up

Are you able to relate the concept of creativity to that of mentorship and effective

learning?

Toolbox Creative thinking

29.2 Objective

Develop a personal process to use critical and creative thinking.

Whole Task Objective

Describe the role of mentorship and effective learning.

Prior Learning

Critical thinking can be defined as a purposeful and reflective judgment of whether we

should accept, reject, or suspend judgment about a claim and the degree of

confidence with which we accept or reject it (Wikipedia contributors, 2009).

Creativity is allowing yourself to make mistakes. Art is knowing which ones to keep. -- Scott Adams

Pretest

What is the difference between critical and creative thinking?

Activity

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

apply creative and critical thinking steps to address a topic. Present results.

Follow-up

What did you learn from the TAPPS creative and critical thinking?

Can critical thinking and creative thinking be linked in a useful manner?

Whole Task Objectives Follow-up

Are you able to relate the concepts of critical and creative thinking to that of

mentorship and effective learning?

Toolbox Creative thinking Critical thinking

References

Boden, M. A. (2004). The creative mind: myths and mechanisms (2 nd

Ed). Routledge.

Critical thinking. (2009, March 26). In Wikipedia, The Free Encyclopedia. Retrieved

16:46, March 29, 2009, from http://en.wikipedia.org/w/index.php?

title=Critical_thinking&oldid=279852224

Sherfield, R., Montgomery, R., & Moody, P. (2008) Cornerstone: Discovering Your

Potential, Learning Actively and Living Well. Upper Saddle River, NJ: Prentice Hall.

30. Final Reflection

30.1 Objective

Explore the personal impact of the leadership project.

Whole Task Objective

Describe the role of mentorship and effective learning.

Relevancy

The resiliency skills were intended to be very functional, but reflective, when dealing

with stressful situations. The teaching and learning provided baselines and avenues

for scholarship and reflection. The Leadership readings and project were intended to

be explorative, to cause critical thinking, and moreover be reflective. How do these

come together?

Leadership and learning are indispensable to each other. -- John Fitzgerald Kennedy

Prior Learning

Recall that leadership, resiliency, and teaching and learning rely heavily upon

identifying your personal values and your ability to interact and communicate with

others. Leaders display resilient attitudes and behaviors that do not include attributes

such as always being right, always having the answers, or always having to have our

own way. They do include an ability to empathize, to have compassion, to accept that

we cannot know everything, and, that as a team, we can face life’s struggles with

dignity the further learn from them.

Pretest

Do you feel you can demonstrate an understanding and application of the five

practices as they relate to leadership?

Do you feel you can demonstrate an understanding and application of resiliency

skills?

Do you feel you can demonstrate an understanding and application of the practices

for improving learning and mentoring?

Activity

According to Kouzes and Posner (2009) despite differences in people's individual

stories, their Personal-Best Leadership Experiences revealed similar patterns of

behavior.

o Model the Way. Leaders establish principles concerning the way people should

be treated and the way goals should be pursued.

o Inspire a Shared Vision. Leaders envision the future, creating a unique image of

what the organization can become.

o Challenge the Process. Leaders look for innovative ways to improve the

organization and potentially take risks and they accept the inevitable

disappointments as learning opportunities.

o Enable Others to Act. Leaders foster collaboration and strengthen others,

making each person feel capable and powerful.

o Encourage the Heart. Accomplishing extraordinary things in organizations

leaders recognize contributions that individuals make and share in the rewards

of their efforts.

You have reflected upon the following questions. How do you see resiliency emerging

as an important aspect of leadership? How do you see skills related to learning and

teaching as important aspect of leadership?

Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will

attempt to answer the questions of the relationship of resiliency and learning and

teaching as they relate to leadership.

How do you see resiliency emerging as an important aspect of leadership?

How do you see skills related to learning and teaching as important aspect of

leadership?

How has your idea of leadership changed?

Follow-up

What did you learn from about yourself as a leader, learner, and resilient person?

Whole Task Objectives Follow-up

Are you able to relate your perceptions about yourself as a leader, learner, and resilient

individual to that of mentorship and effective learning?

References

Kouzes, J. M., and Posner, B. Z. (2009) Five Practices of Exemplary Leadership. In The

Leadership Challenge. Retrieved Feb 1, 2009, from

http://www.leadershipchallenge.com/WileyCDA/Section/id-131055.html

Appendix A: Background

Appendix B: Resiliency Survey

Response to Stressful Experiences Scale

Instructions

The following statements describe how some individuals may think, feel, or act during

and after the most stressful events in life. Please indicate (with a √) how well each of

these statements describes you during and after life’s most stressful events.

Johnson, D. C., Polusny, M. A., Erbes, C., King, D., King, L., Litz, B., Schnurr, P., Friedman, M., and

Southwick, S. (2008).

The Response to Stressful Experiences Scale (RSES). VA National Center for PTSD.

Rev. 001, 11-24-08

Appendix C: Relaxation Practice Log

Appendix D: ABC Worksheet

Appendix E: Aerobic Exercise

Appendix F: Daily Calendar

Appendix G: Multiple Intelligences Survey

Appendix H: Myers-Briggs Type Indicator (MBTI)