Development of Stress Management Programs for Health Education

HLHED 420
A 3-credit course

Wednesdays: October 8, 15, 22, 29, November 5, 12, & 19 [6:15-9:00 p.m.]
Saturdays: October 18, 25, & November 8 [8:00 a.m.-1:00 p.m.]
Downtown Harrisburg at Penn State Harrisburg’s Eastgate Center

View a printable brochure

• Learn stress management and relaxation techniques 
• Examine anxiety disorders & mental health: fear, phobia, traits, & disorders 
• Find out if you are suffering from burnout and work related stress
• Learn behavior change interventions: exercise, assertiveness, time management 
• Discuss the Tai Chi four: mind, body, spirit, & psyche 

HLHED 420 provides the necessary knowledge, resources, experiences, and skills for planning, developing, and implementing strategies for stress management programs in school, community, and corporate settings. Lectures will focus on the theoretical underpinnings of stress management while lab work will emphasize stress management techniques, including deep breathing, progressive muscle relaxation, visualization, and adaptive tai chi.

Additional Information

About course content:
William R. Klinger, Ph.D., instructor
(717) 531-7458 office
(717) 649-7946 mobile
E-mail: wklinger@psu.edu
Office hours by appointment

About Registration:
Karen Karnes
Continuing Education
Penn State Harrisburg
Phone: 717-948-6536
Email: ksk1@psu.edu

Texts
No required textbook: Power point presentations and assigned articles will serve as the primary text. Lectures will be posted on ANGEL and articles will either be handed out in class or posted on ANGEL.

LAB Work I [Personal Stress Diary]
Each student is required to keep a stress log for 7 consecutive days. The log will have you identify your stressors (rating their severity), stress responses and coping techniques (rating their effectiveness). You are to write a brief summary (1-2 pages, double-spaced) of what you learned about yourself that may help you in improving your personal stress management skills.

LAB Work II [Relaxation Technique Write-up]
Each student is required to select a relaxation technique and practice the selected technique for 2 weeks. They are then to write a brief (4-6 pages, double-spaced) review of the technique in terms of its history, the theory/science of why it is effective, when is it effective, where it can be applied and with whom it can be utilized [priority population] and any particular contraindications. Please provide a minimum of three references.

Relaxation Technique
Oral Presentation Each student will be responsible to make an oral presentation based on his or her Relaxation Technique Write-up. Each presenter will have 20 to 30 minutes to make his/her presentation in class. The primary purpose of this presentation is for the student to become proficient in leading/teaching a relaxation group.

Written Stress Management Program Write-up (Lunch & Learn or Six Week Program)
Each student is required to develop a stress management program for a specific population. Throughout the semester Dr. Klinger will give examples of various programs for consideration. Select a target population; develop a specific program – description of the population, goals & objectives, assessment tool, educational/therapeutic interventions, learning outcomes and program evaluation. Write a brief (6-8 pages, double-spaced) review of the. Please provide a minimum of five references.

Stress Management Program Oral Presentation
Each student will be responsible to make an oral presentation based on his or her Stress Management Program Write-up. Each presenter will have 30 to 45 minutes to make his/her presentation in class. The primary purpose of this presentation is for the student to become proficient in explaining a stress management program. Active Participation Dr. Klinger believes in learning through doing. Students are encouraged to be active participants during class discussions. The instructor will not tolerate unprofessional or disruptive behaviors in class. The participation grade is given on the basis of the instructor’s judgment as to the student’s scholarly participation in class.