Concept of Resilience and Stress
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Concept of Resilience and Stress
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 3×5 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?
http://www.rand.org/pubs/corporate_pubs/2008/RAND_CP535-2008-03.pdf
http://www.rand.org/pubs/monographs/2008/RAND_MG720.1.pdf
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.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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