Leadership and Organization Development Journal
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
Leadership and Organization Development Journal
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
http://www.leadershipchallenge.com/WileyCDA/Section/id-131055.html
- 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.
http://en.wikipedia.org/wiki/File:Effects_of_sleep_deprivation.svg
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
Leadership and Organization Development Journal
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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