STRESS COPING AND ROLE OF SOCIAL SUPPORT:

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1 Syllabus STRESS COPING AND ROLE OF SOCIAL SUPPORT: Last update HU Credits: 2 Degree/Cycle: 2nd degree (Master) Responsible Department: Social Work Academic year: 2 Semester: 1st Semester Teaching Languages: Hebrew Campus: Mt. Scopus Course/Module Coordinator: Rebecca Feinstein-Winitzer Coordinator rebecca.feinstein@mail.huji.ac.il Coordinator Office Hours: Mondays/Wednesdays 14:00-16:00 Teaching Staff: Rebecca Feinstein page 1 / 7

2 Course/Module description: This course examines several aspects of stress and coping, including stress response and coping processes, as well as the roles of social support and social networks as coping mechanisms. This course will stress the development of students critical thinking skills about stress and coping both in theory and in practice. We will learn to recognize the social, psychological, and biological patterning of stress and coping; the relationship between stress and trauma; the role of social support and make-up of social networks; and the ways in which individual stress response and coping behavior can be reflexive, socially situated, and embedded within larger social and cultural contexts. With a broader understanding of the stress and coping, we will explore its implications for social work practice, policy, and clinical interventions. Course/Module aims: To develop a knowledge on the bio-psycho-social dimensions of the human stress response. To become familiar with the different types of cognitive, emotional, and behavioral coping skills people use to deal with stress and life crisis. To situation stress and coping within a framework of social support and social networks in order to examine how a persons stress and coping response is both influenced by his/her social system. To develop beginning skills in the assessment and treatment of people with stress and life crises. Learning outcomes - On successful completion of this module, students should be able to: At the end of the this course, students should be able: To identify the bio-psycho-social dimensions of the human stress response. To become familiar with the different types of cognitive, emotional, and behavioral coping skills people use to deal with stress and life crisis. To understand how stress and coping is influenced by social support and social networks. To acquire beginning skills in the assessment and treatment of people with stress and life crises. Attendance requirements(%): Attendance and class participation (10% of grade) Teaching arrangement and method of instruction: Lecture and group discussion page 2 / 7

3 Course/Module Content: Week 1: Course overview and an introduction to stress and coping Week 2: Stress and stressful events across the life course Week 3: Personal and biological responses to stress Week 4: Theories of coping Week 5: Resiliency Week 6: "Stress Portrait of a Killer" and class discussion Week 7: Trauma Week 8: Assessing and coping through social support Week 9: Social networks as vehicles through which social support is provided Week 10: Accessing and mobilizing social support through social networks Week 11: Accessing social support through social networks for clients with major illness Week 12: Race, ethnic, and class differences in social support and social network systems Week 13: Course conclusion, compassion fatigue and self-care Required Reading: Week 1: Course overview and an introduction to stress and coping לזרוס ר. ולזרוס, ב. (2000). רגש והגיון: להבין את הרגשות שלנו. חיפה: אוניברסיטת חיפה. (פרק 11: "לחץ ורגש", עמ' ) Lazarus, R. S., & Lazarus, B. N. (1994). Passion and reason making sense of our emotions. New York: Oxford University Press. Chapter 11: Stress and Emotion page 3 / 7

4 אנטונובסקי א. (1998) המודל הסלוטוגני כתיאוריה מכוונת בקידום בריאות. מגמות ל'ט, עמ' Antonovsky, A. (1996). The salutogenic model as a theory to guide health promotion. Health Promotion International, 11(1), doi: /heapro/ Week 2: Stress and stressful events across the lifecourse Pearlin, L. I., & Skaff, M. M. (1996). Stress and the Life Course: A Paradigmatic Alliance. The Gerontologist, 36(2), doi: /geront/ Rutter, M., & Sandberg, S. (1992). Psychosocial stressors: Concepts, causes and effects. European Child & Adolescent Psychiatry, 1(1), 313. doi: /bf Dube, S.R., et al. (2003). The impact of adverse childhood experiences on health problems: Evidence from four birth cohorts dating back to Preventive Medicine, 37, Week 3: Personal and biological responses to stress Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company. Chapter 3 McEwen, B. S., & Wingfield, J. C. (2010). Whats in a name? Integrating homeostasis, allostasis and stress. Hormones and Behavior, 57(2), 105. doi: /j.yhbeh Week 4: Theories of coping Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company. Chapters 6 and 7 Week 5: Resiliency Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), Bonanno, G. A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59(1), doi: / x page 4 / 7

5 Week 6: "Stress Portrait of a Killer" and class discussion Week 7: Trauma Dulmus, C. N., & Hilarski, C. (2003). When stress constitutes trauma and trauma constitutes crisis: The stress-trauma-crisis continuum. Brief Treatment and Crisis Intervention, 3(1), 27. doi: /brief-treatment/mhg008 Davidson, J. R. T., Stein, D. J., Shalev, A. Y., & Yehuda, R. (2004). Posttraumatic stress disorder: Acquisition, recognition, course, and treatment. The Journal of Neuropsychiatry and Clinical Neurosciences, 16(2), doi: /appi.neuropsych Bleich A, Gelkopf M, & Solomon Z. (2003). Exposure to terrorism, stress-related mental health symptoms, and coping behaviors among a nationally representative sample in Israel. JAMA, 290(5), doi: /jama Week 8: Assessing and coping through social support Sarason, I. G., & Sarason, B. R. (2009). Social support: Mapping the construct. Journal of Social and Personal Relationships, 26(1), doi: / Thoits, P. A. (1986). Social support as coping assistance. Journal of Consulting and Clinical Psychology, 54(4), doi: / x Week 9: Social networks as vehicles through which social support is provided Litwak, E., Messeri, P., & Silverstein, M. (1990). The role of formal and informal groups in providing help to older people. Marriage & Family Review, 15(1), 171. doi: /j002v15n01_09 Granovetter, M. S. (1983). The strength of weak ties: A network theory revisited. Sociological Theory, 1, doi: / Week 10: Accessing and mobilizing social support through social networks Pescosolido, B. A., & Boyer, C. A. (1999). How do people come to use mental health page 5 / 7

6 services? Current knowledge and changing perspectives. In A. V. Horwitz & T. L. Scheid (Eds.), A handbook for the study of mental health: Social contexts, theories, and systems (pp ). New York, NY, US: Cambridge University Press. Smith, K. P., & Christakis, N. A. (2008). Social networks and health. Annual Review of Sociology, 34(1), doi: /annurev.soc Week 11: Accessing social support through social networks for clients with major illness Kazak, A. E., & Marvin, R. S. (1984). Differences, difficulties and adaptation: Stress and social networks in families with a handicapped child. Family Relations, 33(1), 6777.,ורווחה חברה.קשות ממחלות והחלמה חברתית תמיכה,חברתיות רשתות.(1987).ג,אוסלנדר (3), ח Week 12: Race, ethnic, and class differences in social support and social network systems Small, M. L. (2007). Racial differences in networks: Do neighborhood conditions matter? Social Science Quarterly, 88(2), doi: /j x Stack, C. B., & Burton, Linda. (1993). Kinscripts. Journal of Comparative Family Studies, 24(2), Week 13: Course conclusion, compassion fatigue, and self-care Kanter, J. (2007). Compassion fatigue and secondary traumatization: A second look. Clinical Social Work Journal, 35(4), doi: /s Radey, M., & Figley, C. R. (2007). The Social Psychology of Compassion. Clinical Social Work Journal, 35(3), doi: /s Additional Reading Material: No relevant issue Course/Module evaluation: page 6 / 7

7 Powered by TCPDF ( End of year written/oral examination 60 % Presentation 0 % Participation in Tutorials 0 % Project work 0 % Assignments 30 % Reports 0 % Research project 0 % Quizzes 0 % Other 10 % Additional information: No relevant issue page 7 / 7

STRESS COPING AND ROLE OF SOCIAL SUPPORT:

Syllabus STRESS COPING AND ROLE OF SOCIAL SUPPORT: - 3186 Last update 15-10-2015 HU Credits: 2 Degree/Cycle: 2nd degree (Master) Responsible Department: social work Academic year: 0 Semester: 1st Semester