Course Design Guide

BSHS/391 Version 3
1
Course Design Guide
College of Social Sciences
BSHS/391 Version 3
Lifelong Learning and Professional Development
onda!s "#$$ to 1$#$$ P
Start Date# $%/$%/&$13
'nd Date# $(/$&/&$13

Southern California Campus Syllabus
COURSE SCHEDUE
!ee" 1 # $%/$%/&$13
!ee" $ # $%/11/&$13
!ee" 3 # $%/1)/&$13
!ee" % # $%/&(/&$13
!ee" & # $(/$&/&$13
Cop!rig*t + &$1&, &$11, &$$9, &$$%, &$$3 -! .niversit! of P*oeni/0 1ll rig*ts reserved0
Course Description
2*is course 3ill e/amine t*e roles of lifelong learning and professional development for *uman service 3or4ers in t*e
*elping process0 Students 3ill clarif! t*eir values and aspirations and develop a plan for t*eir personal professional
development0 Students 3ill e/plore -ot* s*ort5term plans and long5range goals and researc* t*e re6uirements and
resources for eac*0
Course Materials
c7ee, S0 L0, 8 9alters, B0 L0:&$$&;0 Transition management: A practical approach to personal and professional
development. .pper Saddle <iver, =># Prentice Hall0
1ll electronic materials are availa-le on t*e student 3e-site0
Course Design Guide
BSHS/391 Version 3
&
Facilitator Contact Information
Deborah !hite
dnoel?email0p*oeni/0edu :.niversit! of P*oeni/;
professor3*ite?eart*lin40net :Personal;
'1%(313(1)13 :PS2;
*a+ilitator ,-ailability
2*e -est time to contact me is from "#$$ P to 9#$$ P 25 @ or 9#$$ 15&#$$ P, Saturda!s0 'mails and calls are
returned 3it*in %) *ours0 A prefer correspondence via BLS as t*is provides a 3ritten record of t*e communication0 Please
do not te/t me0
A am availa-le to meet 3it* students to ensure ade6uate understanding of course re6uirements and to offer assistance
and suggestions0 2*e -est time to meet is -efore class0
@or emergencies, 3*en !ou are not a-le to gain access to messages on t*e Bnline Learning S!stem :BLS;, please send
a message to m! personal email address, professor3*ite?eart*lin40net0 An t*e event a t*ird part! needs to contact me,
please direct t*em to m! contact information listed under Cfacilitator information0C =o t*ird part! s*ould use !our login
credentials to gain access to t*e classroom0
Policies
@acult! and students/learners 3ill -e *eld responsi-le for understanding and ad*ering to all policies contained 3it*in t*e
follo3ing t3o documents#
.niversit! policies# Dou must -e logged into t*e student 3e-site to vie3 t*is document0
Anstructor policies# 2*is document is posted in t*e Course .aterials forum0
.niversit! policies are su-Eect to c*ange0 Be sure to read t*e policies at t*e -eginning of eac* class0 Policies ma! -e
slig*tl! different depending on t*e modalit! in 3*ic* !ou attend class0 Af !ou *ave recentl! c*anged modalities, read t*e
policies governing !our current class modalit!0
Week One: Lifelong Learning
Details Due Points
Ob/e+ti-es 101 .nderstand t*e importance of lifelong learning as a component of
professional development0
10$ <evie3 t*e elements of lifelong learning as t*e! affect t*e *uman
services field0
103 .nderstand t*e importance of s*aring t*e p*ilosop*ic position of
commitment to lifelong development 3it* future clients0
Rea1in2s Rea1 t*e follo3ing .niversit! of P*oeni/ aterials, located on t*e student
3e-site#
S4ill '/amples
Andividual Professional Development Plan
Paper on Andividual S4ills and Strengt*s
Case Stud! for 9or4s*op <evie3
Rea1 t*e follo3ing items, availa-le at *ttp#//ecampus0p*oeni/0edu#
Course Design Guide
BSHS/391 Version 3
3
Learning 2eam Hand-oo4
Guide to C*arter
Learning 2eam C*arter
Learning 2eam Log
Learning 2eam 'valuation
Rea1in2s Rea1 t*is 3ee4Fs 'lectronic <eserve <eadings0
3arti+ipation 3arti+ipate in class discussion0 3
Dis+ussion
4uestions an1
5ournal on
6e7tboo"
E7er+ises
Respon1 to !our c*oice of & of t*e 3ee4l! discussion 6uestions0
Complete 1ctivities 101, 10&, 1%01, 8 1%0& and t*e goal5setting e/ercises
at t*e end of eac* c*apter0 <ecord !our responses to t*e e/ercises in a
>ournal0 2a4e !our >ournal to !our Learning 2eam eetings in order to
s*are as muc* as !ou c*oose 3it* !our Learning 2eam0
(
8on2ra1e1
,+ti-ities an1
3reparation
Sele+t Learning 2eam mem-ers 3*o 3ill 3or4 toget*er t*roug*out t*e
course0
earnin2 6eam
9nstru+tions
2*e Learning 2eams 3ill -e graded on t*e scope and dept* of researc*,
t*e 6ualit! of anal!sis, and recommendations0 <efer to t*e materials,
GStandards for 9ritten 9or4,H and GStandards for Presentations,H found in
t*e Program Hand-oo40
Discussion on a commitment to lifelong learning and professional
development#

Discuss eac* of t*e follo3ing 6uestions and prepare a five5minute
informal summar! of !our teamFs conclusions and/or de-ates0
1ddress t*e follo3ing issues#
o S*ould lifelong learning -e voluntar! or compulsor!I
o S*ould t*ose 3*o parta4e in lifelong learning -e given *ig*er
pa!I
o 9*ere does t*e most effective lifelong learning ta4e placeI An
conferences, on t*e Anternet, during on5t*e5Eo- training, at sc*ool,
or in some ot*er formatI
o Can e/perience outside of 3or4, suc* as interactions 3it* oneJs
o3n famil!, -e considered part of professional lifelong learningI
Ho3I
Discussion on te/t-oo4 activities# Discuss !our responses to
1ctivities 101, 10&, 1%01, and 1%0& in t*e te/t, 2ransition anagement#
1 Practical 1pproac* to Personal and Professional Development0
o S*are onl! t*e information !ou feel comforta-le discussing0
o Dou *ave t*e rig*t to 4eep private an! information !ou c*oose0
o Briefl! report on !our discussion in !our individual >ournals0
Course Design Guide
BSHS/391 Version 3
%
Learning 2eam eeting Documentation# 2*roug*out t*e course, eac*
learning team is responsi-le for documenting Learning 2eam 3or4 and
time on t*e .niversit! of P*oeni/ material 3*ic* is do3nloaded from
*ttp#//ecampus0p*oeni/0edu0 2*e forms 3ill -e su-mitted to t*e facult!
mem-er for revie3 in t*e 3or4s*op follo3ing eac* Learning 2eam
eeting0
Create t*e Learning 2eam C*arter found on *ttp#//ecampus0p*oeni/0edu0
3repare t*e Learning 2eam Log0
!rite a second s4ill e/ample during t*e Learning 2eam eeting0 S*are
!our e/ample 3it* t*e Learning 2eam and receive feed-ac4 as !ou did
3it* t*e first e/ample0 Dou 3ill 3rite !our t*ird s4ill e/ample prior to
9or4s*op 23o to s*are 3it* a small group0
9n1i-i1ual
S4ill '/amples
Complete one S4ill '/ample, as descri-ed in t*e .BP aterials, -efore
Learning 2eam eeting Bne0 Be prepared to s*are !our S4ill '/ample
and receive feed-ac40
(
!ee" One Dis+ussion 4uestions
9*at is lifelong learningI
9*! is lifelong learning importantI
9*ere and *o3 does learning ta4e placeI
9*at are e/amples of formal educationI AnformalI
Ho3 do 3e learn from people 3*o are different t*an usI :C*ildren, ot*er cultures;
9*at are t*e -enefits of lifelong learningI
Ho3 does lifelong learning affect clientsI
As it unet*ical to not 4eep up 3it* current informationI
9*at is t*e difference -et3een information, 4no3ledge -ase, s4ill, and e/pertiseI
<elate t*is 3ee4Fs topics and learnings to t*e case stud!0
Week Two: Educational Training and Professional !esources
Details Due Points
Ob/e+ti-es $01 1nal!Ke educational degree programs and c*oices for future training0
$0$ Adentif! formal and informal training opportunities for professional
development0
$03 '/amine t*e professional organiKations and credentialing availa-le to
*uman service 3or4ers0
Course Design Guide
BSHS/391 Version 3
(
Rea1in2s Rea1 C*0 & of Transition Management: A Practical Approach to Personal
and Professional Development0
Rea1in2s Rea1 C*0 ( of Transition Management: A Practical Approach to Personal
and Professional Development0
Rea1in2s Rea1 t*is 3ee4Fs 'lectronic <eserve <eadings0
3arti+ipation 3arti+ipate in class discussion0 3
Dis+ussion
4uestions an1
5ournal on
6e7tboo"
E7er+ises
Respon1 to !our c*oice of & of t*e 3ee4l! discussion 6uestions0
Complete 1ctivities &01, &0&, (01, (0&, 8 (03 and t*e goal setting e/ercises
at t*e end of eac* c*apter and record !our responses in !our Eournal0 Be
prepared to s*are as muc* as !ou feel comforta-le 3it* in class or in !our
Learning 2eam eeting0
(
8on2ra1e1
,+ti-ities an1
3reparation
Andividual S4ills and
Strengt*s Paper
Be2in 3or4 on t*e paper on Andividual S4ills and Strengt*s0 See t*e
.niversit! of P*oeni/ aterial# Paper on Andividual S4ills and Strengt*s
for furt*er direction0
8on2ra1e1
,+ti-ities an1
3reparation
Be prepared to su-mit t*e s4ills e/ample completed during Learning
2eam eeting Bne and anot*er s4ills e/ample done independentl!0 An
total, !ou 3ill *ave done at least t*ree s4ills e/amples, including t*e one
done in 9or4s*op Bne0
Be prepared to ma4e !our Learning 2eam Presentation on '/amination
of 'ducational Degree Programs and 2raining Bpportunities, developed
in Learning 2eam eeting Bne0
Submit t*e appropriate completed sections of t*e Learning 2eam Logs
and t*e Learning 2eam C*arter0
earnin2 6eam
9nstru+tions
Dis+uss !our responses to 1ctivities &01, &0&0, %01, (01, (0&, 8 (03 in t*e
te/t, 2ransition anagement# 1 Practical 1pproac* to Personal and
Professional Development0 S*are onl! t*e information !ou feel
comforta-le discussing0 Dou *ave t*e rig*t to 4eep private an!
information !ou c*oose0
Learning 2eam eeting Documentation# 2*roug*out t*e course, eac*
learning team is responsi-le for documenting Learning 2eam 3or4 and
time on t*e .niversit! of P*oeni/ material, 3*ic* is do3nloaded from
*ttp#//ecampus0p*oeni/0edu0 2*e forms 3ill -e su-mitted to t*e facult!
mem-er for revie3 in t*e 3or4s*op follo3ing eac* Learning 2eam
eeting0
3repare t*e Learning 2eam Log0
earnin2 6eam
'/amination of
'ducational Degree
Programs and
2raining
Con1u+t an online searc* for educational degree programs, training
opportunities, on5line education, -oo4s, seminars, and ot*er resources for
*uman services 3or4ers0 Dou ma! c*oose to visit online graduate
catalogs of universities for graduate degree programs in counseling,
social 3or4, or marriage and famil! t*erap! to ascertain t*e potential
)
Course Design Guide
BSHS/391 Version 3
"
Bpportunities
Presentation
-enefits of advanced education or training in t*e *uman services field0
3repare a 1$5 to 1(5minute presentation on !our findings0
9n+lu1e e/amples from graduate programs and ot*er t!pes of
educational opportunities0
9n+lu1e appropriate visual aids0
!ee" 6:o Dis+ussion 4uestions
Descri-e t*ree graduate programs t*at !ou ma! 3is* to attend in t*e future0
9*at are -arriers to educational programsI Ho3 can students overcome t*eseI
9*o *as t*e responsi-ilit! for continuing educationI
9*at does professional development includeI
Besides sta!ing current, 3*at are t*e -enefits of lifelong learning to t*e *elping professionalI
9*at are t*e signals t*at !our professional s4ills or 4no3ledge need updatingI
Descri-e t*e professional organiKations :at least t3o; 3it* 3*ic* !ou mig*t 3ant to affiliate, eit*er no3 or after
graduation0 1fter eac* organiKation, list its purposes, -enefits, and re6uirements for mem-ers*ip0
Ho3 mig*t !ou personall! and professionall! -enefit from affiliation 3it* one or more professional organiKationsI
9*at licenses or credentials 3ill !ou need to o-tain for !our 3or4I 9*at are t*e re6uirements for o-taining t*ese
credentials and *o3 3ill !ou meet t*e re6uirementsI
9*at are t*e advantages of o-taining professional credentialsI
<elate t*is 3ee4Fs topics and learnings to t*e case stud!
Week T"ree: Professional and Personal #alues Information $tili%ation
Details Due Points
Ob/e+ti-es 301 Clarif! personal and professional values and attitudes0
30$ 1ppl! values to a lifelong learning plan0
Rea1in2s Rea1 C*0 3 of Transition Management: A Practical Approach to Personal
and Professional Development0
Rea1 t*is 3ee4Fs 'lectronic <eserve <eadings0
Rea1in2s Rea1 C*0 % of Transition Management: A Practical Approach to Personal
and Professional Development0
Rea1in2s Rea1 t*is 3ee4Fs 'lectronic <eserve <eadings0
Course Design Guide
BSHS/391 Version 3
L
3arti+ipation 3arti+ipate in class discussion0 3
Dis+ussion
4uestions an1
5ournal on
6e7tboo"
E7er+ises
Respon1 to !our c*oice of t3o of t*e 3ee4l! discussion 6uestions0
Complete 1ctivities 301 t*roug* 30", and %01 and t*e goal5setting
e/ercises at t*e end of eac* c*apter0 Be prepared to s*are as muc* as
!ou feel comforta-le 3it* in class or in !our Learning 2eam eeting0
(
8on2ra1e1
,+ti-ities an1
3reparation
Complete 1ctivities 301 t*roug* 30", and %01 and t*e goal5setting
e/ercises at t*e end of eac* c*apter0 Be prepared to s*are as muc* as
!ou feel comforta-le 3it* in class or in !our Learning 2eam eeting0
Learning 2eam presentations of 1 Professional BrganiKation or
Credentialing Bod!
Be prepared to present !our Learning 2eam presentation of 1
Professional BrganiKation or Credentialing Bod!, developed in
Learning 2eam eeting 2*ree0
Submit t*e appropriate completed sections of t*e Learning 2eam Logs
and t*e Learning 2eam C*arter0
earnin2 6eam
9nstru+tions
Rea1 C*0 L of Transition Management: A Practical Approach to Personal
and Professional Development0
Complete all of t*e activities and t*e goal5setting e/ercise at t*e
end of t*e c*apter0
Be prepared to s*are as muc* as !ou feel comforta-le 3it* in
class or in !our Learning 2eam eeting0
Bn t*e Anternet or using t*e li-rar!, create a list of personal and
professional values and -egin to ran4 t*em according to importance to
!ou0 Be prepared to discuss !our list in Learning 2eam eeting 30
Dis+uss t*e concept of values0 9*at is a valueI S*are !our lists of
values created -efore t*e Learning 2eam eeting and !our individual
ran4ings from most important :to eac* of !ou; to least important0 Discuss
3*et*er or not !our life and future plans reflect !our values0 Af not, 3*at
do !ou need to c*angeI 1void imposing !our o3n values on ot*er team
mem-ers0 Anstead, facilitate and support t*eir e/ploration of *o3 to *ave
a life t*at conforms to t*eir values0
Dis+uss t*e progress of !our Andividual Professional Development Plan
and solicit feed-ac4 from !our team mem-ers0
Learning 2eam eeting Documentation# Document !our Learning 2eam
eeting 3or4 on t*e .BP form do3nloaded from
*ttp#//ecampus0p*oeni/0edu0 Su-mit to t*e facult! mem-er for revie3 in
t*e 3or4s*op follo3ing eac* Learning 2eam eeting0
3repare t*e Learning 2eam Log0
9n1i-i1ual
Andividual S4ills and
Strengt*s Paper
Complete !our paper on Andividual S4ills and Strengt*s0 Be prepared to
present informall! some of t*e strengt*s !ou -elieve !ou -ring to t*e
*uman services field to t*e class during 9or4s*op 2*ree0
1$
Course Design Guide
BSHS/391 Version 3
)
earnin2 6eam
Presentation on a
Professional
BrganiKation or
Credentialing Bod!
.sing t*e material presented in t*e te/t from t*e re6uired reading as a
starting point, perform an online searc* of a professional organiKation or
credentialing -od! t*at ma! -e of interest to a *uman services 3or4er0
3ay particular attention to t*e specific group or groups targeted, t*e
-enefits of mem-ers*ip or credentialing, financial costs involved and
verif! 3*et*er opportunities for education or training are offered0
3repare a 1(5&$5minute team presentation for 9or4s*op 2*ree0 'it*er
prepare *andouts for t*e class or use visual aids for !our main points0
Discussion on planning for future education, training, professional group
mem-ers*ip, and credentialing# 1s a preface to t*e discussion of an
Andividual Professional Development Plan in 9or4s*op 2*ree, discuss
ideas as to *o3 t*e *uman services 3or4er can com-ine t*e components
of education, training, professional group mem-ers*ip, and credentialing
into a plan for lifelong learning and professional development0
S*are !our opinions of *o3 education, training, professional
group mem-ers*ip, and credentialing fit into a professional
development plan and *o3 !ou see professional group mem-ers*ip
and credentialing -enefiting !ou specificall!0
)
!ee" 6hree Dis+ussion 4uestions
9*at are valuesI 9*at values do !ou *oldI List ten values from most important to least important to !ou0
Descri-e t*ree people 3*ose values !ou admire and discuss *o3 t*e! e/*i-it t*eir values0
Ho3 do personal values relate to professional development and planningI
Descri-e *o3 !our life does or does not reflect !our values0 Ho3 3ould !ou li4e to live !our values in t*e futureI
9*at professional values do !ou demonstrate or *ope to demonstrateI
<elate t*is 3ee4Fs topics and learnings to t*e case stud!0
Week Four: Professional De&elopment
Details Due Points
Ob/e+ti-es %01 Develop an individual professional development plan0
%0$ Develop s*ort5 and long5term goals for professional accomplis*ment0
Rea1in2s Rea1 C*0 L Transition Management: A Practical Approach to Personal
and Professional Development0
Rea1in2s Re-ie: C*0 1% of Transition Management: A Practical Approach to
Personal and Professional Development0
Rea1in2s Rea1 t*is 3ee4Fs 'lectronic <eserve <eadings0
Course Design Guide
BSHS/391 Version 3
9
3arti+ipation 3arti+ipate in class discussion0 3
Dis+ussion
4uestions an1
5ournal on
6e7tboo"
E7er+ises
Respon1 to !our c*oice of t3o of t*e 3ee4l! discussion 6uestions0
Complete 1ctivities L0& and L0( and 1%03, and 1%0% and t*e goal5setting
e/ercises at t*e end of C*apter L0 Be prepared to s*are as muc* as !ou
feel comforta-le 3it* in class or in !our Learning 2eam eeting0
(
8on2ra1e1
,+ti-ities an1
3reparation
Andividual
Professional
Development Plan
Continue 3or4ing on !our Andividual Professional Development Plan0
See t*e .BP aterial GAndividual Professional Development PlanH for
details0 2*e completed plan is due in 9or4s*op @ive0
8on2ra1e1
,+ti-ities an1
3reparation
Submit t*e appropriate completed sections of t*e Learning 2eam Logs
and t*e Learning 2eam C*arter0
earnin2 6eam
9nstru+tions
3repare t*e Learning 2eam Log0
Learning Summar!#

1s a team, revie3 t*e GDirections for Completing t*e Learning
Summar!H and GLearning Summar!0H 2*ese materials can -e
do3nloaded from *ttp#//ecampus0p*oeni/0edu0
1s a team, complete t*e Learning 2eam 2a-le section of t*e
Learning Summar!0 Be sure to discuss t*e Learning 2eam c*arter
goals and results, and t*en provide reflective commentar!0
Andividuall!, complete t*e Andividual Muestions for <eflection0
Su-mit and discuss t*e Learning Summar! in 9ee4 @ive0
Su-mit one cop! to !our facult! mem-er and retain one cop! to
*elp 3rite !our Learning 2eam C*arter in t*e ne/t course0
Complete t*e follo3ing assignment prior to Learning 2eam eeting @our#
Antervie3 3it* a Helping Professions 9or4er# An person or -!
telep*one, -riefl! intervie3 someone 3*o 3or4s in t*e *elping
professions :prefera-l! a *uman services 3or4er;0
o 1s4 t*e intervie3ee 3*at t*e t*ree greatest sources of stress are
for *im or *er0
o S*are t*e information !ou gat*er 3it* !our team during t*e
Learning 2eam eeting0
Learning 2eams 3ill meet for five *ours to complete t*e follo3ing
assignments#
Dis+uss material from C*apters 3 and 9 in t*e te/t and !our responses to
t*e e/ercises0
Course Design Guide
BSHS/391 Version 3
1$
91entify t*e follo3ing#
Sources of stress for *elpers# Compare !our findings from !our
intervie3s conducted prior to t*is meeting0 Anclude a compilation of
!our findings in !our GPresentation on a Stress <eduction Strateg!0H
2*e impact of 3or4 on !our life
2*e nature, causes, and e/perience of -urnout
2*e preventive, com-ative, cognitive, and time management
strategies to reduce stress
91entify and s*are !our o3n sources of stress0 9*at can !ou do t*is
3ee4 to -egin reducing t*e stress in !our lifeI
a4e a commitment to !our Learning 2eam mem-ers, if !ou can,
to do at least one positive stress5reducing t*ing t*is 3ee40
91entify and s*are !our responses to C*apter 3, GBrganiKing 2ime and
2as4s0H
9*at areas do !ou t*in4 are pro-lemsI
List t*ree to five t*ings !ou can do to -egin managing !our time
more effectivel!0
Dis+uss t*e 3a!s in 3*ic* !ou, mem-ers of !our families, or co3or4ers
*ave -een affected -! stress0 Discuss 3a!s !ou *ave o-served ot*ers
dealing 3it* stress ineffectivel!, suc* as -! su-stance a-use or long5term
3it*dra3al from 3or4 or famil!0
earnin2 6eam
Presentation on an
't*ical Standard
,++ess t*e et*ical standards of a professional organiKation in t*e *uman
services field via t*e Anternet or t*e .niversit! Li-rar!0 <ead t*e et*ical
standards of t*e organiKation and discuss t*e follo3ing#
9*at is t*e format of t*e et*ical standardsI 9*at are t*e main
sections or areas of considerationI
2o 3*om are t*e standards addressedI 9*o is encouraged to
follo3 t*ese standardsI
Do t*e standards give specific guidelines as to *o3 t*e
practitioner s*ould -e*aveI Af so, *o3 is t*e client protectedI
Do t*e standards offer an! protection of t*e practitionerI Af so,
*o3I
Do t*e standards offer an! protection of t*e general pu-licI Af so,
*o3I
As t*ere an!t*ing in t*e standards t*at is am-iguous or left outI Af
so, 3*at needs to -e addressed and *o3I
Dis+uss !our responses to t*e activities in C*apter L, as 3ell as 1ctivities
1101 t*roug* 110%, in t*e te/t, 2ransition anagement# 1 Practical
1pproac* to Personal and Professional Development0 S*are onl! t*e
information !ou feel comforta-le discussing0
1fter t*e discussion descri-ed a-ove, c*oose a specific citation or section
of t*e et*ical standards to present during 9or4s*op @our0 Some of t*e
)
Course Design Guide
BSHS/391 Version 3
11
components of t*e presentation s*ould include t*e follo3ing#
@rom 3*ic* organiKation did t*e et*ical standard comeI
9*at is t*e specific citation or section of t*e standardI
9*! did !ou c*oose t*is particular citation or sectionI
Ho3 does it affect t*e clientI
Ho3 does it affect t*e practitionerI
Ho3 does it affect t*e general pu-licI
9*at are some potential et*ical dilemmas, 3*ic* mig*t occur
from t*e application of t*e citation or sectionI
9*at mig*t t*e impact -e of t*e citation or section to t*e *uman
services field in generalI
3repare a 1(5&$5minute team presentation0 'it*er prepare *andouts for
t*e class, or use visual aids for !our main points0
!ee" *our Dis+ussion 4uestions
.se !our Andividual Profession Development Plan as a guide and descri-e !our s*ort5 and long5term goals for
professional fulfillment0
<elate t*is 3ee4Fs topics and learnings to t*e case stud!0
Week Fi&e: 'elf Care ()urnout and 'tress Management*
Details Due Points
Ob/e+ti-es &01 Anvestigate t*e causes of stress and professional -urnout0
&0$ Discuss t*e impact of stress and -urnout on *uman services 3or4ers0
&03 Discover strategies for stress reduction and -urnout prevention0
Rea1in2s Rea1 C*0 9 of Transition Management: A Practical Approach to Personal
and Professional Development0
Rea1 t*is 3ee4Fs 'lectronic <eserve <eadings0
Rea1in2s Rea1 C*011 of Transition Management: A Practical Approach to Personal
and Professional Development0
Rea1 t*is 3ee4Fs 'lectronic <eserve <eadings0
Rea1in2s Rea1 C*0 1& of Transition Management: A Practical Approach to
Personal and Professional Development0
Rea1 t*is 3ee4Fs 'lectronic <eserve <eadings0
Rea1in2s Rea1 C*013 of Transition Management: A Practical Approach to Personal
and Professional Development0
Rea1in2s Rea1 t*is 3ee4Fs 'lectronic <eserve <eadings0
3arti+ipation 3arti+ipate in class discussion0 3
Dis+ussion Respon1 to !our c*oice of t3o of t*e 3ee4l! discussion 6uestions0 (
Course Design Guide
BSHS/391 Version 3
1&
4uestions an1
5ournal on
6e7tboo"
E7er+ises
Complete 1ctivities 901, 90&, 1101 t*roug* 110% and t*e goal5setting
e/ercises at t*e end of eac* c*apter and -e prepared to s*are as muc*
as !ou feel comforta-le 3it* in class or in !our Learning 2eam eeting0
8on2ra1e1
,+ti-ities an1
3reparation
Complete t*e Learning 2eam 'valuation and su-mit it to t*e instructor0
Submit t*e Learning 2eam Log0
9n1i-i1ual
Andividual
Professional
Development Plan
Complete !our Andividual Professional Development Plan for su-mission
during 9or4s*op @ive0 Be prepared to informall! present some ideas
from !our plan0
13
earnin2 6eam
Presentation on a
Stress <eduction
Strateg!
1s a result of t*e previous discussion on t*e general components of
stress and -urnout, c*oose a specific stress reduction tec*ni6ue to
present during 9or4s*op @ive0 2*e strateg! ma! come from t*e te/t, from
ot*er researc* or -oo4s, or ma! -e suggested -! !our facult! mem-er0
1ns3er t*e follo3ing 6uestions as part of t*e presentation#
9*! did !ou c*oose t*is tec*ni6ueI
Ho3 is t*e tec*ni6ue doneI
An 3*at situations is t*e tec*ni6ue effectiveI Ho3 do !ou 4no3
t*at it isI 9*at is t*e evidence, or researc*, or opinionI
1re t*ere an! contraindications for t*e use of t*e tec*ni6ueI
9*! is t*is particular tec*ni6ue a good c*oice for use -! *uman
service 3or4ersI
Ho3 can t*e use of t*is tec*ni6ue on a regular -asis *elp com-at
professional -urnout in a *uman service 3or4erI
3repare a 1(5&$5minute team presentation0 'it*er prepare *andouts for
t*e class, or use visual aids for !our main points0
1ssessment Criteria
2*e learning teams 3ill -e graded on t*e scope and dept* of researc*,
t*e 6ualit! of anal!sis, and recommendations0 <efer to t*e materials,
GStandards for 9ritten 9or4,H and GStandards for Presentations,H found in
t*e Program Hand-oo40
)
!ee" *i-e Dis+ussion 4uestions
9*at causes stress for *uman services 3or4ersI
9*at p*!sical pro-lems can stress causeI
9*at are t*ree approac*es or tec*ni6ues for managing or reducing stressI
9*at personalit! traits contri-ute to stressI
Butline a stress management plan t*at fits !ou, specificall!, and t*at !ou can maintain in t*e future as a *uman
services 3or4er0
Course Design Guide
BSHS/391 Version 3
13
Cop+rig"t
.niversit! of P*oeni/N is a registered trademar4 of 1pollo Group, Anc0 in t*e .nited States and/or ot*er countries0
icrosoftN, 9indo3sN, and 9indo3s =2N are registered trademar4s of icrosoft Corporation in t*e .nited States and/or ot*er countries0 1ll ot*er
compan! and product names are trademar4s or registered trademar4s of t*eir respective companies0 .se of t*ese mar4s is not intended to impl!
endorsement, sponsors*ip, or affiliation0
'dited in accordance 3it* .niversit! of P*oeni/N editorial standards and practices0
Course Design Guide
BSHS/391 Version 3
1%
UOP MATERIAL
SKILL EXAMPLES
The purpose of these examples is to help you identify skills and abilities you have already used. Skills include the following:
Teaching, mentoring, speaking, listening, helping, supervising, managing, analyzing, comparing, counseling, advising,
learning, researching, investigating, building consensus, handling, organizing, leading, assessing, screening, case
managing, motivating, treating, communicating, selling, inspiring, assisting, caring for, supporting
ou may use these skills in particularly helpful ways. ou can !calmly" manage a crisis. #r you may !dependably" organize pro$ects. ou can
!accurately" report a problem. #r you can !creatively" develop a speech. ou can listen in a !caring" fashion.
%. &rite %'( paragraphs describing something you did or participated in that you feel good about. )t may come from any
period of your life. )t may be an example from work, home, or any other part of your life. *erhaps it is something you did,
something you accomplished, a time when you were working with other people, something you did that was creative, or
showed persistence or foresight. )t may be a time you overcame an obstacle or reached a goal. ou can mention what
you wanted to do or accomplish, any obstacles in your way, and how you did what you did.
+ere is a short example: !&hen ) was %,, ) began to volunteer at the hospital. The hospital was always short'staffed,
and the employees had little time to interact with the patients. -s ) did my small duties, ) found ) en$oyed talking and
listening to the elderly patients. ) started to imagine what their lives had been like and learned to ask .uestions so that
they would relax and talk with me. ) also learned to notice when they were tired, and not to pester them. ) learned a lot
that summer about listening, caring, and taking time to really be with someone."
/. 0ircle any words in your story that are skills.
(. 0ircle any other words in your story that show the way in which you used your skills. 1!carefully" listen, for example.2
3. 4ist other skills or .ualities that come to mind that may not be included in the story.
,. 5e prepared to share your example with a small group.
6. )f you are a listener in the small group, share any additional .ualities, skills, or abilities that the writer missed noticing.
-dapted from:
5olles, 7. 8. 1%9962. What color is your parachute? 5erkeley, 0-: Ten Speed *ress.
Course Design Guide
BSHS/391 Version 3
1(
UOP MATERIAL
PAPER ON INDIVIDUAL SKILLS AND STRENGTHS
The purpose of this paper is to help you identify and clarify the skills, abilities, values and strengths you bring to human services work. )t is an
exploration of your personal history, focusing on what you have learned that will be valuable to you in your practicum and future career. The paper
must be seven to ten pages in length and is due in &orkshop :our.
ou may choose to divide your life up to this point into discrete segments. The divisions may be based on a number of years, places lived, schools
attended, or any other demarcations that provide structure. :or each segment, list two or three ma$or events or activities that provided you with skills
and abilities that can be used in your upcoming fieldwork experience and beyond. ;xamples of such skills or abilities are:
4istening skills
;mpathy skills
0ommunication skills
8urturing skills
#rganizational skills
*roblem'solving skills
The paper may also include some of the insights gleaned from class activities and your Skill ;xamples. )t is a chronology of influential life events,
and the skills and abilities you learned that will continue to have a positive influence on your career. The paper on Individual Skills and Strengths is
due in &orkshop Three.
Course Design Guide
BSHS/391 Version 3
1"
UOP MATERIAL
INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN
The Individual Professional Development Plan is intended to be a <living document< that you can regularly review and revise as a way of designing
professional growth in a career in human services. our plan should be approximately seven to ten pages in length, not including title or reference
pages. -t least three references are re.uired= one may be the textbook.
#ne way to conceptualize your plan is to use a future timeline:
&here do ) want to be one year from now>
&here would ) be employed> ?oing what>
&hat education or training would that re.uire>
&hat type of credentialing would that re.uire>
&hat other types of personal or professional changes have to occur>
+ow will this affect other parts of my life>
&here do ) want to be three years from now> )n five years> )n %@ years>
+ow do ) plan to prevent stress and burnout in my professional and personal life>
-nother way to conceptualize the plan is to describe in detail where you would like to be in your career in five years. Then ask yourself: what are the
steps ) have to take to get there>
ou may also explore more than one pathway for your career if you are undecided at this point. 8ote what factors will affect your decisions, and
when the decision needs to be made.
#n the whole, your paper should be a narrative document that shows thought and research. ou are encouraged to look at alternatives, address
how decisions will be made, and how decisions will affect the rest of your life. ou are also encouraged to examine how your current skills, values,
strengths and resources affect your plan. &hat is already in place> &hat needs time and effort>
ou may wish to develop a file for your plan. )n it, you would keep this paper, the skill exercises from this course, information you have collected in
researching your career path, and any other information that is pertinent. This file then becomes a step in making your plan a lifelong process.
The Individual Professional Development Plan is due during &orkshop :ive.