NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
|WA CLOCK HRS:
This class will address the important topic of childhood and adult stress. The impact of stress on any given child is significant and creates a tremendous strain on their academic learning. Though "stress" is often viewed as a negative impact on a life, this course will help each person to see the positive aspects of stress and anxiety. Recognizing that educators are in an excellent position to teach and impact each child, this class will give specific ideas to minimize the negative influence of stress/anxiety in the classroom. Specific strategies to help children to direct their stress into a positive arena and to learn critical coping skills will be taught. Peer relations, chaotic family structures, generalized feelings of anxiety, failure and negative thought processes, as well as many other topics will be addressed. Each person will have an opportunity to examine their professional sphere of influence, their personal sphere of influence and their collegial sphere of influence. The goal of this course will be to help each person find a better balance in their own personal and professional lives as well as to be able to effectively teach the skills to help children find that balance. It will be geared to a broad audience, encompassing K-12 students.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
None. All reading is online.
Once you register, log onto the instructorʼs website at www.michaelsedler.com. Click on Classes, then scroll down and click on Stress Reduction in Staff & Students manual. The manual will download as a PDF file to your computer.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignment #1: Read the Manual.
Assignment #2: Read a Book.
Assignment #3: Complete Worksheets in Manual.
Assignment #4: 2 Week Journal.
Assignment #5: Plan for Success.
Assignment #6: Share Your Plan.
Assignment #7: Classroom Observation.
Assignment #8: Mentor a Colleague.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you are not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor community-based learning), or with students in another teacher’s summer classroom in session.
Assignment #9: Student Candidate.
Assignment #10: Lesson Development.
Assignment #10: You must choose either “A” or “B” (Required for 400 and 500 Level)
Assignment #A: (SEND commentary to Instructor)
(The following is encouraged but not required):
Assignment #B: (SEND lesson and summary to Instructor) Use this option if you do not have a classroom available.
(The following is encouraged but not required):
Send to instructor: firstname.lastname@example.org, Subject Line to read Stress #10 (A or B.)ʼ
Assignment #11: (500 Level only)
C. INTEGRATION PAPER
Assignment #12: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Send to your instructor at their email address. Subject line to read "(put course name here) Integration Paper"
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Mike Sedler, D.Min., M.S.W. brings over 30 years of educational experience as an administrator, social worker, behavior specialist and teacher to each of his classes.
He provides consultation services and seminars throughout the United States and Canada for schools, agencies and businesses. He has been teaching “adult learning classes” since the mid 1980’s and has had the privilege of working for The Heritage Institute for over 25 years.
He has a graduate degree in Social Work, a Doctoral degree in Ministry, a Counseling license, as well as his teaching certification (K-8). His combination of classroom experience, behavior intervention approaches, and involvement in working with hundreds of families allows for an excellent blend in all his classes.
Mike is passionate about children and emphasizes the importance of avoiding power struggles, offering options/choices to children, setting clear boundaries and guidelines as well as finding a place of positive engagement and connection with each individual. His heart for people and emphasis on positive communication are found throughout his seminars and classes.
All of Mike’s classes are practical and “field tested” in schools and classrooms. Educators have found ongoing success in implementing Mike’s clear and concise approaches.
STRESS REDUCTION in STAFF & STUDENTS
Alter, Robin and Clarke, Crystal. The Anxiety Workbook For Kids. New Harbinger Publications, 2016. Illustrations and activities for children (grades P-6th.) www.newharbinger.com 800 748 6273.
Chansky, Tamar. Freeing Your Child From Anxiety. Broadway Books, 2014. Practical explanation and understanding of anxiety disorder (grades K-12.) http://www.randomhouse.com 800 782 9000.
Elkin, Allen. Overcoming Stress For Dummies. For Dummies, 2010. Basic ideas for working with stress (grades K-12.) www.dummies.com 877 762 2974.
Cook, Julia. The Anti-Test Anxiety Society. National Center For Youth Issues, 2014. Helping primary children overcome anxiety surrounding testing (grades P-3rd.) www.ncyi.org 866 318 6294.
Dupont-Spencer, Elizabeth. The Anxiety Cure For Kids. Somerset, NJ: John Wiley and Sons, 2014. Interventions to help children with anxiety (K-12th grade.) www.wiley.com 800 225 5945.
Huebner, Dawn. What To Do When You Worry Too Much. Magination Press, 2005. Strategies to reduce stress and anxiety in children (grades K-6.) www.maginationpress.com 800 374 2721.
Humphrey, James. Childhood Stress In Contemporary Society. Haworth Press. 2012. Excellent book outlining causes and interventions for stress (grades K-12.) www.haworthpress.com 800 429 6784.
Lite, Lori. Stress Free Kids Curriculum Kit. Stress Free Kids, 2011. 50 pages of lesson plans and reproducible activities to reduce stress (grades P-8.) www.stressfreekids.com 800 841 4204.
Loy, Marty. Children and Stress: Handbook for Parents, Teachers, and Therapists. Whole Person Associates, 2010. Overview of stress and interventions (Grades P-6.) www.wholeperson.com 800 247 6789.
Merrell, Kenneth. Helping Students Overcome Depression and Anxiety. Guilford Press, 2013. Intervention techniques to reduce anxiety (grades P-12.) www.guilford.com 800 365 7006.
Smith, Laura. Overcoming Anxiety For Dummies. For Dummies, 2010. Basic ideas for working with anxiety and avoiding problems (grades K -12.) www.dummies.com 877 762 2974.
Tummers, Nanette. Teaching Stress Management. Human Kinetics, 2011. Reducing negative approaches in children when dealing with stress (grades P-12.) www.humankinetics.com 800 747 4457.
Wilson, Reid and Lyons, Lynn. Anxious Kids, Anxious Parents. HCI, 2013. Step by step ideas for children and parents (grades P-12.) www.hcibooks.com 800 441 5569.
Wong, Harry K and Wong, Rosemary T. The First Days of School. Harry Wong Publishers. 2009. Book to help teachers set a successful tone for the year (grades K-12.) www.harrywong.com 650 965 7896.