Themes of Resiliency, Learning, and Leadership
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Themes of Resiliency, Learning, and Leadership
Table 1 Whole Task Objectives and Session Objectives for the Themes of Resiliency, Learning, and Leadership.
The whole task approach provides a holistic look at the entire process and intended
outcomes. And, a more traditional syllabus look at this course is provided in the
following table (Table 2).
Table 2 Brief Course Syllabus.
o This three credit course blends current research on resiliency, learning, and
leadership in an integrative manner to foster individual leadership. Focus is on
the: physical, psychological, and social systems of resiliency; psychological
principles applied to learning and instructional design; and analysis of readings
addressing practical and theoretical leadership principles.
o Research and apply theories, values, and constructs known to promote an
understanding of resiliency, learning, and leadership.
o Identify, assess, and develop methods addressing the physical systems of
nutrition, exercise, and sleep.
o Identify, assess, and develop methods addressing the psychological system of
o Identify, assess, and develop methods addressing social support and lifelong
resilience and the application of resilience within multiple contexts.
o Apply theoretical and practical methods relating to the study of learning,
instructional design, evaluation, and teaching.
o Identify and develop attitudes and skills for improving learning success.
o Understand behavioral and social attributes relating to decision making and
o Explore personal values and approaches relating to awareness, decision making,
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- Expectations … Returning Veterans and Goal Setting
Define the concepts of resilience and stress.
The objective is the learning intent of this session. As you read this objective and
participate in the activities that follow, attempt to relate this objective to the current
activity and the broader concept presented as the Whole Task Objectives. The Whole
Task Objectives typically span three sessions with each of the three sessions
contributing to your overall understanding of the Whole Task Objective.
Whole Task Objectives
Apply and test methods to increase reading comprehension and learning.
Understand the purpose of measurement and obtaining measures.
Endocrinologist Hans Selye expanded the definition of physiological stress to include
the perceptions and responses of individuals in their attempts to adapt to the
challenges of everyday life (1956). Selye recognized that stress was a part of daily life
and observed consistent reactions to stress that he termed, “General Adaptation
Syndrome.” General adaptation syndrome consists of 3 stages: 1) alarm, 2) resistance,
o In the alarm phase, there is the fight-or-flight response.
o In the resistance phase, the body and mind attempt to cope and adapt to the
stressor. If this is unsuccessful, then the body and mind move to the final phase.
o In the exhaustion phase, the body and minds resources become depleted and
begin to break down. The result is a multitude of stress related illnesses,
including cardiovascular diseases, digestive problems, diabetes, ulcers, and
mental health problems.
Maturity is achieved when a person accepts life as full of tension. –Joshua L. Liebman
What are your beliefs about stress?
When you think about your responses above how stressed do you feel? Rate the
amount of stress that you feel from 0 to 100, 0 being no stress, and 100 being the most
stress imaginable.(Select either 0, 25, 50, 75, or 100 if using responders/clickers).
We all dream of a stress-free life. We think “if only … if only I could pass the test … if
only I could get the promotion … if only my husband/wife wasn’t deployed.” Can you
recall times when you’ve thought “if only”?
Everyday stress is unavoidable. While we cannot eliminate stress from our lives, it is
possible to become more resilient in the face of stress. Resiliency is the ability to
bounce back from adversity; it comprises a set of attitudes, skills, and behaviors that
can be learned at any age. The key to resiliency is not the elimination of stress, but the
development of the skills needed to manage stress in an optimal way.
Stress, even in crisis situations, can be seen as an opportunity to learn about yourself
and others. The Chinese word for “crisis” is comprised of two characters, one that can
mean “danger” and a second, can be interpreted as “opportunity.” When you have a
crisis, do you focus on the danger and/or the opportunity? Resilient people
acknowledge the danger in a crisis, but may not be overwhelmed by it. They do not
naively insist that things will work out. Rather, they explore opportunities for growth
in the midst of stressful situations.
Resilient people remain optimistic in the face of challenges, have confidence in their
ability to make best of difficult situations, understand that their efforts will make a
difference in their ability to cope with the stresses that confront them, and believe that
there is something to be learned from every situation, regardless of the outcome. They
also recognize that having the support of others makes stressful situations more
tolerable and increases the likelihood of finding a positive solution to the challenges
that confront them.
Case Study: With consideration to the application of resilience in the face of adversity,
consider Frederick Frese, Ph.D. a psychologist who has specialized in the area of
schizophrenia and was diagnosed with the condition when he was 25. Please reference
the site: http://www.fredfrese.com/node/16
Realizing that what may be stressful to one person may not be for another, describe a
situation that was personally stressful.
Rate the amount of stress that you felt, on that occasion, from 0 to 100, with 0 being no
stress and 100 being the most stress imaginable.
What skills, either positive or negative, did you use to cope with the situation?
What did you learn about yourself as a result of that situation?
When you look back on that situation how much stress do you now feel? Rate the
amount of stress that you now feel from 0 to 100, with 0 being no stress, and 100 being
the most stress imaginable.
If your stress level has changed, what is now different now about that situation?
When you think about your response how stressed do you feel? Rate the amount of
stress that you feel from 0 to 100, 0 being no stress, and 100 being the most stress
The major concepts presented in each session of the text are condensed into easy-to-
remember learning tools following each session. These tools can be used as a resource
when dealing with situations requiring a specific resiliency tactic. Consider creating a
toolbox of 3×5 inch index cards, each with a tool’s term on one side and an “in-your-
own-words” definition on the other. These cards can serve as quick source of
information when reviewing or searching for a resiliency solution. Your tool from this
Themes of Resiliency, Learning, and Leadership
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.
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