Coping With Stress and Anxiety

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Week 6: Coping With Stress and Anxiety

When you’re dealing with stress, the problem may not be the stressful situation, as much as the effort to avoid that situation and the feelings it arouses.—Ted A. Grossbart, clinical psychologist
For many military families, stress and anxiety are commonplace. This week, you explore how some military families cope with stress and anxiety related to military life.

Learning Objectives

Students will:

Identify approaches to military spouses dealing with stress and anxiety
Analyze stress and anxiety related to military life
Analyze impacts of stress and anxiety on well-being
Evaluate coping strategies to address stress and anxiety
Learning Resources

Required Readings

DeCarvalho, L. T., & Whealin, J. A. (2012). Healing stress in military families: Eight steps to wellness. Hoboken, NJ: John Wiley & Sons.Step 2, “Explain” (pp. 17–29)Step 3, “Discover” (pp. 31–46)Strong, J., & Lee, J. J. (2017). Exploring the deployment and reintegration experiences of active duty military families with young children. Journal Of Human Behavior In The Social Environment, 27(8), 817-834.National Military Family Association. (2010). Military kids toolkit. Retrieved from http://www.militaryfamily.org/publications/kids-toolkit/National Military Family Association (2010). National Military Family Association: Military Kids Toolkit. Retrieved from http://www.militaryfamily.org/publications/kids-toolkit/
Required Media

Laureate Education (Producer). (2014e). Coping with stress and anxiety [Video file]. Baltimore, MD: Author.Note: The approximate length of this media piece is 4 minutes.Professor Child (Producer). (2014). Children of military families [Video file]. Retrieved from http://professorchild.com/products-page/videos/children-military-families/ Professor Child (Producer) (2014). Children of Military Families [Motion picture]. USA: Professor Child.Note: The approximate length of this media piece is 46 minutes.Real Warriors Campaign. (2013, April 10). Kids serve too: Helping children cope [Audio podcast]. Retrieved from http://www.realwarriors.net/podcasts/episode033 The Real Warriors Campaign (2013, April 10). Kids Serve Too: Helping Children Cope [Audio podcast]. Retrieved from http://www.realwarriors.net/podcasts/episode033
Discussion 1: Stress and Anxiety in Military Spouses

Consider the following scenarios:

Scenario 1:

I’m nervous for him to come home. I’ve been calm for the last eight months. I’ve had the house in order. When he comes home, it’s like he disrupts it. He leaves his clothes everywhere and expects me to wait on him. He’s coming home soon and I feel mixed up. I love him and want him home, but I cringe at the thought of how our life is going to change. To make matters worse, my neighbor whose wife deployed has been making passes at me. I’ve ignored him but our kids play together and are in the same class and Bible class. It’s hard to create the distance.

Scenario 2

I’ve never been a stay-at-home anything. But I got used to it. She’s been in the desert for two years now. I also manage the household—I cook, clean, and take care of our three kids. I learned how to braid my daughter’s hair, which was a feat. Taking care of three children is not easy. I can never watch football and I’m burning cookies and cakes I have to make for birthday parties. And I’m going crazy without sex. There are days I just want to lock myself in the bathroom.

For this Discussion, select one of the two scenarios. While they may seem simplistic, they are very accurate and can produce a great deal of anxiety and stress on a daily basis. Keep in mind, not everyone is able to manage the military life effectively. As a helping professional, consider how you might assist these spouses in dealing with their stress and anxiety specific to military life.

By Day 3

Post an identification of the scenario you selected. As a helping professional, explain how you might first approach this individual who is coming to you for support. Describe one coping strategy you might recommend to assist this individual in addressing stress and anxiety. Use a scholarly resource to support your recommendation.

Read a selection of your colleagues’ posts.

By Day 5

Respond to two or more colleagues by suggesting alternative strategies to enhance coping skills.

Return to this Discussion to read the responses to your initial post. Note what you have learned and/or any insights you gained as a result of the comments your colleagues made.

To complete your Discussion, click on Discussions on the course navigation menu, and select “Week 6 Forum” to begin.

Submission and Grading Information

Grading Criteria

To access your rubric:Week 6 Discussion Rubric
Post by Day 3 and Respond by Day 5

To participate in this Discussion:Week 6 Discussion
Discussion 2: Stress and Anxiety in Military Children

Children experience stress and anxiety in many ways related to military life. Think about the types of stress and anxiety that a child could experience at different stages of his or her life.

Note: Do not include the loss of a parent, as this is discussed in another week.
By Day 4

Post a description of stress or anxiety a military child could experience. Explain whether you consider this stress normative or nonnormative. Explain two impacts of this stress on the well-being of the child. Finally, describe one coping strategy you might recommend for the child and explain why you think this might be effective. Use a scholarly resource to support your recommendation.

Read a selection of your colleagues’ posts.

By Day 6

Respond to two or more colleagues by suggesting alternative strategies to enhance coping skills.

Disability from a social and political perspective

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This week’s discussion centers on an exploration of disability from a social and political perspective, i.e., we will explore the social movement led by courageous people with disabilities, supported by others to secure the rights to equal access in all realms be they educational, employment, physical access to buildings and public transportation. The result is the passage of the Americans for Disabilities Act (ADA). The movement’s resemblance to the civil rights movement is readily apparent as we will read in the article, titled “Rosa Park’s Gifts to the Disabled” from “The other Movement that Rosa Parks Inspired”, by Charles Wilson, the Washington Post, Oct. 30, 20005, p. B-1

Compare the disabled rights movement to the civil rights movement. Discuss the connection between the civil rights movement to secure the rights of African-Americans to the rights movement that fought for the rights of persons with disabilities.
Find an article relating to the struggle of persons with disabilities to achieve equal rights in any one of the areas mentioned above. (Please no articles on the ADA as we will focus on legal aspects later in the course). Summarize the article (your own words) and provide the link. Generate a question pertaining to its findings for your colleagues.
Roosevelt and his “Bill of Rights”:
The basic principle in a democracy is the sharing of governmental resources to meet the basic needs of all citizens. It must be understood that we are all in it together to satisfy that goal, i.e., it is a collective effort.

Why is it necessary of our citizens to fight for equality? Why must we fight to obtain support for persons in need? Why must be fight for universal health care?

This question points to a discussion of the responsibility of a democratic country to provide a vital “safety net” for all persons in need, whether they are poor, ill, have permanent disabilities, or are elderly. How persons in need are treated is a measure of a country’s priorities. And these priorities change historically, depending on “who is in charge”. During the Roosevelt administration, for example, the president proposed a second “Bill of Rights” to be ratified and made part of our Constitution, and it contained two items: 1) That all persons have a right to health care, and that health care should not be subject to profit (as is now the case); and 2) that everyone has the right to a decent standard of living, i.e., that everyone should have enough resources (even if supplied by the government) in order to live a decent life. Sadly, Roosevelt died before his proposal was reviewed.

Question:

Would it have been accepted and included in the Constitution, do you think? Were our president to make that proposal now, (in truth, he would never consider it) what would be the outcome? The answer to that question is at the crux of our climate of general unconcern for persons in need, and a government focused on enriching the wealthy. (Looking at the policies of countries like Sweden or Denmark gives us a glimpse of what a social democracy can do for its citizens.)

Acting Essay.

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For this week’s discussion, I would like you to choose an actor that you particularly admire. Tell us why you enjoy watching that actor’s work, but please be specific in discussing their use of the tools of the actor (body, voice, and mind). Does this actor use their body expressively, and change the way the body is used to help illuminate the different characters they have played? Does this actor have command of his or her voice, creating a voice for a character that is unique FOR that character? And finally, does this actor seem to use his/her analytical and imaginative skills to create a unique a fleshed out character in each project? Please support your assertions with specific examples of “tool use” from your chosen actor in film, TV, or on stage. Feel free to discuss any special skills that this actor has demonstrated in his/her roles (that film where he had to fight effectively, that role where she had a perfect Russian accent, etc.) In this forum, it is really important that you discuss the way your actor uses there tools to create the roles you enjoy. Don’t just say that you enjoy their performances, really BE SPECIFIC about how they create the roles that you like

Presentation Research Worksheet

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I attached 3 documents

1: “Work on this one” this is where all the work is going to be done
2: “Smoking in the UAE” is the essay written + it has the references in it so it’ll help you fill out the worksheet.

3: “EXAMPLE” this is a sample of work look at it and try to do the same