For the Diversity & Stress essay assignment, you will be asked to explore your own experiences with diversity and stress. Your essay should contain a minimum of 1500 words (approximately 300-400 words per question; note that the questions do not count toward the word requirement). The details of the grading rubric are provided on Canvas in the Diversity and Stress folder. To earn full credit for writing quality, be sure to use complete sentences and use your own words (in other words, do not include any content from another source or use direct quotations unless citing a specific definition). Please note there will be a 10% deduction for each day late. In terms of formatting your essay, please use each question as a header to structure your responses (note that a template containing these questions has been provided for you in the Canvas folder).
To start, you will provide a framework for diversity and stress, and describe potential family, social, cultural, or historical influences (question #1).
Question #1. Your Background and Experiences with Diversity and Stress: What does diversity mean to you, and which facets of diversity have caused stress in your life? [Feel free to address issues in your personal lives, society, media, politics, family dynamics, etc.]. How were people of different cultures, orientations, or backgrounds viewed/treated by your family? In what ways have you followed or differed from these examples? What are the social or societal influences on your perspective? Be sure to provide specific definitions and relevant information from the course materials and additional literature searches in framing your views.
Next, you will write a description of your stress reaction according to theories described in the textbook (question #2).
Question #2. Description of Your Diversity/Stress Reaction: In this section, describe your own reactions to diversity in light of stress-related theories and processes. Include the Cognitive Reappraisal model described in Chapter 1, and the ABCDE model described in the Rational Emotive Behavior Therapy section of Chapter 3. For each one, provide a thorough real-life example based on diversity-related interactions or experiences. Be sure to provide a review of each approach as it relates to your example.
Then, explore how you can use a stress management practice from this class to adjust your stress response (question #3). To develop and demonstrate additional expertise on this topic, read and summarize five peer-reviewed, empirical journal articles (note: detailed links for conducting journal searches are contained within the Canvas folder).
Question #3. Review of a stress management technique and five (5) peer-reviewed, empirical journal articles. For this section, choose from one of the stress management techniques described in Chapter 12, 13, or 14, such as meditation, mindfulness, guided imagery, yoga, self-hypnosis, autogenics, or breathing practices. To review your chosen stress management technique, start by describing it, and defining relevant material from the textbook. Then, provide an overview of each of the five articles you located (and read) on the topic. It may be easiest to review each of the sources sequentially.
Finally, practice your chosen stress management technique and describe your experiences and reactions (Question #4).
Question #4. Implementation of the stress management technique in your life. In this section, you will consider your own experiences and reactions to the stress management technique you have chosen. How many times did you practice the technique, and what were your reactions to using the technique? Were these the same or different from those described in the textbook and/or research articles? Will you continue to use this technique in the future? If so, how will you remember to include it in your busy life? What would you recommend to another student who might be interested in this stress management technique?
Rubric
Diversity and Stress Assignment 2022
Diversity and Stress Assignment 2022
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeWriting Quality: Mechanics
3 to >2.0 pts
Exceed University Expectation/Standard
Demonstrates superior content in terms of spelling, punctuation, grammar, and is virtually error-free.
2 to >1.0 pts
Meet University Expectation/ Standard
Demonstrates fairly clear content in terms of spelling, punctuation, grammar, but contains recurring errors.
1 to >0 pts
Below University Expectation/Standard:
Does not demonstrate clear content in terms of spelling, punctuation, and grammar. Errors are numerous and may distract or impede meaning.
3 pts
This criterion is linked to a Learning OutcomeWriting Quality: Syntax
3 to >2.0 pts
Exceed University Expectation/Standard
Uses task-appropriate language that skillfully communicates meaning to readers with clarity and fluency.
2 to >1.0 pts
Meets University Expectation/Standard
Uses language that conveys meaning to readers with an adequate degree of clarity and fluency.
1 to >0 pts
Below University Expectations/Standards
Uses language that is lacking in clarity or fluency.
3 pts
This criterion is linked to a Learning OutcomeMastery of the Subject: Sources and Evidence
3 to >2.0 pts
Exceed University Expectation/Standard
Thoroughly reviews and integrates five peer-reviewed empirical articles; includes all sources in a reference section.
2 to >1.0 pts
Meets University Expectation/Standard
Provides an adequate review/integration of sources (may not be peer-reviewed or empirical, or fewer than five articles), and/or some sources may be missing in the reference section.
1 to >0 pts
Below University Expectations/Standards
Does not adequately review/integrate the sources (which may not be peer-reviewed empirical articles, or fewer than five articles), and/or some of the sources are missing from the reference section.
3 pts
This criterion is linked to a Learning OutcomeMastery of the Subject: Writing with Purpose
3 to >2.0 pts
Exceed University Expectation/Standard
Includes the assignment questions as headers, and writes with a clear purpose in addressing those questions and the related prompts.
2 to >1.0 pts
Meets University Expectation/Standard
May not include the assignment questions as headers, and/or adequate focus on addressing those questions and the related prompts.
1 to >0 pts
Below University Expectations/Standards
Lacking the assignment questions as headers, and/or lacking a clear focus to address those questions.
3 pts
This criterion is linked to a Learning OutcomeMastery of the Subject: Content Development
3 to >2.0 pts
Exceed University Expectation/Standard
Uses compelling content to demonstrate academic rigor and illustrate mastery of the subject.
2 to >1.0 pts
Meets University Expectation/Standard
Includes adequate content but does not demonstrate academic rigor and/or illustrate mastery of the subject.
1 to >0 pts
Below University Expectations/Standards
Does not use relevant content to demonstrate academic rigor nor illustrate mastery of the subject.
3 pts
This criterion is linked to a Learning OutcomeThoroughness: Definitions and course content pertaining to Stress and its Management
3 to >2.0 pts
Exceed University Expectation/Standard
Includes a thorough review of course-related material (the textbook and/or course videos) pertaining to stress and stress management.
2 to >1.0 pts
Meets University Expectation/Standard
Includes an adequate review of course-related material (the textbook and/or course videos) pertaining to stress and its management.
1 to >0 pts
Below University Expectations/Standards
There is a lack of review of course-related material (the textbook and/or course videos) pertaining to stress and its management.
3 pts
This criterion is linked to a Learning OutcomeThoroughness: Definitions and course content pertaining to Diversity
3 to >2.0 pts
Exceed University Expectation/Standard
Includes a thorough review of course-related material (the textbook and/or course videos) pertaining to diversity.
2 to >1.0 pts
Meets University Expectation/Standard
Includes an adequate review of course-related material (the textbook and/or course videos) pertaining to diversity.
1 to >0 pts
Below University Expectations/Standards
There is a lack of review of course-related material (the textbook and/or course videos) pertaining to diversity.
3 pts
This criterion is linked to a Learning OutcomeThoroughness: Required word count
3 to >2.0 pts
Exceed University Expectation/Standard
Reaches or exceeds the 1500 words requirement; each question is fully addressed.
2 to >1.0 pts
Meets University Expectation/Standard
Does not reach the 1500 words requirement and/or some of the questions are not fully addressed.
1 to >0 pts
Below University Expectations/Standards
Is significantly beneath the 1500 word requirement and/or some of the questions are not fully addressed.
3 pts
Total Points: 24