General Project Guidelines

1.    Papers must be written using the current APA Publication Manual. Papers must be five to seven typed double-spaced pages.

2.    Papers must include a minimum of five relevant resources, appropriately cited.

Stress Management for Salespeople

Frank Taylor’s automobile dealership has a number of high-achieving salespeople who could be described as extreme Type A personalities. Unfortunately, several of them are experiencing stress-related physical problems such as hypertension, high cholesterol, and migraine headaches. You have been hired to develop a stress reduction program incorporating both relaxation techniques and physical exercises that can be utilized by individuals and in group sessions several days a week at work. Describe specifics of a program that incorporates techniques of proven efficacy in dealing with extreme Type A personality behaviors.

Tips & Clarification for Final Applied Project

The goal of the Final Applied Project paper in this course is to design an intervention program for Type A employees to lower their stress levels and improve their mental and physical health.

For this assignment, keeping that goal in mind, I would suggest that you address each of the following items in your paper:

1.    Describe the Type A personality, emphasizing its role in stress

2.    Discuss health risks associated with the Type A personality

3.    Discuss the roles of relaxation and exercise in the prevention and treatment of stress

4.    Discuss a few possible interventions to reduce stress for employees and/or Type A personality

5.    Evaluate those interventions using studies of their effectiveness for employees under stress and/or with Type A personality

6.    Create a description of a program that would likely be effective, based on what you’ve stated above. Be specific.

1.    Write a description you would present to the company or to the employees describing the program, how it works, and why it is being implemented.

2.    How long does it last?

3.    How frequently do the employees practice the intervention?

4.    Is it practiced at the job site or on their own time?

5.    If on their own time, how will you track their participation or improvement?

Your paper should be 5-7 pages of double-spaced text (12-point font, Times New Roman or Courier style). These pages do not include the title page or references page(s). Please consider using the APA 6th Template.doc I’ve provided. It will simplify your formatting, as it allows you to replace the text in the template with your own. Please also consider using subheadings for each section of your paper to guide the reader. You may want to review how to create APA-style headings.

Be sure to support your ideas with information from academic, peer-reviewed sources, and cite those sources using APA format. This involves the use of in-text citations and a list of full references for each source cited within your paper on a References page.

Suggested Resources for Final Applied Project

Type A

Espnes, G. A., Moksnes, U. K., & Byrne, D. G. (2017). The Type A behavior pattern. In: C. L. Cooper & J. C. Quick (Eds.), The handbook of stress and health: A guide to research and practice (pp. 299-309). Retrieved from https://books.google.com/books?hl=en&lr=&id=l7gZDgAAQBAJ&oi=fnd&pg=PA299&dq=workplace+stress+%22type+a+personality%22&ots=uvLGrr9tFN&sig=DRS_2bkvsZC0R0TmdsDXxyyn70Q#v=onepage&q=workplace%20stress%20%22type%20a%20personality%22&f=false

Interventions

Baumeister, R. F., & Alghamdi, N. (2015). Commentary: Resource-based interventions in the workplace: Integration, commentary, and recommendations. Journal of Occupational and Organizational Psychology, 88, 623-629. Resource based interventions in workplace.pdf

Cooper, C. L., & Cartwright, S. (2013). In: C. L. Cooper (Ed.), From stress to wellbeing (Vol. 2): Stress management and enhancing wellbeing (p. 32-47). New York, NY: Palgrave Macmillan. Retrieved from https://books.google.com/books?hl=en&lr=&id=xCH7Dix9q3wC&oi=fnd&pg=PA32&dq=organizational+psychology+stress+intervention+%22type+a%22&ots=Yn-XeRsq2C&sig=hQ1hPoQ3ojwxE9rL2ZKBtZ1PG-0#v=onepage&q=organizational%20psychology%20stress%20intervention%20%22type%20a%22&f=false

Davenport, T. O. (2015, Fall). The good stress strategy. Employee Relations Today, 42(3), 9-20. Retrieved from http://worklodes.com/wp-content/uploads/2016/01/Good_Stress_Strategy_Davenport.pdf

Michel, A., O’Shea, D., & Hoppe, A. (2015). Editorial: Designing and evaluating resource-oriented interventions to enhance employee well-being and health. Journal of Occupational and Organizational Psychology, 88, 459-463. Designing interventions for employee well-being.pdf

Robertson, I. T., Cooper, C. L., Sarkar, M., & Curran, T. (2015). Resilience training in the workplace from 2003 to 2014: A systematic review. Journal of Occupational and Organizational Psychology, 88, 533-562. Resilience training in the workplace.pdf

Shahnaz, A., Wuensch, K. L., & Duffrin, C. (2015). Workaholism, exercise, and stress-related illness. Journal of Workplace Behavioral Health, 30(4), 393-406. Workaholism & stress related illness.pdf

I suggest using these resources.

Rubric Name: Writing Rubric

This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.

Content Exceptional 10 points

Exceeds Expectations 8 points

Meets Expectations 6 points

Meets Some Expectations 4 points

Meets minimal expectations 2 points

Not Done 0 points

Criterion Score

/ 10

/ 10

/ 10

/ 10

This table lists criteria and criteria group names in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method

Organization Exceptional 5 points

Exceeds Expectations 4 points

Meets Expectations 3 points

Meets Some Expectations 2 points

Does not meet expectations 1 point

Not Done 0 points

Criterion Score

/ 5

/ 5

/ 5

This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method

.Writing Mechanics and Style

Exceptional 5 points

Level 4 4 points

Level 3 3 points

Level 2 2 points

Level 1 1 point

Not Done

0 points

Criterion Score

/ 5

/ 5

/ 5

Rubric Total ScoreTotal/ 70

OVERALL SCORE

Overall Score

EXCEPTIONAL 60 POINTS MINIMUM

EXCEEDS EXPECTATIONS 50 POINTS MINIMUM

MEETS EXPECTATIONS 40 POINTS MINIMUM

MEETS SOME EXPECTATIONS 30 POINTS MINIMUM

MEETS MINIMAL EXPECTATIONS 10 POINTS MINIMUM

NOT DONE 0 POINTS MINIMUM

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Read “Topic 6: Vargas Family Case Study.” Develop three experiential interventions that you would use with the Vargas family.

It’s time to get creative! You have noticed that the Vargas family struggles with emotional expression, particularly with congruent emotional expression (i.e., words, actions, and body language being congruent). Using the Experiential Interventions Template, create three unique experiential interventions that you would use with the family and describe how they would be helpful to the family. It may be helpful to refer to the library articles for ideas and inspiration, but do not copy existing interventions.Be sure to fully address each section in the template for each of the three interventions in your paper:

• Title of your Intervention
• General Goals
• Materials Needed
• Advance Preparation Needed
• Description of the Intervention with the Vargas family
• Discussion of the Benefits of the Intervention to the Vargas Family
• References (if any)

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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Original discussion board

There are three possible diagnosis in this scenario.Can you indentifythem? Discuss.

Nadine was a 15-year-old girl whose mother brought her for a psychiatric evaluation to help her with long standing shyness.Although Nadine was initially reluctant to say much about herself, she said she felt constantly tense. She was generally unable to speak in any situation outside of her home or school classes. She refused to leave her house alone for fear of being forced to interact with someone. She was especially anxious around other teenagers, but she also became “too nervous” to speak to adult neighbors she had known for years. She said it felt impossible to walk into a restaurant and order from “a stranger at the counter” for fear of being humiliated.Nadine also felt she constantly was on her guard, needing to avoid the possibility of getting attacked. She was the most confident when she was alone in her room. From seventh grade to ninth grade, Nadine’s peers turned on her. The bullying was daily and included intense name-calling (for example – “stupid,” “ugly,” “crazy”) and physical threats. One girl (the ringleader) had been Nadine’s good friend in elementary school, but hit her and gave her a black eye. Nadine did not fight back. She refused to tell her parents what happened, but cried herself to sleep at night.Nadine transferred to a specialty arts high school for ninth grade. Even though the bullying ended, she could not make friends. Nadine felt even more unable to venture into new places. She felt increasingly self-conscious that she could not do as much on her own.Nadine was even scared to read a book by herself in a local, public park. She had nightmares about the bullies in her old school. She spent whole weekends “trapped” in her hom