SWU 350 Whole Person Health: Mindful Living Across the Lifespan

36 Pages·2016·0.73 MB·English

ARIZONA STATE UNIVERSITY
GENERAL STUDIES PROGRAM COURSE PROPOSAL COVER FORM
Courses submitted to the GSC between 2/1 and 4/30 if approved, will be effective the following Spring.
Courses submitted between 5/1 and 1/31 if approved, will be effective the following Fall.
(SUBMISSION VIA ADOBE.PDF FILES IS PREFERRED)

DATE August 15, 2016

1. ACADEMIC UNIT: College Of Public Programs, School of Social Work

2. COURSE PROPOSED: SWU 350 Whole Person Health:Mindful Living Across the Lifespan 3
(prefix ) (number) (title) (semester hours)

3. CONTACT PERSON: Name: Maria Napoli Phone: [phone]

Mail Code: 3920 E-Mail:
Arizona State University Criteria Checklist for

SOCIAL AND BEHAVIORAL SCIENCES [SB]

Rationale and Objectives

The importance of the social and behavioral sciences is evident in both the increasing number of
scientific inquiries into human behavior and the amount of attention paid to those inquiries. In
both private and public sectors people rely on social scientific findings to assess the social
consequences of large-scale economic, technological, scientific, and cultural changes.

Social scientists' observations about human behavior and their unique perspectives on human
events make an important contribution to civic dialogue. Today, those insights are particularly
crucial due to the growing economic and political interdependence among nations.

Courses proposed for General Studies designation in the Social and Behavioral Sciences area
must demonstrate emphases on: (1) social scientific theories and principles, (2) the methods used
to acquire knowledge about cultural or social events and processes, and (3) the impact of social
scientific understanding on the world.
Proposer: Please complete the following section and attach appropriate documentation.

ASU--[SB] CRITERIA
A SOCIAL AND BEHAVIORAL SCIENCE [SB] course should meet all of the
following criteria. If not, a rationale for exclusion should be provided.
Identify
YES NO Documentation
Submitted
1. Course is designed to advance basic understanding
See attached
and
knowledge about human interaction.
2. Course content emphasizes the study of social See attached
behavior such
as that found in:

 ANTHROPOLOGY Psychology
 ECONOMICS
Social psychology
 CULTURAL GEOGRAPHY
 HISTORY Anthropology
3. Course emphasizes: See attached
a. the distinct knowledge base of the social and
behavioral
sciences (e.g., sociological anthropological).
OR
b. the distinct methods of inquiry of the social and
behavioral sciences (e.g., ethnography,
historical
analysis).
See attached
4. Course illustrates use of social and behavioral
science
perspectives and data.
THE FOLLOWING TYPES OF COURSES ARE
EXCLUDED FROM THE [SB] AREA EVEN
THOUGH THEY MIGHT GIVE SOME
CONSIDERATION TO SOCIAL AND
BEHAVIORAL SCIENCE CONCERNS:
 Courses with primarily fine arts, humanities,

literary, or philosophical content.
 Courses with primarily natural or physical science
content.
 Courses with predominantly applied orientation for
professional skills or training purposes.
ASU--[SB] CRITERIA
 Courses emphasizing primarily oral, quantitative, or
written skills.
Course Prefix Number Title Designation
SWU 350 Whole Person Health: Mindful Living SB
Across the Lifespan

Explain in detail which student activities correspond to the specific designation criteria.
Please use the following organizer to explain how the criteria are being met.

Criteria (from checksheet) How course meets spirit Please provide detailed evidence
(contextualize specific examples in of how course meets criteria (i.e.,
next column) where in syllabus)
See attached
SWU 350
Whole Person Health: Mindful Living Across the Lifespan

Students encounter a deeper lifetime understanding of managing stress and the impact proper
management has on various developmental and experiential periods throughout the lifespan. The
course views health that incorporates the creative self as well as the physical and mental aspects
that improve quality of life. Moving beyond self-reflection, the student will identify the
environmental and social-interactive stimulus and healthful outlets. As one matures along the
developmental lifespan attention to spontaneaity related to rest, recreation, play combined with
interaction with nature is often lost. Students will engage in exploring a more comprehensive
connection the the “whole self” thus developing strategies for a more balanced life. The long-
term personal and interpersonal ramifications of responding versus reacting to stress will be
applied to a lifetime of healthy and mindful living.
In this course, students study an integrative mind-body based approach to changing the way they
think and feel about their experiences by applying the Four Step Mindfulness MAC Guide.
Through learning the moment-by-moment process of actively and openly observing their
physical, mental and emotional experiences without judgment, students successfully engage in
Mindful Awareness. Guided meditation helps students interact with their natural surroundings in
order to reap the mental, emotional and physical health benefits of mindfulness throughout their
lifespan. At the conclusion of this course, students will have the tools necessary to sustain
balance by focusing on a “whole personal health” lifestyle to insure optimum success, decreased
st
stress, illness and poor quality of life in our hectic 21 century lifestyle.

Attached materials include a sample course syllabus and the copy of the Table of Contents of
the required textbook, Napoli, M. and Peterson, S. (2016). Whole Person Health: Mindful Living
Across the Lifespan and CD.
Documentation Attachment A: Criteria Checkist for this area
Course prefix Number Title Designation
SWU 350 Whole Person Health: SB
Mindful Living Across the
Lifespan

Explain in detail which student activities correspond to the specific designation criteria.

Criteria (from How course meets spirit Detailed evidence and examples
checklist)
SB – Criteria As indicated by the course See course description, rationale for the
1: Advance description and objectives course and course objectives on pages 1-3 of
basic SWU 350 is designed to the attached syllabus (Documentation
understanding facilitate students’ ability to Attachment #2.).
and critique and apply
knowledge knowledge to understand the
about human person (self) and their
interaction environment. The student
will also explore, assess and
identify ways to find life
balance across the lifespan,
both personal and social.
The student will develop
strategies for personal
healthful and mindful
growth, as well as those for
society and professional
encounters.
SB – Criteria SWU 350 relies upon and This course references a body of knowledge
2: Emphasize integrates theories and related to (see attached syllabus and textbo ok
the study of methods from the fields of Table of Contents):
social social and health psychology,  Development of Mindful Ego (Chapter 2)
behavior such anthropology, eco-  Healthy Relationships (Chapter 5)
as that found psychology and sociology.
 Connectivity with Nature (Chapter 6)
in psychology,
 The Human-Animal Relationship (Chapter
political
7)
science, and
 Music Therapy (Chapter 8)
sociology
 Personal Artistic Talents (Chapter 9)
SB – Criteria SWU 350 relies upon Examples of social science-based theories and
3a: Emphasize theories and methods related concepts covered in the course include:
distinct to Social Interdependence,
knowledge Experiential Learning and  Continuously discovering, appraising and
based of social Action Theory. The Social attending to changing locales, populations,
and Interdependence Theory, scientific and technological developments
behavioral developed by Lewin and and emerging societal trends to provide
sciences expanded upon by Deutsch, relevant services (What’s Good Wellness
state the type of Events, Personal Resolution Pyramid self-
interdependence used in a reflection assessment).
situation, such as cooperation  Creating change through demonstrated
and competition, will knowledge of the psychology of
determine how people environmental impact as well as personal
interact with each other and social growth/development.
which will guide the
 Developing strategies for personal,
outcome. Through group
community and social change and
assignments, students will
environmental factors that influence
identify the roles that feel
unproductive lifestyle patterns.
most comfortable for them
 Demonstrating proactive knowledge and
and those which are
approaches to affect individual and
challenging. The goal of
community stress levels.
experiential learning is to
 Integrating lifestyle choices that support
impact the learner in several
personal and interpersonal growth and
ways: 1) offer students
behavioral modifications.
various learning
opportunities with mulitiple
mediums of teaching and
assignments, and 2) stimulate
student attitudes in a positive
direction creating an
atmosphere that enhances the
individual.
3b: SWU 350 explores concepts See pages 8 and 9 of attached syllabus
Emphasize the of reflective and proactive (Documentation Attachment #2) for
distinct stages of life development, assignment descriptions and expectations.
methods of exploration of theories and
inquiry of modalities as well as The following are the assignments that
social and literature review that demonstrate the distinct methods of inquiry
behavioral emphasize both quantitative into the social and behavioral sciences where
sciences and qualitative methods to students must demonstrate competency:
explore various topics.
Stages of Life Analysis Paper
In a minimum of two double-spaced pages,
identify two developmental stages that you
either:

A) Would like to have affected the
outcome differently (reflection of past
experience)
- Identify each developmental stage.
- Analyze the experience.
- Discuss how you would modify
the experience.
- Explain how changed behaviors of
environmental factors would affect
a difference life experience.

(Example: During an adolescent
stage, you had this particular set of
experiences that resulted in this
particular event or pattern of
behavior. By modifying either that
behavior or the environment itself,
how could that have changed
something that occurred in your early
adult years)
Or
B) Plan to proactively engage a mindful
approach to behavior modification or
life change (future wellness)
- Identify each developmental stage.
- Analyze the personal and
interpersonal requirements
necessary to affect the desired
outcome.
- Discuss the steps you will take to
set this new path into motion for
yourself (or others, if applicable).
(Example: As you enter your early
adult years you recognize that diet
and exercise can have a personal and
lifelong impact. What would that
impact be and how would you make it
happen)