EDCEP 502

Issues in Biofeedback Training (Ref# 28187)

Course Syllabus

Spring 2004

                                                                       

Instructor Patricia A. Marsh, PhD candidate	Professor of Record Fred B. Newton, Ph.D.
Office:  226 Anderson	Office:  Lafene Student Health Center
Office Phone:  532-5712	Office Phone:  532-6927
Email	Email

 

Course Information

Time:  Fridays: 12:30 – 2:00 p.m.

Place:  Danskin Performance Enhancement & Biofeedback Center (2^nd floor of the English and Counseling

            Services Building (formerly known as Lafene).

Credit:  1-Hour Course Credit

Offered through:         Department of Counseling and Educational Psychology

                                    Kansas State University, College of Education

 

Course Goals (What the instructor will do)

1. Provide students with information about the history of biofeedback, current applications of biofeedback, and stress management strategies.
2. Provide students with information about human physiology, biofeedback instrumentation, learning theory, training techniques, and stress management protocols necessary for effective use of biofeedback with clients and/or customers.
3. Train students to use biofeedback and stress management strategies in the personal acquisition of self-regulation skills.

 

Student Learning Outcomes (What the students will be able to do by the end of the semester)

Through written and verbal forms of communication, students will be able to demonstrate their knowledge and understanding of . . .

1. Biofeedback terminology and historical roots;
2. Current applications of biofeedback;
3. The physical, emotional, and cognitive reactions that emerge from the stress response (e.g., fight or flight);
4. Learning theories as they apply to biofeedback training methods; and
5. The three modalities used in the course through verbal and written forms of communication; i.e., skin temperature, muscle tension (EMG), and sweat conductance (EDR).

Students will demonstrate their . . .

6. Ability to accurately connect a person to each of the three modalities in the lab;
7. Ability to interact with persons who are undergoing biofeedback training, by explaining what is going to happen during the training session and how the receptors are going to be applied to their body;
8. Ability to identify and present a relaxation technique to others;
9. Ability to assimilate course-related materials into a 30-minute or 1-hour workshop program; and
10. Ability to integrate an individual’s personal information, from self-report and baseline measures, into a “Client/Customer Recommendation Profile Report”. [This will provide the basic training for conducting individual consultation regarding biofeedback training for stress management].

Required Materials

A textbook is not required, however there will be assigned readings.  All reading materials are to be read before the next class meeting.  Come to class prepared to discuss readings and ask questions.

Class Credit

Students may receive 1-hour academic credit for the class.  Students may take the class without academic credit if they so choose.

Practicum

Students who complete this class may take a practicum in this area.  The practicum will involve applying knowledge and skills in conducting stress management workshops, biofeedback sessions or a combination of the two.  The practicum may be taken for one additional credit, beyond what they would otherwise receive.  Enrolling for course credit is optional.

Certification

Students who take both the Fall semester course and Spring practicum, for one credit each, will have completed part of the requirements for certification as a biofeedback specialist/or stress management specialist (see www.bcia.org for more information on Biofeedback Certification).

Assessment of Student Learning, Evaluation, and Grades

Several methods will be utilized in the course to assess students’ level of achievement for the course-level student learning outcomes.  Assessment techniques will be used for feedback and for the improvement of students’ learning.  The level of achievement, or how well students demonstrate their skills and knowledge, will be evaluated by the instructor and/or by other students in the class.  Evaluations will contribute toward the grade earned in the course. 

 

Course Outline

Changes may occur to allow flexibility in scheduling

 

Date	Topic	Notes
1/30	• Introductions, review syllabus, note card task • Identifying your own learning outcomes for this course	Tour the lab  Assigned Readings
2/6	• History of biofeedback & current applications Baselines	Assigned Readings
2/13	• Defining biofeedback • Explaining signals from biofeedback equipment Baselines	Assigned Reading(s) HW: Defining biofeedback
2/20	• Pathways of stress, relaxation, and self-regulation • Learning theories	Assigned Reading(s) HM:  Describing the stress response
2/27	Training Procedures • Skin temp training [EDR hookup, no feedback]	Assigned Reading(s) LAB
3/5	Relaxation Exercises / Handouts Training Procedures • Skin  temperature & sweat conductance training [EDR hookup, no feedback] Complete self-report measures	Assigned Reading(s) LAB HM:  Find and prepare a relaxation exercise

 

Course Outline ~ Continued

 

Date	Topic	Notes
3/12	Training Procedures • Muscle tension (EMG) training [EDR hookup, no feedback] Complete self-report measures	Assigned Reading(s) LAB
3/19	Training Procedures • Muscle tension (EMG) training [EDR hookup, no feedback]	Assigned Reading(s) Due: Relaxation Presentations HM:  Write “Profile Report”
3/26	NO CLASS—SPRING BREAK
4/2	Develop and conduct stress management workshops • Possible Guest speaker ~ Barbara Pearson • Handout(s):  Example of online stress management workshop	Due: Relaxation Presentations HW:  Design a 30 minute or 1-hour workshop
4/9	• Workshops and individual assessment discussions • Drafting assessment guide for lab performance	Due: Relaxation Presentations Due:  Workshop Write-up
4/16	• Discuss questions about writing client/customer profile • Drafting assessment guide for lab performance • Practicing in the lab	LAB
4/23	• Peer assessment of lab knowledge & skills	LAB
4/30	• Peer assessment of lab knowledge & skills • Discuss:  Spring practicum	HM:  Take-home essay questions & self-assessment
5/7	Wrapping up the course • Instructor/Course Evaluation	Due: “Profile Report”
5/14	Study Day – No Class
5/21	All assignments are due	Due:  Take-home essay questions & self-assessment

 

 

KSU Professional Education Conceptual Framework

 

The College of Education is dedicated to preparing educators to be knowledgeable, ethical, and caring decision makers through excellence in the:

·         Delivery of exemplary instruction to students at the undergraduate and graduate levels;

·         Production, interpretation, and dissemination of sound and useful research and scholarship; and

·         Provision of leadership, collaboration, and service within the profession.

 

KSU Academic Honesty Statement

Plagiarism and cheating are serious offenses and may be punished by failure on the exam, paper or project; failure in the course; and/or expulsion from the university.  For more information refer to the ‘Academic Dishonesty’ policy in the Undergraduate Honor System (https://webmail.ksu.edu/redirect?http://www.k-state.edu/honor).

 

KSU Honor Code

On all assignments, examinations, or other course work undertaken by a student in this class, the following pledge is implied, whether or not it is stated:  “On my honor, as a student, I have neither given nor received unauthorized aid on this academic work”.

 

KSU Accommodations for Disabilities

Any student with a physical and/or learning disability who needs an accommodation or other assistance in this course should make an appointment to speak with me as soon as possible.