EDCEP 502

Issues in Biofeedback Training (Ref# 28332)

Course Syllabus

Spring 2005

Instructor

Patricia A. Marsh, Ph.D.

 

Wendy Hanzlik

Professor of Record

Fred B. Newton, Ph.D.

Assessment & Program Review

Office:  226 Anderson

McNair Scholars Program

201 Holton Hall

232 English/Counseling Services Bldg

Office phone:  532-5712

Office phone: 532-6137

Office Phone:  532-6927

Email

Email

Email

 

Course Information

Time:                          Fridays: 12 – 1:30 p.m.

Place:                          Danskin Performance Enhancement & Biofeedback Center;

            2nd floor of the English/Counseling Services Building

Credit:                        1-Hour Course Credit

Offered:          Through the 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 the ability to:

  1. Accurately connect a person to each of the three modalities in the lab;
  2. 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;
  3. Identify and present a relaxation technique to others;
  4. Assimilate course-related materials into a 30-minute or 1-hour workshop program; and
  5. 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.  Reading materials will be distributed a week before they are discussed in class (i.e., the previous class period).  All reading materials are to be read before the next class meeting.  Come to class prepared to discuss readings and to ask questions.

 

Class Credit

Students receive 1-hour academic credit for the class.  Students may take the class without academic credit, at the teacher’s discretion.

 

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.  Enrolling for course credit is optional.

 

Certification

Students who take both the spring semester course and practicum (summer, fall, or following spring), 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 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

 

 

 

1/28

• Introductions, review syllabus, note card task

• Identifying your own learning outcomes for this course

Tour the lab

 

 

2/4

• History of biofeedback & current applications

 

HW:  Assigned Reading(s)

Baselines

2/11

• Discuss reading(s)

• History of biofeedback & current applications

 

HW: Assigned Reading(s)

Baselines

2/18

• Discuss reading(s)

• Pathways of stress, relaxation, and self-regulation

 

HW: Defining biofeedback &

Assigned Reading(s)

2/25

Training Procedures

• Discuss reading(s)

• Explaining signals from biofeedback equipment

• Learning theories

• Skin temp training [EDR hookup, no feedback]

 

LAB

HM:  Describing the stress response &  Assigned Reading(s)

3/4

Relaxation Exercises / Handouts

Training Procedures

• Discuss reading(s)

• Skin  temperature & sweat conductance training [EDR hookup, no feedback]

 

LAB

HM:  Find and prepare a relaxation exercise for the class &

Assigned Reading(s)

 

 

3/11

Training Procedures

• Discuss reading(s)

• Muscle tension (EMG) training [EDR hookup, no feedback]

• How to write “Profile Report”1

 

LAB

HM:  Complete self-report measures

 

3/18

Training Procedures

• Discussion about “Profile Report”1

• Muscle tension (EMG) training [EDR hookup, no feedback]

 

Due: Relaxation Presentations

 

HM:  Write “Profile Report”1

 

3/25

NO CLASS—SPRING BREAK

 

 

4/1

Develop and conduct stress management workshops

• Handout(s):  Example of online stress management workshop

Due: Profile Report1

HW:  Design a 30 minute or 1-hour workshop1

 

4/8

• Workshops and individual assessment discussions

 

LAB

 

 

1Project may be selected as a group assignment.


 

 

Date

Topic

Notes

 

 

 

4/15

• Review steps and process for lab performance

• Practicing in the lab

 

LAB

Due:  Workshop Write-up

4/22

• Peer & instructor assessment of lab knowledge & skills

 

LAB

4/29

• Peer assessment of lab knowledge & skills

• Discuss:  future practicum

 

HM:  Essay questions & self-assessment

5/6

Wrapping up the course

• Instructor/Course Evaluation

 

 

5/13

End of finals week

 

 

 

 

Date Assigned

Reading(s)2

1/28 &

2/4

Wall, S. E.  (1997).  An overview of biofeedback.  Retrieved 8/25/2003, from http://www.7hz.com/loverview.html

 

O’Hair, D. E.  (no date).  Biofeedback: Review, history and application.  Retrieved 8/25/2003, from http://www.users.cts.com/crash/d/deohair/psychoph.html

 

2/11

Biofeedback Certification Institute of American (BCIA).  (no date).  Definition of Biofeedback.  Retrieved on 1/26/2005, from http://www.bcia.org/pages/index.cfm?pageid=1

 

Schwartz, M. S. & Olson, R. P.  (1995).  A historical perspective on the field of biofeedback and applied psychophysiology.  In M. S. Schwartz and Associates (Eds.), Biofeedback:  A Practitioner’s Guide, Second Edition (pp. 3-18).  New York, NY:  The Guildford Press.

 

2/18

FitzGerald, F. E.  (?).  Biofeedback: Exploring the power of mind over body.  Health Counselor, 15-17.

 

Bindler, P. R. & Sahpiro, R.  (1996, September/October).  Biofeedback as a disease management adjunct:  A technique that has been found to enhance and expedite cognitive behavioral therapy.  Behavioral Health Management, 22-24.

 

Olson, R. P.  (1995).  Definitions of biofeedback and applied psychophysiology (3A).  In M. S. Schwartz and Associates (Eds.), Biofeedback:  A Practitioner’s Guide, Second Edition (pp. 27-31).  New York, NY:  The Guildford Press.

 

2/25

Schwartz, N. M. & Schwartz, M. S.  (1995).  Definitions of biofeedback and applied psychophysiology (3B).  In M. S. Schwartz and Associates (Eds.), Biofeedback:  A Practitioner’s Guide, Second Edition (pp. 32-42).  New York, NY:  The Guildford Press.

 

2Additional readings will be added later in the semester.

 

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 (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.