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Human Imagery System Essay Assignment
What is the basis for using this technique of imaging? Krakow and Zadra (2006) and
others have suggested that we have what is called the “Human Imagery System.” It
works something like this:
Figure 10.1. Image, Though, and Feeling Flow.
Thus, before we have the thought or the feeling, we work to have a picture or image in
our mind.
http://www.sleepdynamictherapy.com/
http://www.nightmaretreatment.com/
Follow-up
Do you believe that nightmares can be controlled? Rate your level of belief from 0 to
100, 0 being no belief, and 100 being total belief.
Practice the new image of the same bad dream every day. Along with your sleep
habits, log your practice and the effect on the imaging on the nightmare.
Whole Task Objectives Follow-up
How might nightmares and use of imagery relate to concept of situation in self
management?
Toolbox Controlling Nightmares Image Rehearsal Training
References
Ansfield, M.E., Wegner, D.M., Bowser, R. (1996). Ironic effects of sleep urgency.
Behavior Research and Therapy Vol. 34, 7, pp. 523-531.
Bixler, E., Kales, A., Soldatos, C. Kales, J. and Healy,S. (1979). Prevalence of sleep
disorders in the Los Angles metropolitan area. American Journal of Psychiatry. 136,
Bonnet, M. H. and Arand, D. L. (1995). We are chronically sleep deprived.
Sleep, 18: 908–911.
Bootzin, R.R., Epstein, D. and Wood, J.M. (1991). Stimulus Control Instructions. In
Hauri, P.J. (Ed.) Case Studies in Insomnia. New York: Plenum Press, pp. 19-28.
Coren, S. (1996). Sleep Thieves: An Eye-Opening Exploration into the Science and
Mysteries of Sleep. New York: Free Press.
Curcio, C., Ferrara, M. and De Gennaro, L. (2006) Sleep loss, learning capacity and
academic performance. Sleep Medicine Review. Vol. 10 (5), pp. 323-337.
Davis, J.L. (2009) Treating Post-trauma Nightmares: A Cognitive Behavioral Approach.
New York: Springer Publishing Co.
Gresham, S.C., Webb, W.B., and Williams, R.L., (1963). Alcohol and Caffeine Effect on
Inferred Visual Dreaming. Science, Vol. 140 (3572), pp. 1226-1227.
Krakow, B (2007). Sound Sleep, Sound Mind: 7 Keys to Sleep through the Night. New
Jersey: John Wiley and Son.
Krakow, B. and Zadra, A. (2006) Clinical Management of Chronic Nightmares:
Imagery Rehearsal Therapy. Behavioral Sleep Medicine, Vol.4, 1, pp. 45 – 70.
Krakow, B and Neidhart, J. (1992). Conquering Bad Dreams and Nightmares: A Guide
to Understanding, Interpretation and Cure. New York: The Berkley Publishing Group.
Mederios, A.L., Mendes, D.B.F., Lima, P.F., and Araujo, J.F. (2001). The Relationships
between Sleep Wake Cycle and Academic Performance in Medical Students.
Biological Rhythm Research. Vol. 32 (2), pp. 263-270.
Morin, C.M., Blais, F. and Savard, J. (2002) Are changes in beliefs and attitudes about
sleep Vol. 40, (7), pp. 741-752.
Peeke, S.C., Callaway, E., Jones, R.T., Stone, G.C., and Doyle, J. (1980). Combined
effects of alcohol and sleep deprivation in normal young adults. Psychopharmacology.
Vol.67(3), pp. 279-287.
Ross, R.J., Ball, W.A., Sullivan, K.A., and Caroff, S.N. (1989). Sleep disturbance as a
hallmark of post-traumatic stress disorder. American Journal of Psychiatry. 146. Pp.
697-707.
Thacher, P.V. (2008). University students and “the all nighters”; correlates and
patterns of students engagement in a single night of total sleep deprivation.
Behavioral Sleep Medicine. Vol. 6 (1), pp. 16-31.
Yule, R.B., Lippmann, M.E., and Freedman, D. (1967). Alcohol Administration Prior to
Sleep: The Effect on EEG Sleep Stages. Archives of General Psychiatry, Vol. 16 (1) pp.
94-97.
Q&A
Address any issues from prior session.
11.1 Objective
Develop a plan containing a goal and objectives to manage time more efficiently so as
to reduce stress.
Whole Task Objective
Describe the role of situation in self management.
Relevancy
Identifying how you are allocating your time and then performing an optimizing
process to better address your time needs can be an effective method for reducing
stress, improving time management, and setting and fulfilling goals.
He who fails to plan, plans to fail. –unknown
Prior Learning
Recall that procrastination is a behavior that is characterized by deferment of actions
or tasks to a later time and is identified as counterproductive, needless, and delaying.
Additionally, establishing goals is difficult for many people as the process becomes
complicated when one is balancing family, social obligations, education, and a job.
So, you have recorded your activities over the course of a week to get a better sense of
how you are actually spending your time.
Pretest
How confident are you that you can develop a workable time management plan? Rate
your confidence from 0 to 100, 0 being totally unconfident, and 100 being totally
confident.
Activity
Using the supplied Appendix G: Daily Calendar, a notebook, spreadsheet, word
processor, or other recording device, you created a daily calendar noting by unit of
time (hourly, 30 minutes, 15 minutes) the activity you were performing. At the end of
one week, you analyzed the use of your time by identifying common activities or tasks
and the time spent on the tasks.
Figure 11.1. Schematic for Creating a Daily Planner.
tasks or activities as you progress through the week.
your week-long time log such that your days are presented in an optimized
manner allowing repetitive activities to be identified. Activities to consider
should include “free time” for family or social activities, classes, work, study,
meals and preparation, exercise, and chores.
organized weekly calendar, but can still be addressed by identifying the goal of
that task and any steps or objectives that must be met to satisfy the task.
Consider setting goals and objectives for school or work projects. These can be
blended into the organized weekly calendar and a daily planner.
organized time into a daily planner.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify and review common activities or tasks and any task goals or objectives that
fell outside of the other activities.
Be sure to identify an adequate amount of “free time” while assuring that you put your
most mentally demanding tasks in time slots that best reflect your circadian rhythm of
sleep.
The next issue is to translate this information into some sort of daily planner. Your
planner should be a tool that accommodates your lifestyle. In its simplest form
consider using a shirt pocket planner notebook, spreadsheet or word processer
document, a wall calendar, an ”app” that runs on your PDA or cell phone, or perhaps a
commercially printed daily planner with calendar – pick a tool that you will use.
Finally, be sure that you identify key goals that are time sensitive, such as due dates for
reports, on your planner.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify a potential planning tool for maintaining personal daily activity schedule. The
intent of this analysis is to develop an organized calendar or a planner that indicates
time spent on each activity.
Follow-up
Develop your daily planner. Evaluate the effectiveness of your daily planner after a
week and make adjustments.
After testing the daily planner, what did you learn about your scheduling? What
adjustments did you need to make?
Does the use of your daily calendar or planner improve your time management to a
level where your stress is reduced in certain situations? Explain.
Does using the planner and establishing goals and objectives improve your time
management to a level where your stress is reduced? Explain.
Do you believe that you can maintain a workable time management plan? Rate your
confidence from 0 to 100, 0 being totally unconfident, and 100 being totally confident.
Whole Task Objectives Follow-up
How might establishing a plan containing goal and objectives relate to concept of
situation in self management?
Toolbox Daily planner
11.2 Objective
Describe the effects of stress on your body and memory.
Whole Task Objective
Describe the role of situation in self management.
Relevancy
We all dream of a stress-free life. We think “if only … if only I could pass the test … if
only I could get the promotion … if only my husband/wife wasn’t deployed.” Can you
recall times when you’ve thought “if only”? “If only” is a kind of wishful thinking,
which is does not promote resiliency, because it does not help us constructively deal
with the situation in front of us.
Life is what happens to you while you’re busy making other plans. — John Lennon
Pretest
What are your beliefs about stress?
Activity
Everyday stress is unavoidable. While we cannot eliminate stress from our lives, it is
possible to become more resilient in the face of stress. Resiliency is the ability to
bounce back from adversity; it comprises a set of attitudes, skills, and behaviors that
can be learned at any age. The key to resiliency is not the elimination of stress, but the
development of the skills needed to manage stress in particular situations in an
optimal way.
Empathy is an important characteristic of resilient people. Empathy is the ability to
relate to what someone else is going through. Empathy does not require agreement
with the other person’s point of view. Instead, empathy entails understanding the
other person’s perspective. Reflect on stressful situations you encountered. Who were
your best leaders — squad, platoon, company. Were these leaders who could perhaps
put themselves in “your place”. Consider and discuss characteristics of these leaders.
Did the good leaders empathize?
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify a individual they perceived as being a “good” leader and determine if the
concept of empathy relates to that leader.
Resilient people have a sense of self-efficiency; they are realistically capable given the
situation. Resilient people accept their limitations and are able to reach out to others
to meet challenges, solve problems and attain goals.
Follow-up
How confident are you that you exhibit empathy? Rate your confidence from 0 to 100,
0 being totally unconfident, and 100 being totally confident.
How confident are you in your willingness to reach out to others to solve problems?
Rate your confidence from 0 to 100, 0 being totally unconfident, and 100 being totally
confident.
How confident are you that you have a realistic view of your strengths and limitations?
Rate your confidence from 0 to 100, 0 being totally unconfident, and 100 being totally
confident.
What are your present beliefs about stress?
In preparation for next class complete the reading of Vroom and Jago’s The role of the
situation in leadership using SQ3R.
Whole Task Objectives Follow-up
How might stress relate to concept of situation in self management?
Toolbox
Stress
Q&A
Address any issues from prior session.
12.1 Objective
Describe the role of situation in leadership models.
Whole Task Objective
Describe the role of situation in self management.
Relevancy
Is leadership based on the person, the situation, or something else?
If you’re in a bad situation, don’t worry it’ll change. If you’re in a good situation, don’t worry it’ll change. — John A. Simone, Sr.
Prior Learning
Recall that the process for reading research can be made more time efficient and
understandable by not reading the article from beginning to end, but by first going
through a more selective and therefore briefer reading process. When we have many
articles to review or time is a limitation, this briefer process allows us to better grasp
the whole of the article without necessarily reading every word or understanding all of
the complex statistics and charting that might be involved. Apply the SQ3R technique
for a comprehensive understanding of an article.
Pretest
Do you think situation can affect leadership? Explain.
Activity
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Human Imagery System Essay Assignment |
Human Imagery System Essay Assignment