The theme of this course is “Psychophysiological stress mechanism”. In particular, we will deepen our understanding of the stress response by reading literature on the polyvagal theory which has received much attention in recent years.
This course aims to cultivate the students’ abilities to: understand human-beings multilaterally, and select an appropriate physiological parameter to conduct stress research.
(English) Upon completion of this course, students should be able to:
1) Explain the mechanism of psychophysiological response to stress;
2) Explain the polyvagal theory;
3) Explain the trauma informed approach.
health, psychophysiology, stress, autonomic nervous system, endocrine system, polyvagal theory
|✔ Specialist skills||Intercultural skills||✔ Communication skills||Critical thinking skills||✔ Practical and/or problem-solving skills|
The students learn mechanisms of physiological stress response through group work and lectures.
|Course schedule||Required learning|
|Class 1||The Forefront of Stress Research||State the forefront of stress research|
|Class 2||Evaluation of stress: psychological aspect||Explain the mechanism of psychological stress response.|
|Class 3||Evaluation of stress: physiological aspect||Categorize the evaluation methods for physiological aspect of health|
|Class 4||What is "Polyvagal theory”？||State the "Polyvagal theory".|
|Class 5||Polyvagal theory and trauma||State the traumatic stress by polyvagal theory.|
|Class 6||Psychological stress experiment: planning||Make a plan for psychological stress experiment|
|Class 7||Students present their understanding and their plans for stress experiment.||Present a plan for psychological stress experiment.|
To enhance effective learning, students are encouraged to spend approximately 100 minutes preparing for class and another 100 minutes reviewing class content afterwards (including assignments) for each class.
They should do so by referring to textbooks and other course material.
Course materials are posted on OCW-i or T2SCHOLA.
Students are encouraged to actively participate in discussion and group work during classes. For evaluation of several physiological stress responses, each student writes and submits a “short report” on what he/she learned through the lecture and original survey. Moreover, each student writes and submits a “final report” on experiment planning.
Assessment will be based on: “short report” (30% in total); final report (50%); and four presentation (in total 20%).
Students are expected to be familiar with searching for articles in an academic article database (EBSCOhost, Web of
Science Core Collection, PubMed, etc.), and be interested in understanding people from many perspectives.
Mitsue NAGAMINE, nagamine.mitsue[at]ila.titech.ac.jp
Contact by e-mail in advance to schedule an appointment.
This course consists of the content of science.