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Instructor Class Description

Time Schedule:

Patricia Betrus
NURS 505
Seattle Campus

Selected Topics in Psychosocial and Community Health Nursing

In-depth exploration of the major theoretical issues in psychosocial nursing. Seminar with analysis and discussion of selected topics and readings and implications for research and healthcare.

Class description

This course provides students who are interested in mental health with an understanding of emotions and emotional regulation from an epigenetic perspective. The goal of the course is to provide a theoretical and empirical foundation for the linkage among such diverse fields as neural science, relational theories of personality development, stress, trauma and psychopathology. The synthesis of this content will provide students with a rationale for linking theoretical perspectives in mental health to psychosocial interventions

Student learning goals

General method of instruction

Seminar discussion Group presentations

Topical Outline: Emotions, Affective Neuroscience The Psychosocial Context of Emotions: From Brain to Mind Stress and Emotion: Theoretical Development Stress and Emotion: Psychophysiology and Coping From Stress to Trauma, Psychopatholo gy STUDENT PRESENTATION: Adversity & Mental Health: Extreme Situations STUDENT PRESENTATION: Adversity and Mental Health STUDENT PRESENTATION: Intervention Frameworks: Psychotherapy & Social Policy

Recommended preparation

Knowledge of basic neurobiological, psychological, social and nursing theories related to the complexities of human behavior is helpful.

Class assignments and grading

Weekly reading assignments Group presentation on the four following topics: 1) communities or populations who have, as a group, experienced extreme adversity (e.g., ethnic cleansing, war, disaster); (2) people who have experienced interpersonal violence (e.g., rape, lethal assault, childhood abuse (sexual, physical, emotional)) and (3) communities, populations and individuals who are disarticulated from the assets and resources of a more dominant group by virtue of ethnicity, SES or gender; (4) Delineation of psychosocial intervention s for the above populations, including psychotherapy and social policy

Each student will be responsible for evaluating themselves. The instructor will provide a framework for evaluation. At the final class meeting all students must turn in the completed written evaluation form. As instructor I hold the option of modifying the grade you have assigned to yourself. The evaluation will be based in the following:

1. CLASS PARTICIPATION: Students should prepare for each class session by completing relevant readings. Prior to each class, the student should synthesize prior course content with the content for that particular week. The outcomes of this class preparation should be evident through in class contributions which include questions, content analysis, discussion and clinical application. (40%).

2. PRESENTATION: The class will be divided into four groups of students. Each group will develop approximately a 2 hour and 40 minute presentation. The four topics for the presentations are: (1) communities or populations who have, as a group, experienced extreme adversity (e.g., ethnic cleansing, war, disaster); (2) people who have experienced interpersonal violence (e.g., rape, lethal assault, childhood abuse (sexual, physical, emotional)) and (3) communities, populations and individuals who are disarticulated from the assets and resources of a more dominant group by virtue of ethnicity, SES or gender; (4) Delineation of psychosocial intervention s for the above populations, including psychotherapy and social policy. An outline of expected content for each presentation has been developed by the instructors and will be provided . The topics will be discussed on the first class day and students will select the topic of interest and be scheduled for presentation. The presentations should be based on textbooks, clinical sources and research findings. Each member of the group is expected to participate fully in both the development and presentation of material. The presentation will represent 60% of the individual student grade.


The information above is intended to be helpful in choosing courses. Because the instructor may further develop his/her plans for this course, its characteristics are subject to change without notice. In most cases, the official course syllabus will be distributed on the first day of class.
Patty Betrus (katy@) or Shawn Elmore (sassy@)
Last Update by Patricia Betrus
Date: 03/04/2002