COURSE TITLE:
WORKING WITH PRESSURED PARENTS & STRESSED OUT STUDENTS
NO OF CREDITS:
3 QUARTER CREDITS
[Semester equivalent = 3.33 credits]
WA CLOCK HRS:
OREGON PDUs:
INSTRUCTOR:
JACQUELYNN JOHANSSON, M.A/ESA
jacquelynn.johansson@gmail.com
509/999-2323
30
30
COURSE DESCRIPTION:
The student of today looks very different from the student of 20 years ago. Their parents do as well. The
world today is a pressure cooker environment for both. Parents naturally want what is best for their
children and suffer from what the authors of our course text call ‘Pressured Parent Phenomenon’ which
is the constant anxiety over whether their children are as competitive as they could be based on their
kids efforts. This class will help educators understand and respond to the extraordinary challenges that
students face when dealing with enormous pressure and parental expectations. You will learn strategies
that will help you understand and work more effectively with stressed out students and their pressured
parents.
This independent study course is appropriate for K-12 teachers, administrators, support staff and
parents. Order the instructional manual, Pressured Parents, Stressed-Out Kids, by Wendy S. Grolnick
and Kathy Seal which is approximately $22 on Amazon.
LEARNING OUTCOMES:
Upon completion of this course, participants will:
1. Understand parent panic and why it takes educators by surprise.
2. Understand the culture of competition.
3. Research whether competition is good or bad for kids.
4. Understand the role of parental pressure when it comes to completion.
5. Understand inner passion as the key to student’s achievement.
6. Learn to support parents in their quest to help their child’s autonomous problem solving abilities.
7. Learn the value of empathy when working with students and parents.
8. Lean when to intervene with parents and their students.
9. Understand and help parents and students with the 5 steps to calming down.
10. Have a list of resources available.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically
earns participant’s their choice of 30 Washington State Clock Hours or 30 Oregon PDUs. The Heritage
Institute is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
1. Completion of Information Acquisition assignments
30%
2. Completion of Learning Application assignments
40%
3. Completion of Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is on the back of the
transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering
determine with your district personnel, department head or state education office the acceptability of
these credits for your purpose.
ADDITIONAL COURSE INFORMATION
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the
final Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video or audio tape, photo collage, a collection of products,
letters to editor, brochures, and/or Web pages) may be submitted as substitute assignments with
the instructor’s prior approval.
• To maintain privacy, please do not refer to students in your papers by their actual names, but
rather use an alias or designation such as “Student A.”
REQUIRED TEXT:
• Pressured Parents, Stressed-Out Kids by Wendy S. Grolnick, Ph.D. and Kathy Seal
• A complementary text of your choice from those listed in the Bibliography. This can be
purchased new or used from any source or borrowed from your district staff development or city
library.
MATERIALS FEE:
• Course text is approximately $22 from Amazon.
HEADING REQUIRED FOR ALL ASSIGNMENTS:
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
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Instructor Name:
Course Name:
Level: Clock/ PDU/Credit (400 or 500)
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ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
Introduce yourself with a 1-2 page background statement that includes the following:
• Describe your current professional situation.
• List your anticipated outcomes from taking this course.
Send to instructor: jacquelynn.johansson@gmail.com. Subject line to read ‘PP & SK #1’
Assignment #2:
Read Chapters 1 & 2 in the course text. Write a 1-2 page response highlighting the following:
• What did you feel was most noteworthy about the ideas presented?
• Based upon the author’s revelations, give your own definition of parent panic and why it is
important that we understand this as an underlying issue when working with pressured parents.
Send to instructor: jacquelynn.johansson@gmail.com. Subject line to read ‘PP &SK #2’
Assignment #3:
Read Chapter 3 in the course text. Write a 1-2 page response highlighting the following:
• Explain the concept of the Pressured Parent Phenomenon: When Hardwiring Meets
Competition.
• Identify and give an example (from one of your participants own parents is preferred) of the
concept regarding the
parental version of Fight or Flight. Give personal insight into your own
experiences. If you don’t
have personal experience—pick an example from one of the parents
described in Chapter 3 and talk about your interpretation in regards to their roots of parenting.
Send to instructor: jacquelynn.johansson@gmail.com. Subject line to read ‘PP & SK #3’
Assignment #4:
Read Chapter 4 in the course text. Write a 1-2 page response highlighting the following:
• Explain what the authors mean when they say that ‘parents’ hardwiring is at war with their
desires’
• Identify and explain what the authors mean when they talk about: The two-way street: children
pull their parents to push them.
Send to instructor: jacquelynn.johansson@gmail.com. Subject line to read ‘PP & SK #4’
Assignment #5:
Read Chapter 5 in the course text. Write a 1-2 page response highlighting the following:
• Define and explain the importance of Harry Harlow’s monkeys.
• Explain why it is so important for students to develop their own intrinsic motivation towards
wanting to be successful regardless of parental input.
Send to instructor: jacquelynn.johansson@gmail.com. Subject line to read ‘PP & SK #5’
Assignment #6:
Read Chapter 6 & 7 in the course text. Write a 1-2 page response highlighting the following:
• Define autonomy and its importance in a student’s academic as well as social development.
• Talk about intrinsic motivation and your personal insights how it is achieved.
• Discuss why empathy is essential in regards to autonomy and intrinsic motivation.
Send to instructor: jacquelynn.johansson@gmail.com. Subject line to read ‘PP & SK #6’
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Assignment #7:
Read Chapter 8 in the course text. Write a 1-2 page response highlighting the following:
• Discuss your what you have learned regarding parental involvement in the school.
• Highlight any areas that you found interesting or beneficial and discuss how they will impact your
work with students and parents.
• Discuss your interpretation of the author’s findings regarding Asian cultures.
Send to instructor: jacquelynn.johansson@gmail.com. Subject line to read ‘PP & SK #7’
Assignment #8:
Chapter 9 deals with the importance of structure in regards to creating feelings of mastery and
competence for students. In a 2-3 page paper, create a case study (based on an actual student if
possible) of a stressed-out student and his/her pressured parent.
• Be sure to include all the factors that contribute to the stress level of the student and identify the
pressures that the parent is feeling in regards to making sure the child will be able to compete.
• Talk about how this combination can lead to a perfect storm regarding the interaction between
parent and student and why this understanding is so important for you as an educator.
• Develop at least 2-3 strategies for dealing with pressured parents and stressed out students.
• Describe how you will show empathy when working with the parent and the student.
Send to instructor: jacquelynn.johansson@gmail.com. Subject line to read ‘PP & SK #8’
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit.
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a
classroom, please contact the instructor for course modifications. If you are a classroom teacher and
start or need to complete this course during the summer, please try to apply your ideas when possible
with youth from your neighborhood, at a local public library, or at a parks department facility. (The latter
two will often be glad to sponsor community-based learning.) You may also work with students in
another teacher’s summer session classroom.
Assignment #9:
(Required for 400 and 500 level)
Using the knowledge you gained in Assignment #8, implement at least one (1) of the strategies that you
listed. Write a 2-3 page paper detaining your experience and be sure to include:
• Your assessment regarding the impact of Stressed-Out Students and Pressured Parents on the
classroom setting (or a setting that you are familiar with).
• A summary of strategy (or strategies) you chose to implement and the reason for your choice(s).
Send to instructor: jacquelynn.johansson@gmail.com Subject line to read ‘PP & SK # 9’
Assignment #10:
(Required for 400 and 500 Level)
After completing the reading of your choice from the Bibliography, describe in a 2-3 page paper what
learnings are most meaningful to you. Talk about what make these learnings valuable, and what you
would share with other staff members in regards to working with students and parents.
Send to instructor: jacquelynn.johansson@gmail.com Subject line to read ‘PP & SK #10’
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500 LEVEL ASSIGNMENT
Assignment #11:
(Required for 500 level)
In addition to the 400 level requirement, complete one of the following:
Option A)
Interview another educator about his/her perspective and thoughts on the topic of Stressed Out Students
and Pressured Parents. To document completion of this assignment, include the following:
• The date of the conversation.
• The role of the person with whom you spoke (colleague, supervisor, friend, etc.)
• Why you chose this person.
• A 2-3 page summary highlighting key insights.
Send to instructor: Jacquelynn.johansson@gmail.com Subject line to read ‘PP & SK #11A’
OR
Option B)
In Chapter 2 the course text states, “Several organizations have sprung up devoted to convincing
coaches and parents to emphasize values other than winning. Among these, the Positive Coaching
Alliance recommends that coaches adopt two goals—winning and life lessons—but that parents should
focus only on the life lessons and spirit of the rules, how to make and learn from mistakes, and selfdiscipline” The purpose of this assignment is to interview a high school or college-age student and
discuss his/her experience with these issues. Please organize your interview around one of the
following:
• Why competition is counterproductive.
• Why competitive pressure promotes a culture of cheating.
• Good competition can be thrilling.
• Other content that you deem appropriate based on the student you are interviewing.
• As evidence of assignment completion please submit a 2-3 page summary of your interview and
reflection on the content that was covered based on your learning from this course.
Send to instructor: Jacquelynn.johansson@gmail.com Subject line to read ‘PP & SK #11B’
OR
Option C)
Another assignment of your own design with prior approval from the instructor.
Send to instructor: Jacquelynn.johansson@gmail.com Subject line to read ‘PP & SK # 11C’
C.
INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #12:
Write a 2-3 page Integration Paper answering these questions:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Send to instructor: jacquelynn.johansson@gmail.com Subject line to read ‘PP & SK #12’
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INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor that you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Jacquelynn Johansson, M.A. /ESA, has worked as a certified counselor in the Spokane Public Schools
for the past 22 years, where she has dealt with a wide variety socioeconomic populations including
severely impoverished and highly privileged. Her experience as a school counselor includes K-8
students from general education, gifted and talented, and special education. She is extensively trained
in Conflict Resolution, Kelso, Love and Logic, and Character Counts. Jacquelynn has been an adjunct
professor at Eastern Washington University, where she served on the Professional Advisory Board for
the graduate department in Counseling Psychology for six years. Additionally, she was a member of
Spokane Public School’s Critical Incident Team for 10 years and she previously served on the Spokane
Child Protective Team (composed of a group of community professionals) that makes decisions about
the well-being of children within the Spokane community.
Jacquelynn has been teaching workshops for The Heritage Institute and consulting with educators in the
Pacific Northwest for more than 12 years. Her main mission is to provide current research and best
practices regarding K-8 students in a fun, informative, and relaxed atmosphere.
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WORKING WITH PRESSURED PARENTS AND STRESSED-OUT STUDENTS
BIBLIOGRAPHY
Craig, Susan E. (2008). Reaching and Teaching Children Who Hurt: Strategies for Your Classroom.
2008. Paul H. Brooks Publishing Co Baltimore, Maryland.
This is a wonderful book that researches the affects of trauma and poverty on children in the school
system. There are also some tips that allow for a deeper understanding of basic differences and the
“baggage” that often travels to school with students. Recognizing the signs of a student that is hurting
and the effective strategies that will allow you to reach and teach them.
Faber, Adele & Mazlish, Elaine. How to Talk So Kids Will Listen & Listen So Kids Will Talk. 1999.
HarperCollins Press. New York, N.Y.
This is still one of the best books around for skills on how to talk with kids so that they feel listened to
and understood. There are a number of good examples of how to handle those difficult conversations
and end with a win/win situation on both sides. This book has stood the test of time and as a school
counselor for 24 years I still recommend it to both teachers and parents.
Payne, Ruby K., Ph.D. Aha! (2006). Working with Parents: Building Relationships for Student. 2006. aha
Process, Inc. Highlands, TX.
Ruby Payne, Ph.D. is internationally recognized for her work in helping educators understand students
that come from poverty. She is an expert on helping students, parents and educators understand
diverse economic backgrounds and the challenges to overcoming the hurdles of poverty to achieve
academic, professional and personal success. This book zeros in on working with parents and
understanding their insecurities, especially in regards to their children and their education.
Wiseman, Rosalind. Queen Bee Moms & Kingpin Dads. Random House, New York, N.Y. 2006.
This is a great book. It is filled with humor but also packed with great information. There are tips for
working with parents and for recognizing how, for many parents, school, PTA meetings, Back to School
nights, etc. tap into their deepest insecurities. There are also great tips that will be able to help
educators to recognize different types of parents (archetypal moms and dads – from Caveman Dad to
Hovercraft Mom) that they will be working with. There are also wonderful examples of how to handle
potentially difficult situations such as birthday parties, etc., with both parents and students.
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