University of Baltimore
Division of Applied Behavioral Sciences
APPL 649.185 (Class number 4459), SPECIAL TOPICS:
SEMINAR IN OCCUPATIONAL STRESS AND HEALTH PSYCHOLOGY
Fall 2014
Instructor:
Dr. Sharon Glazer
Office Location:
Learning Commons (LC) 403
Telephone:
(410) 837-5905
Email:
sglazer@ubalt.edu
Office Hours:
Monday 3-4:30pm or by appointment
Class Days/Time:
Monday, 5:30-8pm
Classroom:
LC 205
Prerequisites:
Permission of instructor.
PREREQUISITES: Graduate standing or permission of instructor
COURSE OBJECTIVES: This course will examine different ways of conceptualizing stress and
health, and related concepts. Students will:
 learn how the work environment affects employees’ health and well-being,
 understand the nature of occupational health and stress (OHS) psychology,
 learn how to study OHS from an Organizational Development systems perspective,
 discover how OHS relate to employee well-being and organizational behaviors, and
 study different ways of adapting or treating occupational stress in order to ensure healthy
people in healthy organizations.
STUDENT LEARNING OUTCOMES:
By the end of this course, students should be able to:
SLO 1. Discuss the definition of occupational stress, occupational health, stressors, strains, wellbeing, and social support.
SLO 2. Critically assess methodological research in occupational stress and health psychology.
SLO 3. Evaluate empirical research findings presented in occupational stress and occupational
health psychology peer-reviewed research articles.
SLO 4. Apply concepts of occupational stress and well-being to quality of worklife programs.
SLO 5. Discuss various types of coping strategies and stress management interventions.
SLO 6. Identify when interventions are needed for the individual and when they are needed for
the organization.
SLO 7. Relate the material presented to issues in an individual’s organizational life.
APPL 649.185 Occupational Stress & Health
Fall 2014
Page
1
REQUIRED READINGS: Required readings include book chapters and journal articles that can
be accessed through the library e-reserves on the course Sakai site.
GENERAL METHODOLOGY: Discussion, lecture, exams, paper.
EVALUATION/GRADING: Student learning will be assessed on one paper (30%), two exams
(45%), 3 to 4 article summaries and 3 to 4 additional reviews (10%), and class
participation/discussion preparation (QCCs) (15%). All assignments must be completed by the
specified due date and time below. Students earn their grades; they do not lose points from the
total possible. An “A” grade indicates excellent performance, “B” indicates good, solid, above
average performance, and “C” indicates average performance (meeting only some expectations).
Any grade below “C” is typically unlikely in graduate programs, but if you find yourself earning in
that range, please see me immediately (if I have not already reached out to you).
LITERATURE REVIEW PAPER
A library research paper is due the last class day. Papers must be between 10-12 pages in length
(not including title page and references) on any subject that examines occupational stress, health,
and/or well-being. Final versions of your manuscript must be uploaded through turnitin.com (on
Sakai site) no later than 4:30pm on the day the paper is due. A hard copy must be submitted by
5:30pm on the due date. More than half of the papers’ references must come from the following
journal list: Journal of Applied Psychology, Organizational Behavior and Human Decision
Processes, Personnel Psychology, Academy of Management Journal, Academy of Management
Review, Administrative Science Quarterly, International Journal of Stress Management, Journal
of Organizational Behavior, Journal of Vocational Behavior, Journal of Health and Social
Behavior, Journal of Occupational Health Psychology, Journal of Occupational and
Organizational Psychology, Journal of Occupational Medicine, Social Science and Medicine,
Stress Medicine, Work and Stress.1 Moreover, at least half the references must come from
articles published after 2005. It is expected that students integrate a minimum of ten (10)
empirical articles. (See grading criteria at end of syllabus)
Writing a literature review paper will provide you with an opportunity to critically assess the
current literature on any topic related to occupational, stress, health, and well-being and to
discuss areas for future and further study. When you write your literature review, also think of
what is missing in the literature that needs further study or a different angle for studying stress.
For example: The study of stress has generally considered ‘organizational commitment’ to be an
outcome variable (Leiter, 1988; O’Driscoll, Ilgen, & Hildreth, 1992). However, there is reason to
believe that organizational commitment is a moderator of the relationship between individual level
strains and organizational outcomes (Begley & Czajka, 1993; Jamal, 1984; 1985). Therefore, in this
paper, the placement of organizational commitment in occupational stress frameworks is examined.
EXAMS
Students will have two essay exams. Dictionaries are not permitted. The final exam 2 will require
you to demonstrate your overall knowledge of “Stress.” Thus, it will be a cumulative exam.
1
The following are additional journals that regularly publish articles on stress, but will not count toward the
requirement: Journal of Health and Social Behavior, Anxiety, Stress, and Coping: An International Journal;
Stress and Health: Journal of the International Society for the Investigation of Stress; Journal of Traumatic
Stress.
2
I reserve the right to explore with the class the possibility of a take-home final exam, which might be a group
exam. Should this be the case, then students will also complete a peer evaluation that must be submitted within
APPL 649.185 Occupational Stress & Health
Fall 2014
Page
2
ARTICLE SUMMARIES
To facilitate student learning, each article will have a lead reviewer and a second reviewer (see
assigned readings on Sakai Announcements tab). Students will be required to lead preparation of
three to four article summaries (as assigned) to be posted on the Discussion Forum on Sakai
no later than Wednesday night before the reading assignment is due. For example, a
student lead assigned to write a summary review on Beehr (1998) that is due Sept. 15, 2014 will
be required to upload his/her review by 11:59pm September 10, 2014. The second student
reviewer must review and edit the lead’s work by Thursday night. The goal is to have as complete
and relevant a review as possible. It will also give all the other students time to comment on the
summary and to prepare their QCCs (see below)
PARTICIPATION/DISCUSSION (QCCs)
Students are expected to engage in respectful discussion regarding the assigned readings. In
order to do this, students will write at least 1 question, comment, or criticism (QCC) about each of
the assigned readings (reflecting on other articles in a QCC is acceptable). Remember to include
citations (when referencing other articles for a QCC). Students MUST submit their QCCs
through Sakai Discussion forum by Sunday, 8am before the Monday class. The Discussion
Forum should stimulate thinking about the materials and serves both as a study tool and an
opportunity for me to identify areas that might need further discussion in class. It is imperative
that students’ QCCs do not repeat others’. It is acceptable to answer others’ questions or address
others’ comments/criticisms. These must be done respectfully and with evidence from course
materials or other materials students might find through a literature search. Students must be
prepared for active conversation, debate, and questioning in class. This class is at its best when
students are an integral part of discussion.
ACADEMIC INTEGRITY:
Academic integrity is essential. As such, students are expected to perform their own work (except
when collaboration is expressly permitted by the course instructor). When practiced, academic
integrity ensures that all students are fairly graded. Violating ‘Academic Integrity’ undermines the
educational process and will not be tolerated. It also demonstrates a lack of respect for oneself,
fellow students, and the course instructor and can ruin the university’s reputation and the value of
the degrees it offers. We all share the obligation to maintain an environment that practices
academic integrity.
Students should know that the University’s Academic Integrity Policy
http://www.ubalt.edu/campus-life/student-handbook.cfm#Academic_Integrity. Your own
commitment to learning, as evidenced by your enrollment at University of Baltimore and the
University’s integrity policy, require you to be honest in all your academic course work. Faculty
members are required to report all infractions to the office of Student Conduct and Ethical
Development. The website for Student Code of Conduct is available at
http://www.ubalt.edu/campus-life/student-handbook.cfm#Code_of_Conduct.
Instances of academic dishonesty will not be tolerated.
 Cheating is the act of obtaining or attempting to obtain credit for academic work through
the use of any dishonest, deceptive, or fraudulent means. It includes but is not limited to:
o Copying in part or in whole, from another’s test or other evaluation instrument;
48 hours of submitting the final exam. Students that do not submit a peer evaluation will be docked 10 points
from their final exam grade.
APPL 649.185 Occupational Stress & Health
Fall 2014
Page
3
o Submitting work previously graded in another course unless this has been
approved by the course instructor or by departmental policy;
o Submitting work simultaneously presented in two courses, unless this has been
approved by both course instructors or by departmental policy;
o Altering or interfering with grading or grading instructions;
o Sitting for an examination by a surrogate, or as a surrogate;
o Any other act committed by a student in the course of his or her academic work
that defrauds or misrepresents, including aiding or abetting in any of the actions
defined above.
 Plagiarism is the act of representing the work of another as one’s own (without giving
appropriate credit) regardless of how that work was obtained, and submitting it to fulfill
academic requirements. Plagiarism includes but is not limited to:
o The act of incorporating the ideas, words, sentences, paragraphs, or parts thereof,
or the specific substances of another’s work, without giving appropriate credit, and
representing the product as one’s own work; and representing another’s
artistic/scholarly works such as musical compositions, computer programs,
photographs, painting, drawing, sculptures, or similar works as one’s own.
Cheating or plagiarism will result in a failing grade and sanctions by the University.
University Policy on Turnitin.com
As a part of an institution-wide effort to ensure the originality of student work, the University of
Baltimore licenses Turnitin, a commercial text matching service that analyzes students’
submissions against its own archive of student papers, articles, and web sites to report on
student originality and identify possible plagiarism3. Incorrect use of other individuals’ work will
likely result in plagiarism charges, which can lead to a failing grade on an assignment, a failing
grade in the course, or even suspension from UB. All UB faculty members reserve the right to use
this or other measures to evaluate your work for originality and proper attribution. Not
understanding the definition of plagiarism or improper attribution are not excuses for failure to
abide by originality requirements in this or any other course.
ACADEMIC SUCCESS RESOURCES:
Langsdale Library, Psychology library liaison: Lucy Holman, lholman@ubalt.edu
Reference & Instruction Librarians: langref@ubalt.edu, (410) 837-4274 or (888) LANGREF
Langsdale Library online chat service: http://langsdale.ubalt.edu/research-help
Reference and Instruction Librarians help students develop core information literacy skills, improving
their ability to locate, evaluate, and use information as independent, life-long learners. In addition,
librarians meet regularly with students in one-on-one and small group settings to provide guidance as
students work through various aspects of the research and writing process, such as topic formulation,
search strategies, and the evaluation of sources. You can contact the Reference & Instruction
Librarian “on call” at the Reference Desk at Langsdale Library by phone, email, instant messaging,
and in person. In addition, you can get reference assistance even when the library is closed through
Langsdale’s partnership with Maryland AskUsNow!’s chat service. Follow the links from the Langsdale
Research Help page: http://langsdale.ubalt.edu/research-help.
“Plagiarism is the improper use, or failure to attribute, another person’s writing or ideas (intellectual
property). It can be as subtle as the inadvertent neglect to include quotes or references when citing another
source or as blatantly unethical as knowingly copying an entire paper verbatim and claiming it as your own
work” (http://www.plagiarism.org/faq.html).
APPL 649.185 Occupational Stress & Health
Page
4
Fall 2014
3
The Achievement and Learning Center (ALC), Academic Center 113, www.ubalt.edu/alc,
(410) 837-5383
The ALC is a free resource for all UB students and offers support in three ways:
 A tutor or study facilitator may be available for this course, either on-campus or online.
Assistance in a variety of computer skills may also be available. Visit www.ubalt.edu/tutoring to
learn more, or stop by AC113.
 Writing consultants can work with you one-on-one to improve your papers and provide
suggestions for revisions. Writing consultants provide feedback on anything you're writing for
UB courses at any point in the writing process, from getting started to final editing. You can
also submit to the Online Writing Link through the MyUB portal to receive audio MP3
feedback; look for the OWL icon.
 To gain a competitive edge in the classroom or the workplace, make an appointment with a
Learning Consultant who can work with you on goal-setting, time management, efficient
learning strategies, working in teams, oral presentations, and exam taking. She can help you
develop a personalized "master plan" for accomplishing your goals.
To make an appointment, visit mywco.com/ubalt.
ALC-Sponsored Workshops: Writing APA Style
The ALC is offering two APA workshops during the Fall 2014 term:
 Wednesday, November 12, 2014 4-5 PM
 Thursday, November 13, 2014
12:30- 1:30 PM
Students can sign up on UB's web calendar (www.ubalt.edu/calendar).
Center for Educational Access, Academic Center 139, cea@ubalt.edu, (410) 837-4775
The University of Baltimore’s Center for Educational Access (CEA) ensures that all UB students can
achieve their academic potential unhindered by any disabilities. If you have a documented disability
that requires accommodations, or if you need to make special arrangements in case the building must
be evacuated, please make an appointment with me as soon as possible, or see me during office
hours. Students with disabilities requesting accommodations must register with the CEA to establish a
record of their disability. The CEA provides reasonable and appropriate accommodations for students
with documented disabilities. Even students with short-term disabilities, such as a broken arm, can
take advantage of certain services if appropriate medical documentation is provided. For
documentations guidelines, visit the CEA website at www.ubalt.edu/cea.
CLASS AND CLASSROOM PROTOCOL AND ETIQUETTE:
1. Students for whom English is not a primary language requiring accommodations to participate
in class activities or meet course requirements should contact me immediately.
2. This syllabus represents a general framework of the content and direction of the course.
Sequence of topics and time allocated to each topic may vary as the need arises.
3. All assignments are due at the beginning of class (first five minutes).
4. Laptops and tablets may be used in class for note-taking purposes; however, I reserve the
right to request that you not use it (unless required by CEA) should it become a distraction.
5. No make-up exams unless you provide a verifiable written note from your physician, lawyer,
or academic administrator regarding your absence, if you miss an exam, you will receive a
score of zero.
6. Cell phones, Smart phones, and other devices that produce distraction must be turned off at
all times when class is in session. Students will otherwise be asked to leave the classroom for
the duration of the class session should the device sound.
APPL 649.185 Occupational Stress & Health
Fall 2014
Page
5
7. Voicemail Messages left on my telephone will be checked during normal business hours
Monday and Wednesday. E-mails will be checked regularly Monday-Friday.
8. Attach your (clean) copy of the “Checklist” to the literature review paper you turn in. Failure to
turn it in with paper will warrant an automatic deduction of 2 points.
9. During the semester, class time will be used for a variety of activities and discussions.
Because these events are designed to enhance your ability to think about and understand the
ideas, theories, and applications within the topic of stress AND HEALTH, it is important that
you participate actively.
10. Keep copies of all your articles until the end of December 2014; I may ask to see them.
11. Mature and respectful classroom behavior contributes to a positive learning climate in the
classroom, and is expected of all students.
12. I would be happy to review your literature review paper, but no later than 2 weeks prior to the
due date.
13. If you are considering dropping this class, check the UB Catalog and the current semester’s
Schedule of Classes for relevant policies and dates. If you simply stop attending classes and
fail to officially drop the course, you will get an F or FA (per policy).
14. Please respect the scheduled time for class and enter the classroom on time.
15. Should you miss a class, handouts, or assignments, please inquire and obtain the missed
materials from a classmate or professor (during office hours, please).
APPL 649.185 Occupational Stress & Health
Fall 2014
Page
6
COURSE SCHEDULE
Week
Sept. 8
Sept. 15
Sept. 22
Sept.
29
Oct. 6
Topics
Readings & Assignments
Introductions;
History of Health Psychology and
Stress
Introduction to Health Psychology and
Stress
Methods of Research on Occupational
Stress and Health Psychology
Bibliographic Search
Friedman & Rosenman (1959); Holmes & Rahe
(1967)
Organizational Stressors
Oct. 20
Individual Differences: Personality,
Coping
Oct. 27
Individual Differences: Social Support
Nov. 3
Nov. 10
EXAM 1
Individual Strains & Organizational
Consequences
Work-Nonwork Interface
(Guest Lecturer)
Nov. 24
Individually Oriented Stress
Management
Dec. 1
Organizationally Oriented Stress
Management
Stress Management – Wrap-Up
Dec. 8
Jex et al. (1992); Edwards et al. (1998); Sulsky
& Smith ch. 3
LIBRARY INSTRUCTION in CLASSROOM
Role Theory & Demand-Control Theory Beehr et al. (2001); Beehr & Glazer (2005);
Oct. 13
Nov. 17
Beehr (1998); Ganster & Perrewé (2011);
Semmer et al. (2005); Tetrick & Quick (2011)
Ford (2012); Schmidt et al. (2014)
Glazer (2005); McKee-Ryan et al. (2009);
Moore et al. (2004); Rau (2004)
Alarcon et al. (2009); Deery et al. (2014)*;
Eschleman et al., 2010; Halbesleben et al.
(2014); Jourdain & Vézina (2014)*
Beehr & Glazer (2001); Bowling et al. (2004);
Luchman & Gonzalez-Morales (2013); Ng &
Sorensen (2008)
Bakker et al. (2014); Cooper et al. Ch. 3
Toker et al. (2012)
Etzion et al. (1998); Hoobler & Wilson (2010);
Kinnunen et al. (2010); Schrag (2007);
Sonnentag (2012)
Cartwright & Cooper (2005); Glazer & Gasser
(forthcoming); Hargrove et al. 2011; Semmer
(2011)
Beehr, Jex, & Ghosh (2001); Beehr & O’Driscoll
(2002); Giga et al. (2003); Hurrell (2005)
PAPER DUE
Dec. 15
EXAM 2
5:30-8pm
*Choose between the two articles with asterisks, plus read the other 3.
Note. In the event that UB or Howard County schools are delayed due to inclement weather or
other unforeseen circumstances, please be sure to check your email to know if class will be
cancelled. If the university is closed, class will be cancelled. Finally, if inclement weather is
predicted, please check your email for potential class cancellation. If class is ever cancelled, for
whatever reason, you will still be responsible for the day’s reading assignments; lab assessments
will be due the next class meeting.
APPL 649.185 Occupational Stress & Health
Fall 2014
Page
7
References
Alarcon, G., Eschleman, K. J., Bowling, N. A. (2009). Relationships between personality variables
and burnout: A meta-analysis. Work & Stress, 23, 244-263.
Bakker, A. B. Demerouti, E., Sanz-Vergel, A. I. (2014). Burnout and work engagement: The JD-R
Approach. Annual Review of Organizational Behavior, 1, 389-411.
Beehr, T. A. (1998). An organizational psychology meta-model of occupational stress. In C. L.
Cooper (Ed.), Theories of organizational stress (pp. 6-27). New York: Oxford University
Press.
Beehr, T. A., Glaser, K. M., Canali, K. G., & Wallwey, D. A., (2001). Back to basics: Reexamination of demand control theory of occupational stress. Work & Stress, 15, 115-130.
Beehr, T. A., & Glazer, S. (2001). A cultural perspective of social support in relation to occupational
stress. In P. Perrewé, D. C. Ganster, & J. Moran (Eds.), Research in Occupational Stress and
Well-Being (pp. 97-142). Greenwich, CO: JAI Press.
Beehr, T. A., & Glazer, S. (2005). Organizational role stress. In J. Barling, E. K. Kelloway, & F. M.
R. Frone (Eds.), Handbook of work stress (pp. 7-33). Thousand Oaks, CA: Sage.
Beehr, T. A., Jex, S. M., & Ghosh, P. (2001). The management of occupational stress. In C. M.
Johnson, W. K. Redmon, & T. C. Mawhinney (Eds.), Handbook of organizational
performance; Behavior analysis and management, (pp. 228-254). New York: Haworth.
Beehr, T. A., & O’Driscoll, M. P. (2002). Organizationally targeted interventions aimed at reducing
workplace stress. In J. C. Thomas & M. Hersen (Eds.), Handbook of mental health in the
workplace (pp. 103-119). Thousand Oaks CA: Sage.
Bowling, N. A., Beehr, T. A., Johnson, A. L., Semmer, N. K., Hendricks, E. A., & Webster, H.A.
(2004). Explaining potential antecedents of workplace social support: Reciprocity or
attractiveness? Journal of Occupational Health Psychology, 9, 339-350.
Cartwright, S., & Cooper, C. L. (2005). Individually targeted interventions. In J. Barling, E. K.
Kelloway, & M. R. Frone (Eds.), Handbook of work stress (607-622). Thousand Oaks, CA:
Sage.
Cooper, C. L., Dewe, P. J., & O’Driscoll, M. P. (2001). Organizational stress: A review and
critique of theory, research, and applications. Thousand Oaks, CA: Sage. – Chapter 3
Deery, S., Walsh, J., & Zatzick, C. D. (2014). A moderated mediation analysis of job demands,
presenteeism, and absenteeism. Journal of Occupational and Organizational Psychology,
87, 352-369.
Edwards, J. R., Caplan, R. D., & Van Harrison, R. (1998). Person-Environment fit theory. In C. L.
Cooper (Ed.), Theories of organizational stress (pp. 28-67). New York: Oxford University
Press.
Eschleman, K. J., Bowling, N. A., & Alarcon, G. M. (2010). A meta-analytic examination of
hardiness. International Journal of Stress Management, 17, 277-307.
APPL 649.185 Occupational Stress & Health
Fall 2014
Page
8
Etzion, D., Eden, D., & Lapidot, Y. (1998). Relief from job stressors and burnout: Reserve service
as a respite. Journal of Applied Psychology, 83, 577-585.
Ford, M. T. (2012). Job-occupation misfit as an occupational stressor. Journal of Vocational
Behavior, 80, 412-421.
Friedman, M., & Rosenman, R. H. (1959). Association of specific overt behavior pattern with
blood and cardiovascular findings Journal of the American Medical Association, 169,12861296. Reprinted in R. R. Hock (Ed.) (1999). Forty studies that changed psychology (pp. 214222). Upper Saddle River, NJ: Prentice-Hall.
Ganster, D. C., & Perrewé, P. L. (2011). Theories of occupational stress. In J. C. Quick & L. E.
Tetrick (Eds.), Handbook of Occupational Health Psychology (2nd ed.) (pp. 37-54).
Washington, DC: American Psychological Association.
Giga, S. I., Cooper, C. L., & Faragher, B. (2003). Comprehensive approach to stress
management interventions at work. International Journal of Stress Management [Special
issue: Stress and its Management in Occupational Settings.], 10, 280-296.
Glazer, S. (2005). Six of one, half a dozen of the other: Fixed versus rotating shifts might not
really matter when it comes to work-related variables. International Journal of Stress
Management, 12, 142-163.
Glazer, S., & Gasser, C. (forthcoming). Stress Management. In J. C. Norcross, G. R. VandenBos,
& D. K. Freedheim (Eds.) with N. Pole (Associate Ed.), APA Handbook of Clinical
Psychology, Vol. IV. Clinical Psychology: Psychopathology and Health, Washington, DC:
APA.
Halbesleben, J. R. B., Neveu, J., Paustian-Underdahl, S. C., & Westman, M. (2014). Getting to
the 'COR': Understanding the role of resources in Conservation of Resources Theory.
Journal of Management, 40, 1334-1364.
Hargrove, M., Quick, J., Nelson, D. L., & Quick, J. D. (2011). The theory of preventive stress
management: A 33-year review and evaluation. Stress & Health, 27, 182-193.
Holmes, T. H., & Rahe, R. H. (1967). The Social Readjustment Rating Scale. Journal of
Psychosomatic Research, 11, 213-218. Reprinted in R. R. Hock (Ed.) (1999). Forty studies
that changed psychology (pp. 174-182). Upper Saddle River, NJ: Prentice-Hall.
Hoobler, J. M., Hu, J., & Wilson, M. (2010). Do worker who experience conflict between the work
and family domains hit a ‘glass ceiling?’ A meta-analytic examination. Journal of Vocational
Behavior, 77, 481-494.
Hurrell, J. J., Jr. (2005). Organizational stress interventions. In J. Barling, E. K. Kelloway, & M. R.
Frone (Eds.), Handbook of work stress (pp. 633-645). Thousand Oaks, CA: Sage.
Jex, S. M., Beehr, T. A., & Roberts, C. K. (1992). The meaning of occupational “stress” items to
survey respondents. Journal of Applied Psychology, 77, 623-628.
APPL 649.185 Occupational Stress & Health
Fall 2014
Page
9
Jourdain, G., & Vézina, M. (2014). How psychological stress in the workplace influences
presenteeism propensity: A test of the demand-control-support model. European Journal of
Work and Organizational Psychology, 23, 483-496.
Kinnunen, U. Feldt, T., Mauno, S., & Rantanen, J. (2010). Interface between work and family: A
longitudinal individual and crossover perspective. Journal of Occupational and
Organizational Psychology, 83, 119-137.
Luchman, J. N., González-Morales, M. (2013). Demands, control, and support: A meta-analytic
review of work characteristics interrelationships. Journal of Occupational Health Psychology,
18, 37-52.
McKee-Ryan, F. M., Virick, M., Prussia, G. E., Harvey, J., & Lilly, J. D. (2009). Life after layoff:
Getting a job worth keeping. Journal of Organizational Behavior, 30, 561-580.
Moore, S., Grunberg, L., & Greenberg, E. (2004). Repeated downsizing contact: The effects of
similar and dissimilar layoff experiences on work and well-being outcomes. Journal of
Occupational Health Psychology, 9, 247-257.
Ng, T. W. H., & Sorensen, K. L. (2008). Toward a further understanding of the relationships
between perceptions of support and work attitudes: A meta-analysis. Group & Management,
33, 243-268.
Rau, R. (2004). Job strain or healthy work: A question of task design. Journal of Occupational
Health Psychology, 9, 322-338.
Schmidt, S., Roesler, U., Kusserow, T., & Rau, R. (2014). Uncertainty in the workplace:
Examining role ambiguity and role conflict, and their link to depression—a meta-analysis.
European Journal of Work and Organizational Psychology, 23, 91-106.
Schrag, P. (2007, Aug. 5) Americans could use some French lessons: Longer vacations, better
health care lead to happy times. The Mercury News.
Semmer, N. K. Job stress interventions and organization of work. In J. C. Quick & L. E. Tetrick
(Eds.), Handbook of Occupational Health Psychology (2nd ed.) (pp. 299-318). Washington,
DC: American Psychological Association.
Semmer, N. K., McGrath, J. E., & Beehr, T. A. (2005). Conceptual issues in research on stress
and health. In C. L. Cooper (Ed.), Handbook of stress medicine and health (2nd ed.) (pp. 143). London: CRC Press.
Sonnentag, S. (2012). Psychological detachment from work during leisure time: The benefits of
mentally disengaging from work. Current Directions in Psychological Science, 21, 114-118.
Sulsky, C., & Smith, L. (2005). Work Stress (pp. 51-79). Belmont, CA: Thomson/Wadsworth. –
Ch. 3
Tetrick, L. E., & Quick, J. C. (2011). Overview of occupational health psychology: Public health in
occupational settings. In J. C. Quick & L. E. Tetrick (Eds.), Handbook of Occupational
Health Psychology (2nd ed.) (pp. 3-20). Washington, DC: American Psychological
Association.
APPL 649.185 Occupational Stress & Health
Fall 2014
Page
10
Toker, S., Shirom, A., Melamed, S., & Armon, G. (2012). Work characteristics as predictors of
diabetes incidence among apparently healthy employees. Journal of Occupational Health
Psychology, 17(3), 259-267.
Checklist for an APA-style Literature Review Paper
(refer to the 6th edition of the APA Publication Manual for reference)
_____ Title Page: 5%
 Title: Capitals, informative, concise
 Author, institution, and date


Page header and page numbers (on every page)
No Abstracts please
_____ Introduction: 15%
 Title of paper on first page of text (this is a deviation from APA guide)
 Exposition of research topic (What will you be examining and why?)
 Theoretical reasoning leading to question or topic you are attempting to answer (Why is this
topic important to study and what theory(ies) support the need to examine your topic)
_____ Literature Review: 45%
 Review and synthesis (integration) of relevant research (NO annotated bibliographies)
 Summary of relevant arguments (what did others study, why, what did they find, what were the
implications of their findings; make sure to tie this with the topic you are addressing)
 Coherence (not long winded), clarity (express ideas clearly, defining major concepts), and
organization (easy to follow sequential flow; “outline” of paper presented early in the paper and
the order is followed)
_____ Conclusion: 10%
 Practical implications and applications of findings to other behaviors (What does it all mean?
What was learned from this literature review? How can people apply the material you discussed
to various situations?)
 Additional research questions stemming from current study (What else needs to be examined
that was not addressed explicitly in your literature review? Why might these questions be
important?)
_____ References & Citations: 15%
 Enough to support ideas and arguments (minimum of 10 empirical article; more preferred)
 APA format (punctuation, spacing, accuracy)
 All citations referenced, all references cited (give credit where credit due)
 Appropriate credit to author(s) (no plagiarizing; when in doubt it’s better to over-cite than to
under-cite)
_____ APA Format and Overall Form: 10%
 Correct tense; noun-verb agreement;
noun-pronoun agreement
 Grammar/Spelling/Typing Errors
 Punctuation
 Conciseness
 Cleanliness
 Quotations (correctly used in paper)
APPL 649.185 Occupational Stress & Health
Fall 2014




Heading format
Page numbers
Staple on upper left corner
1 inch margins all around, 12 point
Font, Times New Roman, Double
Spacing (EVERYTHING), Left
Page
11
Justify (except title page, headers, and
page numbers)
_____ Meeting minimum requirements (per assignment explanation; up to 10 points subtracted from total
score for not meeting minimum requirements); 2 points deducted for failing to include checklist.
I have read through the syllabus in its entirety. I am aware of the guidelines that will be enforced in
this class, including rules about plagiarism (i.e., http://www.ubalt.edu/campus-life/studenthandbook.cfm - Academic_Integrity). I am further aware that if I am caught plagiarizing any part of
the paper I will be turning in, I will not be afforded a second chance to redo it, and that plagiarism is
grounds for failure in this class and possible expulsion from the university.
By signing this paper and turning it in, I am acknowledging having read the contents of this syllabus
and I am agreeing to abide by the rules set forth in the syllabus presented by Dr. Sharon Glazer for
APPL 649, Occupational Stress & Health. Furthermore, I am acknowledging my responsibility to learn
about prevention of plagiarism when writing a literature review paper.
Name: __________________________
(print full name)
Signature:__________________________
Date: ________________________
APPL 649.185 Occupational Stress & Health
Fall 2014
Page
12