HL367 Major Project - PowerPoint Presentation

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HL367 Major Project ~Winter 2014

By: Michel Darlington-West & Jamie FredericksonSlide2

Mission: to promote effective coping for stress in students through educationIndependent Variable: education

Dependent Variable: effective coping for stressTarget Population:

students

Agency:

Northern Michigan University’s Health Promotion OfficeAgency Mission: “to work toward a healthier and safer student body”Our Job in Agency: Health Promotion Specialist - to help people to improve their health and increase their control over it. Roles may vary from giving face-to-face advice to individuals to producing strategic policies for health promotion. They may set up schemes designed to promote a healthy lifestyle, carry them through to completion, and then assess whether they were successful.Slide3

Assessing the General Need to Promote Effective Coping for Stress in StudentsFreshmen students experience a number of stressors related to academics finances, personal relationships, and other issues (Gefen

, n.d.).Over 70 percent of Americans report experiencing physical and psychological symptoms of stress (Harvard School of Public Health, 2014).Several studies have shown a dramatic increase in the severity of psychological symptoms, including stress and anxiety, among college students seeking help for their mental health conditions (

Hayashino

, D., Prince, J., Ratanasiripong, P. & Sverduk, K., 2010).While stress is present in any life to varying degrees, it is now growing into a global problem of serious importance. Even people who wouldn’t describe themselves as “being under a lot of stress” still live in this complicated world and still encounter problems and challenges that inevitably give rise to stress. Stress negatively impacts how we experience our lives by preventing us from living in a state of contentment and fulfillment (Huljich, 2011).Self-rated emotional health for incoming first-year students is at the lowest point since the question was first asked 25 years ago in 1985 and the percentage of students reporting that their emotional health dropped 3.4 percentage points from 2009 to 2010 (Klein, 2010).

Over 180,000 people annually die from believing that stress is bad for them (McGonigal, n.d.).College students are feeling more overwhelmed and stressed than fifteen years ago, according to a recent UCLA survey of college freshman. More than 30% of all college freshman report feeling overwhelmed - a great deal of the time. Thirty-eight percent of college women report feeling frequently overwhelmed (National Health Ministries, 2006).Slide4

Theoretical Definition of Effective Coping for StressEffective coping for stress is the ability to handle the demands of the threat in healthy ways. Two forms of coping are emotion-focused (palliative) and problem-focused (instrumental) (Hogan, 2014).Emotion-focused coping involves trying to reduce the negative emotional responses associated with stress such as embarrassment, fear, anxiety, depression, excitement and frustration (McLeod, 2009).

Problem-focused coping targets the causes of stress in practical ways which tackles the problem or stressful situation that is causing stress, consequently directly reducing the stress (McLeod, 2010).Slide5

Model of Effective Coping for Stress

Mcleod,2011.

Mcleod

,2011.Slide6

Test for Measuring Effective Coping for StressCOPE INVENTORY

(Carver, 2014 & revised by Frederickson, 2014)

Recall a few stressful situations that have happened to you. Then respond to each of the following items by blackening one number on your answer sheet for each, using the response choices listed just below of how you chose to handle those problems. Choose your answers thoughtfully, and make your answers as true FOR YOU as you can. Please answer every item. There are no "right" or "wrong" answers, so choose the most accurate answer for YOU--not what you think "most people" would say or do. Indicate what YOU usually do when YOU experience a stressful event.

1 = I usually don't do this at all 2 = I usually do this a little bit 3 = I usually do this a medium amount 4 = I usually do this a lot Slide7

Test for Measuring Effective Coping for Stress ContinuedQuestions 1-5: Measuring problem-focused coping for stress.

1. I try to come up with a strategy about what to do. 2. I try to put myself in the other person’s shoes, so to speak.3. I do something to take my mind off of the problem, but make sure to return to the problem later.

4. I try to think about the problem from a new perspective.

5. I go to a therapist for help.Slide8

Test for Measuring Effective Coping for Stress ContinuedQuestions 6-18: Measuring emotion-focused coping for stress.

6. I find humor in the situation.7. I listen to music to take my mind off of the problem.

8. I visit a spa for a massage, manicure, or pedicure to try and relax.

9. I take a walk outside and take in the nature around me.10. I go to the gym and work out to relieve my stress.11. I let my feelings out.12. I do yoga to calm my body and mind.

13. I find comfort in a hobby or sport.14. I talk to someone about how I feel.15. I pray about it.16. I accept that this has happened and that it can’t be changed.17. I pretend that it hasn't really happened. 18. I use alcohol, drugs, or cigarettes to help get me through the stress of the situation. Slide9

Test Measuring Effective Coping for Stress ContinuedSCORING THE COPE INVENTORYAdd up all of the points given by the test taker. Out of 64 points on the test, an ideal score would be 55 points. Because questions 17 and 18 are meant to be answered poorly, they do not count into the 64 points of the test; rather, it is calculated as a negative part of the test taker’s score.

After adding up questions 1-16, use the key below to adjust the total score:Question 17: If answered 1, deduct 0 points from the total score.

If answered 2, deduct 5 points from the total score.

If answered 3, deduct 7 points from the total score. If answered 4, deduct 10 points from the total score.Question 18: If answered 1, deduct 0 points from the total score. If answered 2, deduct 5 points from the total score. If answered 3, deduct 7 points from the total score. If answered 4, deduct 10 points from the total score.*Problem-focused Coping: 20 points = high score

*Emotion-focused Coping: 52 points = high scoreSlide10

Test for Measuring Effective Coping for Stress ContinuedTest Validity – A test is valid if it measures what it purports to measure and our test is valid because it reflects our theoretical definition of effective coping for stressTest Reliability - We will give our test to a HP200 class on a Monday and then again on a Wednesday. Scores should be similar and will therefore make our test reliable.Slide11

Assess Specific NeedStudents will go from a total score of 30/64 to 50/64 by the end of the 16-week program.Students will go from a score of 8/20 to 13/20 on the problem-focused component of the test by the end of the 16-week program.Students will go from a score of 20/52 to 37/52 on the emotion-focused component of the test by the end of the 16-week program.Slide12

Identify Measurable ObjectivesTOTAL SCORE:Michael will go from scoring 30/64 points to 50/64 points by the end of the Alternatives to Stress Program.

PROBLEM-FOCUSED SCORE:Michael will go from scoring 8/20 points to 13/20 points by the end of the Alternatives to Stress Program.

EMOTION-FOCUSED SCORE:

Michael will go from scoring 20/52 points to 37/52 points by the end of the Alternatives to Stress Program.Slide13

Planning an Evidence-Based Programhttp://alternativestostress.weebly.comSlide14

Implement the Program ModelFor our purposes we will expand the 4 week program into a 16 week program in order to incorporate both palliative and instrumental coping techniquesEach class will be 1 hour and 40 minutes long Slide15

Social Cognitive Theory LightDo the students know what to do?Students will be instructed on how to actively participate in each class per part of the program.Do the students know how to do it?

Students will be educated on how to effectively cope with stress in both instrumental and palliative waysDo the students want to do it?Students who sign up will be motivated to do it

Do the students believe that they can do it?

With support and encouragement, students will believe in themselves to be able to effectively cope with stressDo the students have the environment to do it?Students will have a very supportive environment in which the instructor and faculty members will encourage students to cope with stress in healthy ways and therefore meet Northern Michigan’s mission and visionSlide16

Evaluation Design: Pre-Test/Post-Test Control Group

OPRETEST

X

INTERVENTIONOPOSTTESTPROGRAM GROUP

-Classroom at NMUScore on Coping Stress Inventory: 30/6416 WEEK PROGRAM:Alternatives to Stress(Modeled after MSU’s Alternatives to Anger, n.d.)Score on Coping Stress Inventory:50/64CONTROL GROUP-Classroom at MSUOPRETESTScore on Coping Stress Inventory:30/64OPOSTTESTScore on Coping Stress Inventory:30/64Slide17

What are the threats?Internal validity is the ability to say that our program caused the change students and that it wasn’t do to other factors.Self-selection is a threat to our program.Slide18

Evaluate Mission Fit in ProgramOur mission fit question: Did we promote effective coping for stress in students through education?Evidence that we met our mission fit question: Our program group consisting of students in NMU’s classroom went from receiving a 30/64 to a 55/64 on the Coping Stress Inventory (Pretest/Posttest) and the control group consisting of students in MSU’s classroom stayed at a consistent 30/64 during both testing timesSlide19

Using Social Media MarketingCommercial – http://www.nmualternativestostress.weebly.comPoster –http://www.nmualternativestostress.weebly.comSlide20

Using GrantsStudent Health 101 AwardThe American College Health Foundation’s Student Health 101 Award was established to support creative efforts to improve and promote projects in health promotion on college campuses that have measurable results.

The college environment is an important place and opportunity to engage young adults and influence them to establish life-long healthy habits, while avoiding behaviors with adverse consequences. Health promotion delivered in creative ways with measurable outcomes is an invaluable tool. The Student-Health 101 Award is designed to fund the development of a creative initiative that involves student peers in an effort to promote healthy behaviors.Slide21

WebliographyCarver, C.S. (2014) Cope. Retrieved February 25, 2014 from http://www.psy.miami.edu/faculty/ccarver/sclCOPEF.htmlFamilant, D.L. (1990). Facilitating coping and self-efficacy in first-semester college

Students through psychoeducation. Retrieved February 8, 2014 from http://surface.syr.edu/psy_etd/108/Forneris

, T., Stewart-

Stanec, A., & Theuerkauf, B. (2010). Yoga in School Communities. Retrieved February 3, 2014 from the Northern Michigan University’s website: http://ezpolson.nmu.edu:5749/ps/retrieve.do?retrieveFormat=PDF_FROM_CALLISTO&accesslevel=FULLTEXT_WITH_GRAPHICS&inPS=true&prodId=AONE&userGroupName=lom_nmichu&tabID=&workId=PI-1AIC-2010-J-F00-IDSI-11.JPG%7CPI-1AIC-2010-J-F00-IDSI-12.JPG%7CPI-1AIC-2010-J-F00-IDSI-13.JPG&docId=GALE%7CA218119884&callistoContentSet=PER&isAcrobatAvailable=trueGefen, D.R. (n.d.). Adjustment to college: The relationship among family functioning,

Stress, and coping in non-residential Freshman students. Retrieved February 8, 2014 from http://udini.proquest.com/view/adjustment-to-college-the-goid:763431048/Harvard School of Public Health (2014). Managing Stress: Protecting Your Health. Retrieved February 3, 2014 from Harvard School of Public Health’s website:http://theforum.sph.harvard.edu/events/managing-stress/Hayashino, D., Prince, J., Ratanasiripong, P. & Sverduk, K. (2010). Setting up the next generation biofeedback program for stress and anxiety management for college students: a simple and cost-effective approach. Retrieved February 3, 2014 from Northern Michigan University Library’s website: http://ezpolson.nmu.edu:5749/ps/i.do?action=interpret&id=GALE%7CA221092141&v=2.1&u=lom_nmichu&it=r&p=AONE&sw=w&authCount=1Hogan, P. (2014). Personal Interview. Huljich, P. (2011). Stress Pandemic: The Lifestyle Solution. 9 Natural Steps to Survive, Master Stress & Live Well. Retrieved February 24, 2014 from http://www.stresspandemic.com/Klein, A. (2010.) Incoming college students rate emotional health at record low, annual survey finds. Retrieved January 31, 2014, from the Higher Education Research Institute’s website: http://heri.ucla.edu/pr-display.php?prQry=55Slide22

Webliography ContinuedMcGonigal, K. (n.d.). A Whole New Way to Think About Stress that Changes Everything We’ve Been Taught. Retrieved February 8, 2014 from http://www.upworthy.com/a-whole-new-way-to-think-about-stress-that-changes-everything-weve-been-taught-2?c=reccon1

McLeod, S. (2009). Emotion Focused Coping. Retrieved February 18, 2014 from http://www.simplypsychology.org/emotion-focused-coping.htmlMcLeod, S. (2010). Stress Management – Problem Focused Coping with Stress. Retrieved February 18, 2014 from http://www.simplypsychology.org/problem-focused-coping.html

McPherson, A. (2012). College Student Life and Financial Stress: An Examination of the Relation Among Perception of Control and Coping Styles on Mental Health Functioning. Retrieved January 31, 2014 from North Carolina State University’s website: http://repository.lib.ncsu.edu/ /

ir/bitstream/1840.16/7493/1/etd.pdfMichigan State University Extension (2011). RELAX: Alternatives to Anger. Retrieved February 3, 2014 from Michigan State University’s website:http://msue.anr.msu.edu/program/info/alternatives_to_anger

National Health Ministries (2006). Stress & The College Student. RetrievedFebruary 3, 2014 from University of Illinois at Chicago’s website:http://www.uic.edu/depts/wellctr/docs/Stress%20and%20the%20College%20Student.pdfRed Orbit (2005). Task-Oriented Versus Emotion-Oriented Coping Strategies: the Case of College Students. Retrieved February 8, 2014 from http://www.redorbit.com/news/health/141147/taskoriented_versus_emotionoriented_coping_strategies_the_case_of_college_students/Wikipedia (2014). Coping (psychology). Retrieved February 8, 2014 from http://en.wikipedia.org/wiki/Coping_%28psychology%29Slide23

ReflectionThis project challenged our understanding of program planning and evaluation techniques and how to use the Missimer Model to create a sustainable program. We were able to engage ourselves in an innovative way that explored critical thinking and creativity, thus allowing us to indulge ourselves into literature and articles while still working together as a team. Due to the time constraint, we were able to understand what it would be like out of a college setting to have a deadline and were capable of achieving that goal. We ran into a few snags and had some troubles, but overall, we learned to overcome the obstacles that formed and found the experience important for our future endeavors. Because our project specifically dealt with stress and how students should cope with it, it was important that after learning the techniques we used in our model program to see that we could use these techniques as well. As we moved forward with our project, we kept reminding ourselves of the gratification of the end result and now that we have achieved it, we are very proud of our work and satisfied to have all of the hours put into this project.