HL367 Major Project ~Winter 2014

1. HL367 Major Project ~Winter 2014 By: Michel Darlington-West & Jamie Frederickson

2. Mission: to promote effective coping for stress in students through education • Independent Variable: education • Dependent Variable: effective coping for stress • Target Population: students • Agency: Northern Michigan University’s Health Promotion Office • Agency 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.

3. Assessing the General Need to Promote Effective Coping for Stress in Students • Freshmen 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).

4. Theoretical Definition of Effective Coping for Stress • Effective 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).

5. Model of Effective Coping for Stress Mcleod, 2011. Mcleod, 2011.

6. Test for Measuring Effective Coping for Stress COPE 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

7. Test for Measuring Effective Coping for Stress Continued Questions 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.

8. Test for Measuring Effective Coping for Stress Continued Questions 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.

9. Test Measuring Effective Coping for Stress Continued SCORING THE COPE INVENTORY Add 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 score

10. Test for Measuring Effective Coping for Stress Continued • Test 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 stress • Test 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.

11. Assess Specific Need • Students 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.

12. Identify Measurable Objectives • TOTAL 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.

13. Planning an Evidence-Based Program • http://alternativestostress.weebly.com

14. Implement the Program Model • For our purposes we will expand the 4 week program into a 16 week program in order to incorporate both palliative and instrumental coping techniques • Each class will be 1 hour and 40 minutes long

15. Social Cognitive Theory Light • Do 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 ways • Do 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 stress • Do 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 vision

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

17. 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.

18. Evaluate Mission Fit in Program • Our 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 times

19. Using Social Media Marketing • Commercial – http://www.nmualternativestostress.weebly.com • Poster –http://www.nmualternativestostress.weebly.com

20. Using Grants Student Health 101 Award The 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.

21. Webliography Carver, C.S. (2014) Cope. Retrieved February 25, 2014 from http://www.psy.miami.edu/faculty/ccarver/sclCOPEF.html Familant, 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=true Gefen, 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%7CA221 092141&v=2.1&u=lom_nmichu&it=r&p=AONE&sw=w&authCount=1 Hogan, 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=55

22. Webliography Continued McGonigal, 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.html McLeod, 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.pdf Michigan 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. Retrieved February 3, 2014 from University of Illinois at Chicago’s website: http://www.uic.edu/depts/wellctr/docs/Stress%20and%20the%20College %20Student.pdf Red 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%29

23. Reflection This 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.