HL 367 Major
Project
Winter 2014
Jamie
Frederickson
Our Mission: To promote effective
coping for stress in students through
education
Michael
DarlingtonWest
Photo Source: http://www.thedailyaztec.com/content/
uploads/student-depressed.jpg
1
Table of Contents
Section 1: Mission – p. 4-5
Section 2: Review of the Related Literature – p. 6-23
Section 3: Synthesis of the Related Literature – p. 24-40
Section 4: Evaluation Design/Mission Fit – p. 41-42
Section 5: Marketing and Communication – p. 43
Section 6: Granting Agency – p. 44
Section 7: Webliography – p.45-46
Section 8: Reflection – p. 47
2
Introduction
Hi!
My name is Jamie Frederickson. I lived the first ten years of
my life in Las Vegas, Nevada, but consider myself to be from
Marquette, Michigan. I am attending Northern Michigan University
and majoring in Community Health Education. I love playing tennis
in the summer and snowshoeing in the long winters and am
passionate about being creative and innovative. Being a student
while working two jobs, I have learned that stress has a vigorous
bite and it is important for a person to educate themselves on how
to manage stress in a healthy way.
Hello!
My name is Michael Darlington-West. I was born in
Calgary, Alberta and lived there until I was 13 and then moved to
Negaunee, MI. I am studying for my bachelor’s degree in
Management of Health and Fitness and wish to become a holistic
strength and conditioning coach for a professional soccer team
someday. I’ve been playing soccer since I could walk and have also
been practicing martial arts since I was 9 years old. I love being
active and enjoy moving. Whether it be running, biking, skiing,
skating, climbing, crawling, swimming or flying! Stress is a big part
of my life. My family has a history of depression and anxiety. I have
become interested in positive stress management techniques and
wish to share what I have learned with anyone who is willing to
listen.
3
Section 1: Mission
1. What is our mission?
Our mission is to promote effective coping for stress in students
through education.
2. What are the variables in our mission?
The variables are:
Dependent variable = effective coping for stress
Target population = students
Independent variable = education
3. In what agency could we realize our mission?
We could realize our mission in Northern Michigan University’s Health
Promotion Office. The Health Promotion Office’s mission is to “work
toward a healthier and safer student body.” Specifically, it goes on to
say, “In support of this mission, it is important that students and other
members of the NMU community see the Health Promotion Office
providing access to information in a non-judgmental way and see us
supporting and empowering individual student choices and personal
responsibility."
Photo source: https://www.nmu.edu/
communicationsandmarketing/
node/38
Photo Source:
http://www.nmu.edu/
healthpromotions/
node/1
4
4. What job could we have in this agency and what is the
job description for that job?
A job that we could have in this agency that would help to fulfill our
mission would be a Health Promotion Specialist. The job description of
a Health Promotion Specialist is to “help people to improve their health
and increase their control over it. Roles may vary from giving face-toface 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.”
Job Description Source: http://www.prospects.ac.uk/
health_promotion_specialist_job_description.htm
4b. What is our job for this particular project?
Our job is to produce a sound program and evaluation plan to meet our
mission of promoting positive palliative coping for stress among
Northern Michigan University students through education. In order to
do this, we intend to:
Assess the need to promote effective coping for stress among
students.
Identify measurable objectives designed to promote effective
coping for stress among students.
Plan an evidence-based program shown to promote effective
coping for stress among students.
Implement the program shown to promote effective coping for
stress among students.
Evaluate to determine if we have met our needs and objectives of
promoting effective coping for stress in students through our
program and, therefore, met our mission.
5
Section 2: Review of Literature
5. What is our mission and the four questions for
analyzing the literature in order to develop our program
plan and evaluation plan in order to do our job as listed
in 4b?
Our mission is: To promote effective coping for stress among students through
education.
The mission variables are:
DV= effective coping for stress
TP= students
IV= education
The four questions:
To analyze the literature for relevant information, our four questions with our
mission dv and tp are:
 Does the piece identify need to promote effective coping for stress in
students?
 Does the piece theoretically define effective coping for stress?
 Does the piece tell us how to measure effective coping for stress?
 Does the piece give us a model program or education that has shown to
promote effective coping for stress?
6. Which pieces will we use to analyze the literature to
develop our program plan and evaluation plan designed
to meet our mission?
We will use the following pieces:
Carver,
C.S.
(2014)
Cope.
Retrieved
February
http://www.psy.miami.edu/faculty/ccarver/sclCOPEF.html
25,
2014
from
Abstract: COPE
6
We are interested in how people respond when they confront difficult or
stressful events in their lives. There are lots of ways to try to deal with stress.
This questionnaire asks you to indicate what you generally do and feel, when
you experience stressful events. Obviously, different events bring out
somewhat different responses, but think about what you usually do when you
are under a lot of stress.
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.
Please try to respond to each item separately in your mind from each other
item. 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…(test continues)
 Does the piece identify need to promote effective coping for stress in
students?
No, this piece does not identify need to promote effective coping for stress
in students.
 Does the piece theoretically define effective coping for stress?
No, this piece does not theoretically define effective coping for stress.
 Does the piece tell us how to measure effective coping for stress?
Yes, this piece tells us how to measure effective coping for stress. This
piece indicates that the COPE INVENTORY is a successful method for
measuring effective coping for stress.
 Does the piece give us a program model or education that has shown to
promote effective coping for stress?
No, this piece does not give us a program model or education that has
shown to promote effective coping for stress.
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/
Abstract: First semester college students are faced with three developmental
tasks: separating from home, investing in their new setting, and meeting the
academic challenge of college work (Medalie, 1981). These social and
cognitive demands initiate the use of coping strategies, some of which lead to
adaptive outcome and are therefore considered functional while others
reduce the chance of adaptive outcomes and are considered dysfunctional
(Lazarus, Cohen, Folkman, Kanner, & Schaefer, 1980). Previous research has
7
demonstrated the effectiveness of coping skills training programs with college
students (e.g., Williams & Hall, 1988). Using a psychoeducational perspective,
a skills training workshop was designed to help first semester college
freshmen improve their ability to cope with the normative developmental
challenges of the transition from home to college. Subjects consisted of 202
first semester freshmen who were recruited from the university's
introductory psychology subject pool. Using the Solomon (1949) Four-Group
design, subjects were randomly assigned to four experimental conditions
based on the presence or absence of two variables, a pretest and the
workshop. The pretest was a self-report measure of self-efficacy and coping
strategies; it was included as a baseline against which improvement in coping
due to the workshop could be measured. Some of the factors that would
contribute to this hypothesized improvement would be the instillation of hope
(Yalom, 1985), instruction in specific coping skills (Lazarus & Folkman, 1984),
and increasing the sense of personal power or self-efficacy (Bandura, 1986).
The results of the study showed that the workshop affected a small increase in
functional coping strategies but did not raise the subjects' self-efficacy scores
or diminish the use of dysfunctional coping strategies. This finding is
discussed in terms of the limited effectiveness of an intervention that is only
of two hours' duration. A second finding concerned the effect of the pretest on
subjects' coping and self-efficacy at the follow-up session. Unexpectedly,
taking the pretest had the effect of reducing dysfunctional coping strategies
and increasing self-efficacy. This finding is related to research that shows that
brief pretherapy training procedures, analogous to the pretest in the current
study, increase introspectiveness and boost the effect of psychological
intervention. The finding that a self-assessment exercise has a therapeutic
effect also supports the common practice of including self-tests in
psychoeducational workshops. Studies designed explicitly to measure the
effect of self-tests are needed. Also recommended are comparative studies of
workshops of various durations and combinations of psychoeducational
components. These would provide an empirical base for the construction of
effective skills training programs.
 Does the piece identify need to promote effective coping for stress in
students?
Yes, this piece identifies need to promote effective coping for stress in
students. This piece indicates that first semester students are faced with
three developmental tasks: separating from home, investing in their new
setting, and meeting the academic challenge of college work. Furthermore,
after a study was conducted in the student population, the workshop that
was given affected a small increase in functional coping strategies.
 Does the piece theoretically define effective coping for stress?
8
No, this piece does not theoretically define effective coping for stress.
 Does the piece tell us how to measure effective coping for stress?
Yes, this piece tells us how to measure effective coping for stress.
Assuming the validity, reliability, and utility, this study used the Solomon
Four-Group Design, pretest/follow-up, and self-tests, but it specifically
discusses that studies designed explicitly to measure the effect of self-tests
are needed.
 Does the piece give us a model program or education that has shown to
promote effective coping for stress?
No, this piece does not give us a model program or education that has
shown to promote effective coping for stress.
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_CALLIS
TO&accesslevel=FULLTEXT_WITH_GRAPHICS&inPS=true&prodId=AONE&userGrou
pName=lom_nmichu&tabID=&workId=PI-1AIC-2010-J-F00-IDSI-11.JPG%7CPI1AIC-2010-J-F00-IDSI-12.JPG%7CPI-1AIC-2010-J-F00-IDSI13.JPG&docId=GALE%7CA218119884&callistoContentSet=PER&isAcrobatAvailable
=true
Abstract: Research with adults has focused on aspects of physical and mental
health. One study examined the effect of yoga on physiological and
psychological well-being related to cardiovascular risk factors in mild-tomoderate hypertensive patients. The study included 20 adults (ages 35-55)
with mild-to-moderate hypertension. The participants practiced yoga one
hour daily for three months. Results showed decreases in blood pressure,
blood glucose, cholesterol and triglycerides, as well as increases in subjective
well-being and quality of life. There was also a decrease in VMA catecholamine
and MDA level, which suggests a decrease in sympathetic activity and oxidant
stress. The authors concluded that yoga can play an important role in risk
modification for cardiovascular diseases in mild-to-moderate hypertension
(Damodaran et al. 2002). Yet another study conducted with normal healthy
individuals showed that yoga practice resulted in an increase of lean body
mass and a decrease in fat skin fold thickness (Khare & Kawathekar, 2002).
 Does the piece identify need to promote effective coping for stress in
students?
No, this piece does not identify need to promote effective coping for stress
in students.
 Does the piece theoretically define effective coping for stress?
9
No, this piece does not theoretically define effective coping for stress.
 Does the piece tell us how to measure effective coping for stress?
Yes, this piece tells us how to measure effective coping for stress. This
piece focuses on physiological and psychological well-being related to
cardiovascular risk factors and a study was conducted that measured
blood pressure, blood glucose, cholesterol and triglycerides, VMA
catecholamine and MDA levels.
 Does the piece give us a program model or education that has shown to
promote effective coping for stress?
Yes, this piece gives us a program model that has shown to promote
effective coping for stress. Although it is not specific, the program used
was yoga.
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-thegoid:763431048/
Abstract: This study examined the relationships among family functioning,
stress, and coping strategies and their predictive utilities in student
adjustment to non-residential colleges. Four research questions were
explored: (a) What types of stressors do freshmen students in non-residential
colleges face? (b) Is family functioning associated with specific coping
strategies? (c) Do coping strategies mediate the relationship between
perceived stress and freshmen student adjustment to college? (d) Do family
functioning, perceived stress, and coping strategies predict freshmen student
adjustment to college? One hundred and sixty seven college freshmen (ages
18- 23) were recruited from the departments of psychology at two large urban
commuter colleges in the Northeast. Participants completed an online survey
that was composed of a demographic information sheet and 5 questionnaires.
The Undergraduate Stress Questionnaire (USQ; Crandall, Preisler, &
Aussprung, 1992) was used to measure life event stress in college students.
The Perceived Stress Scale (PSS; Cohen, Kamarck, & Mermelstein, 1983) was
used to measure self-appraised levels of stress experienced in the last month.
The 56-item Young Adult Coping Orientation for Problem Experiences (YACOPE; Patterson, McCubbin, & Grochowski, 1983) was used to assess coping
styles of students. Students filled out the 42-item Family Adaptability and
Cohesion Evaluation Scales (FACES-IV; Olson, Gorall, & Tiesel, 2007) to
measure family cohesion and adaptability. Students also filled out the Student
Adaptation to College Questionnaire (SACQ; Baker & Siryk, 1984), a 67-item
self-report measure that assesses adjustment to college across four domains:
10
academic, social, personal/emotional, and goal commitment-institutional
attachment. Overall, results suggest that freshmen students experience a
number of stressors related to academics, finances, personal relationships,
and other issues. Balanced family functioning was associated with specific
coping strategies, mainly ones that are problem-focused. Coping strategies did
not mediate the relationship between perceived stress and adjustment to
college. However, academic adjustment, social adjustment, personalemotional adjustment, and institutional attachment were predicted by family
functioning, stress, and specific coping strategies. Implications for personnel
working with college freshmen such as mental health counselors are provided
as well as directions for future research.
 Does the piece identify need to promote effective coping for stress in
students?
Yes, this piece identifies need to promote effective coping for stress in
students. This piece indicates that freshmen students experience a
number of stressors related to academics finances, personal relationships,
and other issues.
 Does the piece theoretically define effective coping for stress?
No, this piece does not theoretically define effective coping for stress.
 Does the piece tell us how to measure effective coping for stress?
Yes, this piece tells us how to measure effective coping for stress.
Assuming the reliability, utility, and validity of the tests, this piece
indicates that the Undergraduate Stress Questionnaire, the Perceived
Stress Scale, the 56-item Young Adult Coping Orientation for Problem
Experiences, the 42-item Family Adaptability and Cohesion Evaluation
Scales, along with the Student Adaptation to College Questionnaire and a
67-item self-report measure that assesses adjustment to college across
four domains: academic, social, personal/emotional, and goal
commitment-institutional attachment.
 Does the piece give us a program model or education that has shown to
promote effective coping for stress?
This piece does give us education that has shown to promote effective
coping for stress. The piece indicates that mental health counselors are
needed in order to help college freshman adjust in a variety of ways.
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/
Abstract: Sustained over time, stress can undermine health in serious and
sometimes deadly ways. In this Forum event, expert participants examined
11
what we know about the effects of stress on health, including heart disease
risk, and about the role social status plays in exacerbating or mitigating these
effects. In addition, panelists explored ways in which positive well-being,
mindfulness, exercise and nutrition contribute to a more resilient, healthier
lifestyle.
 Does the piece identify need to promote effective coping for stress in
students?
This piece does identify need to promote effective coping for stress in
students. This piece indicates that sustained over time, stress can
undermine health in serious and sometimes deadly ways. Also, it causes
heart disease risk. Not included in the abstract, but after going to the link
and watching the video, the speaker also indicates that over 70 percent of
Americans report experiencing physical and psychological symptoms of
stress.
 Does the piece theoretically define effective coping for stress?
This piece does theoretically define effective coping for stress. Again, not
included in the abstract, but after going to the link and watching the video,
the speaker defines stress as something we feel when we can’t control
things and those things that we can’t control have a negative impact on
our physical wellbeing.
 Does the piece tell us how to measure effective coping for stress?
This piece does not tell us how to measure effective coping for stress.
 Does the piece give us a model program or education shown to promote
effective coping for stress?
This piece does give us education shown to promote effective coping for
stress; specifically, this piece discusses the importance of science, exercise,
and mindfulness used in stress reduction. Also, this video drives home the
idea that at the time it may feel like stress is individualistic, but in reality,
it is a struggle between a person and his/her environment.
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
Abstract: The increasing prevalence of stress and anxiety on college campuses
along with limited resources and budget reductions for many campuses has
prompted the need for innovative approaches to help students effectively
manage their stress and anxiety. With college students becoming more and
12
more technology-savvy, the authors present an innovative biofeedback
program that can be easily implemented anywhere with minimal resources in
a brief period of time. The program utilizes a portable, user-friendly
biofeedback program to help students learn to take control of their stress and
anxiety. Better management of stress and anxiety is expected to contribute to
both the personal well-being and the academic success of students.
 Does the piece identify need to promote effective coping for stress in
students?
This piece does identify need to promote effective coping for stress in
students. This piece indicates that stress and anxiety is highly prevalent
among college students today. Numerous causes of stress and anxiety include
academic pressure, adjustment to college life, financial concerns, family
problems, as well as the underlying psychological issues of the individual
student. College students have different coping styles and different abilities to
manage their stress and anxiety. For many students, stressors during the
college years will not interfere with academic performance in a significant
way; but those with limited internal or external coping resources are at risk
for academic failure and higher dropout rates. 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 (Kadison & DiGeronimo, 2004; Kitzrow, 2003).
 Does the piece theoretically define effective coping for stress?
This piece does not theoretically define effective coping for stress.
 Does the piece tell us how to measure effective coping for stress?
This piece does tell us how to measure effective coping for stress. This
piece indicates that various physiological processes such as muscle
tension, blood pressure, breathing, heart rate, brain wave states, skin
temperature, and skin conductance can be used to measure effective
coping for stress.
 Does the piece give us a program model or education shown to promote
effective coping for stress?
This piece does give us a program model shown to promote effective
coping for stress. This piece indicates that a biofeedback device is shown
to promote effective coping for stress.
13
Hogan, P. (2014). Personal Interview.
Abstract: 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).
 Does the piece identify need to promote effective coping for stress in
students?
This piece does not identify need to promote effective coping for stress in
students.
 Does the piece theoretically define effective coping for stress?
This piece does theoretically define 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).
 Does the piece tell us how to measure effective coping for stress?
This piece does not tell us how to measure effective coping for stress.
 Does the piece give us a program model or education shown to promote
effective coping for stress?
This piece does not give us a program model shown to promote effective
coping for stress.
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/
Abstract: In short, the relentless pace and complexity of modern life has led us
to forsake our privacy and our ability to live fully in the present moment.
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. Notice for yourself how
difficult it is to feel content while you are managing some degree of stress. The
truth is, it’s not possible. A state of contentment (or happiness, or whatever
word we may use to describe a desirable condition) cannot coexist with real
stress…According to the World Health Organization (WHO), currently one
person in every four develops one or more mental disorders at some stage in
life. Today, 450 million people globally suffer from mental disorders in both
14
developed and developing countries. According to the National Institute of
Mental Health, an estimated 26.2 percent of Americans ago eighteen and older
– about one in four adults – suffer from a diagnosable mental disorder in a
given year. It is estimated that by 2020, depression will be the second greatest
contributor to the global burden of disease. According to the WHO, suicide
causes more deaths than homicide or war, with the global suicide rate up to 60
percent over the last forty-five years and an even more marked increase in the
developed world.
 Does the piece identify need to promote effective coping for stress in
students?
This piece does identify need to promote effective coping for stress in
students. According to the World Health Organization (WHO), currently
one person in every four develops one or more mental disorders at some
stage in life. Today, 450 million people globally suffer from mental
disorders in both developed and developing countries. According to the
National Institute of Mental Health, an estimated 26.2 percent of
Americans ago eighteen and older – about one in four adults – suffer from
a diagnosable mental disorder in a given year. It is estimated that by 2020,
depression will be the second greatest contributor to the global burden of
disease. According to the WHO, suicide causes more deaths than homicide
or war, with the global suicide rate up to 60 percent over the last forty-five
years and an even more marked increase in the developed world.
 Does the piece theoretically define effective coping for stress?
This piece does not theoretically define effective coping for stress.
 Does the piece tell us how to measure effective coping for stress?
This piece does not tell us how to measure effective coping for stress.
 Does the piece give us a program model or education that has shown to
promote effective coping for stress?
This piece does not give us a model or education that has shown to
promote effective coping for stress.
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
Abstract: Self-rated emotional health for incoming first-year students is at the
lowest point since we first asked the question 25 years ago in 1985. The
15
percentage of students reporting that their emotional health was in the
“highest 10%” or “above average” when compared to their peers dropped 3.4
percentage points from 2009, from 55.3% to 51.9%.
 Does the piece identify need to promote effective coping for stress in
students?
This piece does identify need to promote effective coping for stress in
students; specifically, this piece indicates that 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. The percentage of students reporting
that their emotional health dropped 3.4 percentage points from 2009 to
2010.
 Does the piece theoretically define effective coping for stress?
This piece does not theoretically define effective coping for stress.
 Does the piece tell us how to measure effective coping for stress?
This piece does tell us how to measure effective coping for stress.
Assuming reliability, validity, and utility of the test, this University used a
CIRP Freshman Survey. This piece also indicates that the CIRP Freshman
Survey is the largest and longest-running survey of American college
students, stating that more than 15 million students have completed CIRP
surveys at 1,900 colleges and universities
 Does the piece give us a program model or education shown to promote
effective coping for stress?
This piece does not give us a program model or education shown to
promote effective coping for stress.
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-changeseverything-weve-been-taught-2?c=reccon1
Abstract: It’s not stress that’s making you sicker, it’s stressing out about stress
being stressful that’s actually the problem. (Video).
 Does the piece identify need to promote effective coping for stress in
students?
This piece does identify need to promote effective coping for stress in
students. In this video, McGonigal begins her talk with asking the audience
what kind of stress they experienced within the last year. Over 180,000
people annually die from believing that stress is bad for them.
 Does the piece theoretically define effective coping for stress?
This piece does not define effective coping for stress.
16
 Does the piece tell us how to measure effective coping for stress?
This piece does tell us how to measure effective coping for stress. This
video indicates that the social stress test is a valid, reliable, and utilized
test.
 Does the piece give us a model program or education that has shown to
promote effective coping for stress?
This piece does give us education that has shown to promote effective
coping for stress. In this video, McGonigal discusses that people who
don’t view stress as harmful don’t die from it.
McLeod, S. (2009). Emotion Focused Coping. Retrieved February 18, 2014 from
http://www.simplypsychology.org/emotion-focused-coping.html
Abstract: Emotion-focused coping involves trying to reduce the negative
emotional responses associated with stress such as embarrassment, fear,
anxiety, depression, excitement and frustration.
 Does the piece identify need to promote effective coping for stress in
students?
This piece does not identify need to promote effective coping for stress in
students.
 Does the piece theoretically define effective coping for stress?
This piece does define effective coping for stress. Emotion-focused
coping involves trying to reduce the negative emotional responses
associated with stress such as embarrassment, fear, anxiety,
depression, excitement and frustration.
 Does the piece tell us how to measure effective coping for stress?
This piece does not tell us how to measure effective coping for stress.
 Does the piece give us a model program or education that has shown to
promote effective coping for stress?
This piece does not give us education that has shown to promote
effective coping for stress.
McLeod, S. (2010). Stress Management – Problem Focused Coping with Stress.
Retrieved February 18, 2014 from http://www.simplypsychology.org/problemfocused-coping.html
Abstract: 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.
17
 Does the piece identify need to promote effective coping for stress in
students?
This piece does not identify need to promote effective coping for stress in
students.
 Does the piece theoretically define effective coping for stress?
This piece does define effective coping for stress. 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.
 Does the piece tell us how to measure effective coping for stress?
This piece does not tell us how to measure effective coping for stress.
 Does the piece give us a model program or education that has shown to
promote effective coping for stress?
This piece does not give us education that has shown to promote
effective coping for stress.
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
Abstract: Past research indicates that mental health problems of university
students are on the increase. The transition to college is easy for some
students, but for many others the shift can be very stressful. The college years
are also a time during which most students get their first opportunity to
manage money. Financial stress has been defined as the unpleasant feeling
that one is unable to meet financial demands, cannot afford the necessities of
life, and has insufficient funds to make ends meet (Davis & Mantler, 2004).
Given the potential stress one may experience while transitioning to college in
addition to the high amount of life and financial stress experienced in college,
university and college students may be at increased risk for psychological
problems compared to same-aged peers (Bouteyre, Maurel, & Bernaud, 2007;
Dwyer & Cummings, 2001; Smyth, Hockemeyer, Heron, Wonderlich, &
Pennebaker, 2008). One way to prevent poor psychological adjustment
resulting from general life stress as well as financial stress would be to help
college students develop skills necessary to cope with the impact of each
stressor. Studies have suggested that individuals use different coping styles
depending on the stressor faced. In general, studies have indicated that coping
efforts intended to alter the source of stress by acting on it directly (problemfocused coping) tend to be used more often with events appraised as
controllable, while palliative coping strategies to modulate emotional
reactions (emotion-focused coping) are used more often with events
18
perceived as beyond personal control. The present study was designed to
investigate the differential effects of coping style and perception of control on
managing life stress and financial stress in a sample of undergraduate college
students. Using regression analyses, the current study provides support that
college students experience life and financial stress, and that those who
indicated feeling stressed were also experiencing symptoms of depression
and anxiety.
 Does the piece identify need to promote effective coping for stress in
students?
This piece does identify need to promote effective coping for stress in
students. This piece indicates that mental health problems of
University students are increasing. Specifically, this piece indicates that
financial and life stress are factors.
 Does the piece theoretically define effective coping for stress?
This piece does theoretically define effective coping for stress. This
piece indicates that financial stress is an unpleasant feeling that one is
unable to meet financial demands, cannot afford the necessities of life,
and has insufficient funds to make ends meet (Davis & Mantler, 2004).
 Does the piece tell us how to measure effective coping for stress?
This piece does tell us how to measure effective coping for stress. This
piece indicates that regression analyses are a valid measurement of
effective coping for stress.
 Does the piece give us a program model or education shown to promote
effective coping for stress?
This piece does give us education shown to promote effective coping
for stress. This piece indicates that problem-focused coping and
emotion-focused coping are used together to promote effective coping
for stress.
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
Abstract: The goal of RELAX: Alternatives to Anger is to help young people,
parents and caregivers foster health relationships so they can live, learn and
grow in a safe, affirming and fair environment free from violence, abuse,
bullying and harassment. Youth, parents, and caregivers will learn to better
manage their anger and stress at home and in the workplace.
 Does the piece identify need to promote effective coping for stress in
students?
19
This piece does not identify need to promote effective coping for stress
in students.
 Does the piece theoretically define effective coping for stress?
This piece does not theoretically define effective coping for stress.
 Does the piece tell us how to measure effective coping for stress?
This piece does not tell us how to measure effective coping for stress.
 Does the piece give us a program model or education shown to promote
effective coping for stress?
This piece does give us a program model or education shown to
promote effective coping for stress. This piece discusses an
Alternatives to Anger class that focuses on presentations, group
discussion and skill-building activities, participants will learn what
anger is, what triggers anger, calming down and de-stressing methods,
the principles of problem solving, effective communication skills and
forgiving and letting go of the past. (We are assuming, with this piece,
that anger and stress have a positive correlation).
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
Abstract: This simple guide uses materials adapted from several college
campuses with active stress reduction programs. It explores the origins of
stress and provides some basic ways to assess the level of stress you may be
feeling and then suggests some easy-to-incorporate ways to decrease the
levels of stress.
 Does the piece identify need to promote effective coping for stress in
students?
This piece does identify need to promote effective coping for stress.
This piece indicates that 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. Thirtyeight percent of college women report feeling frequently overwhelmed.
 Does the piece theoretically define effective coping for stress?
This piece does theoretically define effective coping for stress. This
piece indicates that stress is simply the body's non-specific response to
any demand made on it. Stress is not by definition synonymous with
nervous tension or anxiety. Stress provides the means to express
talents and energies and pursue happiness; it can also cause
20
exhaustion and illness, either physical or psychological; heart attacks
and accidents. Furthermore, individuals who are stressed are more
likely to have accidents – including those involving motor vehicles, and,
to be more careless with seatbelt use.
According to the Centers for Disease Control and Prevention (CDC),
7.8% of men and 12.3% of women ages 18-24 report frequent mental
distress – a key indicator for depression and other mental disorders.
 Does the piece tell us how to measure effective coping for stress?
This piece does tell us how to measure effective coping for stress. This
piece indicates that the College Readjustment Rating Scale is a Rutgers
University (Health Services)* adaptation of Holmes and Rahe's Life
Events Scale that is highly used and well excepted for measuring stress.
 Does the piece give us a model program or education that has shown to
promote effective coping for stress?
This piece does give us education that has shown to promote effective
coping for stress. This piece indicates to structure each day to include a
minimum of 20 minutes of aerobic exercise, eat well-balanced meals,
more whole grains, nuts, fruits and vegetables, substitute fruits for
desserts, avoid caffeine because the substance may aggravate anxiety,
insomnia, nervousness and trembling, reduce refined sugars because
excess sugars cause frequent fluctuation in blood glucose levels, adding
stress to the body's physiological functioning, reduce alcohol and drugs
because these substances may add to headaches, swelling, decrease
coping mechanisms, and add to depression, get at least 7 hours of sleep
nightly, spend time each day with at least one relaxation technique imagery, daydreaming, prayer, yoga or meditation, take a warm bath or
shower, go for a walk, get in touch by hugging someone, holding hands,
or stroking a pet because physical contact is a great way to relieve
stress. This piece has great palliative coping skills for education.
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_emotionorie
nted_coping_strategies_the_case_of_college_students/
Abstract: The study examined the relationships between stress and coping
strategies among 283 college students. Participants completed questionnaires
relating to their stress perceptions, actual academic loads and their coping
strategies. The main objective was to explore the effect of stress perceptions
on coping behavior while accounting for objective loads and demographic
parameters. Multilevel analyses revealed several indications: first, students’
coping behavior could be predicted from their reported stress perceptions
21
and their appraisals of their academic-related stress levels; second, students
employed mainly task- and emotion-oriented coping strategies; and finally,
students’ age was a significant factor in determining their coping behavior.
Our findings suggest that, in stressful environments, each of the coping
strategies functions independently, with the type of strategy adopted
depending largely on the specific profile of each student’s stress perceptions
and demographic characteristics. This study examined the relationships
between stress and coping strategies among college students. Participants
completed questionnaires relating to their stress perceptions, actual
academic loads and their coping strategies. The main objective was to explore
the effect of stress perceptions on coping behavior, while also accounting for
objective loads and demographic parameters.
 Does the piece identify need to promote effective coping for stress in
students?
This piece does not identify need to promote effective coping for stress
in students.
 Does the piece theoretically define effective coping for stress?
This piece does not theoretically define effective coping for stress.
 Does the piece tell us how to measure effective coping for stress?
This piece does tell us how to measure effective coping for stress. In
this piece, a study was conducted using questionnaires, assuming their
reliability, utility, and validity.
 Does the piece give us a program model or education shown to promote
effective coping for stress?
This piece does give us education shown to promote effective coping
for stress. This piece indicates that coping behavior could be predicted
from students’ reported stress perceptions and their appraisals of their
academic-related stress levels, that students who are employed mainly
use task and emotion-oriented coping strategies, and students’ age was
a significant factor in determining how they cope. The findings suggest
that, in stressful environments, each of the coping strategies functions
independently, with the type of strategy adopted depending largely on
the specific profile of each student’s stress perceptions and
demographic characteristics.
Wikipedia (2014). Coping (psychology). Retrieved February 8, 2014 from
http://en.wikipedia.org/wiki/Coping_%28psychology%29
22
Abstract: In psychology, coping is expending conscious effort to solve personal
and interpersonal problems, and seeking to master, minimize or tolerate
stress or conflict. Psychological coping mechanisms are commonly termed
coping strategies or coping skills. Unconscious or non-conscious strategies
(e.g., defense mechanisms) are generally excluded. The term coping generally
refers to adaptive or constructive coping strategies, i.e., the strategies reduce
stress levels. However, some coping strategies can be considered maladaptive,
i.e., stress levels increase. Maladaptive coping can thus be described, in effect,
as non-coping. Furthermore, the term coping generally refers to reactive
coping, i.e., the coping response follows the stressor. This contrasts with
proactive coping, in which a coping response aims to head off a future
stressor. Coping responses are partly controlled by personality (habitual
traits), but also partly by the social context, particularly the nature of the
stressful environment.
 Does the piece identify need to promote effective coping for stress in
students?
This piece does not identify need to promote effective coping for stress
in students.
 Does the piece theoretically define effective coping for stress?
This piece does theoretically define effective coping for stress. The
piece indicates that in psychology, coping is expending conscious effort
to solve personal and interpersonal problems, and seeking to master,
minimize or tolerate stress or conflict. The piece goes on to explain that
some coping strategies can be maladaptive, which will increase stress
levels. Furthermore, it explains, the term coping generally refers to
reactive coping which can be defined as the coping response following
the stressor.
 Does the piece tell us how to measure effective coping for stress?
This piece does not tell us how to measure effective coping for stress.
 Does the piece give us a program model or education shown to promote
effective coping for stress?
This piece gives us education shown to promote effective coping
strategies. This piece suggests that reactive coping is a much better
strategy to utilize than reactive coping. Also, that taking personality
into account is important because it describes how different people can
react differently in the same environment.
23
Section 3: Synthesis of the Literature
7. Assessing General Need (Literature Review) to Promote
Effective Coping for Stress in Students
 What is the need for our mission?
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).
8. Theoretical Definition of Effective Coping for Stress
 What is the way we theoretically define 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). Emotionfocused coping involves trying to reduce the negative emotional responses
associated with stress such as embarrassment, fear, anxiety, depression,
24
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).
8a. Model of Effective Coping for Stress
 What is a model shown to reflect the theoretical definition of effective
coping for stress?
McLeod,
2009
McLeod, 2009
9. Dependent Variable Test
 What is a test shown to measure our definition of effective coping for
stress?
25
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
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.
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.
26
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.
SCORING THE COPE INVENTORY
9a. Test Validity
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.
9b. Test-Retest Reliability
27
Test Reliability - We will give our test to a HP200 class on a Monday and then again
on a Wednesday. Scores will be similar and will therefore make our test reliable.
9c. Identifying Measurable Objectives (Using a Valid Test
to Determine How Much of Effective Coping for Stress is in
Students)
Assess Specific Need on COPE INVENTORY
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.
Identify Measurable Objectives
28
9d. Planning an Evidence Based Program and
Implementation Plan
 Which program model will we use?
Model Program: Alternatives to Anger
By: Michigan State University
Extension
The Michigan State University
Extension’s anger management training
program RELAX: Alternatives to Anger is
designed to actively engage adult
learners in a group setting to increase
knowledge and skills around anger
management and give them constructive
ways to deal with anger. Aspects of
promoting social emotional health are
woven throughout the training and
include expressing emotions, navigating
stress, resolving interpersonal conflict,
taking another’s perspective, feeling
capable and whole and building skills for
forming and maintaining satisfying,
healthy and supportive relationships.
Our Program: Alternatives to Stress
Adapted from MSU Extension’s
Alternatives to Anger
By: Jamie Frederickson
The Northern Michigan University’s
stress management class Alternatives to
Stress is designed to actively engage
students in a group setting to promote
effective coping for stress through
education. Aspects of promoting
instrumental and palliative coping are
woven throughout the class and include
components from each type of effective
coping for stress and the program
utilizes both right and left brain
activities.
Sixteen Lessons
1. Defining Stress – An Overview
2. Planning & Time Management
Four Lessons
3. Cognitive Restructuring
1. What is anger? Defining anger and
4. Expanding Horizons – Hobbies*
Recognizing your anger signals.
5. Using Music
2. Calming down and de-stressing.
6. Express Your Emotions Effectively
Learning how to RELAX when you are
7. Using Yoga & Meditation to De-Stress*
angry or stressed.
8. Problem Solving
3. Four principles of problem solving.
9. Work Out with the Wildcats-Exercise*
Learning to Empathize with and Listen
10. Accepting Stress & Using Nature
to others, and Accepting that their anger 11. Relaxing – Spa Treatment*
is not about you.
12. Let the Laugh Out - Humor
4. Forgiving and letting go of the past. “X- 13. Your Type of Stress - Therapy
ing” out the past. Staying in the present,
14. Your Type of Stress – Therapy
29
and putting the concepts of R.E.L.A.X.
into practice.
Lesson 1 (Week 1): What is anger?
Objectives: Participants will be able to
define anger, Recognize and name their
on anger signals, and explore ways
people use anger constructively and
destructively.
To Do: Discuss what anger is, styles of
anger management, how parents show
anger, how to Recognize your anger
skills, tell a story of the “Angry Boy,”
discuss what the weight of anger feels
like, Anger is normal, Destructive VS
Constructive Anger, tell a story of the
train on the track, Think: If you can
change just one thing, your life will be
different. What is ONE thing you will do
differently after tonight’s class?
Homework: Find stories from the news
or real life situations about people who
used their anger in: Destructive AND
Constructive ways. Bring the stories to
class next time we meet so we can
discuss them
(Continued)
15. Denial & Substance Use
16. Using Your Social Support Network
*Indicates that Guests will Participate
Lesson 1 (Week 1): Defining Stress –
An Overview
Objectives: Students will be able to
define stress, recognize causes of stress,
and explore ways people use palliative
and instrumental coping effectively.
To Do: Handout Pretests, discuss what
stress is, the difference between
palliative and instrumental coping, types
of palliative and instrumental coping,
how people handle stress, Think: If you
can change just ONE thing, you may not
be stressed. What is ONE thing you will
do differently after tonight’s class to be
less stressed?
Homework: Fill out Worksheet on types
of coping and write a 1 page report on
what you change to become less
stressed. Due next week.
Handouts for this Lesson: Pretest Coping
Inventory for Stress, Key Points of Stress,
Coping Worksheet
Handouts for this Lesson: My Anger
Management Style: Part 1 & Part 2, Key
Points of Anger
Lesson 2 (Week 2): Planning & Time
Management
30
Objectives: Students will discover what it
really means to be organized and how to
utilize their time efficiently.
To Do: Collect homework from previous
week, discuss types of planning, the need
for having a planner in school, how
stress affects planning and being on time
and vise-versa, show TED video “One
Second Every Day” by Cesar Kuriyama
Homework: Watch & Summarize in ½
page “As Work Gets More Complex, 6
Rules to Simplify” by Yves Morieux
Lesson 3 (Week 3): Cognitive
Restructuring
Objectives: Students will learn how to
look at situations from different points of
view and how it applies to instrumental
coping for stress.
To Do: Collect homework from previous
week, pass back homework from
previous week, split students into groups
of 3-4 and have them do Scenarios
Worksheet for 30 minutes, then discuss
the answers to the worksheet and how it
applies to their lives
Handouts for this Lesson: Scenarios
Worksheet
Homework: Try this week to think about
situations in different ways. Nothing
written due for the next week.
Lesson 4 (Week 4): Expanding
Horizons – Hobbies*
Objectives: Students will learn about the
different groups on campus that can help
expand their social circles, strive
academically, and utilize an effective way
31
to palliative coping for stress.
To Do: Pass back homework from
previous week, 4+ groups from Northern
Michigan University discuss their groups
and why students should join them
Homework: Write a ½-1 page report on
a group at NMU that you’re in or
interested in joining.
Lesson 5 (Week 5): Musical
Engagements
Objectives: Students will learn how to
use their musical tastes as a way for
palliative coping for stress.
To Do: Collect homework from previous
week, show TED videos “Shh! Sound
health in 8 steps” by Julian Treasure and
“How Schools Kill Creativity” by Ken
Robinson and write ½ page summary of
each video and what it means to you,
hand out schedules on current plays,
concerts, and musicals put on by
Northern Michigan University and
highlight ones that interest you.
Handouts for this Lesson: Current
Schedule of NMU Events
Homework: Pick one song and write a ½
page report on what the song means to
you.
Lesson 2 (Week 2): Calming down and Lesson 6 (Week 6): Expressing Your
de-stressing.
Emotions Effectively
Objectives: Adults will be aware of the
Objectives: Students will be aware of the
effects of anger and stress on the brain
effects of stress on the brain and will
and will demonstrate ways to calm down demonstrate ways to de-stress
and de-stress when angry
To Do: Collect and hand back homework,
To Do: The Anger Thermometer, Discuss Go over The Stress Thermometer
32
how you react matters, quiz on sources
of stress and how stress effects you,
cortisol, road rage, what’s on your plate?,
the story of Solomon Islanders, Ways to
calm down worksheet, Anger Ball,
Mailbox Story, Fight or Flight, how you
can tell someone you’re angry, “I
Statements”, Say this-Not that, 10 penny
trick
worksheets, Have students take Sources
of Stress Quiz, Discuss the effect of
Cortisol on the brain, have students do
the What’s on your plate? Worksheet,
Discuss Fight or Flight, Discuss Stress!!!
Worksheets, road rage
Handouts for this Lesson: The Stress
Thermometer Worksheets, Sources of
Stress Self-Quiz, bring jar of water and
dirt, What’s on your plate?, Stress!!!
Worksheets
Handouts for this lesson: The Anger
Thermometer, Sources of Stress quiz,
How stress affects you quiz, what’s on
your plate?, Finding Ways to Calm Down, Homework: Try this week to think about
What sets you off?, Stress!!!
your emotions and how you react to
different situations. Nothing written due,
but make sure to wear comfortable
clothes to do yoga in for next week.
Lesson 7 (Week 7): Using Yoga &
Meditation to De-Stress*
Objectives: Students will learn how yoga
and meditation can be utilized as a
palliative coping technique for stress
To Do: Yoga Instructor will come into the
classroom and do a beginning yoga
lesson with the class
Lesson 3 (Week 3): Four principles of
problem solving.
Objectives: Adults will be able to name
the four principles of problem solving
and will demonstrate positive
communication skills
To Do: Go over the four principles of
problem solving: keep your cool, don’t
take it personally, listen to the person
Homework: Try this week to use
meditation and yoga techniques to destress, such as deep breathing. Nothing
written due for next week.
Lesson 8 (Week 8): Problem Solving
Objectives: Students will be able to name
the four principles of problem solving
and will demonstrate positive
communication skills
To Do: Go over the four principles of
problem solving: keep your cool, don’t
take it personally, listen to the person
who is stressed, think of solutions
33
who is angry, think of solutions together,
why people don’t listen, two points of
view, in-laws, mind reading, problem
solving
Handouts: The Four Principles of
Problem Solving, Reasons Why People
Don’t Listen, Reasns Why Children Don’t
Listen, How to Fight Fairly
Homework: When a situation arises
where you’d normally get angry, try to
put the four principles of problem
solving into practices. We will be sharing
these stories next week.
together, why people don’t listen, two
points of view, mind reading, problem
solving
Handouts: The Four Principles of
Problem Solving, Reasons Why People
Don’t Listen, How to Fight Fairly
Homework: When something stresses
you out this week, try to use the four
principles of problem solving and write a
1 page report on the issue and how you
used the principles to solve the issue.
Wear comfortable attire next week –
something that you would work out in.
Lesson 9 (Week 9): Work Out with
the Wildcats
Objectives: Students will work out in
order to promote better physical health
and emotional health and understand it
as a way of palliative coping for stress
To Do: Collect homework. The NMU
Basketball team will meet the class in the
PEIF and teach them different ways to
effectively work out and stay in shape.
Homework: Try to get physical activity
into your weekly habits. Nothing written
due for next week.
Lesson 4 (Week 4): Forgiving and
letting go of the past
Objectives: to explore resources that will
aid in forgiving others, to acquire skills
to put knowledge of the RELAX method
into play
Lesson 10 (Week 10): Accepting
Stress & Using Nature
Objectives: to explore resources that will
aid in accepting stress and learning to
use nature as a way of opening up the
mind
To Do: What it means to “X out the past,”
the four myths of forgiving, thoughts on
forgiving and letting go of the past, Do
To Do: Pass back homework, What it
means to “X out the past,” the four myths
of forgiving, DO you drive your car using
34
you drive your car using only the
rearview mirror?, Letting go ritual,
RELAX concepts, Just one, Where to go
for more help, Evaluations, Certificates
Handouts for this Lesson: Your thoughts
on forgiving, four myths of forgiving,
Scenarios of RELAX, Where to GO for
more help
only the rearview mirror?, Letting go
ritual, watch & sum “9 Life Lessons from
Rock Climbing” by Matthew Childs
Handouts for this Lesson: four myths of
forgiving
Homework: Write 1 page about where
you would go if you could go anywhere
in the world and why.
Lesson 11 (Week 11): Relaxing – Spa
Treatment*
Objectives: to learn how spa techniques
can de-stress our body and mind
through palliative coping for stress
To Do: Collect homework. Three
different massage therapists will be
coming in and giving 15 minute
massages to students who wish to have
it done and a manicurist will come in to
do nails to those students who wish to
have them done.
Homework: Watch TED’s “How to Make
Stress your Friend” by Kelly McGonigal
and summarize in ½ page. Watch TED’s
“The Hidden Power of Smiling” by Ron
Gutman and summarize in ½ page. Due
for next week.
Lesson 12 (Week 12): Let the Laugh
Out - Humor
Objectives: Students will learn to find
humor in situations, to let things go, and
use humor constructively as a way of
palliative coping for stress.
To Do: Collect and pass back homework.
Watch TED’s “Less Stuff, More
Happiness” by Graham Hill and
summarize ½ page. Discuss the benefits
of laughing on your body and mind.
Divide students into 3-4 people per
35
group and hand out worksheet on
scenarios of humor.
Handouts for this Lesson: Worksheet on
Scenarios of Humor, Benefits of Laughing
worksheet
Homework: No written homework due
next week. Please sign up for a time
within the next 2 weeks for meeting with
you for 15 minutes. Thank you! No class
for next week unless you have a meeting.
Lesson 13 (Week 13): Your Type of
Stress - Therapy
Objectives: Students will understand
their type of stress and the effects that it
has on them personally.
To Do: Students will meet, on their time,
with the instructor and the isntructor
will take their weaknesses from the
pretest Coping Inventory and go over
with each student individually what they
can do to help their coping strategies for
15 minutes per student.
Homework: None due for next week, no
class next week unless you have a
meeting.
Lesson 14 (week 14): Your Type of
Stress - Therapy
To Do: See previous week
Homework: None due for next week.
Class will meet as usual for week 15.
Lesson 15 (Week 15): Denial &
Substance Use
Objectives: Students will learn the
dangers of substance abuse and denial,
along with how mixing stress with these
things can be very harmful
To Do: Pass back homework. Watch
“Generation Rx – Documentary” on
36
YOUTUBE, summarize ½ page. Discuss
denial and its harms. Do worksheet
individually on denial.
Handouts for this Lesson: Denial
handout
Homework: Watch on YOUTUBE “Defeat
Denial: Be open about your mental
health” by Mark Freeman and
summarize in 1 page.
Lesson 16 (week 16): Using Your
Social Support Network
Objectives: Students will learn to
recognize who is there for them to talk to
when they need to de-stress
To Do: Collect and pass back homework.
Pass out Posttests for students to take.
Have students write down ten people
that they can talk to about anything that
they’re stressed about and discuss social
networking today and its
harms/benefits.
Handouts for this Lesson: Posttest
9e. Apps for your phone
 What apps are out there that will help with programming?
(Photo Source:
otswithapps.com)
The first step in dealing with stress is figuring out exactly what causes it. Isolating the
problem moments and situations can make it easier to focus on avoiding and
managing them. Stress Tracker (Free, iPhone) helps you keep tabs on your encounters
with stress so you can trace them to the source and figure out how to best cope with
or avoid them.
Dillinger, A.J. (2014). 8 Apps That Help Relieve Stress. Retrieved March 19, 2014 from
http://www.maclife.com/article/gallery/8_apps_help_relieve_stress#slide-0
37
According to the Cleveland Clinic Stress Mediation ($0.99, iPhone) app, up to 90
percent of all doctor's office visits are related to stress. The app is designed to keep
you out of the waiting room and in the right state of mind, with eight unique guided
meditations designed to reduce stress and return control to you in any situation.
(Photo Source:
My.clevelandclinic.org)
Dillinger, A.J. (2014). 8 Apps That Help Relieve Stress. Retrieved March 19, 2014 from
http://www.maclife.com/article/gallery/8_apps_help_relieve_stress#slide-0
Each person responds to stress in a different way. It may kick up anxiety in some while
activating anger in others. No matter your response, breathing exercises can help
regulate the reaction and stabilize moods. Breathe2Relax (Free, Universal) will walk
you through diaphragmatic breathing techniques that can calm any situation.
(photo source:
Play.google.com)
Dillinger, A.J. (2014). 8 Apps That Help Relieve Stress. Retrieved March 19, 2014 from
http://www.maclife.com/article/gallery/8_apps_help_relieve_stress#slide-0
It's amazing how something we usually consider to be background noise can actually
have an impact in our lives. The idea behind White Noise ($1.99, iPhone) is that
common ambient sounds can calm the mind. It offers over 40 familiar looped sounds
that can ease nerves, offer stress relief, and block out distractions.
(photo source:
Play.google.com)
Dillinger, A.J. (2014). 8 Apps That Help Relieve Stress. Retrieved March 19, 2014 from
http://www.maclife.com/article/gallery/8_apps_help_relieve_stress#slide-0
9f. First do NO harm and then do good
38
 What safety considerations for our program are there?
We do not foresee any safety considerations for our program since it is
all done through NMU. Perhaps a liability waiver may be needed in case
something were to happen so that Northern doesn’t get sued, but
because it is just a class that they are enrolling in, we don’t foresee a
need for that.
9g. Social Cognitive Theory Light
39
Section 4: Evaluation Design/Mission Fit
10. What evaluation design will we use?
Pretest Posttest Control Group
40
11. Internal validity has to do with our ability to say that
our education, intervention, and program caused
students to experience effective coping for stress, and not
something else. What threats to internal validity
accompany the design we selected in #10?
The students in our target population are given the option to take the class and due
to this, there is no random selection process that occurs, which threatens our
internal validity of the program. Self-selection is a threat to our program.
41
12. Evaluation in program planning is about mission fit.
What is our mission fit question and what is the evidence
that we met our mission?
42
Section 5: Marketing and
Communication
13. How can we use social media or traditional media to
market our program (make our target
populations aware that it exists and make
them want to come to the program)?
We will market our program through a commercial and posters
posted around Marquette, MI and on Northern Michigan
University’s Campus. Our social marketing campaign can also be
executed through advisors with incoming Freshman students, as
the program is extremely useful during the first year of
education on a college campus. The goal of our social marketing
campaign is to promote effective coping for stress and to
promote our Alternatives to Stress program.
Visit:
http://NMUalternativestostress.weebly.com
Photo Source:
http://www.n
mu.edu/
healthpromotio
ns/node/
14. How can we use social media or traditional media to
communicate with students about the
program?
Because students are most commonly using social media such as
Instagram, Twitter, and Facebook, we will post our posters on
these websites as well as running our commercial
advertisement.
43
Section 6: Granting Agency
15. Identify a granting agency to help us fund our
program. Indicate the agency and the mission and tell
what the grant is and how it is compatible with our
mission.
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 StudentHealth 101 Award is designed to fund the development of a creative initiative
that involves student peers in an effort to promote healthy behaviors.
Visit: http://www.acha.org/achf/funding_awards.cfm
44
Section 7: Webliography
Carver,
C.S.
(2014)
Cope.
Retrieved
February
http://www.psy.miami.edu/faculty/ccarver/sclCOPEF.html
25,
2014
from
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_CALLIS
TO&accesslevel=FULLTEXT_WITH_GRAPHICS&inPS=true&prodId=AONE&userGrou
pName=lom_nmichu&tabID=&workId=PI-1AIC-2010-J-F00-IDSI-11.JPG%7CPI1AIC-2010-J-F00-IDSI-12.JPG%7CPI-1AIC-2010-J-F00-IDSI13.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-thegoid: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/
45
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
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-changeseverything-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/problemfocused-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_emotionorie
nted_coping_strategies_the_case_of_college_students/
Wikipedia (2014). Coping (psychology). Retrieved February 8, 2014 from
http://en.wikipedia.org/wiki/Coping_%28psychology%29
46
Section 8: 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.
47