FinalGrantProposal

Running head: NO STRESS ZONE: GRANT PROPOSAL 1
No Stress Zone
Grant Proposal

Tammy Boulter, Julia Hiltz, Abigail Insignares and Sebrina Seaman
The College at Brockport, State University of New York
The Department of Public Health and Health Education

NO STRESS ZONE: GRANT PROPOSAL 2
Table of Contents

Epidemiological Assessment Health Problem P. 3 5
Epidemiological Assessment Behavioral Factors P. 5 9
Educational Assessment P. 10 12
Health Belief Model P. 13
Intervention Mapping Chart P. 14
Administrative and Policy Assessment P. 15 22
Evaluation Plan P. 23 25
References P. 26 30
Appendix A Focus Group Report P. 31 71
Appendix B Logic Model P. 72 74

Epidemiological Assessment
Health Problem
Approximately, onefourth of college students stated stress has affected their academic
performance and success within the last year (American College Health Association [ACHA],
2014). Over a 12 month period, 43.7% of college students reported experiencing more than
average stress (ACHA 2014). Between the years of 2010 and 2014, the amount of students
experiencing more than average stress has increased by 5%. Most recent data from The College
at Brockport states that 95.8% of students have felt overwhelmed at least twice during the past
school year.  The rate of students feeling overwhelmed is greater than the national percentage
which was 87.4% in 2008.  Approximately, 93%, of The College at Brockport students have also
reported feeling nonphysical exhaustion.  The rate of nonphysical exhaustion at The College at
Brockport has also exceeded that national average by 10.7%.  As of 2007, Brockport students
also reported having a high feeling of hopelessness in the past twelve months (61.8%)
(ACHANCHA, 2007).
National data suggests that unmanaged stress can lead to behavioral, emotional and
mental disorders. Approximately 33% of college students have reported having feelings of
depression in the past year (ACHANCHA 2014).  The link between stress and depression
increases concerns about potential suicide or suicide attempts.  The suicide rate among students
ages 1524 has increased in the past fifty years. According to the Centers for Disease Control and
Prevention (CDC)(2013), suicide is the second most common cause of death among college
students. It has been reported that 8.1% of college students have seriously considered suicide in
the past year (ACHANCHA, 2014). The New York State Department of Health

(NYSDOH)(2012) suggests that one in five young adults experience a behavioral, emotional or
mental disorder and threefourths of behavioral, emotional or mental disorders are diagnosed for
individuals between the ages of 14 and 24. NYSDOH would like to increase support to manage
additional stressors for young adults entering college and young adulthood.
During the social assessment, many of the stakeholders reported several problems as a
part of their college experience, including stress, alcohol and substance abuse, sickness and
sexually transmitted diseases (Seaman, S., Hiltz, J., Boulter, T., & Insignares, A., 2015).  The
participants stated stress is a major health problem in their lives and can become a cycle in their
peer groups (Seaman et al. 2015).  If the issue of stress on The College at Brockport campus is
not addressed it can result in a decrease in students’ academic performance and motivation. It
can also lead to increased mental illness such as depression, lack of sleep and substance abuse
among students (Mayo Clinic, 2013).
Rationale
Stress on college campuses, both locally and across the country, is one of the largest
health concerns of students (National Institute Mental Health [NIMH], 2013).  Students at The
College at Brockport have voiced that stress is their largest health concern on campus.  It was
suggested that stress can affect academic performance and can lead to other health problems such
as binge drinking, drug use and mental health concerns such as depression (Seaman, S., Hiltz, J.,
Boulter, T., & Insignares, A., 2015).
Program Goal
● The program goal is to lower the stress levels of students at The College at Brockport.

Program Objectives
● By May 2016, 75% of The College at Brockport students who reported higher than
average stress levels will report average to belowaverage stress levels.

Behavioral Assessment
Major stresses of college life may include living away from family for the first time,
missing family or friends, feeling alone or isolated, experiencing conflict in relationships, facing
new and sometimes difficult school work, or worrying about finances (NIMH, 2013).
There are two major factors that influence the amount of stress of college students
negatively.  These two factors are related to time management and the use of poor coping skills.
The students at The College of Brockport have stated that implementing techniques to manage
their time and implementing different ways to help alleviate stress has been difficult to
accomplish.
Ineffective stress management has been linked to negatively affecting an individual's
physical, social, emotional, spiritual, and mental health (Saint John’s University, College of
Saint Benedict, 2012).   Using proper time management strategies, you can improve your quality
of life by minimizing stress (Mayo Clinic, 2012). Research indicates that when students arrive at
college they have the need to develop time management skills (Dartmouth University, 2012).
The way an individual manages their time has a great effect on one's life. Time
management is an effective method of taking control of one’s life by deciding how much time
they spend on specific activities. Studying and doing class work was not the cause of stress, but
attempting to balance everything was (Hanson, Drumheller, Mallard, McKee, & Schlegel, 2011).

In the spring semester of 2015, college students were asked if they struggled with time
management.  It was reported that 87% of the 3,000 respondents of the survey said that this is
“sometimes” or “always” a challenge (Strang, 2015).
Poor time management includes not using your time effectively to get important things
done. Poor time management also includes avoiding undesirable tasks. Practicing healthy time
management can increase productivity, efficiency and overall effectiveness. Understanding
positive time management has been a struggle among many colleges in the United States
(Psychology Today, 2015).
National college students have reported that they experience time management struggles
in conjunction with college life.  Results of such reporting have helped colleges compile
recommended time management tips for its students to incorporate into their lives.  Tips include
reading each course calendar carefully and being mindful of due dates and timeframes for
quizzes, papers, and exams (Scherman, 2014).  Planning ahead is a crucial time management tip
to a student’s academic success.  Students should plan out each week in an effort to alleviate the
intensity of their workloads.  Because it is easy to procrastinate in regards to college coursework,
it is advised that students schedule everything from class assignments and social engagements.
Doing so may enable the student to avoid completing assignments just before they are due.
Making a checklist is also a good time management tip.  Listing items that need to be completed
and subsequently checking them off when done allows students to be able to view what items are
left to be completed.  One of the most important elements of time management is for the student
to stay organized and to control clutter.  By organizing and keeping their surroundings clutter
free, students are better able to save time and feel more in control of their academics and lives.

Lastly, being healthy and taking care of one’s health plays a huge role in successfully managing
student’s time while in college.   When students are unwell, they run the risk of missing class
time, not completing their coursework and not thoroughly studying for quizzes or exams due to
the fact that they feel so poorly (Scherman, 2014).
Not only are students lacking time management, but they are lacking the ability to use
different coping strategies.  Coping is defined as our reaction to a situation that causes stress
(Center for Studies on Human Stress, n.d.). As students move higher in their education, stress
increases and students start to cope in unhealthy ways.  According to most recent data regarding
stress in Healthy People 2010 (2010), the introduction of coping strategies needs to be a priority
on college campuses because of the link between stress and mental health disorders. Positive
coping strategies allow the users to release stress while also providing a beneficial result and are
considered constructive (Mindful Occupation, 2012). An example of a positive coping strategy is
exercise or relaxation techniques.  Negative or harmful coping strategies do not benefit the user
of the strategies and are considered maladaptive. Currently, students are using negative or
harmful coping strategies such as drug and alcohol abuse and avoidance. In terms of academic
performance, research shows that approximately 25% of college students report academic
consequences of their drinking including missing class, falling behind, doing poorly on exams or
papers, and receiving lower grades overall. (National Institute of Health The National Institute
on Alcohol Abuse and Alcoholism, 2013). Students at The College at Brockport also expressed
that many students participate in poor coping skills. A large number of students report that when
they feel stressed or overwhelmed by college life, they at times, turn to drinking as a means of
coping with the stress that they are under (National Institute of Health, The National Institute on

Alcohol Abuse and Alcoholism, Revised 2013). These negative coping strategies can potentially
damage physical health as well as social relationships. Research has indicated that coping skills
are important in decreasing stress levels because of the associations between stress and both
harmful and positive coping strategies (Mahmoud, Staten, Hall & Lennie, 2012). According to a
2003 study of first year medical students, positive coping strategies contributed to a decrease in
deterioration of students’ physical health (Park & Adler, 2003).
The Hazen Hall Center for Integrated Care at The College at Brockport is made up of
three different sectors which address medical needs and care, counseling services and prevention
and outreach.  The medical center usually has a massage therapist available to students which
can help them release stress physically.  The counseling center offers group therapy and
oneonone sessions that students can use to release their stress.  Talking to a counselor and
talking to peers may help release stress and may allow them to receive feedback on how to
effectively manage and cope with their day to day stress (Hazen Hall Center for Integrated Care
215).  Also, Prevention and Outreach Services offers different programs to help students
positively release their stress.  Some upcoming programs include pet therapy and “Time
Crunch,” which may help students with time management techniques. Although these services
are offered at The College at Brockport, stakeholders have stated that there may not be enough
stress management services to address this significant problem (Prevention and Outreach
Services 2015).

Rationale
It has been shown that having effective time management and exercising proper coping
strategies for stress can reduce negative stress.  Managing an individual's time has the potential
to positively influenced their physical, social, emotional, spiritual, and mental health. Taking into
consideration the amount of stress that is on college campuses, it is common to see students
coping with stress in a negative way.  The students at The College of Brockport expressed that
there is a lack of availability of programs that help them relieve stress (Seaman, S., Hiltz, J.,
Boulter, T., & Insignares, A., 2015).  Therefore, it is crucial that students are provided with
programs aimed towards stress management that is available to them during the daytime hours.
Programs that are offered during this time of the day provides availability to commuter and
oncampus students. If various types of coping skills are used, it will help students to increase
their ability to reduce negative stress.

Behavioral Objectives
● Six months after the completion of the program, 75% of  Brockport students who
attended the program, will report the use of two positive coping strategies to help
decrease their stress levels in the last 30 days.
● Six months after the completion of the program, 75% of Brockport students who attended
the program will report the use of one time management technique to help decrease their
stress level in the last 30 days.

Educational Assessment
The purpose of the educational assessment is to describe contributors to negative health
behaviors so that students can recognize ways to alleviate and manage some of the stress they
experience.  Stakeholders explained that they had never been taught how to positively manage
their stress and they do not believe that there are enough opportunities for stress relief on
campus.  Additionally, it was expressed that many programs are not convenient because they
occur at night and do not accommodate the schedule of commuter students (Seaman, S., Hiltz, J.,
Boulter, T., & Insignares, A., 2015).  According to a study carried out by Hanson, Drumheller,
Mallard, McKee and Schlegel (2011), 29% of students believed that they had a vague
understanding of how to manage their stress. The inability to know how to manage stress levels
tend to make the stress in their lives a cycle that most have a difficult time getting out of
(Seaman et al. 2015).  Due to these concerns, stress management tools are needed for students to
help alleviate some of the stress from their lives. They believed that a majority of stress was a
result of not knowing how to balance priorities.
Many students are unaware of healthy ways to manage their stress levels. Therefore, it is
important to provide students with activities that they can utilize to help relieve their stress in a
healthy way. Additionally, students find that recognizing and understanding the negative effects
of stress on their health, has been difficult to identify. Stress has been a major concern on The
College at Brockport campus and it has been expressed that knowledge of stress management
tools have been absent. (Seaman, S., Hiltz, J., Boulter, T., & Insignares, A., 2015).
Many students are aware that being in college will add some amount of stress to their
lives.  Being away from home, more difficult academic material and increased work loads and

the social aspects of their lives can make students experience more stress than they had
encountered in high school.  It is important for students to be able to recognize when the stress
they are feeling starts to increase.  That is the time when students may want to try to manage
their stress before it escalates to higher levels.  There are many barriers that affect students’
ability to manage their time effectively.  In a survey that includes college students, students were
asked what they believe were the biggest barriers to managing their time well. The survey
concluded that, more than half of students procrastinate, nearly half reported friends are a
distraction and almost half spend too much time on non essential activities (Strang, 2015).
Overall, this shows that managing time is a large issue among the college population. It has also
been stated by other universities that avoidance is another barrier of effective time management
(Texas Tech University Student Counseling Center, n.d.).  The change in structure which
includes less inclass time and more flexibility allows them to believe that they have excess time
(Dartmouth University, 2012). Ineffective time management skills can be overcome by knowing
corresponding skills that can help students to overcome these barriers. Some skills that have
helped students to become an effective time manager is learning to plan ahead, avoiding
distractions, and making your priorities close to your goals and values (Strang, 2015).
When students recognize that their stress levels are increasing, it is time for them to
implement coping skills and time management skills to alleviate some of their stress.    There
have been many universities that have implemented stress programs on their campuses that have
shown to be successful. The University of Pittsburgh, which is ranked the “12th Healthiest
College in the Country,” offers a program called “The Stress Free Zone” (SFZ).  This is a space
that exposes students to positive coping skills. The main mind/body strategy that they use is

mindful meditation.  This program has been effective regarding the stress reduction among
students on the college campus. The effectiveness of the program is directly related to the
development of positive coping skills (University of Pittsburgh Student Affairs, n.d.).
Rationale
When stress is introduced into a student’s life, the most important course of action is to
attempt to manage it effectively by utilizing coping and time management tools.  Many college
students voice, that although they are aware that stress is not good for their physical and mental
health, they have not been equipped with the necessary time management and coping skills that
would allow them to alleviate some of the stress in their lives.  In the absence of these tools,
college students can become overwhelmed with feelings of inadequacy in their coursework, can
attempt to numb or minimize their stress by using drugs and/ or alcohol, and can have a tendency
to procrastinate to complete their work because they feel as though they cannot complete the
work and complete it well.  With the awareness that time management and coping skills are
extremely important in controlling one’s stress levels, it is necessary to give college students the
tools to be able to help them to be their most successful self.
Learning Objectives
● By the completion of the program, 75% of students of The College at Brockport who
attended the program, will be able to list three different positive coping strategies.
● By the completion of the program, 75% of students of The College at Brockport who
attended the program, will be able to list two different timemanagement strategies.

Health Belief Model
The Health Belief Model (HBM) suggests that a person's belief is intricate in determining
whether or not a person will be able to change a particular health behavior.  Linking stress
amongst college students to the individual constructs of the health belief model brings the
possibility of stress becoming a major health problem to the surface.
The first construct of the HBM is perceived susceptibility. In regards to college students
and stress, the perceived susceptibility refers to whether or not a student believes that they are at
risk for increased stress stress due to the demands of college life. The next construct is perceived
severity.  As related to stress, students might not believe that having unmanaged stress in their
lives is a severe health hazard. Perceived benefits is another construct.  This is the belief that
positive coping skills and good time management skills will be beneficial in diminishing stress
and improving academic success.  The next construct is perceived barriers, which relates to the
student’s perceptions of the difficulties they may encounter trying to change the behavior. Lack
of knowledge of both time management skills and coping strategies are two challenges that
students face when making the change to reduce stress.   Cues to action is an important construct
to behavior change.  Cues such as failing grades, feelings of being overwhelmed and increased
drug and/or alcohol use are prompts that may be experienced in order for the student realize that
they need to make changes in their behavior to better manage the stress in a more positive
manner. Lastly, selfefficacy is the construct that refers to how confident a student is in their
ability to successfully use the stress management coping skills and the time management coping
tools in order to reduce their stress levels (Boston University School of Public Health, 2013).

Intervention Mapping Chart
Contributor Theoretical
Construct
Learning
Objective
Method/Strategy
for Change
Process Objectives
Lack of coping
skills
Perceived
barrier from
the Health
Belief Model
By the completion
of the program,
75% of students
of The College at
Brockport who
attended the
program, will be
able to list three
different positive
coping strategies
Information
provided to
participants
through various
stations that
address coping
techniques
through physical
activities,
informational
flyers and
discussion.
Print 75
informational
flyers for each
station
Create stations
that address poor
coping skills and
how to change
them
Lack of
timemanagement
skills
Perceived
barrier from
the Health
Belief Model
By the completion
of the program,
75% of students
of The College at
Brockport who
attended the
program, will be
able to list two
different
timemanagement
strategies
Information
provided to
participants
through stations
that address ways
to improve
timemanagement
Print 75
informational
flyers for each
station
Create stations
that address poor
time management
and how to change
it

Administrative and Policy Assessment
Best Practices
The University of Pittsburgh provides their students with “The Stress Free Zone.”  In this
space, students are able to learn skills that will help them manage their stress through mind and
body meditation through a peaceful environment.  The Stress Free Zone educates students on
working with the mind/body system to change poor habits that are the result of stress. The Stress
Free Zone is an important aspect of The University of Pittsburgh’s title as one of the 25
Healthiest Colleges in The U.S (2012) (University of Pittsburgh Student Affairs, n.d.).
State University of New York College at Cortland provides their students with a “PAWS
for Stress Relief” program through the Academic Support and Achievement Program.  The
program focuses on increasing academic success and reducing anxiety of students by bringing
dogs of faculty, administrators and staff members to the school grounds.  Additionally, the
program has been offering coloring and painting since Spring 2010. After the Fall 2011 program,
approximately 80% of surveyed participants found the program to be beneficial and above
average for guiding them to alleviate their stress (State University of New York at Cortland
Academic Support and Achievement Program, n.d.).
Due to the high amount of stress that occurs in college students because of the lack of
knowledge for appropriate and effective coping skills and time management, it may be necessary
for college students to learn effective methods to prevent and battle their stress.  The program

will focus on different methods of coping skills and different timemanagement strategies that
students can utilize.
This program will be provided at no charge to students who decide to participate.  The
program will be held in the Seymour College Union on The College at Brockport campus.  The
program will be held during the daytime lunch hours from 11AM2PM, in order to include
commuter students.  This program will have a total of 5 stations, each addressing either time
management or coping skills.  The stations will provide handouts that contain useful information
and activities for the participants.  These 5 stations will be: “Helpful Organizers,” “The Power of
Mind Jars,” “PetaPup,” “How to Cope,” and “Release The Stress.”  Each station will provide
participants with an example of coping skills or tips on how to manage their time.
● “Helpful Organizers” At this station time management will be address through
different examples of academic and day planners. The station will provide
takeaway sheets that describe various examples of planners for participants to
use at home.
● “The Power of Mind Jars” This station will provide instructional demonstrations
and an instruction guide to participants. The demonstration and instructional
guide will show participants how to make their very own “mind jar.” Mind jars
are a valuable coping strategy that allows users to calm their emotions and
organize their thoughts. These jars are a simplistic way to calm stress through
mindfulness.

● “PetaPup” At this station a representative from Lollypop Farm will bring dogs
for participants to interact with. This station addresses a positive coping strategy.
Pet therapy is a way for students to release stress in a positive way. Having pets
on campus will attract many students because some experience missing their pets
from home (McQuilken, 2015).
● “How to Cope” This station will utilize different activities for students to create
tools that will help them use effective coping strategies. The activity that will be
included in this station is creating stress balls. The stress balls will be made using
balloons and rice. There will also be takeaway information discussing the
benefits of positive coping strategies such as exercise, mealprepping and
journaling.
● “Release The Stress,” At this station will be an area where participants can take
their stress out by smashing tiles. Also there will be information of different ways
individuals can release their stress other than using tiles. These five stations will
be incorporated into the No Stress Zone program.
Marketing Plan
Flyers that are distributed around campus will promote the program one week before the
implementation.  These flyers will be posted on bulletin boards, taped up in bathrooms stalls and
near water fountains.  They will also be distributed electronically through email, as well as on
social media such as Facebook, Twitter, Instagram and Snapchat.  They will also be found in
residence halls and dining halls.  The flyers will contain all the information necessary to let

students know when and where the workshop will take place, as well as what is being addressed
and the name of the program. The program has been titled “The No Stress Zone.”
Process Objectives
● By November 10th, 2015, staff will be given their assignments.
● By November 10th, 2015, 100 flyers will be printed to advertise the program.
● By November 10th, 2015, print 75 handouts concerning time management.
● By November 10th, 2015, print 75 handouts concerning positive coping techniques.
● By November 12th, 2015, 50 flyers will be posted around The College at Brockport
campus.
● By November 12th, 2015, 50 flyers will be distributed to students at The College at
Brockport.
● By November 12th, 2015, an email will be sent out to all students at The College at
Brockport.
● By November 12th, 2015, 14 methods students will be trained to work at the stations
involved in the program.
● By November 12th, 2015, create stations and a poster board that address poor time
management.
● By November 12th, 2015, create stations and a poster board that address poor coping
skills.
● On November 17th, 2015, the workshop for ways to manage stress in the Seymour
Student Union on The College at Brockport campus will be held.
● On December 3rd, 2015 obtained data will be analyzed and appropriate statistical tests
will be completed.
● All data and information obtained from the program will be evaluated, following the
guidelines of the evaluation plan on December 3rd, December 5th and December 10th.

Staffing Plan
In order for the program to occur, all 14 health educators in the Health Education
Methods Block are needed. All 14 health educators will be assigned various roles for the
program including passing out flyers to students, posting on social media and spreading
awareness of the program. The program will take place in the Fireside Lounge of the Seymour
College Union from 11AM to 2PM on November 17th, 2015. Materials needed for the program
include volunteers, balloons, rice, mason jars, ceramic tiles, relaxation music, display boards,
refreshments and tables. Additional services that will complete the program include
representatives from Lollypop Farm.
● A total of 14 Volunteer health educators and Pet assisted Therapy; Lollypop Farm
Volunteers
Greeters: There will be two health educators giving participants a brief overview of what to
expect throughout the fair.
Survey Table: 1 Health Educator giving out presurveys and receiving postsurveys back
Station 1: “Helpful Organizer” 1 Health Educator
Station 2: “The Power of Mind Jars” 1 Health Educator
Station 3: “PetaPup” 1 Health Educator and LollyPop Farm volunteer
Station 4: “How to Cope” 2 Health Educators
Station 5: “Release The Stress” 2 Health Educators
Floater: One health educator will be available to float to the different station where help is
needed.
Refreshment Table: One health educator will keep the table neat, organized and clean

Program Promoters: Two health educators will help bring students and staff to the “No Stress
Zone” Program
All 14 students from the Health Education Methods Block will be required to staff the
program. The students will be staffing the program probono. Each methods student will post
flyers around The College at Brockport campus (approximately 5 flyers each). Each methods
student will also hand out advertising flyers to fellow students all around the campus.
During the program, two methods students will be needed to greet participants as they
enter the program. They will lead them to the “preprogram survey” and ask them to fillout the
survey. There will be one methods student running the survey table where they will be giving out
presurveys and receiving back postsurveys. One methods students will also be floating around
the program aiding anyone that needs help. One methods student will be managing the
refreshments table making sure that the table stays neat, while participants enjoy their snacks. In
order to bring students and staff to the program, two methods students will be stationed in other
areas of the Seymour College Union recruiting students and staff to come to the program. There
will also be at least one method student at each of the five stations. In addition to the 14 methods
students, there will also be a volunteer from Lollypop Farms to aid in the pet therapy portion of
this program.

Budget and Budget Justification
The “No Stress Zone” program expenses for supplies and services has a total cost of
$362.66. The request for this amount will cover the cost of the whole program. The printing cost
for 800 copies will cost $80.00. This will cover the program flyers, brochures, surveys, and
handouts. The fee for a Lollypop Farm representative to bring dogs into the program will cost
$50.00. Each of the stations will require supplies to show and allow participants to make their
own stress tools to take with them. The price for these supplies comes to a total of $156.14. This
will cover all of the supplies needed for each station. Also, participants are welcome to enjoy
refreshments as a thank you from the team. The refreshments will include bottled water, pretzels,

cookies, and napkins. The total cost requested for this is $42.12. Another request of $34.30 will
be used towards planners, which will be part of our raffle giveaways.
The project timeline appears below.

Evaluation Plan
A summative evaluation will be completed to determine any changes in the contributors
of the program.  Both learning and behavioral objectives of the program will be will be assessed.
It is intended that participants will use one time management skill and two coping techniques.
Due to time constraints, outcome evaluation will not being performed and program objectives
cannot be assessed.
Evaluation Design
A nonexperimental, pretest, posttest design will be implemented to assess the changes
in the key contributors following the program.  The nonexperimental, pretest, posttest design
is relatively simple to implement, efficient, and cost effective instrument of evaluating changes
following the program.  Pretests will be distributed to participants of the program at program
check in.  Program participants will complete pretest prior to beginning the program.  Posttests
are to be completed by participants immediately upon completion of the program.  Program
participants will be encouraged to remain at the program site in order to the complete the
posttest.  Refreshments will be provided to participants while posttest is completed.  Both
assessments will be paperbased.

Data Collection Strategy
Objective Indicator Collection Method
By the completion of the
program, 75% of students of The
College at Brockport who
attended the program, will be able
to list two different
timemanagement strategies.
The participants will correctly list
two different timemanagement
strategies on the posttest given
after the program.
A Pretest will be given to every
participant as they enter the
program and a Posttest will be
given to every participant as they
leave the program.
attended the program, will be able
to list three different positive
coping strategies.
three positive coping strategies on
the posttest given after the
program
leave the program.
Six months after the completion
of the program, 75% of The
College at Brockport students
who attended the program, will
report the use of two positive
coping strategies to help decrease
their stress levels in the last 30
days.
It is intended that the participants
will report using the two different
coping strategies*
leave the program*
of the program, 75% of Brockport
students who attended the
program will report the use of one
time management technique to
help decrease their stress level in
the last 30 days.
will report using one of the time
management techniques*
leave the program*
*Intention of utilizing time management and coping skills learned during the program will be
measured by a posttest. The team members hypothesize that the participants will utilize the
learned time management and coping skills to help decrease their stress.

Data Analysis Plan
The table below illustrates how the collected data will be analyzed for the evaluation. It is
intended that the analysis will show the possibility of change for stress levels of participants.
Objective Indicator Analysis
attended the program, will be
able to list two different
timemanagement strategies
two different timemanagement
strategies on the posttest given
after the program
Bivariate analysis
v1= pretest time management
strategies
v2= post test time management
strategies
attended the program, will be
able to list three different positive
coping strategies
three positive coping strategies
on the posttest given after the
program
Bivariate analysis
v1= pretest coping skills
v2= post coping skills
of the program, 75% of The
College at Brockport students
who attended the program, will
report the use of two positive
coping strategies to help decrease
their stress levels in the last 30
days.
will report using the two different
coping strategies*
Chi square*
of the program, 75% of
Brockport students who attended
the program will report the use of
one time management technique
to help decrease their stress level
in the last 30 days.
will report using one of the time
management techniques*
Chi square*
*Intention of utilizing time management and coping skills learned during the program will be
measured by a posttest. The team members hypothesize that the participants will utilize the
learned time management and coping skills to help decrease their stress.


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Appendix A Focus Group Report

Tammy Boulter, Julia Hiltz, Abigail Insignares and Sebrina Seaman

The College at Brockport, State University of New York

The Department of Public Health and Health Education


Focus Group Report
2015

A focus group report of the opinions, feelings, and concerns of a diverse group of students at the
State University of New York, the College at Brockport. This report expresses some of the health
issues that are of concern on the college campus. The students discussed ways to improve these
health concerns throughout Brockport. The concerns that were expressed will help to implement
a new health program at State University of New York, the College at Brockport and try to help
make it a healthier campus.

Sebrina Seaman, Julia Hiltz, Tammy Boulter, Abigail Insignares
9/22/15

Health Concerns at State University of New York, College at Brockport

2015 Focus Groups Final Report

TABLE OF CONTENTS

Introduction   P. 34
Purpose P. 34
Methodology P. 34
Findings   P. 35 36
Conclusion P. 36
Acknowledgements   P. 36
Appendix P. 37
          Moderator’s Guide P. 37
          Thank you Email P. 38
          Transcript P. 3971

INTRODUCTION

In order to have a greater understanding of the health climate at The College at
Brockport, Tammy Boulter, Abigail Insignares, Julia Hiltz and Sebrina Seaman conducted a

focus group of current students at the college. This focus group was conducted on September
15th, 2015, in the Seymour College Union on campus. The session took place from 7:00PM to
8:00PM. There were 10 students total, including students that live both oncampus and
offcampus, range from Sophomores to Seniors and had different majors. These students were
asked a series of questions and prompts that address the health climate of The College at
Brockport.

PURPOSE

The purpose of this focus group was to 1) gather the opinions, thoughts and emotions
regarding the health climate of students enrolled at The College at Brockport, 2) assess what is
the underlying cause of these important health issues, 3) understand what students would like to
see to address these issues and 4) discuss possible strategies.

METHODOLOGY

Students were recruited through email, word of mouth and text messaging. They were
gathered in the Union Square of Seymour College Union on The College at Brockport campus.
Students were given refreshments before and during the focus group. Students, moderator and
observers sat at a table together to answer and discuss questions asked. Each student was given a
piece of cardstock and markers to create a name tag before the focus group discussion began.
These nametags guaranteed anonymous identities. Students were assured of confidentiality
before any discussion began and were made aware that they were being voice recorded. Students
were also aware that this voice recording would be heard by no one else besides those
conducting the focus group. The session included an introduction from the moderator and
introductions to each other. These introductions included a little bit about themselves as
individuals. The moderator then asked questions that prompted opendiscussion among
participants.

FINDINGS

As the questions were discussed, the students, agreed that the most significant health
concern among themselves and many of their peers was stress on campus.  They identified that

although drugs and alcohol are very large concerns, they believe that the stress of classes, exams,
and time management to get everything completed, sometimes lead students to drink more or use
drugs as a means of escape from their hectic lives.  A majority of the students in the group
agreed that most students are going to drink alcohol on campus, regardless of the age
requirement in New York of 21 years old.  The students stated that the Residential Advisors in
the dorms always try to stop the drinking, but that it does not make a difference.  Some students
agreed that heavy drinking was a large health concern because they have seen other students
getting sick or passed out in the streets. This commonly occurs while students are walking home
from bars or parties.  The students mentioned that the drugs that were of the biggest concern
were heroin, cocaine and adderall. The nursing curriculum was mentioned as an intense program.
The student’s major complaint was that although they know that stress is a major health
issue among students, they don’t feel as though they have been taught how to actually destress.
Another health concern mentioned was student illness, such as the flu.  It was noted that every
fall season it seems that everyone gets the flu and although many get their flu shots, nothing
really prevents it.  It was also noted that Brockport campus offer the flu shot to students.  Also
mentioned was that the Brockport campus has one of the highest percentages of STI’s of other
SUNY schools.  Many of the students agreed to hearing the same information. Chlamydia and
Gonorrhea were both mentioned.  Student discussion returned to the concern of stress on
campus.  Some mentioned that they had witnessed how stress had affected their peers.  Suicide
attempts and mental evaluations of people they knew were mentioned.  Students discussed what
they, personally, did to help with their stress.  Some mentioned taking a nap, going for a walk,
running, listening to music and singing very loudly.  Students mentioned that Hazen Health
Center has flu kits with medication for headaches, tissues, etc.  Also mentioned was that on
Tuesday and Thursday last year during finals week, there was a massage therapist available that
gave free fifteen minute massages to students in Hazen Health Center.   Students mentioned that
therapy dogs were brought in.  They found that bringing dogs into the school relieved some
stress. They expressed that having therapy dogs throughout campus would be beneficial. The
students discussed that they would like to see more therapy dogs and better access to them.  It
was stated that currently, when there are therapy dogs on campus, there are a few therapy dogs in
a crate in the bookstore.  The chief complaint was that it is too crowded in the bookstore to
actually see the dogs or to pet them.   The students thought that one solution would be to have
more dogs available, if possible, and to spread them around the campus at various locations.
Another topic that students mentioned that related to their stress was the inconvenience
and lack of parking spots on campus. Even though the cost of a parking garage is very costly, all
students agreed that it is needed on campus. Since stress is one of the biggest issues on this
college campus, there were many solutions that individuals explained would help ease the stress.
Some activities that students stated would be fun and help let go of their stress were being able to
smash objects. Some that were listed were cars, pumpkins, and having snowball fights. Another
activity that was mentioned was having a field day towards the end of the semesters. Some

activities at this field day mentioned was having water slides, smashing objects, relay races, and
a ball pit. Additionally, at the start of the focus group, most of the participants struggled to come
up with answers but were better able to respond to questions as time went on. Some participants
were distracted by people walking by and side chatter among the participants occurred. Overall,
the participants bounced ideas and thoughts off one another and agreed with other people in the
focus group.

CONCLUSION

From a student’s perspective, it is clear that there are several health concerns on the
College at Brockport campus. The major concern discussed was stress and the implications stress
has on the student body. The participants mentioned that they were not properly taught how to
handle the stress they encounter and stress often becomes a circle among peer groups.
Additionally, the students discussed that being stressed can lead to other problems including
binge drinking, drug use and irrational behavior. The students also mentioned that many first
year students need more prevention education and intervention regarding alcohol and drug use.
Many of the participants stated their input on programs that we can add to the campus to help
cope with stress including therapy dogs, more stress reducing programs, a field day, easier time
with parking and having midnight breakfasts more often.

ACKNOWLEDGEMENTS

The focus on health concerns at State University of New York, College at Brockport
would like to thank the Health Science club members and other brockport students for their
participation in our discussion that focused on health concerns on campus. With the help of you
voicing your concerns,  we are able to address these health issues and find ways to help you
manage them to help you have the best experience you can on campus. We would like to
especially thank the Health Science club president for coordinating a time for us to meet with
club members. Thank you to everyone who participated and gave us their thoughts and
experiences throughout the Brockport community. Your thoughts and concerns have helped
inspire us to make Brockport a healthier environment.

APPENDIX

Moderator’s Guide

Moderator: Sebrina Seaman
Transcriber: Tammy Boulter
Observer: Abigail Insignares
Observer: Julia Hiltz
Location: Seymour College Union, room 228 on September 15th, 2015

Start focus group with introduction: Hi my name is Sebrina and we are from The Department of
Public health and Health Education program. We are interested in finding out some of the health
concerns you have throughout the Brockport campus. In our discussion today it will be
audiotaped, so that we can go back and review your ideas. Anything that is said will be
confidential and only heard by Abbi, Julia, Tammy, and myself. All tape recordings will be
erased after the report is complete. In our report we will discuss all of the major points and
concerns that were discussed. Like I stated before, all of you have stated fake names therefore,
you will remain anonymous. The first question I am going to ask are personal questions and will
be followed by health related questions. Lets begin!

Questions

What is your name? What do you like to do? Do you live on or off campus? What is your major?
What year are you?
How do you define health?
Do you think that Brockport is a healthy campus?
What do you think are the health issues on campus?
How do your concerns affect you and your peers?
What resources do you see on campus? Why are they working or why not?
What types of programs do you think would address your concerns?
Ask participants if they have any questions.
(Make sure to thank the participants for taking part in the focus group and show appreciation
towards their participation)

Additionally, the following email was sent to the participants to thank them for their
participation.

Transcription

Moderator:  Sebrina Seaman
Moderator Two: Abigail Insignares
Observer: Julia Hiltz


Sebrina:
OK, guys, are you ready?
OK.  Hi my name is Sebrina and we are from The Department of Public health and Health
Education program. We are interested in finding out some of the health concerns you have
throughout the Brockport campus. In our discussion today it will be audiotaped, so that we can
go back and review your ideas. Anything that is said will be confidential and only heard by Abbi,
Julia, Tammy, and myself. All tape recordings will be erased after the report is complete. In our
report we will discuss all of the major points and concerns that were discussed. The first question
I am going to ask are personal questions and will be followed by health related questions. Lets
begin!


Sebrina: What we’re going to do is, you guys have your cards,  Flip ‘em. Make them as like a
name tag and you’re going to write a name that you wish, that you’ve ever wanted.  So, it’s not
your real name  So whatever name you want. So, I would choose, if I could pick any name in the
world, I would pick my sister’s name.  Her’s is scarlette.  She has a pretty name.
*Rumbling voices*

So the reason that we're doing this because um everything you guys say is confidential no one’s
going to listen to it beside us and  what's going to happen is that we're just going to write a report
on like your answers stuff and the main,  key things that we observed.  And then once, um…..
(person:  “sorry”),  oh, no, you're fine.  Once the class is over, once, um,  the um, once we're
done with the project we erase the files, so don’t worry.  Anything you say stays right here.  OK?

Alright, so the First thing we're going to do is go around and introduce ourselves.  And were
gonna, um, Your name, what you like to do, if you live on or off campus what your major is and
what year are you.   So, I’m going to call you by your funky name that you chose.  Are any of
these your real names?

Rebecca: Will we introduce ourselves as like this name?

Sebrina: Yea, yea, your fake name.


Person: Why did I not make a name tag?

Sebrina: That’s OK.  Who wants to go first?  Rebecca.

Rebecca: Ok, I’m Rebecca and I like to sleep um I’m a double major in health science and
criminal justice. I live off campus and I’m a senior.  Is that OK?

Sebrina: Perfect.  Alright.  Name?


Calliou: Caillou

Sebrina: Caillou?  Is that Caillou?  Like the movie, the show?  Oh, my gosh.  OK

Caillou: My name is Caillou.   I like to play basketball.  I’m a health science major, I live
off campus and I’m a senior.

Sebrina: Alright.  Bailey

Bailey: Bailey.  I like to ride horses (Sebrina: “me too!”), I’m a nursing major, I’m
technically a senior and I live off campus.

Sebrina: OK.  What?  No.  So this is real, except your name.  Alright.  Jessie

Jessie: Hi, I’m Jessie.  I’m a nursing major.  I’m technically a senior and I like to ride
roller coasters.

Sebrina: So have you ever been to Cedar Point?

Jessie: Yes I have

Sebrina: Never been there.  Really want to go.   Alright.  Keira

Keira: I’m going to pronounce it Kiara

Sebrina: Oh, I’m sorry.  Kiara.

Kiara: Kiara.  You know, like in the Lion King.   Um, so I like to ride horses, as well.
I’m a health science major.  I’m actually, technically a senior, but I’m a
sophomore and I um live on campus.

Lainey: Lainey

Sebrina: Lainey.  Is that how you say it?  That’s a pretty name.

Lainey: My names lainey, um, I like to play tennis.  I’m a nursing major and psych minor
and I’m a sophomore and live on campus.

Sebrina: Dylan

Dylan: Um, I’m a sophomore.  I run cross country.  Um, I live on campus and I’m a
sophomore.

Sebrina: Alright.  Andrew.
Andrew: Um I’m a nursing major, I’m a sophomore I like to play the piano and I like to
listen to music.

Sebrina: Alright.  Is it Aidan? Audin?

Audin: Audin

Sebrina: Audin?  That’s a really cool name.

Audin: Uh, I like to kayak.  I am a nursing major.  And, I’m also a junior and I live off
campus.

Sebrina: Alright.  Ahkeem.  Is that how you say it?

Akeem: My name is Hakeem.  I’m a senior. Nursing major.  And I like camping and I live
off campus.

Sebrina: I, like, have so many friends that are nursing majors and they all got jobs within
two weeks of graduating.  It’s ridiculous.  And my friend, like, got her dream job
in neonatal like before she graduated.  Just saying.

Hakeem: That’s awesome.


Sebrina: Alright.  So, um, my first questions is, How would you define health?  Like, what,
like.  So, how would you define health?  Just blurt it out.

Dylan: Personal wellness.

Sebrina: Personal wellness, right.

Audin I think it's like an overall well being of like your physical state, and your like your
mental and emotional states.

Lainey Finding a balance between something like physical, mental, emotional, like,
psychosocial,  and like also being happy.  Finding that balance

Sebrina: I agree with that.  Um, alright.  Next question.  In what way do you feel that
Brockport is a healthy campus?

Rebecca Being smoke free.

Sebrina: Smoke free?

Andrew: They definitely advertise like the Hazen and the health center and the counseling
center a lot.  I just feel like every student knows like where  to  go if they feel like
they need help.

Audin: They have a really like large support system too.  Like, I don’t know, I’ve never
really felt like I was alone here.

Sebrina: Do you know, um, where to go for those support places?  Like what places on
campus would you go to?

Audin Personally, I would go to like my advisor or like anyone that I trusted really, like.
I don’t know, I have like a lot of other people other than just like counselor
centers.

Sebrina: So you can trust somebody.  Um, OK.  Anybody else?  How do you think
Brockport is a healthy campus?

Audin They do a good job advertising nutrition, I think, and promoting healthy choices
of what to eat.

Kiara The Serc has a lot of like exercises classes too that ______to every person's type
of exercises that they want to do.

Sebrina: Do you work at the Serc?

Kiara No

Sebrina: I feel like I’ve seen you there.  Um, any other ways?  Any other things?

Hakeem They have those new bike things.  (Sebrina:  The new what?)  We have bikes that
you can rent to drive around campus.

Sebrina: Bikes that you can rent?  I actually never knew that.

Sebrina: That’s pretty cool

Rebecca: Been around for a few years.

Abigail: No, it’s the new one through Campus Rec.  The green and yellow bikes.

Hakeem: Yea

Sebrina: Do people actually use them?

Jessie: Yes.  It’s kind of like Citi Bike
Hakeem: You see them all over.  They are like crazy people.

Sebrina: Oh, my gosh,  the, the, green and yellow  (Hakeem:  The obnoxious ones) and
they say student.  I’ve seen those, they are cute.  Is it like free to rent?

Hakeem: 48 hrs, yeah

Sebrina: Oh.  That’s cool.  Alright.  Anything else?  No?  Ok.  Next question.

Um, what do you think are um, what do you think are the health issues on
campus?  So, what do you see are the biggest problems on campus?

Andrew: Think a lot of stress related things.  (Sebrina:  Stress?)  That come with like I
don’t know, with like crazy classes and Well, and I guess because I am in nursing
and they are intense and all of the sciences.  I guess people that all people talk
about is how stressed out they are in their classes.

Sebrina: Are you guys stressed?

Most: Yea.  I’d say so.

Sebrina: Stressed with all of those, anatomy?  (Andrew:  Yea) Fun stuff.  That is fun.

Abigail: Does everybody agree like that stress is one of the biggest issues?

Most: Yes.

Audin: We never talk about how to manage your stress?  Like, oh, you can manage your
time better, but ways to destress, I don’t know, relax, cope is a different story.  I
don’t know, I’ve never been taught how to manage the stress.  (voices:  yea).  Just
how to prevent it from happening, but like that never works.

Andrew: I think it's easy to say, manage your time, get a good nights' sleep.  But like,
(Rebecca:  But they don’t teach you)  Yea.

Sebrina: So, it’s that that need to teach you.  What else?  What other health concerns are
really big?

Kiara: Every fall, we all get sick with the flu!  Nothing stops it!

Kiara: I feel like every time I go into the library and touch the computers I don’t know if
they wipe them or not, I feel like I get sick always every after time I touch them.

Sebrina: I’m surprised I didn’t think about getting sick in the winter.

Bailey: It happened to me once.

Bailey: Those are the two main ones, stress and sickness….


Sebrina: You guys can venture off to other stuff.  It can be off campus too.

Hakeem: I think some of us drink too much.

A couple: Yea

Sebrina: So you mean alcohol?  (a few:  yea) Alright.  So can you guys tell me about that
on campus?  What’s the issue with that?

Rebecca: On campus you're always going to drink anyway.  The RA’s always try to catch
you.  So, I doesn’t make a difference between on or off campus drinking.

Sebrina: Are you allowed to bring alcohol into the dorms?

** If you are 21, yea.  But you can’t have anyone that’s not 21 with you. My parents
brought me to school freshman year with two bottles.  But you’re going to drink
anyway.

Sebrina: Right.  So do you feel that that’s one of the biggest issues?

Rebecca: I don’t think it’s an issue (laughter)

Hakeem: It’s an issue

Sebrina: Ok, but are a lot of people doing it?

Rebecca: Yea. A lot of people do get sick from it.  Because a lot of the newer students don’t
know how to handle their alcohol.  So, it’s so annoying

Sebrina: When they're drinking?

** Yea.  (inaudible)

Sebrina: OK.  Where do you see a lot of this happening?

Hakeem: In the streets, honestly, like the bars are fine, the dorms are OK, but it’s the streets
that the people are walking back and going from the bars and parties and you see
people just throwing up or passed out.


Rebecca: When you’re passing by.

Sebrina: That’s crazy.  I’ve never partied in Brockport, so I have no idea.

Rebecca: Apparently there is a really big drug problem too.

Sebrina: What kind of drugs?

Rebecca I hear heroin is a really big problem

Sebrina: Heroine??

Hakeem: I hear coke is a bigger problem than heroine.

Rebecca: Coke is definitely a problem.

Caillou: Yeah

Hakeem: I hear how heroine is getting bigger now.

Sebrina: I remember when I was in, when I went to school in Niagara.  My roommates, I
lived with a bunch of guys, and they were, they would like whenever we would
have parties, they would do lines in the bathroom. I would like scream at them.
Yea, that’s great.

Hakeem: Adderall is a big one.

Sebrina: Addreal, yea

Hakeem: Adderall is a big problem in every school.

Hakeem: Yea

Audin: Yeah even off campus, a lot of people like. This is gonna sound sketchy but like I
know a lot of people that I Work with that like sell it, or they have people they
buy it from

Sebrina: So they like prescribed it and then they like sell it.  I have people at work asking
me “Sebrina do you want Adderall?”.   I’m like, why “I’m going to be a health
teacher?”

Andrew Like even in high school it was like that.

Sebrina: Only it is bigger

Sebrina: It was huge in my school.

Andrew: Yea, I know which is like high school, like geometry

Kiara Now I don’t know if this is true, but I’ve heard that Brockport is one of the
highest percentages of STD’s.  I don’t know if it’s true.

Sebrina: I have heard that too.   I have heard that.

Sebrina: Do you know if that’s true?

Sebrina: I don’t know if we’ve done statistics through the Brockport community.

Dylan: There was a survey done on SUNY schools

Julia: Brockport is the only SUNY campus that puts out all of its students data.
(Inaudible).  Because we report all of the students data.  The rule is that if you
have all of your STI testing on campus, we have to report 100% so a lot of SUNY
schools get away from that because they send their students somewhere else to
have the testing done.  We put out all of our information for it.

Sebrina: Do you know people with STD’s?   Do you guys actually know people, like it's
ok, you can actually say it.  Do you know people….

Bailey: Freshman and sophomore year not anymore.

Sebrina: What kind of STD’s?

Bailey: People in our dorm had just about everything.

Sebrina: Really, any main ones?


Bailey: Not off the top of my head.

Andrew: Can’t say I do

Lainey: I knew someone who had one for a short period of time, but I can’t remember
what it was called.

Lainey: Was it Chlamydia, Gonorrhea?

Bailey: It was one of them.

Sebrina: Usually chlamydia is one of the bigger ones on campus that you can actually to
get rid of.

Lainey: Yea, that was probably it.

Sebrina: Um, do you guys know of any other STD’s?  You know, that are popular, do you
know of anybody?

Abigail: Yea, I know one of my friends sophomore year she got chlamydia and spread it to
three other people.  So that was an interesting thing to experience.  (Rebecca:
Highlight of the year).  Just like a weird thing.

Sebrina: I remember, also, same roommate he had chlamydia and was like from some girl
and was so embarrassed to us about it.  But, I just got a phone call  the other day
from him saying that he is having twins.  Not one but two!  Isn’t that crazy?
Right out of college, just graduated in May.  Him out of all people, I would not
imagine.  And he only knew her for a month.

Many: oooohh.  That’s rough.

Sebrina: Alright.  Um so how do your concerns of these issues affect you personally or the
people around you?

Abigail: Out of all of the different ones we just stated, how are they personally relate to
you and what are your experiences with these?

Kiara: I see a lot of people use hand sanitizer.

Sebrina: She is really obsessed with sickness.

Kiara: I really am.  I don’t want to get sick this year.  I am really trying not to.

Sebrina: Do you get the flu shot?

Kiara: Yea I do.  Doesn’t stop it.

Sebrina: Does Brockport offer the flu shot?

Kiara: Yea it does.

Rebecca: For like a week straight.

Abigail: Does anyone know what that date that is?

Rebecca: Hasn’t come out yet.
Kiara: Because I need to get that right away. (Claps hands) No actually I really need to
because I work in a hospital, so.

Sebrina: So, how else can they effect, do these personally affect you?

Jessie: I feel like when one person's stressed, it kind of goes through whole group.  But if
like one person's really stressed then you know the people that they hang out with
the most also start to get kind of second hand stress and then all of us and it gets
worse.

Sebrina: Like they bring the other person down.

Bailey: I also think that drugs and alcohol relate a lot to stress.  People get stressed out
and they all go out drinking and partying.  Well, I know that the nursing program
that’s a huge thing

Sebrina: Even like stressing out over our friends.  Like saying Oh, my God, I’m worried
about so and so puking, driving them back to the dorm.

Audin: I feel like it's like a cycle, people will get stressed and then like look for an outlet
and then they’ll forget about their responsibilities and then realized Oh I missed
something, like I need to hand this in like tomorrow, but they aren’t feeling well
so like then they keep stressing out and like and just keep doing the same thing
over and over again.

Sebrina: Do you guys think that all of your friends and roommates feel the same about
stress, like do they constantly be like “oh my God, I have so much homework that
has to be due.”

Bailey: Yea

Andrew: Some people don’t show it as much.  I mean some people are like pulling their
hair out

Sebrina: Do people ever like act on it?  Do you know what I mean?  Like, what do they do
because of their stress?

Rebecca: Like what makes them irritable?

Sebrina: Like, you know how people do things when they're stressed, like suicide.  Stuff
like that.  Has that ever?

** I had a situation like that last year.  One of my close friends, just got so stressed
out.  They had to actually send her to, um, it wasn’t an institution but some kind,

Sebrina: A mental um, evaluation thing?

** Yea

Sebrina: I know what you’re talking about.  Has anyone else?

Bailey: I had a friend my sophomore year, uh, she took a bunch of pills.  She knew that
they weren’t going to do anything to her but she did it for attention and she had to
be evaluated as well.

Hakeem: Um, I don’t know if this relates, but my friend’s sophomore year it was finals
week, and him and I both stay up for like 72 hours straight because we had so
many, so much things to do, but the day of his last test, he was prescribed Xanax

for his anxiety and he took like double dosage because he was so stressed out and
freaked out so he was like so, his eyes were all bugged out and he could hardly
focus he said.  So that was..

Sebrina: Wow

Hakeem: Yeah

Sebrina: Wow.  Have you guys ever acted on it.  Like, I shouldn’t say that you tried to
commit suicide or anything, but like, I should say what do you do when you’re
stressed, what do you do to help ease the stress?

Hakeem: Go to bed.

Rebecca: Take a nap.

Sebrina: You love sleeping so you take a nap.

Audin: Make a million lists.

Sebrina: To do list, check lists.  I do that.  I do that all the time and then every time you’re
done, you make a check.  That’s like the best feeling in the world.

Audin: I don’t feel like a lot of the bad stuff personally effect me, like I just hear about it
happening.  It’s not like I’m not actually experiencing this with myself, so it's
hard to say, but I like to make lists but I also like sleeping.

Rebecca: Netflix

Sebrina: You want to know what I do?  I drive.  I love it!  My drive here is about 40 mins.
I drive from Henrietta. And every morning I like think about everything.  And
then as soon as I leave school, my drive home, I’m just like, no books, no reading,
no nothing, and it's like so stressful relieving.  Then I just crank up the music.
And just sing.

Audin: Or just like going for a walk.  Like makes a difference.

Sebrina: Yea


Dylan: Yea, like I run everyday, so I have that block of time that I’m not thinking of
anything besides like talking about running and other stuff.  Yea.

Sebrina: Running and listening to music.

Abigail: What are some ways, that maybe you don’t do personally, but have heard that
people do.  Like what are some common ones that you’ve heard about.  Things
like that. Maybe things that your friends do.

Rebecca: Music helps.

Hakeem: Yea.

Rebecca: I just turn it up really loud so I can’t really think of how stressed I am, I kind of
just listen to it and I work.

Audin: I like singing like loudly.

Audin: It might not sound good, but it like I don’t know it just like releases energy.

Sebrina: You ever just want to take a break and then you want to go and hang out with
friends or something.  Ok so this would be my typical. I would, I’m like a fan of
fall activities – c’mon, everyone likes fall activities so I would literally leave all
my schoolwork and stuff and go apple picking and come back to it later.  So that’s
a good way too.

Alright, next question.  You guys are probably like (inaudible)….  Ok.  What
resources do you see on campus and so what resources like for example, like the
wellness center, I don’t know, what resources do you see that are working on
campus?

Rebecca: For what?

Sebrina: Yea for health. What resources do you see work or don’t work and why?

Kiara: During flu season, at Hazen, they just have a bunch of little goodie bags of like
headache medicine or like they have in these little cubbies these little flue kits like
just to uh tissues, and stuff like that.  I had to use that.


Lainey: At Hazen last year, I don’t know if they still do that….

Sebrina: Wait, what is Hazen?

Lainey: The Health Center

Sebrina: OK, you’d think that I’d know that.  I don’t live here.  I just come here and do my
schoolwork.

Lainey: On Tuesdays and Thursdays there was a lady, there was a massage therapist that
you can like schedule an appointment with her.  Last year on Tuesday and
Thursday she was there for like three hours and would give you a free 15 minute
massage and I did that like three times.

Sebrina: That’s a good stress reliever.

Sebrina: I did not know they did that.

Abigail: They used to bring them to the dorm.

Sebrina: Do they still do that?

Rebecca: It was last year and I think it's like closer towards finals.

** Finals week.

Sebrina: Do you have to like strip down like you would….

** No you don’t.  It’s kind of in the lobby.  It’s kind of weird, but

** Oh, they do it right in the union.

Lainey: They did it in Hazen.  Yea, like in the massage chair where your face is like….

Rebecca: They bring in like therapy dogs.

** Oh, yea

Sebrina: Um, What else?
Kiara: I’ve seen a lot of people, I think it’s a certain club, or Hazen maybe, that does it
but they throw out a lot of condoms and throw out a lot of sex ed info.

Sebrina: Do you think it's effective?

Kiara: I hope so.

Sebrina: Or do you think people are embarrassed to take them?

Kiara: Oh, no.  I think people take them just for fun.

Sebrina: Blow them up?

Kiara: I don’t know if people actually use them but they definitely take them.
And then again he flu shots that they do every year, because they’re free.  You
don’t have to go out and pay for one.  Yea.

Rebecca: At the gym, they have the wipes for the machines.

Sebrina: Do you think people actually use them?

A few: Oh yea (many people)

Abigail: People use them when they are done using the machine, like consistently.

** Because there is usually someone waiting to use that person to finish.

Sebrina: So it's like embarrassing if you don’t use them.

** So, if you don’t do it, you’re like an outcast.

Abigail: What resources have you personally used?

Hakeem: There is the Newman Center, it’s a church like for the socially awkward and
during finals week and midterms and finals week they um take volunteers that
cook dinner or a bunch of food for anyone wants to go or that doesn’t want to
cook for themselves that week because they are so stressed out and busy.

Rebecca: They also do like brick smashing.  Stones that you can smash for stress
management.

Rebecca: Yea, today was the fraternity fundraiser   smashing a car.

Sebrina: Oh Yea,

Sebrina: I know what youre talking about.

Rebecca: I don’t know where they keep getting those cars from.

Audin: They were donated.

Sebrina: Probably from the junkyard.

Abigail: Caillou, have you used any other resources?

Caillou: No, not that much

Rebecca: He doesn’t go out much, stays quiet

Sebrina Is it for a fraternity?

** Yes, Phi Kappa Phi

Audin: And they, uh, one of the brothers, had to like do , or his family member had a
bunch of broken down cars that they used.

Sebrina: I kind of like that idea.

** Bashing the cars?

Audin: They offer them up to the, uh, the ability experience for like people with
disabilities.  Like they go to a camp.  It’s like it is part of their philanthropy, like
they send all of the money to this camp and like they will rebuild this camp when
it needs to be renovated. So..

Sebrina: That’s awesome.  I love those like community service things like giving and stuff.


What else?  What other resources?

Abigail: Bailey, have you used any other resources?

Bailey: I mean, living off campus it’s hard

Sebrina: How much time do we have left?

Abigail: About 25 mins.

Hakeem: How long do you have to go for?

Sebrina: I can’t tell you.

Rebecca: At the library, they give out little candies during finals week.

Bailey: I know that they do a lot of stuff at the square throughout the year for whatever
activity you have.

Abigail: Yes,

Jessie: I think that clubs can sometimes be a resource because they can get your mind off
stress and if you’re sick, and sometimes they have funny things that they say, or
do.

Kiara: I think it teaches you more time management skills too, a club.

Talk between Abigail & Sebrina

Sebrina: Alright.  What is my next question?  What types of programs do you think that we
should have here in Brockport that would address some of these problems.  Like,
if you could put any program, implement any program here in Brockport, what
would you do?

Kiara: A keyboard wipedown program.  And the mouse, don’t forget the mouse.

Sebrina: Alright, what else?  What else?

Kiara: Maybe door handles too.

Abigail: So, what, well, what topic would you want addressed?  Like, your personal, like
number one, “I want to hear it”.

Lainey: I would say drinking.  Just because I think when you’re a freshmen, they kind of
pound it in your head and no one takes it seriously.  But, like, I know that last
year, I had a lot of, like, friends  that. like, that went to hospital over it, and they
like I think that it’s too much.  Like, I don’t know, I wouldn’t even know where to
start.  But, um.  Because, like, I know, like,  that when we first came here we had
to go to like go to like some, like, weird freshman thing about it.

Abigail: Eagle check

Lainey: Yea, That tells you about all of the dangers.

Lainey: I think that when you’re a freshman you think “this is lame” but, I don’t know, I
think  there should be something else, maybe.

Bailey: A bigger push to alcohol is definitely needed

Rebecca: I don’t know what they can do, though, because they have the skits and they the
RAs  just patrolling always and then once you’re out, there’s nothing they can do.

Audin I think they should do the skits more often because I think they are really
effective.

Sebrina: Do you think people think it’s, like, funny or do they take it serious?

Rebecca: It depends on when you do it.  I think that they already have like a big group of
friends they are all laughing, but when you’re a freshman and you’re at
orientation and you don’t have any of friends yet then it works well.

Sebrina: Or maybe they can relate it to a like a reallife situation, like, someone at
Brockport.  Maybe get through to them little bit more.  Saying that “this actually
happened in Brockport”.

Jessie: I also think that a lot things that like when they are going to Eagle Check there is
so much in that first weekend that when Eagle Check is that I think by that point

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