Senior Project

Executive Summary
Our program, #StressmenProbs: I’m A Survivor, was implemented among the SIUE class
of 2018 freshmen students that were enrolled in four new freshmen seminar classes. The four
new freshmen seminar classes were Special Education 100, Biology 111, and two History 111b
classes. Our target population at the time of our needs assessment was estimated to be 100
students, but only a total of 64 students attended our implementation sessions.
Our program began examining the overall main concerns for the mental health status of
college students using the National College Health Assessment (NCHA). We previously knew
that mental health was a hot topic among new freshmen students at SIUE, but we wanted to find
out which areas were of top priority to be targeted. We decided to use data that was already
released by the NCHA to get a generalized idea of what aspects of mental health were of highest
concern among college populations in the United States. Using the data we found from the
NCHA we were able to formulate our needs assessment. Upon completion of our needs
assessment we found that the freshmen students were highly impacted by relationships,
stress,sleep, and finances. Relationships was the highest percentage found from our needs
assessment, however we decided to focus on overall stress. We chose to rule out relationships
because our priority matrix showed that stress was more changeable than relationships and we
were unable to identify what type of relationships the students were referring to in the needs
assessment.
In our program we wanted to know if students were aware of the following: places on
campus that they can utilize to help cope with stress in a healthy way, the signs and symptoms of
stress, healthy and unhealthy behaviors dealing with stress, positive and negative stress, and the
four A’s of coping with stress. Our program was conducted in a lecture/activity based design.

2 | P a g e
After reviewing our pre-tests we found that the majority of the students in our target population,
new freshmen seminar classes, were not aware of the previous listed topics. The post-test
showed an increase in percentage of knowledge on every topic that we chose to present in our
program. Our findings indicated that our program was effective and useful for our target
population. Our program met the goal of giving participants a meaningful and healthy way to
cope with stress.

3 | P a g e
Biographies
Brianna Bland:
Brianna Bland is a twenty-two year old from Jacksonville, Illinois. She will graduate
with a Community Health Education Degree from Southern Illinois University Edwardsville in
summer 2015. Brianna plans to work with the youth population. Brianna is an active member in
Eta Sigma Gamma, National Community Health Education Honorary Society, as the secretary.
Brianna is a trained active member of the Madison County Medical Reserve Corps. In her final
year at SIUE, Brianna has worked with fellow Health Education majors in efforts to start a Be
The Match Chapter on campus in which she is on the executive board as secretary as well.
Graduating college is very important to Brianna and her family coming from parents who never
attended college. Brianna’s main goal in life is to experience as much as possible, not only the
good but the bad too.
“Never let the fear of striking out keep you from playing the game.” –Babe Ruth

4 | P a g e
Ta’Tianna Bowns:
Ta’Tianna Bowns is a twenty-four year old student who will graduate with a Community
Health Education degree from Southern Illinois University Edwardsville in May 2015.
Ta’Tianna’s focus is urban development. She can relate to this subject matter because she herself
is from Chicago, IL. As the first to graduate college in her family Ta’Tianna understands the
importance of working hard and being a role model for others. Growing up in a low income
community Ta’Tianna always wanted more for herself. She was never ashamed of where she
came from, but she never wanted to be a product of her environment. Being from that area, she
feels she will excel in helping others who come from the same background as she. She plans on
moving back to Chicago after she graduates, to get her master’s degree in social work. She feels
it will be the greatest way to bring about the change she wants to see in her home town. She
wants those who come from where she does to know that it’s ok to be from that environment, but
you do not have to be a product of your environment.
“The man who has no inner life is a slave to his surroundings.”-Henri Frederic Amiel

5 | P a g e
Jamie Maclin:
Jamie Maclin is twenty-three years old from Troy, Illinois and will be graduating from
Southern Illinois University of Edwardsville with a Bachelor of Science in Community Health
Education in May of 2015. Jamie will be continuing her education after graduation to obtain her
Master's degree in Public Health. Jamie is going to broaden her horizon and move to another
state after graduation to attend graduate school to ensure that she receives a new experience at a
new school and builds connections all throughout the United States. Jamie's focus will be Global
Public Health with a main focus in women's mental health and empowerment. She hopes to
travel around the United States as well as other countries to research and develop programs to
encourage positive mental health to women all around the world. Jamie hopes to make her mark
in the Public Health field and change the lives of many women in her future. Jamie feels that the
sky is the limit for everyone. She truly hopes to affect the lives of many women over the course
of her life and give them the hope and skills to succeed in whatever they want to set their minds
to.
“The most common way people give up their power is by thinking they don't have any”. -Alice
Walker

6 | P a g e
Briana Wheatley:
Briana Wheatley is a twenty-one year old student majoring in Community Health
Education and Psychology at Southern Illinois University Edwardsville. Briana will be
graduating in May of 2015 as the first in her family. After graduation she is planning to get her
master’s degree in Public Health Education. In the fall of 2014 Briana assisted in founding Be
The Match On Campus at SIUE and took on the role of President of the organization. She has
also been a member of Alpha Sigma Tau sorority since 2011. With the sorority she has been
given the opportunity to volunteer for Pink Hair for Hope and Bumps for Humps to raise money
for breast cancer awareness. Briana is also an active member of Eta Sigma Gamma honorary.
Along with her membership with campus organizations, she also has been working for Olive
Garden Italian Restaurant throughout her college career.
“Follow your passion. It will lead to your purpose.” – Oprah Winfrey

7 | P a g e
Precede-Proceed Model

8 | P a g e
Social Diagnosis
Southern Illinois University Edwardsville (SIUE) is one of two major institutions that
make up the Southern Illinois University System. SIUE is located in the Midwest region of the
United States, in the third oldest city in the state of Illinois. SIUE is only 20 minutes away from
downtown St. Louis, in the small town of Edwardsville. With a student body population of
14,235, the population of SIUE is the highest it has ever been. Every year at SIUE a new group
of freshmen arrive on campus, some may adjust perfectly, while others may experience a
struggle. SIUE freshmen can face many challenges upon entering college of which may include:
mental health, sexual health, time management, adjustment, cultural shock, sleep deprivation,
personal responsibility for health, risky behaviors, and more. These issues can affect the
retention of SIUE Freshmen and other aspects of their lives. As students in our senior year in the
Health Education Program, our goal is to reduce some of these struggles for the new freshman
class.
The majority of freshmen are between ages 17-19, making them old enough to be on their
own, but young enough to be unprepared. Some students may come from a home where their
guardians provided everything for them such as meals, essential everyday products, and daily
reminders. When these students come to college they no longer have guardians looking over
them and giving them direction. They may in turn develop adjustment issues and become
homesick. No one is there to remind freshmen students to go to class, do their homework, come
home at a decent time, and balance their lives in a healthy way. This affects the student’s
personal, physical, and mental health. For some it can negatively impact their mental health
causing them to deal with issues such as depression, stress, and anxiety.

9 | P a g e
Our senior assignment group narrowed our target population from the new SIUE
freshman class to four freshmen seminar classes on campus. For our needs assessment we
administered a survey via Poll Everywhere (See Appendix A for Needs Assessment questions)
where the students could send in responses by texting anonymously. Our needs assessment
consisted of open-ended questions and ordinal level questions measuring impact of: anxiety,
depression, finances, internet, relationships, stress, sleep, work, and extracurricular activities on
the student’s daily life. The open-ended questions addressed challenges new freshmen face, their
definition of mental health, and what health resources they are aware of on campus to assist with
mental health issues. Stress was a consistent answer for challenges freshmen face among all four
classes. The top four academic impact questions from the National College Health Assessment
were: relationships 86.0%, finances 72.9%, sleep 72.9%, and Stress 66.6%. Most students had a
general idea of what mental health was but, their knowledge of mental health could be expanded
to provide a better understanding of the topic and to promote behavior change. Some students
were also aware of campus resources that assist with mental health issues and reported as
resources: Student Success Center, Health Services, Resident Assistants, Counseling Services,
with a few not reporting of any.

10 | P a g e
Epidemiological Diagnosis
Out of the 44 students that we surveyed, 86.6% of those who answered said that they are
negatively impacted by relationships, 72.9% by finances, 72.9% by sleep, and 66.7% by stress.
In fall of 2013, the American College Health Assessment asked United States college students
what mental health issues affected them academically within the last 12 months and these are the
data results recorded form the survey greatest to least impact:
 Stress:27.9%
 Anxiety: 19.7%
 Sleep: 19.4%
 Sleep Difficulties: 19.4 %
 Work: 13.0%
 Relationships: 12.9%
 Depression: 12.0%
 Internet Use: 10.8%
 Concerned for a Troubled Friend of
Family Member: 9.9%
 Extracurricular Activities: 9.7%
 Death of a Friend of Family
Member: 5.4%
 Attention Deficit/Hyperactivity
Disorder: 5.2 %
 Roommate Difficulties: 4.3 %
 Homesickness: 3.7%
 Learning Disability: 3.2 %

11 | P a g e
Environmental and Behavioral Diagnosis
Studies have shown that 47% of college students who enroll in a four year institution will
fail to earn a degree, some due to mental health challenges (Avard, Manton, English, and
Walker, 2005). To better understand this we looked into the literature to see what college
freshmen’s biggest stressors are. After surveying our new freshman seminar classes we found
four main topics that would benefit us to look into further and determine why college freshmen
have mental health issues. In our social diagnosis, we found sleep, relationships, finances, and
stress contribute to mental health issues among college freshmen. We narrowed in on the topics
of sleep, relationships, finances, and stress in general, to find out what causes mental health
issues. This process helped us figure out which main determinant to focus our implementation
on to better the lives of our Freshman Seminar class population.
Sleep is a main contributor to college mental health issues. Sleep impacts many college
campuses and one study shows how sleep not only impacts the daily routine of students, but their
overall scholastic performance (Gaultney, 2010). The objective of the study was to examine the
prevalence of sleep disorders in college students and its relationship to students’ grade point
averages. The sample consisted of 1,845 college students from a southeastern public university
during the 2007 -2008 school year. Due to factors such as noisy apartments, alcohol
consumption, smoking late at night, and being emotional, students considered themselves night
owls and would try to make up that sleep on the weekends, which only makes the problem
worse. The results of this study showed a discrepancy between weekday and weekend amounts
of sleep. The results also showed a positive correlation between the lack of sleep and students
grade point averages. The students who were in academic jeopardy with a grade point average

12 | P a g e
of 2.0 or less reported not having enough sleep. The study concludes by leaving us with the idea
that those who risk their sleep are at an increased risk of academic failure.
In another study they proposed to explore the correlation between lack of sleep and job or
academic performance (Chiang, Arendt, & Zheng, 2014). After obtaining the grade point
averages of 172 undergraduate students, researchers found a direct correlation between sleep
quality and academic performance; and that most students were ignorant to the effects that the
lack of sleep can have on one’s body. The researchers stated that it is important for educators to
create awareness of sleep quality and its effects on the body.
A study on sleep found that researchers monitored many health-related behaviors and
their effect on grade point averages for 200 first year college students (Trockel, Barnes, & Egget,
2000). The factors that were monitored were: exercise, eating and sleep patterns, mood states,
perceived stress; time management, social support, spiritual or religious habits, number of hours
worked per week, gender, and age. Sleep patterns reportedly had the greatest impact on grade
point averages. The timing of students waking up played a major role on their academic
successes; those who woke up later had a lower grade point average than those students who
woke up earlier (Trockel, et.al., 2000).
The second main impact on the day to day struggles of the new freshmen seminar classes
and their mental health status was relationships. In a study conducted at a university in China,
researchers found that lack of relationships with others negatively impacted students adjusting to
college due to the students developing a negative coping style (Quan, Zhen, & Yao, 2014). The
researchers explained that entering college is the start of early adulthood and a stage of
psychological development but some experience negative outcomes such as the absence of social

13 | P a g e
relationships (Quan, et.al., 2014). College students who lack social relationships can develop a
feeling of loneliness causing them to develop low self-efficacy, and thus negatively impacts the
student’s ability to self-regulate and their cognitive processing which results in poor academic
adjustment (Quan, et.al., 2014).
College students not only struggle with peer relationships but with romantic relationships
as well. It is estimated that one third of students will have at one point in their college years be
involved in a long distance relationship characterized by living more than a 50 mile radius apart
(Firmin M., Firmin R., & Lorenzen, 2014). In this study, 20 percent of participants who were
currently involved in a long distance relationship reported having difficulties due to distance that
made their relationship worse and 20 percent of participants who had previously been in a long
distance relationships reported the stress of being physically apart from each other was the
reason their relationship ended. This study found that students who have been in long distance
relationship experienced feelings of loneliness. Loneliness can cause students to adjust poorly to
the college transition (Quan, et.al., 2014). Researchers found that loneliness from long distance
relationships decreases when students are busy and active with friends and participating in
activities and having a support-base with friends and family to confide in about their struggles
(Firmin, et.al., 2014). The ability to develop effective coping strategies during times of
loneliness and identifying the positive and negative effects of loneliness in a long distance
relationship can prepare college students to handle difficulties within their relationship more
efficiently (Firmin, et.al., 2014). According to another article on improving student retention
rates, relationships on campus produce a sense of belonging among college students, improving
their mental health and reducing campus drop-outs (O’Keeffe, 2013). O’Keeffe stated in his
article that according to American Institutes of Research, the attrition rate for first year college

14 | P a g e
students is between 30 and 50 percent. Addressing mental health challenges due to poor
relationships among college students could be a solution to the rising student attrition rate at
SIUE. O’Keeffe found many other studies that freshmen college students’ stress is caused by
separation from family and friends, adjustment to academic life and expectations of faculty, and
the need to establish friendships with other college students. His conclusion was that is the
university’s responsibility to intervene and help students develop effective relationships to
prevent them from developing mental health issues or improve their mental health status to
ensure that students will finish their college career (O’Keeffe, 2013).
The third main area of focus from our surveys was the effects of finances on the daily
lives of new freshman students in the seminar classes. Finances can be a main stressor for
college students especially when they are managing money for the first time in their lives. In
2013, a recent study, researchers looked at the positive and negative aspects of finances and
anxiety, at a large Midwestern university. This study was conducted on students who had sought
out assistance from an on-campus financial counseling center (Sages, Britt, & Cumbin, 2013).
Financial behaviors included loan debt, spending habits, paying credit card bills timely, using
cash advances, and indication of positive financial decisions. The variables examined included
background, financial knowledge, resource availability, and anxiety. The specific study was
conducted to see what situations caused higher anxiety. Results showed males were more likely
to reach the limit on their credit cards, whites are more likely to make themselves aware of
money they owe and pay their own credit card bills themselves each month. Higher knowledge
in finances was a predictor for knowing one’s college debt, and a reduction in maxing out credit
cards (Sages, et.al., 2013).

15 | P a g e
Another study about finances reflected how college life and academics influence
student’s mental health (Guo, Wang, Johnson, & Diaz, 2011). Under the current economic issues
of college students they measured their perceived stress levels and the different effects between
grade level and gender. Majority of the population were Hispanic American and of that
population of 560 people, 243 were male, and 317 were female (Guo, et.al., 2011). The study’s
results showed that college students’ biggest stressors included future employment more than
current. The students did not feel stressed about national or global economic issues but they did
show concern for their own financial burdens. Financial burden was one of the highest causes of
stress, but researchers did not see any significant differences in gender related to these items, yet
senior college students who are facing graduation were at highest risk for economic stress (Guo,
et. al., 2011). Evidence by these findings and our needs assessment, it is safe to say that the
possibility of lack of knowledge in college freshmen when discussing finances could result in
increased stress (Guo, et. al., 2011).
Our target population reported stress as having a high impact on their day to day
struggles as a new freshman student at SIUE. A study of 100 college student participants at a
midwestern university showed that change in sleep habits, vacation/breaks, increased workload,
change in eating habits, and new responsibilities were the main sources of stress (Ross, Niebling,
& Heckert, 1999). Our group’s pre-analysis of what we brainstormed to be sources of stress and
the information SIUE Counseling Center provided us about the new freshmen matched these
results from this study. Stated in the study is that the amount of stress a student experiences
depends on that person’s ability to cope with daily stressors and life events (Ross, et.al.,
1999). Another study of male and female college students found stress to be harder to deal with
when school and family issues are experienced at the same time (Pedersen, 2012). Specifically,

16 | P a g e
male college students are more likely to be worried about school issues and female college
students are more likely to be worried about personal issues (Pedersen, 2012). This can cause a
widespread effect across college campuses among freshmen when looking at studies that reveal
when one student is stressed, their roommate may feel the same stress due to being in the same
proximity (Pedersen, 2012).
In conclusion, our four highest topics of impact on mental health for the new freshman
seminar classes were sleep, relationships, finances, and stress. Looking at research we have
concluded that stress is the more important and more changeable topic that we can efficiently use
for our intervention. Because stress is usually an outcome from impacts related to relationships,
sleep, and finances, this topic will give the intervention the ability to address all areas in some
way. According to research the best focus for the intervention will be teaching the new freshman
seminar classes how to identify stress and how to perform stress management strategies.

17 | P a g e
Educational Diagnosis
2x2 Prioritization Matrix:
2X2 Prioritization
Matrix
More Important Less Improvement
More Changeable a) Stress: No sense of belonging
on campus
b) Stress: Overwhelmed from
being in college
c) Sleep: Knowledge of
importance of sleep
d) Finances: Education on
financial responsibility
e) Relationships: Ability to cope
a) Sleep: Loud
environments
Less Changeable a) Stress: At home and school
issues at the same time
b) Sleep: Being emotional
c) Finances: Only worried about
own financial burden, no
global cares
d) Relationships: Lack of social
relationships
a) Sleep: Timing of
wake ups
b) Sleep: Alcohol
c) Sleep: Smoking
d) Finances: Students
social class
After careful consideration we have chosen to implement a program that focuses on
coping with stress as a college freshman. Our social diagnosis showed that the top four mental
health behaviors that affect SIUE college freshmen were relationships, sleep, finances and stress.
After researching three out of the four topics we realized that all of the topics are factors that lead
to stress. It is important to us that we educate our peers on the importance of breaking away from
unnecessary stressors in order to have a healthier college career, which leads us to our title
#StressmenProbs: I’m a Survivor.

18 | P a g e
Underlying Causes of Stress:
a) No connection on campus
b) Overwhelmed from being in college
c) At home and school issues at the same time
d) Persons ability to cope
e) Lack of social relationships
f) Lack of sleep
g) Students social class
Predisposing Factors:
a) How they were taught to deal with stress
b) Whether they know how to deal with stress
c) Knowledge of what resources are on campus to deal with stress
d) Knowledge of health risk that relate to stress
e) Prioritizing stress
f) Perceived severity of stress
Enabling Factors:
a) How readily available are your stress coping resources
b) What resources do you have to help cope with stress
c) Are the resources affordable
d) Good and bad ways to relieve stress
e) What makes you stressed
Reinforcing Factors:
a) How those around you react to your stress coping
b) A positive support system
c) Health benefits
Objectives:
1) Objective 1:
a) After the implementation, 70% of our new freshmen seminar classes will be able to
identify at least four resources on campus to cope with stress.
i) Social Cognitive Theory: Learning (Outcome)
(1) Educating them on reliable sources
(2) Give a map of campus resources that help cope with stress

19 | P a g e
(3) Have students shade in areas where they can go to relieve and cope with stress
(gardens, VC, walking trails, health services, counseling services, MUC, quad,
events on campus to help during high stress times).
*Post-test: Name four resources you can go to on campus to help cope with stress and
where are they located?
2) Objective 2:
a) By the end of the program, 80% of our new freshman seminar classes will be able to
correctly list unhealthy behavior and healthy behaviors to deal with stress.
i) Social Cognitive Theory: Change in Behavior (Outcome)
(1) Provide tips on ways to manage stress
(2) Hand out bookmark of 101 ways to relieve stress
(3) Cup activity where students will place positive notes into a cup to help relieve
stress
*Post-test: List 2 unhealthy behaviors you’ve used to deal with stress
*Post-test: List 2 healthy behaviors you will use in the future to deal with stress
3) Objective 3:
a) By the end of the program 70% of our new freshman seminar classes will be able to
identify the difference between distress and eustress.
(1) Provide a PowerPoint defining the two types of stresses.
*Post-test: This stress motivates you to continue working; stress that can be a motivator
and provide incentive to get the job done is known as
*Post-test: This stress becomes too much to bear or cope with; tension builds, there is no
longer any fun in the challenge, there seems to be no relief, no end in sight. This stress is
known as
4) Objective 4:
a) By the end of the program, 80% of our new freshman seminar classes will be able
identify two signs and symptoms of stress.
(1) Provide a list and examples of signs and symptoms of stress.
(2) Close their eyes and ask if they have ever felt certain signs or symptoms due to
stress and raise their hand and open their eyes.
*Post-test: Identify two signs and symptoms of stress
5) Objective 5:
a) By the end of our program, 70% of our new freshman seminar classes will be able to
identify the four A’s of coping with stress.
(1) Provide a PowerPoint presentation about the four A’s of coping with stress with
application and examples.
*Post-test: All of the following are the four A’s of coping with stress EXCEPT

20 | P a g e
Administrative and Policy Diagnosis
Best Practices:
The problem of stress in college freshmen has been accessed over time using various
studies. These studies looked at stress itself and the subsections that make up stress. Assessment
of this problem had to start broad, and work into more specific detail based on the populations
needs. That is specifically what we did when diagnosing our population’s needs.
The University of California’s Health Education Center provided adequate sources to
reference when looking into practices of relieving everyday stress. The techniques provided to
the public included mind-body connection exercises, ways to assess and reduce your stress,
relaxation techniques, workshops on mind and body relaxation, and wellness centers.
The health educators introduced “Steps to reducing your Stress.” The first relief step was
identifying the primary stressor, and to try not to avoid what the causing factors were. Next was
determining if you have a problem that is solvable, and if so identifying the best ways to solve
the issue. If not possible to fix the problem, issue management was the best procedure. Lastly,
was to practice reduction techniques if at all possible.
The Center of Mindfulness at the University of Massachusetts Medical School has an
eight-week mindfulness-based stress reduction program. The program challenges the individual
to work through their individual life issues; it creates a safe supportive environment for this
work. Practices include: medication, stretching and yoga, group dialogue and discussions aimed
at enhancing awareness in everyday life, individual instruction, and daily home assignments.

21 | P a g e
When looking at college students and stress it is rather important to think about the role
sex differences may have, particularly in learning styles. Brougham, Zail, Mendoza, and Miller
conducted a study on Stress, Sex Differences, and Coping Strategies Among College Students
and the findings were quite interesting. The stressors themselves differ among the opposite
sexes, for example women have higher overall levels of stress, specifically in relationships and
daily hassles, and finances. The coping strategies that were used mostly included emotional
processing and regulation, and reflective communication (Brougham, Zail, Mendoza, Miller,
2009). The study suggested workshops be done at freshman seminar and follow-up workshops
online. This would capitalize on students existing strengths of emotion-focused coping and
should help overall with physical problems, adjustment, and academic success.
A study done regarding stress and fitness took 135 college students. They examined both
aerobic fitness and leisure physical activity and how they uniquely contributed as stress buffers.
The study concluded that leisure physical activity may moderate the association between minor
stress and physical activity (Carmack, Baudreaux, Amaral-Melendez, Brantly, & Moor, 1999).
One of the stress reduction techniques that was explained from the University of
California was that of laugher yoga. The saying “laughter is the best medicine” may actually be
factual in this case. Depression, anxiety, and resistance to disease have been reported to have
shown benefits when paired with laughing yoga. Laughter is a form of exercise even if faked
there is no real difference from it and the “real” thing.

22 | P a g e
List of Items Used and Budget Spent:
 100 Pre-test Worksheets-Print Donation from Massage Envy= $0.00
 20 Icebreaker Activity Worksheets-Print Donation from Massage Envy= $0.00
 20 Map It Out Activity Worksheets-Print Donation from Massage Envy= $0.00
 100 Lists of Survival Kit Explanations-Print Donation from Massage Envy= $0.00
 4- 3 oz. bags of Sugar Free Peppermints- Coastal Bay- $1.00 each= $4.00
 Advantage Rubber bands- 2 oz. bag- Donation from Massage Envy= $0.00
 100 Jokes on a piece of paper- Print Donation from Massage Envy= $0.00
 100 Pennies=$1.00
 3 bags of 35 Toy army soldiers= $1.00 each= $3.00
 100 Toothpicks= Cooking Concepts= $1.00
 5 Travel mugs = $5.00
 100 You are Loved pieces of paper- Print Donation from Massage Envy= $0.00
 100 Paper clips- Donation from Massage Envy= $0.00
 2- 4 oz. bags of Confetti= $1.00 each= $2.00
 2- 4 oz. bags of Balloons = Value pack = $2.00
 Mini 100 piece puzzle= $1.00
 50 Great Value Sandwich Bags = $1.00
 50 Sandwich Bags = Donated
 Army pack of 5 = $1.00
 Cut up pieces of cloth= Donations from Massage Envy= $0.00
 Construction Paper= Roselle= $1.00
 9 Sharpie Permanent Markers- Donation from Massage Envy= $0.00
 1- 25 Pack of Washable Markers = $1.00
 1- 100 Pack of Great Value Clear Plastic Cups= $4.98
 1 - Paper Edger Scissors - $1.67
 5 - Magic Towels = $5.00
Total - $34.65
Set Up for Implementation:
 Pull up PowerPoint Presentation in classroom.
 Place Pre-tests, and Post-tests, Icebreaker activity worksheets, Cups with materials, Map
activity worksheets, Washable Markers, and Sharpie Permanent Markers all on front
table to be ready for distribution.
Clean Up for Implementation:
 Collect all worksheets distributed to participants.
 Collect all access paper, cloth pieces, markers and cups from cup activity.
Photographers for Implementation Day:
 Abby Dold
 Charris Wells

23 | P a g e
 Aviance Morris
Introduction to #StressmenProbs: I’m a Survivor:
Hello Everyone!
I’m Ta’Tianna, I’m Jamie, I’m Briana, and I’m Brianna!
Thank you for having us today! We are seniors in the Health Education Program here at SIUE.
Today we are going to launch our program called: #StressmenProbs: I’m a Survivor! This
program is going to help you all learn about different types of stress and cope with them. We are
here to teach you all how to survive at SIUE and guide you all to a stress-free college experience,
so let’s get started!
Schedule of Activities with Lesson Plan and Times: #StressmenProbs: I’m a Survivor:
1. Pre-test. (3 min.)- Jamie
2. Break into groups of 5: number off the students 1-5. (3 min.)- Ta’Tianna
3. Ice Breaker: Bingo. (5 min.)- Briana W.
4. PowerPoint defining stress, stress response and types of stress (distress vs. eustress). (7
min.)- Brianna B.
5. Signs and Symptoms of stress (PowerPoint). (3 min.)- Jamie
6. List of Signs and Symptoms and students will check the box. (3 min.)- Briana W.
7. Unhealthy and Healthy ways to cope with stress (PowerPoint). (3 min.)- Ta’Tianna
8. Cup activity on positive things that you’ve done in your life. (10 min.)- Ta’Tianna,
Jamie, Briana W. and Brianna B.
9. Pass out cards to the students on 101 stress relief activities. ( Pass out during cup activity
)- Briana W. & Brianna B.
10. Places to go to relieve and cope with stress (PowerPoint). (3 min.)- Briana W.
11. Coloring activity on maps race to color as many places as you can and explain what you
do there. (5-7 min.) Jamie, Briana W, Brianna B.
12. Post-test. (3 min.)- Ta’Tianna
13. Final Step: #StressmanProbs Survival Kit and Explanation of kit!!! (5 min.)- Jamie,
Ta’Tianna-Hand out kits. Briana and Brianna- Explain what each item means.

24 | P a g e
Process Evaluation
Justification The HED 490 & 491 classes were provided with a list of
mental health topics that were of main concern for SIUE
freshmen by health counseling services. Our class as a
whole was able to choose the topic we thought was most
important for us to address.
Evidence The research that we found showed that stress does impact
mental health status of the college population and can
amount to serious consequences such as poor academic
performance and high attrition rates for colleges and
universities.
Capacity All members of our group have been educated in program
planning and implementing and materials we looked over by
Dr. Klein.
Resources We had limited resources, but we obtained most of our
implementation tools at inexpensive stores. We cut down on
printing by using group member’s printer at her place of
employment.
Consumer Orientation We designed this program with games and application
activities in groups to appeal to our freshmen aged group.
We gave examples in our lecture to help the students easily
understand.
Multiplicity Different application activities were put together so that the
students could learn about stress in multiple ways. The
activities in groups made it easy to communicate with their
peers and understand the components of stress as a group.
Support Cup of positivity, 101 ways to cope with stress, examples of
signs and symptoms and a map of campus were all given to
the students to help with stressful days in their future.
Inclusion We, as a group, chose the New Freshmen Seminar Classes
out of the entire Freshman population at SIUE. Dr. Klein set
us up with 3 professors, which were our campus partners,
with a total of 4 classes that we implemented our project on.
Accountability All team members met 2 times a week throughout the
process to make sure work was completed for the week and
correctly edited to be turned in to Dr. Klein. We maintained
contact with our community partners to make sure that we
had correct implementation dates, materials, classroom
settings and times. All group members filled out CATME
assessments to provide feedback on group members.
Adjustment After our needs assessment, we chose to focus on the
relationships of college freshmen. We later realized that we
did not have enough in depth information on what type of

25 | P a g e
relationships to focus that topic without it being too broad.
We chose the next largest topic which was stress.
Recruitment Our target population was reached through our community
partners that Dr. Klein set us up with at the beginning of the
course. All 100 of the students were informed that they
would be participating in our implementation on mental
health.
Reach We chose the Freshman class at SIUE and specifically to our
group, the New Freshmen Seminar Classes. The only
exclusion of students in those particular classes would be if
they did not attend on the day of our implementation.
Response We expected to have 100 participants to complete our
program. Of the 100 participants, 64 participants attended
classes and completed the program on implementation day.
Interaction We gave many examples and related them to real life
application situations to help the participants understand the
concepts. We dressed and presented in a way that was
reminding them that we are their peers and not a superior.
Satisfaction The post test showed that the New Freshmen Seminar
Classes left with more information than they started with on
implementation day.

26 | P a g e
Impact Evaluation
Our program, #StressmenProbs: I’m A Survivor, was implemented in four SIUE new
freshmen seminar classes. Our first implementation was held in the Vadalabene Center on
Friday, October 31, 2014, and lasted about 45 Minutes. The last thee implementations were held
on Tuesday, November 4, 2014. Our second and third implementations were held in Peck Hall
and both implementations lasted about an hour each. Our final implementation was held in
Founders Hall and lasted about 45 minutes. We arranged our program to meet the needs for 100
students, but only total of 64 students attended among all four classes. Our community partners
were the professors of the classes Professor Craig Minor, Professor Rajbir Hazelwood and
Professor Elizabeth Esselman. Professor Elizabeth Esselman was the only community partner
that did not attend our implementation.
Although our implementations were during student class sessions we were aware that
classroom attendance may not have been mandatory. In our efforts to reduce the likelihood of
students skipping the implementation, we stressed during our needs assessment that
implementation day would be a fun educational experience that would beneficial. We distributed
the pre-test, with instructions, to the students before our program began. Throughout our
presentation we provided them with activities and handouts to keep them engaged. These
activities were known as Survival Challenges. We used Survival Challenges to give the students
application examples to learn about coping with stress. Prizes were given upon successful
completion of Survival Challenges. Prizes from our implementation included: hand soap, pens,
water bottles, command hooks and more. At the conclusion of our program we passed out the

27 | P a g e
post-test with instructions. Once the post-test was complete, we distributed Survival kits for the
students to take home as a resource for healthy ways to cope with stress.
Objectives Instrument
Measures
Analysis Results
1: By the end of
our program,
70% of our new
freshmen
seminar classes
will be able to
identify at least
four resources
on campus to
cope with stress.
Name the Places
on campus that
you can go to
receive help with
stress relief.
a.
b.
c.
d.
e.
f.
4 out of the 5 answer spaces
that indicate the correct place
to go on campus to receive
help with stress relief,
without repeating answers,
receive 1 point for the
question. If less than four of
the answer spaces are correct
than participant receives no
credit for the question.
Students must receive the 1
point to be added into
objective percentage. If 70%
or more of the students
answer the question correctly
on the posttest, then our
objective was met.
95.3% of students
were able to correctly
identify at least four
resources on campus
to cope with stress.
This objective was
met by 25.3%. Only
26.6% of students on
the pretest were able
to correctly answer
the question. The
large percentage
difference from the
pretest to the post-test
indicates the
objective was an
effective part of our
program.
2: By the end of
our program,
80% of our new
freshmen
seminar classes
will be able to
identify two
unhealthy and
two healthy
behaviors when
coping with
stress.
1. List two
unhealthy
behaviors that
you’ve used to
deal with stress.
a.
b.
2. List two healthy
behaviors you use
to deal with stress,
or that you will use
in the future.
a.
b.
To correctly answer the first
question students must list
two unhealthy behaviors that
they have used to deal with
stress under both answer
spaces. For question two the
student must list two health
behaviors that they have used
or will use in both answer
spaces. If a correct answer is
given for both “a” and “b”
answer spaces the student
receives full credit for the
question, with a value of 1. If
student answers incorrectly or
fails to input answer in one of
the two answer spaces or both
then the student receives 0 for
the question. Students must
have received the point for
both questions to be added
81.3% of students
identify two
unhealthy behaviors
used to deal with
stress and two
healthy behaviors
they have used to
deal with stress or
that they will use in
the future. This
objective was met by
1.3%. On the pretest
only 40.6% of
students were able to
meet the correctly
identify the
behaviors. About 40
percent of student’s
knowledge of
unhealthy and healthy

28 | P a g e
into the objective percentage.
If 80% or more of the
students answer both of these
questions correctly on the
posttest then our objective
was met.
behaviors of stress
increased.
3: By the end of
our program,
70% of our new
freshmen
seminar classes
will be able to
identify distress
and eustress.
1. This stress
motivates you to
continue working;
stress that can be a
motivator and
provide incentive
to get the job done
is known as
__________.
a. Stressor
b. Eustress
c. Distress
d. I don’t know
2. This stress
becomes too much
to bear or cope
with; tension
builds, there is no
longer any fun in
the challenge,
there seems to be
no relief, no end in
sight. This stress is
known as
___________.
a. Stressor
b. Eustress
c. Distress
d. I don’t know
For the first question the only
valid answer that will be
accepted is if the student
circled or filled in the blank
Eustress. If correctly
answered the student receives
1 point. If incorrectly
answered student receives 0
points. For the second
question the only valid
answer that will be accepted
is if the student circled or
filled in the blank distress. If
the correctly answered
student receives 1 point. If
incorrectly answered student
receives 0 points. Students
must have received the point
for both questions to be added
into the objective percentage.
If 70% or more of students
answer both questions
correctly on post-test then our
objective was met.
84.4% of students
identify eustress in
the first question and
distress in the second
question. This
14.4% On the pretest
only 45.3% of
correctly identify
eustress and distress.
Our program reached
about 45% of
students for this
objective.
4: By the end of
our program,
80% of our new
freshmen
seminar classes
will be able to
identify two
signs and
symptoms of
Name the signs
and symptoms of
stress.
a.
b.
c.
d.
Students must correctly list a
sign or symptom of stress in 2
of the 4 answer spaces listed
in order to receive full credit,
with a value of 1 point for the
question. If student lists less
than two correct signs or
symptoms or none at all then
the value of 0 points will be
96.9% of students
identify two correct
signs and symptoms
of stress. This
16.9%. On the
pretest 76.6% of

29 | P a g e
stress. given for the question.
Students must receive the 1
point to be added into
objective percentage. If 80%
or more students answer
question correctly on post-test
then our objective was met.
correctly list 2 signs
and symptoms of
stress. About 10% of
students were reached
in our program for
this objective.
5: By the end of
our program,
70% of our new
freshmen
seminar classes
will be able to
identify the four
A’s of coping
with stress.
All of the
following are
examples of the 4
A’s of coping with
stress EXCEPT -
__________.
a.Avoid
b. Accept
c .Arousal
d. Alter
e. Adapt
Students must circle Arousal
or fill in the blank with
arousal for the question in
order to correctly answer the
question. If student circles all
of the examples except
arousal the answer will be an
exception and considered
correct with the
understanding that the
students failed to follow
directions. If student correctly
answers the question then the
value of it is 1 point. If
student incorrectly answers
the question or does not
answer at all then the value of
it is 0 points. Students must
receive the 1 point to be
added into objective
percentage. If 70% or more
of students answer question
correctly on posttest then our
objective was met.
85.9% of students
were able to identify
which example was
not considered part of
the four A’s of
coping with stress.
This objective was
met by 15.9%. On the
pretest 42.2% of
correctly identify
which of the
examples was not one
of the four A’s of
stress. A little less
than half of students
in the target
population were
reached with this
objective.

30 | P a g e
Graph of Pre-test and Post-test
17
49
26
29 27
61 62
50
54 55
0
10
20
30
40
50
60
70
Places on
Campus
Signs &
Symptoms
Unhealthy &
Healthy
Behaviors
Eustress &
Distress
Four A's of
Stress
NumberOfStudentsWhoAnswered
Correctly
Questions
Results of the Pre-test and Post-test
Pre-test
Post-test

31 | P a g e
Potential Outcome Evaluation:
Our ultimate outcome of our #StressmenProbs: I’m a Survivor program was to give
SIUE’s class of 2018 the skills to successfully relieve and cope with stress and decrease mental
health issues. If we were allowed more time we could potentially be able to check health
services records after a year of our program implementation and evaluate what changes may
have occurred over that time. With this information, we would potentially find out if the class of
2018 has been seeking stress relief help through counseling services or other places on campus in
the past 30 days. About a year after the implementation, we could release an anonymous survey
through Qualtrics to the same Freshmen Seminar classes that we originally implemented our
program to, and record the data obtained from results. We would survey the students on how
they have coped with stress on SIUE’s campus in the last 30 days. Questions would be similar to
our pre-tests and post-tests from our implementation program. By looking at our data over a
period of a year’s time, we would be able to create a longitudinal study and determine the overall
effectiveness of the #StressmenProbs: I’m a Survivor program.

32 | P a g e
Discussion of Project
Purpose:
The organization of this semester’s senior assignment was to focus on the freshmen class
of 2018’s overall mental health. We were assigned to four of the new freshmen seminar classes,
and were responsible for assessing, planning, implementing, and evaluating a program to assist
them in coping with their overall stress. Our program was called #Stressmenprobs: I’m a
Survivor. We used a short pre-test/post-test to measure our population’s knowledge regarding
the material before and after implementation. Our program was successful in meeting all of the
stated objectives, therefore the program was effective in teaching the new freshmen class’s ways
to cope and relieve their overall stress.
Findings:
After looking into previous research and our needs assessment we came up with five
major objectives to meet with our #Stressmenprobs: I’m a Survivor program. Each objective had
a different activity or approach to aid our participants for better understanding the material. One
major component of our project was our survival challenges. Throughout the program we held
challenges to test the students’ knowledge, skills, and to make them reflect on their own personal
life factors.
Our first objective was to have 70% of our new freshmen seminar classes be able to
identify at least four locations on campus to cope with stress. Our objective was met, 95.3% of
the students were able to identify at least four places on campus, and this was compared to only
26.6% who were able to identify them beforehand. This is a dramatic increase of 68.7%. In

33 | P a g e
order to assist students in retaining all of this, we created a map challenge. Students were placed
into groups and had one minute to circle as many places on the map to go for stress coping or
relief. The students then had to explain why they chose those places, and how they applied.
Following activity we listed places on campus that were available and presented different ways
that students could take advantage of them. We used this method for the activity due to its ability
to target all different learning styles. For those who were visual and kinesthetic the map allowed
them to see and circle places while working together in a group. The slide applied for
reading/writing learners because they do best with lists. Discussing with partners and an
explanation of places applied to those who learned better with auditory. We found this objective
to be important due to different learning styles depending on what their individual needs may be.
The locations were also all on-campus; this gave them easy access and places that would not
deter them due to financial issues since most campus resources are free.
The second objective was to have 80% of our new freshman seminar classes have the
ability to identify two unhealthy and two healthy behaviors when coping with stress. This
particular objective was first explained to the students with a brief PowerPoint lecture that
contained many examples they could relate too. We then did one of our survival challenges with
them, this particular one was called: Half Empty or Half Full? This activity involved a cup, and
four small scrap pieces of paper. We requested that the participants would write down positive
things that they had done or that others had done for them and put it in their cup. This cup would
be something they would be able to use in the future to reflect on the positives when
experiencing a stressful time in life. Finally we gave the students a bookmark, that read a 101
ways to relieve stress. This was a take home item for the students to keep with them or hang on
their fridge for when they needed to just take a step back and take a moment to cope with their

34 | P a g e
stress. By using a variety of activities we were able to reach our goal for objective two. There
was a 40.7% increase from the pre-test, 40.6% to the post-test, 81.3%. This is a large statistical
difference that shows us that the program did assist participants in learning healthy and
unhealthy methods of coping with stress. This finding was crucial for the participants, it is
important for them to be able to determine if the stress coping behaviors they are using are
actually helping them or if they could potentially be creating a worse situation.
Identifying eustress and distress was an important to discuss with the new freshmen
seminar classes. During our needs assessment we discovered most students did not know that
there was a positive stress. We set an objective to have 70% of participants able to identify
between the two. A large amount of pressure is put on new students and it is easy to get
overwhelmed with many responsibilities. We wanted students to be able to put less emphasis on
everything at one time, and instead learn to properly prioritize what is important. The eustress
and distress was demonstrated to the class by use of real life scenarios and a power point lecture.
They also will be able to determine if something becomes a prolonged issue that it is most likely
a distress and could be something that help may need sought out. On the pre-test 45.3% were
able to correctly differentiate eustress and distress, on the post-test 84.4% correctly identified the
two. This 39.1% difference allowed us to see a considerable increase for the students. The data
for the pre-test on this particular objective may have had biases due to discussion during the
needs assessment in one of the four classrooms. We had a discussion with the students about the
differences prior to our pre-test, and this may have given the participants an advantage when
answering the question.
In order for a student to be aware that they are stressed they must know the signs and
symptoms. Our objective four was set to have 80% of the new freshman seminar be able to

35 | P a g e
identify at least two signs and symptoms of stress. We gave a presentation to our participants in
order for them to have an idea of what these were, and of some things that we personally dealt
with. A survival challenge was conducted in order to get participants aware of the signs and
symptoms of stress. For this challenge we requested our students close their eyes and raise their
hands if they had ever endured one of the symptoms listed. We then had the students open their
eyes and look around the room, this gave them an idea that they were not alone, but also of what
some of their stressors may be. For this particular pre-test we had a large majority of students
already able to answer the question, 76.6% were able to answer the question correctly on the first
test. Our post-test was a 20.3% increase, with the final amount of correct answers being 96.9%.
This means that a majority of the participants would be able to leave knowing the signs and
symptoms of stress and the objective was met, this could help them in identifying their own
stress, and that of others around them.
Our final objective was to have 70% of our new freshman be able to identify the four A’s
of coping with stress. The four A’s were tips provided to the students to sum up what they had
learned in a way that was memorable to them. This was presented in a lecture/PowerPoint layout.
The examples were quite lengthy, and in order to really grasp the participant’s attention we had
to give them an advantage in remembering what they were. When asked the pre-test question
“all of the following are the four A’s to coping with stress” 42.2% answered correctly. This was
a 43.7% difference from the post-test where 85.9% answered correctly. aving this information
was important for the participants to be able to mentally refer to if they needed. There were
positive suggestions to the participants, along with strategies that could assist them.
As was just explained in the overview of the objectives, every goal we set was exceeded.
We believe that due to the detail of our presentation and use of various activities we were able to

36 | P a g e
target every learning style and adapt our program to be unbiased to any demographic differences
in our population sample. As a group we felt our program was successful for us and for our
participants. We were able to meet all of our goals and leave them with general ways that they
could use to cope and deal with their stress. We are glad that we did a generalized program on
stress as to be able to reach every student in some way, we believe a more specific program may
have not targeted all students and this could have been problematic for our results and for the
impact on the freshmen class.

37 | P a g e
Recommendations
Overall, within this project we found a few helpful additions for future students that will
be in enrolled in the 490/491 course. When working in this group project it is very important to
work together as a group. You must make sure you are all working together toward the same
goal. We recommend this because for the majority of our project was done while we were all
together working in the same room. When it came to our behavioral and environmental
diagnosis, we decided to try and split up the work and combine them together when everyone
was finished. We ended up having to revise this phase about 4 times before it was given a good
review simply because it showed different tones and styles of writing. Splitting up this phase
showed us that working separately does not work well for this project because you need to make
sure that everyone is on the same page and a consistent tone remains throughout the group. This
is a valuable lesson for the group project as a whole. Remain consistent with everything that you
do because it will show in the end.
Working with most of our campus partner, which were professors of freshmen seminar
classes, was very convenient for the most part because our teacher set them up for us. We did
however, run into some issues with a few of the professors. Some professors were very helpful,
and excited about us coming into their classroom. Others however, were not as welcoming, and
we would have difficulties with communication. For our first implementation day, the professor
told us a substitute would be present to her class, she also told them that day was unimportant as
they would not be learning anything. For us this was an issue, we needed a way into the
classroom, we had limited time, and due to it being a holiday and lack of professor support we
had less participants present than when we conducted our needs assessment. Luckily our first

38 | P a g e
implementation went very smooth once started, the students were active and interested in what
we were presenting to them.
One professor was very hard to reach and seemed to always email us at the last minute
and just a little too late. Make sure that you are continuing to contact your professors early and
be aware of exact dates, times, and structures of the classroom you will be implementing in. We
ran into trouble with this when we showed up to perform our needs assessment and went to the
wrong classroom. Our professor had changed rooms for the semester but it was not recorded
anywhere so we basically had to search for him with the help of another professor in the
department.
The same professor also failed to let us know that on implementation day, he scheduled a
test at the beginning of class. The test took up about half an hour of our implementation time so
we had to plan accordingly in a timely manner to get the task done. He also did not use a
standard classroom setting but had more of a conference room setting with all of the students
around one large table. The room was very small and it was very difficult to maneuver around in
it. We managed to make the room, time, and email situations work out and proceeded with our
project and all was successful.
Keep in mind these helpful tips when working with professors. Professor are very busy
and do not want to make their schedules any more hectic than they already are. Make sure you
confirm times, dates, classrooms, and structures for your needs assessment and implementation
day ahead of time. These will help cut down on any problems that could arise on
implementation day.

39 | P a g e
We had some confusion with our post test questions and ended up having to revise them a
few times. You want to make sure to be very clear with your wording so that it is universal and
understanding to everyone. One of our post-test questions asked the students to name the places
on campus to go receive help with stress relief. We wanted to ask them to name the places on
campus to go to help relive or cope with stress. The first question was a little confusing because
it only stated help with stress relief as if the students could only name places like counseling
services. While counseling services is a great resource for that, we wanted the students to put
other places to realize that they can go anywhere to relieve or cope with stress that do not include
professional help. Be sure to be very clear when wording both pre test and post test questions.
Overall, we were very satisfied with our project and every aspect involved in the process.
If it were not for these minor issues being thrown in the way during our process, we would not
have learned how to improvise and move on. We are very thankful for these mishaps and happy
to have learned from them so that we can pass them on to give future students an easier path
when doing this project.
To any future researchers studying this particular population, we would recommend that
you stay focused on group work when it comes to college freshmen. The students were open and
excited when told they were going to work in groups for our implementation. I could tell that
they were more attentive and involved when working with their peers and excited to learn about
coping with stress. This is a great technique for this age group that was consistently effective
through all of our classroom implementations.

40 | P a g e
References
Avard, S., Manton, E., English, D., & Walker, J. (2005). The financial knowledge of college
freshmen. College Student Journal, 39(2), 321-339.
Brougham, R. R., Zail, M. C., Mendoza M. C., & Miller R. J. (2009). Stress, sex differences, and
coping strategies amoung college students. Department of Psychology. 28. 85-97
Carmack, L. C., Boudreaux, E., Amaral-Melendez, M., Brantley, J. P., and Moor, C. (1999).
Aerobic fitness and leisure physical activity as moderators of the stress-illness relation.
Department of Behavioral Science. 21(3). 251-257.
Chiang, Y., Arendt, S. W., Zheng, T., & Hanisch, K. A. (2014) The effects of sleep on academic
performance and job performance. College Student Journal. 48(1), 72-87.
Firmin, M. W., Firmin, R. L., & Lorenzen, K. (2014). A qualitative analysis of loneliness
dynamics involved with college long-distance relationships. College Student Journal.
48(1), 57-71
Gaultney, J. (2010). The prevalence of sleep disorders in college students: impact on academic a
performance. Journal of American College Health. 59(2), 91-97
Guo, Y., Wang, S., Johnson, V., & Diaz, M. (2011). College students stress under current
economic downturn. College Student Journal. 45(3), 536-543.
McLean, J. (2014). Eustress. Retrieved from Eustress.org

41 | P a g e
National College Health Assessment Two (2013). Reference group executive summery.
American College Health Association. Retrieved from http://www.acha-
ncha.org/docs/ACHA-NCHA II_ReferenceGroup_ExecutiveSummary_Fall2013.pdf
Pedersen, D. E. (2012). stress carry-over and college student health outcomes. College Student
Journal, 46(3), 620-627.
Sages, R. A., Britt, S. L., & Combin, J. A. (2013). The correlation between anxiety and money
Review: The financial knowledge of college freshmen. College Student Journal. 47(1), 1-
11.
Smith, M. A., Segal, R., & Segal, J. (2014). Stress symptoms, signs, and causes. Helpguide.org
Your Guide to Better Mental and Emotional Health.
Trockel, M. T., Barnes, M. D., & Egget, D. L. (2000). Health-related variables and academic)
performance among first-year college students: implications for sleep and other
behaviors. Journal Of American College Health. 49(3), 125.
O'keeffe, P. (2013). A sense of belonging: improving student retention. College Student
Journal, 47(4), 605-613.
Ross, S. E., Niebling, B. C., & Heckert, T. M. (1999). Sources of stress among college
students. College Student Journal. 33(2), 312.
Stress, Health, and Academic Engagement. (2005). Recruitment & Retention in Higher s
Education, 19(6), 1-8.

42 | P a g e
Appendix
Appendix A:
Needs Assessment Questions
Open Ended Questions:
1. What is your definition of mental health?
2. What resources on campus do you know of that assist with mental health issues?
3. What mental health issues do college freshmen face?
Closed Ended Questions:
1. Pleaserate 1(not at all) or 5(always) how does anxiety impact your life?
2. Please rate 1(not at all) or 5(always) how does depression impact your life?
3. Please rate 1(not at all) or 5(always) how does finances impact your life?
4. Please rate 1(not at all) or 5(always) how does internet use (social media & games)
impact your life?
5. Please rate 1(not at all) or 5(always) how does relationships impact your life?
6. Please rate 1(not at all) or 5(always) how does stress impact your life?
7. Please rate 1(not at all) or 5(always) how does sleep impact your life?
8. Please rate 1(not at all) or 5(always) how does work impact your life?
9. Please rate 1(not at all) or 5(always) how does extracurricular activities impact your life?

43 | P a g e
Appendix B:
Pre-test
Do not put your name on this form
Test ID:__________
{Please write the last 4 digits of your telephone number}
Thank you for participating in this program. This program will help guide SIUE’s class of 2018
to a stress free college experience. It will take only a few minutes to complete this pre-test. All
pre-test answers will be anonymous so please be completely honest with your answers. This will
not be graded.
1. Name the places on campus that you can go to receive help with stress relief.
a.
b.
c.
d.
e.
f.
2. Name signs or symptoms of stress:
a.
b.
c.
d.
3. List 2 unhealthy behaviors you’ve use to deal with stress:
a.
b.
4. List 2 healthy behaviors you will use in the future to deal with stress:
a.
b.
5. This stress motivates you to continue working; stress that can be a motivator and provide
incentive to get the job done is known as __________________.
a. Stressor
b. Eustress
c. Distress
d. I don’t know
6. This stress becomes too much to bear or cope with; tension builds, there is no longer any
fun in the challenge, there seems to be no relief, no end in sight. This stress is known as
________________.
a. Stressor
b. Eustress
c. Distress

44 | P a g e
d. I don’t know
7. All of the following are examples of the 4 A’s to coping with stress EXCEPT:
a. Avoid
b. Accept
c. Arousal
d. Alter
e. Adapt

45 | P a g e
Appendix C:
Implementation PowerPoint Slides

57 | P a g e
Appendix D:
Ice Breaker Bingo
Give one Bingo worksheet to each group of 5 students and a permanent marker. Students will
answer the questions below to make two different Bingos. Four corners DO NOT count in this
particular game of Bingo. Once a team has gotten two different Bingos they will yell BINGO
and collect a prize!
What’s The Name
Of Kim
Kardashian’s
Baby?
What Is SIUE’s
Mascot?
Who Lives In A
Pineapple Under
The Sea?
How Many Hours
Are In A Day?
What Is The Name
Of Good Stress?
Who’s The
Princess In Frozen?
What Number Is
On The Heinz
Ketchup Bottle?
What Is The Zip
Code Of
Edwardsville, Il?
Where Is The
Career
Development
Center Located On
Campus?
The Fitness Center
Is A Place Where
You Can Relieve
Stress On Campus?
(T/F)
Where Is
Counseling
Services Located
On Campus?
Where On Campus
Can You Attend
Spiritual
Ceremonies?
Free Space
The Student
Success Center Is
Open Twenty-Four
Hours.
(T/F)
Who Sings Shake
It Off?
What Unsinkable
Ship Is Famous For
Sinking?
Who Played
Gatsby, In The
(2013) Film Great
Gatsby?
How Many Spots
Are Dalmatians
Born With?
What Year Did The
St. Louis Cardinals
Win The World
Series?
What’s The Name
Of Jay Z And
Beyoncé’s Tour?
What Is
Superman’s
Weakness?
What Article Of
Clothing Did
Cinderella Leave
At The Ball?
Name A Stress
Symptom.
Name A Way To
Relieve Stress.
What Is The Name
Of Bad Stress?

58 | P a g e
Appendix E:
Survival Challenge: Know the signs
Know The Signs survival challenge activity is to be done individually by students. The
students only need themselves for this activity. They will sit at their desk and raise their hands
when or if something said by the instructor applies to them and or their lives. They then should
open their eyes and take a moment to look around the room at their peers. This is to familiarize
them on the signs and symptoms they would have previously been introduced to in a lecture and
to see they are not alone in the symptoms they are having. Read the following to the students:
 Raise your hand if you feel you are not getting enough sleep at night
 Raise your hand if you have trouble falling asleep after laying down
 Raise your hand if you have irregular bowl movements.
 Raise your hand if you ever feel sudden bursts of anger.
 Raise your hand if you are easily irritated.
 Raise your hand if you feel distracted easily.
 Raise your hand if you watch hours of television at a time to avoid homework.
 Raise your hand if you get sick very easily.

59 | P a g e
Appendix F:
Survival Challenge: Half Empty or Half Full
Have students remain in groups and distribute to all of the students in the class: plastic
cup, piece of cloth, rubber band, permanent marker and handful of cut up pieces of paper.
Students will write on the pieces of paper positive things that they have done in their lives. Place
pieces of paper into your cup.
Items for each student:
 4 Pieces of cut up paper
 1 Permanent marker
 1 Rubber band
 1 Piece of cloth
 I Plastic cup
Explain how students will use these cups to refer to the notes when they need encouragement
during stressful times in their lives.

60 | P a g e
Appendix G:
Survival Challenge: Map it Out
Distribute maps to each group of 5 students and 5 permanent markers. Groups will have
30-60 seconds to circle the buildings on campus that they can go to relieve or cope with stress.
After time is up, the group with the most amounts of buildings circled will share with the class
the buildings that they circled and explain why they chose each building and/or what they will do
there to relieve stress.

61 | P a g e
Appendix H:
Post-test
Do not put your name on this form
Test ID:__________
{Please write the last 4 digits of your telephone number}
Thank you for participating in this program. This program will help guide SIUE’s class of 2018
to a stress free college experience. It will take only a few minutes to complete this post-test. All
post-test answers will be anonymous so please be completely honest with your answers. This
will not be graded.
1. Name the places on campus that you can go to receive help with stress relief.
a.
b.
c.
d.
e.
f.
2. Name signs or symptoms of stress:
a.
b.
c.
d.
3. List 2 unhealthy behaviors you’ve use to deal with stress:
a.
b.
4. List 2 healthy behaviors you will use in the future to deal with stress:
a.
b.
5. This stress motivates you to continue working; stress that can be a motivator and provide
incentive to get the job done is known as __________________.
a. Stressor
b. Eustress
c. Distress
d. I don’t know
6. This stress becomes too much to bear or cope with; tension builds, there is no longer any
fun in the challenge, there seems to be no relief, no end in sight. This stress is known as
________________.
a. Stressor
b. Eustress
c. Distress

62 | P a g e
d. I don’t know
7. All of the following are examples of the 4 A’s to coping with stress EXCEPT:
a. Avoid
b. Accept
c. Arousal
d. Alter
e. Adapt

63 | P a g e
Appendix I:
Survival Kit Contents and Description:
 Sugar Free Peppermint- Reminder To Stay Cool
 Paper Clip- To Hold Everything Together
 Joke- Laughter
 Penny- To Never Be Broke
 Solider- To Remember To Stay Strong
 Toothpick- To Pick Out The Good In All Situations
 You Are Loved- To Remember Someone Cares
 Confetti- When You Feel Like Throwing Something
 Balloons- To Remember Not Blow Up
 Puzzle Piece- Because You Are An Important Part Of Your College Community

64 | P a g e
Appendix J:
101 Ways to Manage Stress Boookmark

65 | P a g e
Appendix K:
Photos from Implementation

67 | P a g e
Appendix L:
HED 490/491 in Class Presentation
#StressmenProbs: I’m A
Survivor
Brianna Bland
Ta’Tianna Bowns
Jamie Maclin
Briana Wheatley
 National College Of Health Assessment
(NCHA)
 Academic Impact On College Students:
Stress- 27.9%
Anxiety-19.7%
Sleep-19.4%
Work-13.0%
Depression-12.0%

68 | P a g e
Population
 SIUE College Freshmen
 Four new freshmen
seminar classes
Biology 111
History 111B (2)
Special Education 100
 64 participants
 Implementation dates:
 October 31, 2014
 November 04, 2014
Needs Assessment
19
32 35 35
43
0
10
20
30
40
50
Internet Stress Finances Sleep Relationships
NumberofStudents
Stressors
Top Academic Impact Results for New Freshmen
Seminar Classes

69 | P a g e
Objective 1
 By the end of our
program, 70% of our
new freshmen seminar
classes will be able to
identify at least four
resources on campus
to cope with stress
 Survival Challenge:
Map It Out!
 Reliable Sources
PowerPoint and
Examples
Objective 1
 Post-test Question:
 Name the places on campus that you can go to
receive help with stress relief?
OBJECTIVE MET AT 95.3%

70 | P a g e
Objective 2
 By the end of the program,
80% of our new freshmen
seminar classes will be able
to identify two unhealthy and
two healthy behaviors when
coping with stress.
 Survival Challenge: Half
Empty Or Half Full
 101 Ways To Manage
Stress Bookmark
 Unhealthy and Healthy
PowerPoint And Examples
Objective 2
List two unhealthy behaviors that you’ve use to deal with stress.
List two healthy behaviors you use to deal with stress, or that
you will use in the future.

71 | P a g e
Objective 3
 By the end of the program, 70%
of our new freshmen seminar
classes will be able to identify
distress and eustress.
 Eustress and Distress
PowerPoint and Examples
Objective 3
 This stress motivates you to continue working; stress that can
be a motivator and provide incentive to get the job done is
known as_________________.
 This stress becomes too much to bear or cope with; tension
builds, there is no longer any fun in the challenge, there seems
to be no relief, no end in sight. This stress in known
as________________.

72 | P a g e
Objective 4
 By the end of the program, 80% of
our new freshmen seminar
classes will be able to identify two
signs and symptoms of stress.
 Survival Challenge: Know The
Signs
 PowerPoint and Examples
Objective 4
 Name signs and symptoms of stress.

73 | P a g e
Objective 5
 By the end of the program, 70% of
our new freshmen seminar
classes will be able to identify the
four A’s of coping with stress.
 Four A’s Of Coping with Stress
PowerPoint and Examples
Objective 5
 All of the following are examples of the 4 A’s of coping with
stress EXCEPT______________.

74 | P a g e
Conclusion
Prior Knowledge
Skills
Resources
Lecture
Activities
Take Home
 Students were able to leave with information regarding:
 What stress is
 Differences in distress and eustress
 Signs and symptoms of stress
 Healthy and unhealthy ways to cope with stress
 Places on campus available to them for stress reduction
or coping
 The four A’s of coping with stress

75 | P a g e
Recommendations
 Clear communication with
community partners
Time of implementation
Structure of the
classroom
The importance of class
attendance
 Wording on the pre test
and post test
Thank You!
Any
Questions?

76 | P a g e
#StressmenProbs: I’m a Survivor
“Stress is inevitable. Survival is tangible and we choose to survive.”-Ta’Tianna Bowns

Senior Project

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Senior Project

Similar to Senior Project (20)

Senior Project