2018 Summer Institute 6.19 - Landmark College · 2018-06-19 · 6/19/18 1 Stress Management and Resiliency Training (SMART) for First -Year Undergraduates Lena Jahn Jeanine Bedard

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Stress Management and Resiliency Training (SMART) for First-Year

Undergraduates Lena Jahn

Jeanine BedardDebbie Hayward

AgendaØ INTRODUCTIONS & ACKNOWLEDGEMENTS Ø ACTIVATOR – GRATITUDE QUIZ Ø SMART PROJECT RATIONALE & OVERVIEWØ CONDENSED VERSION OF INTRODUCTION TO

SMART CURRICULUMØ SMART PROJECT IN OUR CLASSES Ø RESEARCH RESULTS & LESSONS LEARNEDØ DISCUSSION / Q & A

Credits / Acknowledgements

Education faculty

Counseling Dept.

LCIRT

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ACTIVATOR

Gratitude Quiz

© LANDMARK COLLEGE 4

SMART Project RationaleCollege students in general present with anxiety and stress

College students with learning differences –more at risk for anxiety and stress (Unwin et al.,2013)

Resiliency education has potential to increase well-being (Hall & Webster, 2008)

Resiliency aligns with student persistence and success (Hartley, 2011)


SMART Project Overview

Introduction to the SMART program

Learning activities in individual first-year seminars

Data collection: pre & post surveys and resiliency scales


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Student participation

3 semesters

Total of 254 First-Year students eligible to participate

191 consented to participate

mean age 20.27


SMARTStress Management and Resiliency Training

Amit Sood, MD MScDirector of Research and Practice, CIM ProgramChair, Mayo Mind Body Initiative

Consultant, General Internal MedicineMayo Clinic Rochester MN 55905

Train Your Brain,Engage Your Heart

Neuroscience

Psychology

Philosophy

Spirituality

Resilience

Peace

Altruism

Joy

Goals• Train Your Brain • Engage Your Heart

• Create a life with meaning and less stress

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S t r e s s is n o t h a v in g w h a t y o u w a n t o r n o t lo v in g w h a t y o u h a v e .

Stress is…• Im b a la n c e b e t w e e n d e m a n d a n d r e s o u r c e s

•L a c k o f c o n t r o l•L a c k o f m e a n in g

Resiliency is the ability to… •W it h s t a n d a d v e r s it y

•B o u n c e b a c k f r o m a d v e r s it y•P r e e m p t a n d p r e v e n t a d v e r s it y

B ein g ab le to fin d m ean in g an d so m eth in g p o sitive am id st ad versity is th e h allm ark o f resilien ce.

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The Brain

Black hole of attention

IN P U T & A t t e n t io n

Experience is made up of attention and interpretation

P R O C E S S IN G & In t e r p r e t a t io n

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Where’s your attention?

H o w d o yo u in terp ret it?

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Joyful Attention

Kind AttentionW hen yo u see so m eo ne, rather than fo cu sing o n the ir p hysical characteristics, try to send them a silent m essage o f Co m p assio n , A ccep tan ce, Lo ve an d Fo rgiven ess (CA LF).

W h e n y o u a r e g e n e r a t in g b le s s in g s w it h in y o u r s e lf,

it is d if f ic u lt t o h a v e a n e g a t iv e e m o t io n a t t h e s a m e t im e .

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G ra t itu d e

C o m p a s s io n

A c c e p ta n c eF o rg iv e n e s s

M e a n in g a n d

P u rp o s e

InterpretationAttention J o y f u l A t t e n t io n

K in d A t t e n t io n

David Foster Wallace 2008

Reactions / Share

Turn to a neighbor and discuss your reactions to the SMART program.

How might you use these concepts in your setting?


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Activities in first-year seminars Consent & pre-survey

and Post-survey

Introduction of skills (gratitude & compassion,

acceptance)

Journal writing Well-being scales

Reading assignments from The Mayo Clinic Guide to Stress-Free

Living


Sample Student WorkG ratitude journal prom pt:ØWhat was your idea for practicing gratitude?ØWhat was your experience like when you used your idea?

“My plan for practicing gratitude was to write or say out loud what I was grateful for before going to bed. In doing this practice I realized there are many more things in life to be grateful for than I normally think of.”“My idea for practicing gratitude was to make a list of the things that I am grateful for. My experience when I made this list, was it made me think wow, I am really honored to be this lucky.”


Sample Student WorkSelf- Com passion journal prom pt:We judge ourselves more harshly than we would a friend or family member. Think of a time when you judged yourself harshly. What would you have said to a friend in the same situation? Write a message in which you tell yourself the same thing you would have said to a friend.

“Don’t beat yourself up because that is just going to make the situation worse. When you worry about the outcome your causing yourself to feel worse than you need to. Remember people love you no matter what you do. ……….”“If my friend was judging herself harshly I would tell her to stop it and that she is very smart and a strong person and whatever was going on with her that she could handle it.………”


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Research Questions ØDo Landmark College students in the first-year seminars exhibit lower levels of resiliency, well-being, self-esteem, and higher levels of stress than established norms for ‘neurotypical’ populations?

ØWill students enrolled in first-year seminars show improvements in resiliency, well-being, stress, and self-esteem after introduction and practice with the SMART intervention components?


Resiliency scores


Pre & Post Survey Results


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Frequency of Skill UseGratitude – Com passion – Acceptance

Student Reported


Lessons LearnedØ Im portance of boundaries around ro le of professor

Ø Students’ tendency tow ards negative self-im age and possib le im pact on self-reporting Ø Students im pacted by m any factors unaccounted for in studyØ Lim its of sem ester-long study & potentia l benefits of longitud inal study


Contact us Lena Jahn ljahn@ landmark.edu

Associate Professor, Education

Jeanine Bedard jeaninebedard@ landmark.eduCounselor

Debbie Hayward dhayward@ landmark.eduDirector of Advising


mailto:[email protected]



Landmark College Summer Institute June 26, 2018: Stress Management and Resiliency Training (SMART) for First-Year Undergraduates

Landmark College: Lena Jahn, Jeanine Bedard, Debbie Hayward

References

Connor, K.M. & Davidson, J.R.T. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 19(2), 76-82. Retrieved June 6, 2015 from http://doi.org/10.1002/da.10113.

Emmons, R.A. & McCullough, M.E. (2003). Counting blessing versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84(2), 377-389. Retrieved June 6, 2015 from http://doi.org/10.1037/0022-3514.84.2.377

Greater Good Science Center. Gratitude quiz. Retrieved May 30, 2018 from https://greatergood.berkeley.edu/quizzes/take_quiz/gratitude

Hall, Cathy W., Webster, R.E. (2008). Metacognitive and affective factors of college students with and without learning disabilities. Journal of Postsecondary Education and Disability, 21(1), 32-41. Retrieved June 17, 2015 from http://eric.ed.gov/?id=EJ822230.

Hartley M.T. (2011). Examining the relationships between resilience, mental health, and academic persistence in undergraduate college students. Journal of American College Health, 59(7), 596-604.

Higher Education Research Institute, Cooperative Institutional Research Program (2014). A Year of Change: 1st Year. Retrieved June 16, 2015 from http://www.heri.ucla.edu/infographics/YFCY-2014-Infographic.pdf.

Rosenberg, 1965. Society and the adolescent self-image. Princeton, NJ: Princeton University Press.

Sood, A. (2011). Program: Mind Body Medicine 4000, Course: Attention and Interpretation Therapy (AIT). Unpublished manuscript/course description, Mayo Foundation for Medical Education and Research, Mayo Clinic, Rochester, MN.

Sood, A. (2015). Stress Management and Resiliency Training (SMART) Research. Retrieved from http://stressfree.org/research/

Sood, A. (2013). The Mayo Clinic Guide to Stress-free living. DaCapo Press. Boston.

Unwin, B.K., Goodie, J., Reamy, B.V., & Quinlan, J. (2013). Care of the College Student. American Family Physician, 899(9), 596.

Vaishnavi, S, Connor, K., & Davidson, J.R.T. (2007). An abbreviated version of the Connor-Davidson Resilience Scale (CD-RISC), the CD-RISC2: Psychometric properties and application in psychopharmacological trials. Psychiatry Research, 152(2), 293-297. Retrieved June 6, 2015 from http://doi.org/10.1016/j.psychres.2007.01.006

Wallace, D.F. (2008). Commencement speech, Kenyon College. This is Water. Retrieved on May 30, 2018 from https://www.youtube.com/watch?v=Sm95eZ1PZL0.

Documents

2018 Summer Institute 6.19 - Landmark College · 2018-06-19 · 6/19/18 1 Stress Management and Resiliency Training (SMART) for First -Year Undergraduates Lena Jahn Jeanine Bedard