How Campus Wellness Programs Make Students Healthier, Happier and Smarter Sabina White [email protected] Director, Health Education & Wellness Student.

How Campus Wellness How Campus Wellness Programs Make Students Programs Make Students Healthier, Happier and SmarterHealthier, Happier and Smarter

Sabina WhiteSabina White

[email protected]@sa.ucsb.eduu

Director, Health Director, Health Education &Education &

WellnessWellness

Student Health CenterStudent Health Center

University of California,University of California,

Santa Barbara, CA 93106Santa Barbara, CA 93106

Carole PertofskyCarole Pertofsky

[email protected]@stanford.edu

Director, Health Director, Health Promotion ServicesPromotion Services

Vaden Student Health Vaden Student Health CtrCtr

Stanford UniversityStanford University

Palo Alto, CA 94305-Palo Alto, CA 94305-85808580

GOALSGOALS

1. Define Positive Psychology

2. Describe key research-based benefits of positive psychology

3. Describe how the principles of positive psychology can be programmatically integrated into the domains of college health and student development

· Describe courses and programs currently offered

· Utilize discussion and brain storming to tap into group wisdom

-

1. Define Positive Psychology

by describing the concepts that by describing the concepts that underlie the UCSB Wellness Programunderlie the UCSB Wellness Program

Wellness concepts & Wellness concepts & the Big 5 Ideasthe Big 5 Ideas

Many different definitions of Many different definitions of WellnessWellness

• What is your personal definition?What is your personal definition?

1948 definition of health:1948 definition of health:

“ “A state of complete A state of complete physical, mental, physical, mental, andand

socialsocial well-being and not merely the absence well-being and not merely the absence ofof

disease or infirmity”disease or infirmity”

UCSB’s working Definition:UCSB’s working Definition:

• Wellness is making positive, Wellness is making positive, proactive choices to balance our proactive choices to balance our physical, mental, and social life.physical, mental, and social life.

BIG IDEA # 1BIG IDEA # 1

WELLNESS ChoicesWELLNESS Choices

AreAre

UniversalUniversal

Universal StrategiesUniversal Strategies

Universal School-Wide Systems of Support

(90% of students)

TargetedClassroom and

Small Group Strategies(7-9% of students)

IntensiveIndividual

Interventions(1-3% of students)

Adapted from George Sugai, 1996

Universal School-Wide Systems of Support

(90% of students)

TargetedClassroom and

Small Group Strategies(7-9% of students)

IntensiveIndividual

Interventions(1-3% of students)

Adapted from George Sugai, 1996

Universal School-Wide Systems of Support

(90% of students)

TargetedClassroom and

Small Group Strategies(7-9% of students)

IntensiveIndividual

Interventions(1-3% of students)

Tertiary

Secondary

Primary

BIG IDEA # 2BIG IDEA # 2

WELLNESS WELLNESS

has has

MultipleMultiple

dimensionsdimensions

emotional

intellectual

cultural

spiritual

physical

Social

environmental

occupational

BALANCE

UCSB’s DimensionsUCSB’s DimensionsMental

SocialPhysical

These dimensions work These dimensions work together to make us healthier: together to make us healthier:

• Ryff and Singer identified 2 ways Ryff and Singer identified 2 ways psychological and social strengths psychological and social strengths enhanceenhance the body: the body:

1.1. Buffer the body against stressBuffer the body against stress

2.2. Increase immune competenceIncrease immune competence

BIG IDEA # 3BIG IDEA # 3

BE POSITIVEBE POSITIVE

POSITIVE PSYCHOLOGY:POSITIVE PSYCHOLOGY:

• The science of conditions and The science of conditions and processes that contribute to the processes that contribute to the flourishing or optimal functioning of flourishing or optimal functioning of positivepositive::– EmotionsEmotions– individual traits individual traits – institutionsinstitutions

The field of Psychology has been more The field of Psychology has been more

concerned with problems becauseconcerned with problems because::

• Compassion: who needs help firstCompassion: who needs help first

• Funding after WWII Funding after WWII

• EvolutionEvolution

““Ice Age” brain:Ice Age” brain:

““Because our brain evolved during a Because our brain evolved during a time of ice, flood, and famine we have time of ice, flood, and famine we have

a catastrophic brain…looking for a catastrophic brain…looking for what’s wrong. The problem is, that what’s wrong. The problem is, that

worked in the Pleistocene era. It worked in the Pleistocene era. It favored you, but it doesn’t work in the favored you, but it doesn’t work in the

modern world.” modern world.”

-Martin Seligman, 2005-Martin Seligman, 2005

Emotions:Emotions:

• 4/54/5 basic emotions and their basic emotions and their messages are negative:messages are negative:

1.1. FearFear: danger is near, run: danger is near, run

2.2. AngerAnger: deter aggressor: deter aggressor

3.3. DisgustDisgust: avoid contamination: avoid contamination

4.4. SadnessSadness: warning, save energy: warning, save energy5.5. JOYJOY: “something’s good, don’t change : “something’s good, don’t change

anything” anything” (Dan Nettle)(Dan Nettle)

Positive and Negative emotions Positive and Negative emotions are both necessary for are both necessary for survival:survival:• Negative emotions: give us ability to Negative emotions: give us ability to

narrownarrow our responses to avoid our responses to avoid threatthreat

• Positive emotions: give us ability to Positive emotions: give us ability to expandexpand our responses our responses

Positive Emotions aka Positive Emotions aka HappinessHappinesscurrently being researched by a team led by:currently being researched by a team led by:

Martin Seligman, Director,Martin Seligman, Director,

Positive Psychology Institute,Positive Psychology Institute,

University of PennsylvaniaUniversity of Pennsylvania

Author of Author of

Learned OptimismLearned Optimism & &

LearnedLearned

HelplessnessHelplessness

Routes to Happiness:Routes to Happiness:

• The Pleasant LifeThe Pleasant Life: increasing : increasing positive positive emotionsemotions about the past, present, and future about the past, present, and future

• The Engaged LifeThe Engaged Life: using positive strengths in : using positive strengths in pursuit of enjoymentspursuit of enjoyments

• The Meaningful LifeThe Meaningful Life: using positive strengths : using positive strengths in pursuit of in pursuit of belonging to and serving belonging to and serving something larger than ourselvessomething larger than ourselves

Each corresponds to a Each corresponds to a dimension of Wellness:dimension of Wellness:

Mental

SocialPhysical

MENTAL WELLNESSMENTAL WELLNESS

Mental

POSITIVE PSYCHOLOGY:POSITIVE PSYCHOLOGY:

Enhance positive emotionsEnhance positive emotions

The Pleasant LifeThe Pleasant Life

Increase Increase positive emotions positive emotions about about the:the:

– Past:Past: gratitude and forgiveness gratitude and forgiveness– Present:Present: savoring and mindfulness savoring and mindfulness– FutureFuture: hope and optimism: hope and optimism

Activity:Activity:

• What:What:– Are you grateful for?Are you grateful for?– Do you like to savor?Do you like to savor?– Are you hopeful about?Are you hopeful about?

Physical

PHYSICAL WELLNESS

POSITIVE PSYCHOLOGY:POSITIVE PSYCHOLOGY:

Enhance positive individual traits Enhance positive individual traits

Use positive Use positive strengthsstrengths to identify to identify

enjoymentsenjoyments

• VIA Signature Strength QuestionnaireVIA Signature Strength Questionnaire

• http://http://www.authentichappiness.sas.upenn.www.authentichappiness.sas.upenn.edu/edu/

The Engaged LifeThe Engaged Life::

STRENGTHS discussionSTRENGTHS discussion

– Share your top 5 strengthsShare your top 5 strengths– Do you agree with your list?Do you agree with your list?– How is it helpful to have your strengths How is it helpful to have your strengths

identified for you? identified for you? – How could you use your strengths to How could you use your strengths to

identify enjoyments?identify enjoyments?

Enhance Enjoyments by Enhance Enjoyments by pursuingpursuing

FlowFlow

• NOTE: FLOW can be applied to NOTE: FLOW can be applied to mental, social & physical mental, social & physical activities!activities!

Elements of FLOWElements of FLOW

1.1. TimeTime2.2. ConcentrationConcentration3.3. FocusFocus4.4. ConcernConcern5.5. ControlControl6.6. Challenge & SkillChallenge & Skill7.7. Clear Goals & Immediate Feedback Clear Goals & Immediate Feedback

Personal ApplicationPersonal Application

Think of an activity that you engage in & discussThink of an activity that you engage in & discusshow to apply FLOW:how to apply FLOW:1.1. TimeTime2.2. ConcentrationConcentration3.3. FocusFocus4.4. ConcernConcern5.5. ControlControl6.6. Challenge & SkillChallenge & Skill7.7. Clear Goals & Immediate Feedback Clear Goals & Immediate Feedback

SOCIAL WELLNESSSOCIAL WELLNESS

Social

POSITIVE PSYCHOLOGY:POSITIVE PSYCHOLOGY:

Enhance Enhance

Positive InstitutionsPositive Institutions

The Meaningful LifeThe Meaningful Life

use Strengths to pursue use Strengths to pursue belonging belonging to and serving something to and serving something positive that is bigger than youpositive that is bigger than you

Keyes: 5 levels of Social Keyes: 5 levels of Social WellnessWellness

• IntegrationIntegration

• AcceptanceAcceptance

• ContributionContribution

• ActualizationActualization

• CoherenceCoherence

ACTIVITYACTIVITY

• How can knowing your strengths help How can knowing your strengths help you belong & serve?you belong & serve?

• What do you do for your social What do you do for your social wellness in each of Keyes’ 5 levels:wellness in each of Keyes’ 5 levels:– Integration: Integration: – Acceptance: Acceptance: – ContributionContribution– ActualizationActualization– CoherenceCoherence

Big Idea # 4: BE PROACTIVEBig Idea # 4: BE PROACTIVE

Wellness involves intentional activityWellness involves intentional activity

Set Point

Circumstances

Intentional Activity

HOW?HOW?

Find new activities to become engaged Find new activities to become engaged inin

based on your:based on your:

• StrengthsStrengths

• Balance of your dimensionsBalance of your dimensions

Which brings us to our last “BIG IDEA”Which brings us to our last “BIG IDEA”

BIG IDEA # 5: BALANCEBIG IDEA # 5: BALANCE

Mental

SocialPhysical

Athletes: are they well?Athletes: are they well?

• They strive for physical health to They strive for physical health to perform at a higher level of functioningperform at a higher level of functioning

However:However:• They are They are OUT OF BALANCEOUT OF BALANCE unless unless

they engage with the same they engage with the same commitment to their mental and social commitment to their mental and social wellnesswellness

Why be balanced?Why be balanced?

–Better grades!Better grades!–Less Stress!Less Stress!–More out of school than More out of school than just going to class!just going to class!

Source: Law, 2007Source: Law, 2007

Do you do more activities that Do you do more activities that are:are:

• Mental ?Mental ?

• Physical ?Physical ?

• Social ?Social ?

• What ideas do you have for What ideas do you have for balancing your activities? balancing your activities?

UCSB Definition:UCSB Definition:

• Wellness is making positive, Wellness is making positive, proactive choices to balance our proactive choices to balance our physical, mental, and social life.physical, mental, and social life.

The 5 BIG IDEAS of WELLNESSThe 5 BIG IDEAS of WELLNESSare research based…are research based…

1.1. UniversalUniversal

2.2. Multi-DimensionalMulti-Dimensional

3.3. PositivePositive

4.4. ProactiveProactive

5.5. BalanceBalance

What is the goal of the What is the goal of the Wellness Program?Wellness Program?

• The UCSB Wellness Program is The UCSB Wellness Program is designed to connect UCSB students designed to connect UCSB students to campus and community wellness to campus and community wellness resources and opportunities. resources and opportunities.

Wellness services:Wellness services: • WebsiteWebsite

– Over 75 event calendars have been consolidated, receiving over 3,000 hits per day. Over 75 event calendars have been consolidated, receiving over 3,000 hits per day.

• Drop-In CentersDrop-In Centers – Mondays: Mondays: The Student Resource Building The Student Resource Building 12-1pm with FREE MASSAGE12-1pm with FREE MASSAGE– Tuesdays: Tuesdays: The Library The Library 12-1pm with FREE MASSAGE12-1pm with FREE MASSAGE– Wednesdays: Wednesdays: The University Center The University Center 12-1pm with FREE 12-1pm with FREE

MASSAGEMASSAGE– Thursdays: Thursdays: Carrillo Dining Commons Carrillo Dining Commons 12-1pm12-1pm

• ProgramsPrograms provide evening and weekend activities: provide evening and weekend activities: – Faculty- Student “Night” Programs provide evening opportunities to connect outside of Faculty- Student “Night” Programs provide evening opportunities to connect outside of

the classroom the classroom – Weekend field trips include hikes, visits to art museums, volunteering, sailing trips, and Weekend field trips include hikes, visits to art museums, volunteering, sailing trips, and

food tastings. food tastings.

• PrizesPrizes are awarded for attendance at “Passport to are awarded for attendance at “Passport to Wellness” events: Wellness” events: – Each attendance provides students a chance to win FREE IPODs, bikes, skateboards, Each attendance provides students a chance to win FREE IPODs, bikes, skateboards,

books, readers, sailing tickets, arts and lectures tickets, adventure program trips, and books, readers, sailing tickets, arts and lectures tickets, adventure program trips, and groceries. groceries.

• Wellness InternsWellness Interns– trained peer health educators in INT 185 WE (taught here). trained peer health educators in INT 185 WE (taught here).

http://http://wellness.sa.ucsb.eduwellness.sa.ucsb.edu

2. Describe key research-based benefits of positive psychology

• The How of HappinessThe How of Happiness

by Sonja Lyubomirskyby Sonja Lyubomirsky

• The Road to WellbeingThe Road to Wellbeing

http://http://www.roadtowellbeing.cawww.roadtowellbeing.ca

• VIA Signature Strength QuestionnaireVIA Signature Strength Questionnaire

http://http://www.authentichappiness.sas.upenn.eduwww.authentichappiness.sas.upenn.edu//

Seligman et al, Seligman et al, Positive Psychology: Empirical Positive Psychology: Empirical

Validation of Interventions,Validation of Interventions,July – August, 2005, July – August, 2005,

American PsychologistAmerican Psychologist

Wellness study Research Question:Wellness study Research Question:

Do positive psychology Do positive psychology interventions shown to be interventions shown to be

effective in the general effective in the general populationpopulation

• Reduce depressionReduce depression

• Increase happinessIncrease happiness

In college Students?In college Students?

Gratitude VisitGratitude Visit Students were instructed to:Students were instructed to:

• think about someone in their life that think about someone in their life that they have never properly thankedthey have never properly thanked

• handwrite a letter to themhandwrite a letter to them

• either read the letter in person or to either read the letter in person or to mail it and read over the phonemail it and read over the phone

Three Good Things JournalThree Good Things Journal Students were instructed to:Students were instructed to:

• write down 3 good things that write down 3 good things that happened to them everyday for a happened to them everyday for a weekweek

• And why they considered these And why they considered these things to be good (their causes)things to be good (their causes)

Using Signature Strengths in a New Using Signature Strengths in a New WayWay

Students were instructed toStudents were instructed to • take the VIA Signature Strengths take the VIA Signature Strengths

Inventory & identify their top five Inventory & identify their top five strengthsstrengths

• visit visit www.viastrengths.orgwww.viastrengths.org to pick to pick suggestions for using their strengths suggestions for using their strengths in a NEW and DIFFERENT WAY in a NEW and DIFFERENT WAY everyday for one week. everyday for one week.

We also measured the effect of these We also measured the effect of these interventions on the Goals of the Division of interventions on the Goals of the Division of Student AffairsStudent Affairs

ScholarshipScholarship

LeadershipLeadership

CitizenshipCitizenship

PARTICIPANTSPARTICIPANTS• The 240 participants are first year UCSB The 240 participants are first year UCSB

students living in the largest freshman students living in the largest freshman Residence Hall (1325 residents, 1/3 of Residence Hall (1325 residents, 1/3 of Freshman class). Freshman class).

• We chose this Residence Hall because it We chose this Residence Hall because it had a number of mental health incidents had a number of mental health incidents during the 2007-2008 academic year, during the 2007-2008 academic year, including including – one major schizophrenia caseone major schizophrenia case– nine suicide ideation situationsnine suicide ideation situations– several cases of depressionseveral cases of depression

National College Health Assessment, National College Health Assessment, Journal of American College Health, v Journal of American College Health, v 56, March/April 200856, March/April 2008

• 71,860 college students listed stress as 71,860 college students listed stress as the number one health impediment to the number one health impediment to academic successacademic success

• Over 15% of these students reported a Over 15% of these students reported a diagnosis of depression sometime in their diagnosis of depression sometime in their lifetime. Of these:lifetime. Of these:– 32.5% reported receiving this diagnosis in the 32.5% reported receiving this diagnosis in the

past school yearpast school year– 24.8% were currently in therapy24.8% were currently in therapy– 34.9% were currently taking medication 34.9% were currently taking medication

Student Mental Health Student Mental Health Committee, University of Committee, University of California, Final Report, California, Final Report, 2006.2006. • At UCSB in the past 12 years:At UCSB in the past 12 years:

Visits to Student Health for mental Visits to Student Health for mental health care have more than doubled.health care have more than doubled.

MeasuresMeasures

• Pre & 1 week Post InterventionPre & 1 week Post Intervention– Center for Epidemiologic Studies Depression Scale (Center for Epidemiologic Studies Depression Scale (CESCES--DD))– The Satisfaction of Life QuestionnaireThe Satisfaction of Life Questionnaire – PANASPANAS (Positive Affect & Negative Affect Scale) (Positive Affect & Negative Affect Scale)– Well Being (aka Happiness):Well Being (aka Happiness): combination of the PANAS and the combination of the PANAS and the

Satisfaction of Life Questionnaire. Satisfaction of Life Questionnaire.  • 3 Post Qtr measurements also included:3 Post Qtr measurements also included:

– ScholarshipScholarship (GPAs) (GPAs)– Citizenship Citizenship (Residence Hall property damage and (Residence Hall property damage and

conduct reports)conduct reports)– LeadershipLeadership (based on civic engagement as defined by (based on civic engagement as defined by

the University of California Undergraduate Experience the University of California Undergraduate Experience Survey)Survey)

Interim ResultsInterim Results

• Final analysis end of Spring QuarterFinal analysis end of Spring Quarter

• Strengths Treatment Group dropped Strengths Treatment Group dropped due to lack of participationdue to lack of participation

LEADERSHIPLEADERSHIP

• Mean frequency of involvement was Mean frequency of involvement was significantly higher when compared significantly higher when compared to control group for combined to control group for combined treatment group participants who treatment group participants who used the intervention once a month used the intervention once a month or moreor more

Percentage of Participation in Organizations

Effect Size

Yellow Significant

Engagement Group 1 Group 2

Control GroupPositive Psych

Intervention Chi-Sqr n p Eta

Campus Sports Club 2.78% 33.33% 10787

63 0.001 0.414

Advocacy Group 0.00% 7.41% 275463 0.097 0.209

Academic Clubs 8.33% 29.63% 485563 0.028 0.278

Varsity Sports 0.00% 7.41% 275463 0.097 0.209

Governing Body 11.11% 25.93% 235063 0.125 0.193

Fraternity or Sorority 11.11% 25.93% 235063 0.125 0.193

Honor Society 11.11% 18.52% 69163 0.406 0.105

Media Organization 0.00% 18.52% 724163 0.007 0.339

Performing Group 2.78% 3.70% 4363 0.836 0.026

Political Group 0.00% 7.41% 275463 0.097 0.209

Recreational Group 2.78% 25.93% 745763 0.006 0.344

Religious Group 2.78% 14.81% 305963 0.08 0.22

Service Organization 0.00% 11.11% 420063 0.04 0.258

Average Engagement 4.06% 17.66%

Number of Groups Active Within

Zero 1 2 3 4 5 6 7

Total Number of Engagements (not People)

Control Group 26 4 3 3 0 0 0 0 36

Positive Psych Interv 9 7 8 5 3 0 1 2 35

Additional ResultsAdditional Results

• The Satisfaction of Life The Satisfaction of Life QuestionnaireQuestionnaire

Shows promising results when Shows promising results when treatment group participants use treatment group participants use interventions biweekly or more; interventions biweekly or more; however low Nhowever low N

Additional ResultsAdditional Results

• CitizenshipCitizenship

Analysis will be completed at the end Analysis will be completed at the end of Spring Quarterof Spring Quarter

No significant differences No significant differences for:for:

• CES-D (Depression)CES-D (Depression)

• PANASPANAS

• Well Being Well Being

• GPAGPA

IMPLICATIONS:IMPLICATIONS: “Happiness” Interventions “Happiness” Interventions

significantly increased Leadership significantly increased Leadership

& may increase Satisfaction with Life& may increase Satisfaction with Life

For those students who useFor those students who use

• GratitudeGratitudeLettersLetters

• 3 Good Things 3 Good Things JournalJournal