Hsci 613-615 Stress Management

Running Head: STRESS FREE, HAPPY ME!
Stress Free, Happy

Me!
STRESS MANAGEMENT AMONG UNDERGRADUATE
COLLEGE STUDENTS
Erich Bonilla, Rochelle Granados, Juan Landeros, Dolores Mancha, Ana

Romero
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO | HSCI 613 & 615/ MARCH 24, 2018
STRESS FREE, HAPPY ME!
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Table of contents
Title Page……………………………………………………………………………………0
Table of Contents…………………………………………………………………………... 1
Executive Summary………………………………………………………………………... 2
Mission Statement…………………………………………………………………………. 3
SMART Goals and Objectives……………………………………………………………...3-7
Program Design and Implementation……………………………………………………… 7-18
Program Evaluation…………………………………………………………………………19-25
Reflection…………………………………………………………………………………...25-27
References…………………………………………………………………………………. 28-29
Appendix……………………………………………………………………………………30-32
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Executive Summary:
Living with high levels of stress can affect an individual's overall health. College students
are at a higher risk of becoming overwhelmed with the transition into college. For some students,
college is the beginning of adulthood and independence. College students, especially first-year
students, are prone to stress. In an attempt to improve college students and their stress levels,
Stress Free, Happy Me! is a health promotion program, targeting undergraduate students, at
California State University, San Bernardino (CSUSB), which focuses on increasing knowledge
about stress management and the resources available on campus to help students acquire the
skills needed to manage stress at the personal and academic level. Students stress on
interpersonal, intrapersonal, educational, and environmental factors, can have an adverse effect,
if not addressed. Enhancing knowledge and self-efficacy among students would reduce the
number of students failing classes, lower obesity rates and increase overall mental and physical
health.
Stress Free. Happy Me! will provide statistics on stress to illustrate to program
participants that stress is a real issue with physical, mental and emotional ramifications. Once
program participants are educated on their susceptibility to stress, as well as the severity and
symptoms, participants are then presented with different methods through which stress can be
managed. Using resources that are readily available on campus, and in most cases accessible at
little to no cost, participants are guided through activities such as self-meditation, exercise,
outdoor activities, counseling and psychological services. A full list of on-campus resources will
be provided to facilitate participant access to activities that help mitigate stress.

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Mission Statement:
The mission of Stress Free. Happy Me program is to provide college students the knowledge to
identify their stressors and learn basic stress management skills to promote mental and physical
well-being and academic success.
SMART goals and Objectives:
Goals:
Undergraduate students will:
● Learn how to identify their stressors

● Learn about the effects stress has on their health and academic performance.
● Learn about the resources related to stress management that are offered on
campus.
● Be able to use the skills learned to manage or cope with their stress.
Stress Free. Happy Me will:
● Provide stress management workshop to undergraduate students

● Establish partnerships with on campus organizations to promote stress
management
● Be present at school events to provide outreach and education on stress and stress
management.
Objectives:
Objective 1: By the end of the Fall 2018 quarter, we will increase the knowledge of
incoming first-year students, regarding the stress management resources offered on campus, by
providing 500 outreach pamphlets at the SOAR event.

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Objective 2: By the end of the Fall 2018 quarter, we will increase the knowledge of
undergraduate students, at Cal State San Bernardino, regarding the necessary skills needed to
manage stress, by offering three Stress Management Workshops.
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Objective 3: By the end of the Fall 2018 quarter, Stress Free, Happy Me. will meet with
on-campus sororities and clubs, to discuss potential partnerships to work on providing stress
management outreach activities, resulting in a commitment of a minimum of three organizations.
Objective 4: By the end of the Fall 2018 quarter, we will aid in the reduction of stress
levels of undergraduate CSUSB students, through physical activity, by increasing the usage rates
of Zagster bikes. We will provide a total of 50 gift cards to students, to be disbursed at various
outreach events.
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Objective 5: By the end of the Fall 2018 quarter, we will aid in the reduction of stress
levels and improve stress management skills of undergraduate CSUSB students, through
meditation, by increasing the attendance rates of meditation sessions by 5%. This will be
conducted through on campus announcements, social media, and the recruitment of sororities
and clubs to participate.

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Program Design & Implementation:
(a). Needs Assessment.
I. Target Population. The target population is college student at California State
University, San Bernardino, (CSUSB) specifically those that need to learn more about
resources to deal with stress. The key characteristics (demographics) of our target
population is gender, college-age students, student enrollment status, race, and ethnicity.
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As demonstrated
in Graph 1, the
student
population at
California State
University, San
Bernardino for
the academic
year 2017, is
composed of 60.7% female students and 39.3% male students. There is no information available
in regard to students that identify as LGBTQ.
The
average age of
the students at
California State
University, San
Bernardino is 23.
As shown
in Graph 2,
student age
varies in range
with those in the 18-21 age group being the largest population (47.1% of the student population),
the 22-24 age group is second (24.8% of the student population). One trend we notice is that as
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student ages rises, the number of students tend to decline, this is true except students under 17
years of age which is the smallest population with just 2.4%.
Graph 3 discusses student enrollment status at California State University, San
Bernardino and as we can observe it can be divided into two groups. The first and largest
of these groups, with 84.9%, consider themselves part-time students, the remaining
15.1% of students can be classify themselves as full-time students. This might be because
California State University, San Bernardino is considered a commuter school, where the
majority of attendees do not live on campus, and therefore these students attend classes
based on their availability.

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Graph 4
illustrates the
ethnic
composition of
the student
body
at California
State
University, San
Bernardino. As illustrated it is varied and could be a representation of the surrounding
communities. The largest ethnic group, composing 61.4% of the campus population, identify as
Hispanic. Those identifying as White compose the second largest ethnicity on campus (12.9%).
After this, the other populations drop to the single digits, with the smallest ethnic group on
campus being Native Hawaiian/ Other Pacific Islanders at 0.2%.
Graph 5 illustrates the area of residence for California State University, San Bernardino
students. With 86% of the student body living in San Bernardino County and Riverside County it
can be understood that the location of the college campus is significant for those who enroll here.
The remaining 14% of the student body is divided among other students from within the state,
and students from within the county and foreign-born students.

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The key
determinants of the
behavior. The key
determinants of health
are that majority of the
students at California
State University, San
Bernardino, CSUSB,
are mostly students
with low socioeconomic status (SES), and 77% receive financial assistance according to CSUSB
homepage. These students are surrounded by a food desert. The students that commute to school,
as well as the students who live on campus, lack healthy food. When an individual lacks the
nutrients that their body needs, their physical and mental health state can be compromised. There
are a lot of overweight and obese students at CSUSB. For example, the majority of the freshman
get “freshman 15” meaning these students gain 15 or more pounds their first year in college.
Students ultimately want to do well in school, but how well can students concentrate in school
when they are surrounded by an abundance of fast food. The built environment on campus is
horrible. Two different places sell food, which both are unhealthy. Then near the campus main
street, University Parkway, there is Carl’s Jr, McDonald's, Kentucky Fried Chicken, Jack in the
box, Del-taco, Wienerschnitzel, Pizza Hut, Donut shops, Chinese food, etc. Not to mention the
only store within walking distance is CVS, which is overpriced and sells frozen food.
Campus size is relatively small consisting of 430 acres compared to other University
campus. Students take about ten minutes to walk across campus to get to their classes. They
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spend most of their time at school sitting through lecture or in the library studying for their
exams. With their busy schedules, they may choose unhealthy meals and snacks that is accessible
to them. There are multiple vending machines and small convenience stores located in almost
every building. All the buildings are close together, especially if students are taking their upper
division classes for their major. The location of the campus is in San Bernardino County, which
has a high crime rate. So, the safety of the students can play a huge factor in the key
determinants. If the students had healthier food options, an environment, that allowed them to get
more steps in, and a safer place then it could reduce their stress levels. A lack of healthy food and
fear can cause a student high levels of stress.
ii. Needs assessment.
The following assessments will be used for the target population: normative and
expressed.
A normative assessment was conducted using the Healthy People 2020 sleep deprivation
objective. Stress negatively impact our health, quality and quantity of sleep. There are high
prevalence rates of sleep deprivation among college students. As stated by the University of
Georgia’s, University Health Center “on average, most college students get 6-6.9 hours of sleep
per night” (“University Health Center | Managing Stress | Sleep University Health Center |
University of Georgia University Health Center,” n.d.) this is well below the 8 or more hours
defined as sufficient sleep by Healthy People 2020 (“Sleep Health | Healthy People 2020,” n.d.).
This data correlates with the American College Health Association, National College Health
Assessment (ACHA-NCHA) that only 23.8% of students feel well rested five or more days of
the week (“NCHA-II_FALL_2016_REFERENCE_GROUP_DATA_REPORT.pdf,” n.d.). The
lack of sleep can lead to cognitive impairments and mental illnesses which can impact the
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academic performance of college students. The negative impact lack sleep has on the academic
performance can cause college students to feel stressed to perform academically, in turn this
increase in stress will negatively impact the sleep cycle of the student, creating a negative cycle
revolving around stress and academic performance.
An expressed assessment will be conducted using the American College Health
Association, National College Health Assessment (ACHA-NCHA) data to compare rates related
to stress at the undergraduate level, between Fall 2016 and Spring 2017. Overall in Spring 2017,
44.8% of undergraduate students rated their overall level of stress as more than average. These
most recent rates indicate a 1.2% increase from the previous year at 43.6% (2016). Stress can be
induced by various stressors and college students are at higher risk of being stressed due to
multiple stressors. As indicated in the Spring 2017 data, 51.9 % of students reported that 3 or
more of the following areas: academics, career-related issues, death of family member or friend,
family problems, intimate relationships, other social relationships, finances, health problem of
family member or partner, personal appearance, personal health issue, sleep difficulties, or other,
have been traumatic or difficult to handle within the last 12 months. Compared to the previous
year, fall 2016, 52.2% of students reported 3 or more of the above areas as being traumatic or
difficult to handle. In 2016, 34.4%, of students reported that stress affected their academic
performance versus 33.7% of students reported that stress was affecting their academic
performance, in 2017. Although we are seeing rates decrease in certain areas indicating that
initiatives are taking place to tackle stress in college students, one must also pay attention to the
percentage decrease and the overall rates of stress amongst college students.
(b.) Program purpose and rationale

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College is a transitional period for many students, where they go through drastic lifestyle
changes and may be faced with stressful situations. A college student must learn how to balance
different aspects of their lives. A recent study, “Predictors of Stress in College Students”,
measured 483 college students, ages 18 through 24, and studied the following predictors of stress
in college: optimism, self-efficacy, self-esteem, perceived stress, and psychological distress
(Saleh, Camart, Romo, 2017). These stress factors should be considered when establishing
intervention and prevention programs related to stress.
Stress has a significant impact on an individual’s mental health. According to “Predictors
of Stress in College Students”, the study reported (57.6%) of students had low self-esteem,
(56.7%) had minimal optimism, more than half had low sense of self-efficacy (62.7%), (86.3%)
had anxiety, and (79.3%) suffered from depression (Saleh, Camart, Romo, 2017). These results
illustrate the impact stress has on students and the urgent need for more resources to help
students manage their stress levels. Interestingly, according to gender results, females had a
lower self-efficacy than males. At California State University, San Bernardino, there is a higher
female population than males enrolled, it is necessary to not only implement programs to
improve psychological well-being, but also provide extra resources to target stress management
amongst females. According to the article, student’s psychological discomfort is reflected in
numerous ways including depression, anxiety, stress, and sleeping disorders (Saleh, Camart,
Romo, 2017). There is a need for a health intervention for college students that are dealing with
stress to prevent negative outcomes immediately concerning student’s mental health.
When it comes to dealing with stress, there have been multiple studies showing the
effects that physical activities, outdoor activities, as well as guided thought have on lowering
stress. Barbara M. Morgan, in her article “Stress Management for college students; an
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experiential multimodal approach” (2017), presents the ways in which yoga, mindfulness hiking,
and equine stress management activities affect a person's perceived stress level. In her study, two
groups attended classes in which they were guided through activities targeting stress. One group
received instruction completely in a classroom setting, while the other received the same
alongside experiential instruction. It was noted that self-reported stress amongst both groups
lowered with just instruction on methods to mitigate stress. It was also noted that amongst the
group that received experiential instruction there was even lower self-reported stress after
participating in class activities. This shows the effects that knowledge of stress mitigating
activities has on self-reported stress levels, but also how the efficacy of an intervention benefits
from actively participating in those activities. The combination of an educationally driven
intervention that also incentivizes and promotes readily available resources allows for
participants to learn stress mitigating activities, as well as participate in those activities in a
financially accessible group setting.
A health intervention that targets college students that are struggling with high-stress
levels, lack of sleep, low academic performance, and psychological distress needs to be given
throughout their time in college. A program that helps students increase their knowledge about
stress management and links them to resources available on campus, through which they can
participate in activities that help manage stress, can have a positive impact on students both on a
personal and academic level.
(c) Theoretical justification
The Health Belief Model (HBM) is a conceptual framework that helps understand health
behavior. The Health Belief Model is based on the understanding that a person will take a health-
related action if the person feels that the negative condition can be avoided, has an expectation
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that by taking an action a negative health condition can be avoided, and they believe that they
can successfully take a recommended action. The Health Belief Model is based on six concepts
that define how a person perceives a health behavior, their cues to action and reaching self-
efficacy. These concepts include, perceived susceptibility, perceived severity, perceived benefits,
perceived barriers, cues to action and self-efficacy (“ReCAPP: Theories & Approaches: Health
Belief Model (HBM),” n.d.).
Perceived Perceived Severity

Susceptibility College Students
College students believe that stress can
believe that they may have a negative impact
be suffering from on their health and
stress academic performance.
Perceived Benefits
Cues to Action College students
The video produce understand that
to improve managing their stress
Perceived Barriers knowledge and can improve their
College students believe self-efficacy about health, and academic
that they are too busy to stress. performance.
learn how to manage
stress, or that the college
does not have adequate
resources to manage their
stress Knowledge
Learn to identify stress Self-Efficacy
Learn the effects of Once an individual
stress gains knowledge
Learn about resources their self-efficacy
on campus will improve.
(d.) Map determinants to theory

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The constructs chosen for this health education product are knowledge and self-efficacy.
This program will try to increase the knowledge CSUSB students have about the free resources
that are available on campus to manage stress. Therefore, increasing their likelihood of using free
services on campus. Raising student’s awareness of the negative effects poor stress management
skills can have on their academic success and their health can increase the probability of students
seeking help. By educating students on the effects of physical activity on stress, students will
gain knowledge on how they can relieve their stress by incorporating some physical activity into
their daily routine. Lastly, by providing students with the necessary resources and tools to reach a
stage of self-efficacy, they will increase their confidence that they can achieve the behavior
required to manage their daily stressors.
(e). Program description
“Stress free, Happy me!” is a program that seeks to educate and empower students at
CSUSB in order to better identify their susceptibility to stress, and the severity of stress amongst
undergraduate students. The live video is a public service announcement (PSA) that
demonstrates a student dealing with stress at college. Incorporated in the video are statistics that
highlight the severity and susceptibility of stress among college students. These statistics are
provided to illustrate to viewers that stress is a real issue. The video then transitions into
demonstrating ways in which students can manage their stress with resources that are available
on campus. Some of the examples provided are self-meditation, exercise, outdoor activities,
counseling and psychological services. Lastly, the final scene includes detailed information
where students can get in contact regarding resources on campus. Information provided includes
websites and phone numbers.

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The powtoon video was an animated video that presented to the audience a variety of
information regarding stress and stress management. The information provided discussed, how to
identify stress, how stress impacts a person, methods to improve your stress levels and the
available campus resources to help manage stress. At the conclusion of the video information is
given on how to access the campus resources. The purpose of this video was to improve the
student’s knowledge on stress management and available resources, with hopes of increasing the
student’s self-efficacy.
(f). Implemented changes
During the focus group presentation some of the topics the audience suggested for
improvement were:
● Only one presenter showed up

● Too many “big” words
● Voice in video too monotone
● Quick transitions
● Combine both videos
Due to time constraint, the end of the academic quarter, none of these topics could be
addressed, so no changes will be made at this time.
Program evaluation.
(a). SWOT analysis

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(b). Process evaluation
I. Stakeholder evaluation. The stakeholder of this program is the Student Health Center at
CSUSB, but they were not present during the focus group presentation. The focus group
consisted of second year Master of Public Health Students. These students were brought together
for a presentation, consisting of the developed product and a previously developed public service
announcement. This focus group then provided feedback which was collected on evaluation
forms that encouraged focus group members to identify parts of the promotional video they
found helpful, and any issues they may have had with the promotional video, as well as assigning
scores (from 1-3) on different parts of the video. Evaluation forms were compiled, scores were
tallied, and recommendations were discussed.
ii. Description of the process used to design the program.
a. Stress Free, Healthy Me! created a program targeting the stress levels of
CSUSB students by first discussing within the planning group (who are CSUSB students) what
issues were shared that could be positively affected by a public health intervention. Stress was
identified due to the planning groups experience with high levels of stress and the adverse health
and psychological side effects. Once stress was identified as a shared issue, the planning group
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presented personal experience with methods used to manage stress. This created a base for the
program to be built upon. Data was found that could correlate high levels of stress with lack of
sleep, which in turn was found to have a direct effect on academic achievement and
psychological distress. Data was also found that could tie lack of sleep as a driver for undue
stress. This information was brought together with personal experiences to create a program that
targets unnecessary stress, and the effects of lack of sleep, through meditation, exercise,
counseling and other psychological services. Readily available resources were identified and
incorporated to help address drivers of stress, and knowledge and self-efficacy driven
promotional video was created to be presented to stakeholders.
b. At some point in life everyone encounters stress, and how the body reacts is all
dependent on how the individual can manage his or her stress. College students are more
prevalent to stress because of the environment they are in. Students are dealing with new found
independence, academics, finances, job seeking, etc... Our program staff is dedicated to helping
develop and teach stress management skills to aid students in their stress, not only at the
academic level but also in their personal life. All our program staff feels connected to the
objective of the program, at a personal level because many were undergraduate students at one
point in their life, and they too dealt with stress. The staff made suggestions, in regard to
information or services they wished they were informed of during their undergraduate years, that
would have helped managed their stress. This personal connection allowed for a devoted staff
with insightful information at the time of the development of our program and PSA.
c. Communication issues during the planning phase of the program were
identified in the beginning; it was difficult for planning staff to meet in person. This was
mitigated through the use of technology (e.g., Google docs, text messaging) that allowed for all
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programmatic staff to have discussions on their own time, without the need to be in the same
place. The use of technology also allowed for more civil discourse and allowed for any disputes
to be discussed in a forum.
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d. Our program staff were very involved in the development of the program.
Every member had their area of expertise. Program staff was designated the following roles:
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In regard to program operations, our topic was chosen unanimously, in 2017 along with
the development of the PSA. Our program staff decided they wanted a live video illustrating a
student dealing with stress and using campus resources to help manage the stress. Rochelle took
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the initiative to film and design the PSA. Ana, Dolores, and Erich provided feedback to the
various versions, Rochelle provided, and they provided the statistics that are presented in the
video. Our program development began early 2018, with the incorporation of a new faculty,
Juan. Our face to face meeting to discuss program development and delegate tasks were
Mondays and Wednesdays, due to availability. Our second form of contact and where tasks were
submitted were via Google Docs. Our program video was developed throughout eight weeks. As
a team, we developed the concepts that we wished to include in the video and what the overall
message was going to be, and Erich took the initiative to create the video. Before the final
presentation to our stakeholders, we as a team viewed the video and made suggestions, and also
preview the video to Prof. Becerra for constructive criticism. Our final product was a
combination of PSA viewing, question and answer dialogue, and lastly our program video.
e. During our program development, we encountered several intervening events
that may have impacted the development of our program. One of the barriers that were
encountered was an unfamiliarity with the program software, powtoons. We had chosen to use
powtoons to develop our program video. The issue that we struggled with was the use of the
animation software and the development of a script to match our animation. This problem felt
more urgent given the time constraint the program was being developed under. Due to the limited
time available for the program developers to meet, time was a constraint. Finally, not having
direct data from the impacted population limited the manner in which the program could be
developed, and the program was developed to address multiple sub-topics addressing stress
management.
iii. Timeline: Gantt chart

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iv. Recommendations. In an attempt to improve the final product, we would focus on
addressing the concerns of the focus group. To enhance the style and presentation of the final
product we would redo the video to match that of the PSA video, all while recording a new
exciting script that is more engaging and uses wording that is easier to understand. With a new
script, we could also address the concern with the transitions between slides being too quick and
allow for proper transitions between scenes. While these changes address the concern with the
product, discussing the final concern of just one presenter being present during the focus group
only requires that more members be present during any presentations, whether to the stakeholder,
focus group or the target population.
Reflection:
HSCI 613
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Team work and management skills are consistent behaviors of public health, as such
during the development of the stress management project there were opportunities to further
develop these skills. With this project there were moments where I had to develop components of
the project and submit it to the group for their approval, such a moment occurred with the
development of the Powtoons video in which I developed the script and submitted the product
for group approval and editing. This was done to address the time constraint for the development
of this project. Taking the lead of this project, while incorporating the rest of the group allowed
us to quickly develop a product that we could present to the focus group consisting of second
year Master of Public Health Students.
The biggest skill learned in the development of this project was the use of Powtoon
software. Having never used this program, I realized that to produce a product that would be
allow the target population to understand our message, I would have to become familiar with this
software. As I became familiar with the Powtoon’s software, the importance of developing a
script for the video. Therefore, I also had to learn to develop a script, record the script, and use
file converting software that would allow the recording to be compatible with the Powtoon’s
software. All these skills where developed to produce the final product that was presented.
This course provided a lot content, some of which was review and other that was new.
While many of the theories we used in the development of our product, we did learn about new
theories in the field, that could one day make an impact in the way a behavior is changed. One of
the theories that stood out when discussing them was Game Theory, in which models are used to
study the conflict and cooperation between the parties involved. Even though many concepts
where reinforced of introduced, the lessons served to assure that we met the core competencies
of the course. Two of the core competencies that were: competency 7.2 (Identify and develop a
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variety of communication strategies, methods, and techniques) and competency 7.3 (Deliver
messages using a variety of strategies , methods and techniques) during the development of the
final product we had to use a product using a theory as a framework, that would target the
assigned population which was then pilot tested on a group of second year Master of Public
Health students. This product was developed and used technology with hopes of communicating
a clear message about the benefits of improving their health to the target population.
Regarding additional lessons that could have been incorporated in the class, I could only
think of maybe finding a way to incorporate more presentation software into the class, this way
we could practice and develop the skills necessary to produce a product that is more engaging
and dynamic. It could include a discussion of software available, and a quick overview of each,
that way we learn what additional software is available besides Power point and now Powtoons.
HSCI 615
Teamwork and management skills are skill sets that is consistently being developed and
improved whenever a project or group assignment is assigned. One of the biggest skills that I am
developing is the ability to learn and manage different personality types to keep the project
moving in a consistent direction. Learning to manage people is a skill that I relearn every time I
am assigned to a group, this is because as individuals, every person has a management style that
works for them. As for teamwork, I learned that sometimes we must take the initiative and let the
team assist with either editing, or redesign to have a project that meets the goals of the group and
not the individual members.
An example of this was when we developed SMART goals in class, while we all had ideas on
what to write, it was not until we started offering our suggestions and the rest of the team edited
them to better fit the parameters of the assignment.

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The most important skill that I developed was to learn the process of conducting a
process evaluation. This allows me to take this skill into future programs that I might be involved
in and remind myself that any program will benefit from evaluation. Learning this skill was one
of the most beneficial elements of the class and hope to continue to develop this skill. Another
skill that I developed in this class was how to develop SMART goals and mission statements.
These skills allow us to better define the purpose of the group and give us goals to measure the
success of the interventions that we developed. In class we did this by authoring a mission
statement and SMART goals that helped us understand not just the purpose of these items, but
the importance of having them present in the reports authored.
Most of the theories that were addressed in this class served to reinforce material
previously learned in other academic settings, but the evaluation aspect of this class allowed us
to develop skills necessary to conduct out own evaluations, whether it is formative, summative,
impact, outcome or process. While many of the lessons served to reinforce our existing
knowledge base, they also allowed us to verify that we are meeting the core competencies
outlined by the school. Even though we met many competencies in this class, competency 1.5
(Select methods to evaluate public health programs) was one of the central themes for this class.
Not only did we discuss program evaluation, we were given several examples and to demonstrate
an understanding of it, we are required to evaluate the program we have been developing for our
Health Science 613 class.
For Health Science 615 the only recommendations for course content would be to have
more practice with the evaluation process, not just process evaluation but all forms of evaluation,
this way we can strengthen our understanding and of the evaluation processes involved in the
development and aftermath of a program.

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References
American College Health Association-National College Health Assessment II (2017). Reference
Group Undergraduate Executive Summary Spring 2017. Retrieved March 17, 2018, from
http://www.acha-ncha.org/docs/NCHA-
II_SPRING_2017_UNDERGRADUATE_REFERENCE_GROUP_EXECUTIVE_SUM
MARY.pdf
30
American College Health Association-National College Health Assessment II (2016). Reference
Group Undergraduate Executive Summary Fall 2016. Retrieved March 17, 2018, from
http://www.acha-ncha.org/docs/NCHA-
II_FALL_2016_UNDERGRADUATE_REFERENCE_GROUP_EXECUTIVE_SUMMA
RY.pdf
Barbara M. Morgan (2017) Stress Management for College Students: An
Experiential Multi-Modal Approach, Journal of Creativity in Mental Health, 12:3, 276-
288, DOI:10.1080/15401383.2016.1245642
CSUSB Main Campus. (n.d.). Retrieved February 17, 2018, from https://www.csusb.edu/
Facts and Stats. (n.d.). Retrieved February 17, 2018, from
https://www.csusb.edu/about-csusb/facts-and-stats
ReCAPP: Theories & Approaches: Health Belief Model (HBM). (n.d.). Retrieved March 18,
2018, from http://recapp.etr.org/recapp/index.cfm?
fuseaction=pages.theoriesdetail&PageID=13
Saleh, D., Camart, N., & Romo, L. (2017). Predictors of Stress in College Students. Frontiers in
Psychology, 8, 19.
Sleep Health | Healthy People 2020. (n.d.). Retrieved March 22, 2018, from
https://www.healthypeople.gov/2020/topics-objectives/topic/sleep-health/objectives
University Health Center | Managing Stress | SleepUniversity Health Center | University of
GeorgiaUniversity Health Center. (n.d.). Retrieved March 22, 2018, from
https://www.uhs.uga.edu/sleep
Welcome. (n.d.). Retrieved February 17, 2018, from https://www.csusb.edu/institutional-research

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Appendix
Minutes for all meetings relevant to HSCI 615:
Date of meeting: March 19, 2018 6pm, PS 326
Present
Erich Bonilla
Rochelle Granados
Juan Landeros
Dolores Mancha
32
Ana Romero
Announcements/ Updates
❖ Discussing the details on SWOT

❖ Discussion: Strengths (actual content): relevance, resources on campus, easily accessible,
free to low cost, easily fit into schedule, increased knowledge.

❖ Weaknesses: motivation, acceptance (in denial), individual commitment, limited to
campus activities.
❖ Opportunities: improves health, relatable, social interaction, create partnerships, attention
grabbing.
❖ Threats: decrease likelihood or participants, health risk, lack of social support, access to
campus resources.
❖ Roundtable
➢ We will need one chart that displays, strengths, weakness, opportunities, and
threats.
Any graphs, tables, or figures relevant to 615: We did not have anything relevant for this class.
Minutes for all meetings relevant to HSCI 613:
Meeting Notes
February 28, 2018
Present:
Erich Bonilla
Rochelle Granados
Juan Landeros
Dolores Mancha
Ana Romero
Announcements
PSA is due next week

33
Discussion
An intro to explain why stress is bad for you, symptoms of how to identify stress and a way to
transition to the Rochelle's video?
● Presentation: we can record ourselves using the bikes on campus, promoting them, and
giving details of how to access them. Also include the 4 locations where they are
available to rent.
● Get clips of a few of us recording and then someone's voice talking about the program
● Since we are linking with the health center we need to create a program that we can
implement to reduce stress among college students.

● Intro covering: why stress is bad for you and signs that you might be suffering from stress
● Section discussing tools within the campus, and self-help methods
● Conclusion reminding people of the available resources
so, our main objective and goal for the program is to reduce stress amongst college
students, but we need to come up with the how? what actual activities are we going to do,
or workshops to help them either cope or not be stressed
Roundtable
We are all set to do the PSA.
Appendix B
Health education program public service announcement
https://www.powtoon.com/online-presentation/bmc2saUCv6e/copy-of-stress-managment/
https://youtu.be/aRMUvhjSJmA
Appendix C
Graduate Students Feedback:
Stress Management group 12
Bike Safety group 13

34
Prescription Drug Abuse group 17
Marijuana group 15
HIV group 14

Hsci 613-615 Stress Management

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Running Head: STRESS FREE, HAPPY ME!

Stress Free, Happy

Erich Bonilla, Rochelle Granados, Juan Landeros, Dolores Mancha, Ana

SMART Goals and Objectives……………………………………………………………...3-7

Program Design and Implementation……………………………………………………… 7-18

be provided to facilitate participant access to activities that help mitigate stress.

well-being and academic success.

SMART goals and Objectives:

Undergraduate students will:

● Learn how to identify their stressors

Stress Free. Happy Me will:

● Provide stress management workshop to undergraduate students

providing 500 outreach pamphlets at the SOAR event.

management outreach activities, resulting in a commitment of a minimum of three organizations.

and clubs to participate.

Program Design & Implementation:

(a). Needs Assessment.

I. Target Population. The target population is college student at California State

in regard to students that identify as LGBTQ.

years of age which is the smallest population with just 2.4%.

Graph 3 discusses student enrollment status at California State University, San

based on their availability.

Bernardino. As illustrated it is varied and could be a representation of the surrounding

campus being Native Hawaiian/ Other Pacific Islanders at 0.2%.

and students from within the county and foreign-born students.

behavior. The key

are that majority of the

State University, San

are mostly students

fear can cause a student high levels of stress.

ii. Needs assessment.

the week (“NCHA-II_FALL_2016_REFERENCE_GROUP_DATA_REPORT.pdf,” n.d.). The

revolving around stress and academic performance.

An expressed assessment will be conducted using the American College Health

(b.) Program purpose and rationale

in college: optimism, self-efficacy, self-esteem, perceived stress, and psychological distress

intervention and prevention programs related to stress.

Stress has a significant impact on an individual’s mental health. According to “Predictors

amongst females. According to the article, student’s psychological discomfort is reflected in

stress to prevent negative outcomes immediately concerning student’s mental health.

from actively participating in those activities. The combination of an educationally driven

participants to learn stress mitigating activities, as well as participate in those activities in a

financially accessible group setting.

personal and academic level.

(c) Theoretical justification

Belief Model (HBM),” n.d.).

Perceived Perceived Severity

(d.) Map determinants to theory

required to manage their daily stressors.

(e). Program description

websites and phone numbers.

(f). Implemented changes

● Only one presenter showed up

addressed, so no changes will be made at this time.

(a). SWOT analysis

(b). Process evaluation

tallied, and recommendations were discussed.

ii. Description of the process used to design the program.

promotional video was created to be presented to stakeholders.

c. Communication issues during the planning phase of the program were

e. During our program development, we encountered several intervening events

iii. Timeline: Gantt chart

iv. Recommendations. In an attempt to improve the final product, we would focus on