1. Wellness Strategies and Preparation:
Linkages for a “Well U”
David Anderson, Ph.D.
Professor Emeritus of Education
and Human Development
George Mason University
NASPA Annual Conference
March, Philadelphia, PA

2. Workshop Objectives
Participants will learn how student affairs professionals view student wellness needs and professional preparation
Participants will learn ways to adopt and adapt a student-focused program addressing root causes of substance abuse through implementing a wellness approach
Participants will create specific strategies for professional development and environmental change for application on campus and within academic preparation programs

3. Introduction and Overview Research Results and Analyses
Session Outline
Introduction and Overview
Research Results and Analyses
Campus Implementation Example
Professional Preparation Strategies
Recommendations for Academic and Professional Development
Summary and Next Steps

5. What is the Need?
What is the extent of campus problems associated with a range of wellness issues?
How prepared do student affairs professionals perceive themselves to be in dealing with wellness issues?
What are various sources of professional preparation for competency with wellness issues?

6. National College Health Assessment
Sources of Academic Impacts reported by students over the past 12 months
Anxiety
24.2%
Concern for a troubled friend or family member
10.3%
Depression
15.9%
Relationship difficulties
9.1%
Sleep difficulties
19.7%
Stress
30.6%
Source: ACHA
National College Health Assessment
Spring, 2017

7. National College Health Assessment
Violence, Abusive Relationships, and Personal Safety reported by students over the past 12 months
A verbal threat
17.7%
A physical fight
3.8%
An emotionally abusive intimate relationship
8.7%
A physically abusive intimate relationship
1.7%
Source: ACHA
National College Health Assessment
Spring, 2017

8. Nutrition and Exercise reported by students over the past day or week
Ate 3-4 servings of fruits and vegetables per day
27.3%
Ate 5 or more servings of fruits and vegetables per day
5.4%
Met recommendation for moderate-intensity exercise, vigorous-intensity exercise, or a combination of the two
48.5%
Source: ACHA
National College Health Assessment
Spring, 2017

9. Mental Health reported by students over the past 12 months
Yes, in the last 2 weeks
Any time within the last 12 months
Felt things were hopeless
19.5%
51.1%
Felt exhausted (not from physical activity)
51.6%
84.0%
Felt overwhelmed by all you had to do
52.2%
87.0%
Felt very lonely
26.5%
62.2%
Felt overwhelming anxiety
25.4%
60.8%
Felt very sad
28.4%
67.3%
Source: ACHA
National College Health Assessment
Spring, 2017

10. Mean Percentages
Source: College Alcohol Survey Anderson and Gadaleto, Anderson and Santos (2015)

11. Mean Percentages

12. Source: College Alcohol Survey 1979-2015 Anderson and Gadaleto, Anderson and Santos (2015)

13. Workshop Objective #1
Participants will learn how student affairs professionals view student wellness needs and professional preparation

14. Health Courses Required Health Courses Offered
Student Affairs Preparation Programs: Results of an Assessment of Preparation Programs
Institution
State
Health Courses Required
Health Courses Offered
University of South Florida FL
Wellness Seminar (2 credits)
Northeastern University MA
Health Issues
Baylor University TX
 The college student, moral ethical and faith development in college students
Ohio University OH
Wellness Issues (of 11 2-credit courses)
Kutztown University PA
The Addicted Family (of 4 courses)
Florida State University
Wellness (of 6 possible specialty areas)
Bucknell University
Appetite and Eating Behavior OR Health Psychology (of 25 electives)
Of 116 TOTAL PROGRAMS 3 4
Source : ACPA directory of Graduate Programs

15. Wellness
Physical
Social
Emotional
Intellectual
Spiritual
Occupational

16. Academic program review (180 programs)
Wellness Assessment for Higher Education Preparation Programs Mark Kretovics and David Anderson 2013
Student affairs professionals assessment (1,900 full-time student affairs professionals) – 29% response rate
Academic program review (180 programs)
Academic program coordinator assessment (180 coordinators) – 22% from online survey; 54% from contact

17. Wellness Areas of Study
Alcohol Abuse
Illicit Drug Abuse (marijuana, cocaine, designer drugs)
Prescription Drug Abuse
Eating Disorders / Problems
Body Image
Relationships
Nutrition
Stress Management
Physical Exercise
Maintaining School – Work – Life Balance
Emotional Health
Mental Health (depression and other clinical issues)
Disability Awareness
Other Challenges

18. Professionals Assessment Perceived Extent of the Problem or Concern

19. 1 = not at all = very much

20. 1 = not at all = very much

21. 1 = not at all = very much

22. 1 = not at all = very much

23. 1 = not at all = very much

24. Professional Roles for Analysis
Housing
162
Student Affairs Administration 90
Student Activities
161
Judicial Affairs 76
Counseling 55
Greek Affairs 34
Health/Wellness 74
Recreation/Intramurals 25
Note: numbers do not sum to 545 as some respondents reported more than one area of professional responsibility

25. Level of Concern Compared With Preparation Based on Professional Role: Alcohol Abuse

26. Level of Concern Compared With Preparation Based on Professional Role: Illicit Drug Abuse

27. Level of Concern Compared With Preparation Based on Professional Role: Prescription Drug Abuse

28. Problem and Academic Preparation Perceived Extent of the Problem (from student affairs staff) and Academic Program Preparation (from academic coordinator)

29. Professional Preparation Academic Program (from academic coordinator) and Staff Preparation (from student affairs staff)

30. Academic Course Offerings
43 of 180 programs had courses that COULD be related to substance abuse. The topic areas included:
counseling with college students
helping skills for practitioners
intervention skills
counseling skills
Of these 43, only three institutions had workshops and seminar courses that specifically cited wellness or alcohol/substance abuse:
The College of Saint Rose: EPY 637 Substance Abuse Prevention Workshop (no credit)
University of South Florida: EDF 6935: Wellness Seminar (required)
University of Connecticut: EDLR-5112 Alcohol and Other Drugs and Their Influence on Higher Education (elective)

32. Summary Findings
In virtually all cases, the perceived extent of concern or the problem on wellness issues is greater than the level of preparation.
The perceived level of the problem regarding wellness issues, among student affairs professionals, is moderate.
Academic program preparation on wellness issues is viewed as moderate or low.
Only one academic program (of 180) had a dedicated, required course on wellness issues.
The infusion of wellness issues into courses is found to a limited extent.
Specific documentation of how an academic program achieves a relatively high score on wellness issues is lacking.

33. Focus on Professional and Graduate Preparation
Wellness Issues with Student Affairs Professionals David Anderson, Todd Rose and Alex Williams 2015
Focus on Professional and Graduate Preparation
Assessment of Student Affairs Professionals
1,190 full-time student affairs professionals
15.4% response rate

34. Academic Preparation Areas
Percentage
of Total
Higher Education 50
30.3%
Student Affairs 73
44.2%
Counseling 21
12.7%
Other

35. Employment Settings Professional Setting N=179 Percentage of Total
Academic Affairs / Advising 40
22.3%
Residence Life / Housing 48
26.8%
Programming and Student Activities 49
27.4%
Health and Counseling 10
5.6%
Chief Student Affairs / Administration 32
17.9%

36. Years of Student Affairs Professional Work
Percentage of Total
0-1 33
18.4%
2-5 47
12.7%
6-9 29
16.2%
10-20
20-29 20
11.2%
30-39 12
6.7% 40 5
2.8%

37. Wellness Areas of Study
Psychological
Interpersonal
Substance Abuse
Physical
Occupational

38. Approximately what percentage of your job activities involves each of the following dimensions of wellness issues?

39. Wellness Activities by Professional Position (percentage of job)

40. Do you perceive any wellness issues to be at a level that would interrupt students’ success (academic, social, recreational, student leadership, etc.) while in college?

41. Assessing your current and desired competence for each of the clusters of wellness issues, please assess the level of preparedness you believe is appropriate for each of the following, for someone in your position? [How well prepared are you? Where do you need to be?]
1 – Not at All 5 – Very Much

42. Psychological Cluster Discrepancy Reconciliation (for those respondents with a disparity of 2 or more points between “preparation” and “need” ) How Well Prepared Are You? Where Do You Need To Be? N=24
1 – Not at All 5 – Very Much

43. Interpersonal Cluster Discrepancy Reconciliation (for those respondents with a disparity of 2 or more points between “preparation” and “need” ) How Well Prepared Are You? Where Do You Need To Be? N=10
1 – Not at All 5 – Very Much

44. Substance Abuse Cluster Discrepancy Reconciliation (for those respondents with a disparity of 2 or more points between “preparation” and “need” ) How Well Prepared Are You? Where Do You Need To Be? N=24
1 – Not at All 5 – Very Much

45. Physical Cluster Discrepancy Reconciliation (for those respondents with a disparity of 2 or more points between “preparation” and “need” ) How Well Prepared Are You? Where Do You Need To Be? N=17
1 – Not at All 5 – Very Much

46. Occupational Cluster Discrepancy Reconciliation (for those respondents with a disparity of 2 or more points between “preparation” and “need” ) How Well Prepared Are You? Where Do You Need To Be? N=12
1 – Not at All 5 – Very Much

47. Professional Preparation To what extent did each of the following sources provide you with substantive grounding to deal with each of the clusters of wellness issues? Scale: 1 = not at all and 5 = very much
Psychological
Interper-sonal
Substance Abuse
Physical
Occupa-tional
Graduate Program
3.40
3.69
2.25
2.19
2.89
Professional Staff Campus In-Service Training
3.34
3.26
3.00
2.44
2.82
Formal Training for Position
2.67
2.88
2.47
2.16
2.64
Professional Conference
3.33
3.44
2.74
2.52
2.93
Specialized Training
3.61
3.47
3.29
2.73
2.87
Self-Taught / Self-Study
3.66
4.92
3.16
3.41
3.48
Mentoring / Advice from Seasoned Professionals
3.62
3.77
3.08
3.36

48. Graduate Program Preparation Regarding your graduate program of study, to what extent did it…. 1 = Not at all 2 = A Little 3 = Moderate = Pretty Much 5 = Very Much
Not at all
A Little
Moderate
Pretty Much
Very Much
MEAN SCORE
Include specific coursework on wellness issues? 27 25 28 11 9
2.51
Address wellness issues within other courses? 16 30 29 18 8
2.72
Have chapters / units / readings on wellness issues? 13 37 26 7
2.67

49. Graduate Program Preparation 1 = Not at all 2 = A Little 3 = Moderate 4 = Pretty Much 5 = Very Much
To what extent did your graduate degree program prepare you to address
each of the following wellness issues facing your students?

50. Summary Findings
Each of the wellness issues was incorporated in the professional responsibilities of student affairs practitioners, at varying levels.
The work of student affairs professionals is directly connected to the academic heart of the institution, as the connection of wellness issues to academic success is pronounced with students.
Student affairs professionals perceive their needs as greater than their current expertise for these wellness issues.
Regardless of type of academic preparation and role, wellness issues are very much a part of practitioners’ day-to-day activities.
Preparation for these wellness issues is not embedded well into professional preparation programs.

51. Workshop Objective #2
Participants will learn ways to adopt and adapt a student-focused program addressing root causes of substance abuse through implementing a wellness approach

52. COMPASS: A Roadmap to Healthy Living
Evolution from Think-Tank to Implementation
Concept Opportunity Initial Product Revised Product
Addresses multiple wellness issues
Incorporates self-assessment and goal-setting
Provides documentation of impact
Includes replication guide
Is poised for replication

53. The seven life health principles and Life Health Planning emerged from a think-tank process, held at the University of Notre Dame in Charting Your Course: A Life-long Guide to Health and Compassion
highlights these themes, offers campus strategies, and contains legacy letters by a wide range of individuals. The focus is promoting strategies for young adults to live the healthiest and most productive lives.

54. The Context of Addressing Root Causes

55. The Life Health Pyramid: A Foundation for Life Health Planning
OPTIMISM
VALUES
SELF-CARE
RELATIONSHIPS
COMMUNITY
NATURE
SERVICE

56. OPTIMISM
VALUES
SELF-CARE
RELATIONSHIPS
COMMUNITY
NATURE
SERVICE
The Life Health Pyramid represents a construct of seven life health themes specified to address the ‘root causes’ of drug/alcohol abuse.
If individuals, particularly young people, are engaged with the process of ‘life health planning’, it is believed they are less likely to become harmfully involved with drugs or alcohol.

57. C O M P A S C O M P A S S REATING PTIMIZING APPING LANNING CHIEVING
TEERING
UCCEEDING

58. C O M P A S S OPTIMISM VALUES SELF-CARE Attitude Self-Esteem
Self-Responsibility
Creativity
VALUES
Spirituality
Human Respect
Cultural Competence
SELF-CARE
Nutrition
Exercise and Fitness
Body Image
Sleep
Time Mgmt.
Financial Mgmt.
Stress/ Relaxation
Study / Writing Skills
Alcohol
Tobacco
Drugs
Personal Safety
Mental Health

59. C O M P A S S RELATION-SHIPS COMMUNITY NATURE SERVICE
Interpersonal Relationships
Assertiveness
Sexual Decision-Making
Anger Management
Conflict Resolution
Etiquette
COMMUNITY
Social Life /
Activities
Campus Involvement
NATURE
Natural World
SERVICE
Volunteering and Leadership
Career Planning

60. COMPASS: A Roadmap to Healthy Living
Self-Reflection
Quizzes
Article(s)
Inspirational Quotes
Campus Resources
Community / National Resources
Moving Ahead Worksheet
Daily Topic

61. Topical Article

62. COMPASS

63. COMPASS

64. COMPASS

65. COMPASS

66. APPLICATIONS FROM COMPASS
* Feasibility – from concept to programmatic intervention

67. APPLICATIONS FROM COMPASS
* Feasibility – from concept to programmatic intervention
* Campus Engagement – faculty/staff expertise

68. APPLICATIONS FROM COMPASS
* Feasibility – from concept to programmatic intervention
* Campus Engagement – faculty/staff expertise
* Creative Programmatic Design – student engagement

69. APPLICATIONS FROM COMPASS
* Feasibility – from concept to programmatic intervention
* Campus Engagement – faculty/staff expertise
* Creative Programmatic Design – student involvement
* Results – impact with the desired outcome

70. APPLICATIONS FROM COMPASS
* Feasibility – from concept to programmatic intervention
* Campus Engagement – faculty/staff expertise
* Creative Programmatic Design – student engagement
* Results – impact with the desired outcome
* Adaptation – evolve over time with new technology

71. APPLICATIONS FROM COMPASS
* Feasibility – from concept to programmatic intervention
* Campus Engagement – faculty/staff expertise
* Creative Programmatic Design – student engagement
* Results – impact with the desired outcome
* Adaptation – evolve over time with new technology
* Campus Buy-in – owning what you help create

72. APPLICATIONS FROM COMPASS
* Feasibility – from concept to programmatic intervention
* Campus Engagement – faculty/staff expertise
* Creative Programmatic Design – student engagement
* Results – impact with the desired outcome
* Adaptation – evolve over time with new technology
* Campus Buy-in – owning what you help create
* Funding – helped jumpstart the initiative

73. Workshop Objective #3
Participants will create specific strategies for professional development and environmental change for application on campus and within academic preparation programs

74. Professional Preparation Strategies
Become acquainted with teaching faculty (full-time and affiliated) in academic preparation programs.
Provide educational information (grounded, clear, concise) to faculty and academic leadership about the range and extent of student wellness issues.  Consider offering monthly educational sessions on critical issues.
Identify collaboration opportunities, including potential joint research projects or scholarly publications.
Share resources, reports, observations and insights.
Discuss ways to address the disconnect between the need (nature of the problem) and the academic program preparation.
Identify ways of infusing wellness issues into the existing curriculum.
Strive to create required or elective courses for graduate students.
Share syllabi and strategies (as well as challenges and opportunities) with colleagues on other campuses.

75. Academic and Professional Development
Conduct systematic program reviews on current issues and student needs in substantive, appropriate ways. Ensure both quantitative and qualitative efforts.
Encourage regular assessment of practical problems faced by student affairs professionals, with particular attention to new professionals. Include time and resource commitments needed for wellness issues.
Review current literature and data on wellness issues involving students to identify meaningful ways to enhance professionals’ preparedness and students’ lives.
Seek opportunities to brief a range of advisory and governing boards. Examples include student affairs advisory body, institutional board (Board of Visitors/Trustees), recreation advisory board, academic advisory councils.
Partner with other units to provide in-service professional education to prepare campus personnel more appropriately. Consider academic advising, staff council, campus leadership.
Get involved with appropriate membership groups. This includes knowledge communities, commissions, faculty fellows programs, and professional organizations.
Create an appropriate series of educational sessions for parents/family members.

76. Wellness Issues for Higher Education: A Guide for Student Affairs and Higher Education Professionals
FOUNDATIONAL
Overview and
Today’s College Student
EMOTIONAL
Stress Management
Mental Health
Technology
SOCIAL
Relationship Health
Sexual Decision-Making
Alcohol
Prescription and Illicit Drug Abuse
INTELLECTUAL / MENTAL
Study and Writing Skills
PHYSICAL
Sleep
Nutrition
Exercise
SPIRITUAL
Spiritual Development

77. Wellness Issues for Higher Education: How to Promote Student Health During and After College
FOUNDATIONAL
Wellness for the Future
EMOTIONAL
Body Image
SOCIAL
Disability Awareness
Sexual Violence
INTELLECTUAL / MENTAL
Time Management
Financial Health
PHYSICAL
Dependence and Recovery Issues
Eating Disorders
Tobacco
 OCCUPATIONAL
Career Planning
Civic Engagement
SPECIAL TOPIC
Organizing Wellness Issues, Building Bridges

78. Workshop Objectives
Participants will learn how student affairs professionals view student wellness needs and professional preparation
Participants will learn ways to adopt and adapt a student-focused program addressing root causes of substance abuse through implementing a wellness approach
Participants will create specific strategies for professional development and environmental change for application on campus and within academic preparation programs

79. Contact Information
David S. Anderson, Ph.D.
Professor Emeritus of Education and Human Development
George Mason University
Fairfax, VA
308 Reeves Street Celebration, FL