The relaxation zone: Initial analysis of stress management services for university students

2021 ◽  
pp. 1-9
Author(s):  
Victoria L. Jones ◽  
Francisco I. Salgado García ◽  
Logan M. Brewer ◽  
Andrea Pérez-Muñoz ◽  
Lauren A.-M. Schenck ◽  
...  
Keyword(s):  
University Students ◽  
Stress Management ◽  
Initial Analysis ◽  
Relaxation Zone ◽  
Management Services

scholarly journals The Effectiveness of Group Training of CBT-Based Stress Management on Anxiety, Psychological Hardiness and General Self-Efficacy Among University Students

2015 ◽  
Vol 8 (6) ◽  
pp. 47 ◽  
Author(s):  
Hamdam Molla Jafar ◽  
Seddigheh Salabifard ◽  
Seyedeh Maryam Mousavi ◽  
Zahra Sobhani
Keyword(s):  
University Students ◽  
Stress Management ◽  
Self Efficacy ◽  
Management Training ◽  
Sensitive Period ◽  
Control Group ◽  
Stress Management Training ◽  
Psychological Hardiness ◽  
General Self Efficacy ◽  
Experimental Group

<p><strong>BACKGROUND: </strong>Admission to university is a very sensitive period of life for efficient, active, and young workforces in any country, and it is mostly associated with many changes in social and human relationships. These changes lead to anxiety in students. Moreover, humans need certain functions in order to adaptively deal with different life situations and challenges. By training stress management, these functions can help human acquire the required abilities.</p> <p><strong>OBJECTIVE:</strong> The present study was aimed at investigating the effectiveness of stress management training in anxiety, psychological hardiness, and general self-efficacy among university students.</p> <p><strong>METHOD:</strong> The study was a quasi-experimental intervention (pretest-posttest-follow-up) including a control group, it was a fundamental applied study. The statistical population consisted of all students of Islamic Azad University, Karaj, Iran. Convenient sampling was employed to select 30 students who were divided into an experimental group (n=15) and a control group (n=15). Before stress management training, both groups filled out Beck Anxiety Inventory, Long and Goulet scale of psychological hardiness, and General Self-efficacy Scale (GSE-10). Afterwards, the experimental group was provided with stress management training. And after the experiment, the abovementioned questionnaires and scales were responded by the two groups. Finally the collected data were analyzed and compared using one-way MANOVA.</p> <p><strong>RESULTS:</strong> The results of MANOVA indicated that there was a significant difference between the two groups in terms of anxiety, hardiness, and general self-efficacy (p&lt;0.001).</p> <p><strong>CONCLUSION:</strong> According to the results of the present study and those of previous investigations that are in agreement with those of the present study, it can be concluded that stress management among university students cause anxiety to drop; moreover, it enhances their psychological hardiness and self-efficacy. In regard with the role and importance of stress management, training this skill should be included in educational plans of university.</p>

scholarly journals Music Listening as a Strategy for Managing COVID-19 Stress in First-Year University Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Dianna Vidas ◽  
Joel L. Larwood ◽  
Nicole L. Nelson ◽  
Genevieve A. Dingle
Keyword(s):  
International Students ◽  
University Students ◽  
Stress Management ◽  
Management Strategies ◽  
Well Being ◽  
Work Conditions ◽  
Self Report ◽  
First Year ◽  
Music Listening ◽  
Coping With Stress

The COVID-19 pandemic brought rapid changes to travel, learning environments, work conditions, and social support, which caused stress for many University students. Research with young people has revealed music listening to be among their most effective strategies for coping with stress. As such, this survey of 402 first-year Australian University students (73.9% female, Mage = 19.6; 75% domestic and 25% international) examined the effectiveness of music listening during COVID-19 compared with other stress management strategies, whether music listening for stress management was related to well-being, and whether differences emerged between domestic and international students. We also asked participants to nominate a song that helped them to cope with COVID-19 stress and analyzed its features. Music listening was among the most effective stress coping strategies, and was as effective as exercise, sleep, and changing location. Effectiveness of music listening as a coping strategy was related to better well-being but not to level of COVID-19 related stress. Although international students experienced higher levels of COVID-19 stress than domestic students, well-being was comparable in the two cohorts. Nominated songs tended to be negative in valence and moderate in energy. No correlations were found between any self-report measure and the valence and energy of nominated coping songs. These findings suggest that although domestic and international students experienced different levels of stress resulting from COVID-19, music listening remained an effective strategy for both cohorts, regardless of the type of music they used for coping.

Koru

2019 ◽  
pp. 3-14
Author(s):  
Holly Rogers ◽  
Margaret Maytan
Keyword(s):  
University Students ◽  
Emerging Adulthood ◽  
Developmental Stage ◽  
Stress Management ◽  
Emerging Adults ◽  
Small Groups ◽  
Mindfulness Meditation ◽  
Psychological Services ◽  
Management Skills

Chapter 1 introduces Koru mindfulness, the model developed at Duke University’s Counseling and Psychological Services for teaching mindfulness and meditation to university students. The model combines training in mindfulness meditation with training in specific stress-management skills. The model has been designed for and tested on emerging adults and addresses some of the particular needs and interests of this developmental group. The developmental stage of emerging adulthood is defined and described. Mindfulness is defined, and the particular usefulness of mindfulness for emerging adults is explored. The model is briefly introduced, and some of the features of the model are described, such as the use of small groups, a clearly structured format, and mandatory attendance and homework.

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