Background: Advances in technology have created different platforms, such as online dating, where college students can meet other people. One serious risk factor of using online dating is the risk of sexual assault. Many sexual predators will use online dating as a method to connect with potential victims who are often vulnerable and trusting.Aim: This paper discusses the risk of sexual assault among college students who use online dating sites. Faculty can be pivotal in educating students on the dangers of online dating and sexual assault. In addition, faculty members are in a position to recognize signs students may be exhibiting after a sexual assault, offer advice, and provide linkage to necessary services.Results: Risk factors of sexual assault are explored in depth, including predatory tactics and the vulnerability specific to college students. Provided are key safety tips for online dating as well as recommendations regarding resources and reporting to law enforcement.Conclusions: Online dating is popular among college students. Educating students in safety factors will enable them to consider the potential dangers and risk of sexual assault. In addition, higher education institutions must consider the needs of students and provide links to resources, support systems and reporting mechanisms.
{"title":"Online Dating and the Risk of Sexual Assault to College Students","authors":"Meredith Scannell","doi":"10.18061/BHAC.V3I1.6688","DOIUrl":"https://doi.org/10.18061/BHAC.V3I1.6688","url":null,"abstract":"Background: Advances in technology have created different platforms, such as online dating, where college students can meet other people. One serious risk factor of using online dating is the risk of sexual assault. Many sexual predators will use online dating as a method to connect with potential victims who are often vulnerable and trusting.Aim: This paper discusses the risk of sexual assault among college students who use online dating sites. Faculty can be pivotal in educating students on the dangers of online dating and sexual assault. In addition, faculty members are in a position to recognize signs students may be exhibiting after a sexual assault, offer advice, and provide linkage to necessary services.Results: Risk factors of sexual assault are explored in depth, including predatory tactics and the vulnerability specific to college students. Provided are key safety tips for online dating as well as recommendations regarding resources and reporting to law enforcement.Conclusions: Online dating is popular among college students. Educating students in safety factors will enable them to consider the potential dangers and risk of sexual assault. In addition, higher education institutions must consider the needs of students and provide links to resources, support systems and reporting mechanisms.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125612758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Meditation is likely to be a useful intervention for anxiety and depression, and is increasingly common as a clinical intervention and informal practice among university students. However, meditation dropout rates are high, and it is likely that perceived barriers to meditation play a role. While neuroticism is known to predict dropout, there has been no study relating personality traits to these barriers.Aim: To better understand the barriers to meditation practice that university students experience.Methods: We used online survey data to analyze the relationship between personality traits, whether students practice meditation, time spent on academic and other work, and university students’ perception of barriers to meditation.Results: We found a nonlinear relationship between neuroticism and perceived barriers; the number of perceived barriers increased with increased neuroticism but eventually flattened out. Participants who meditate perceive more barriers than those who do not. We found no relationship between time spent in other activities and perception of barriers.Conclusions: Those students who would benefit most from meditation may have the most trouble continuing. Clinicians applying meditation as an intervention in a university setting should be ready to work with students on barriers to practice.
{"title":"Perceived Barriers to Meditation Among College Students: The Role of Personality Traits","authors":"Samantha Whitford, K. Warren","doi":"10.18061/BHAC.V3I1.6678","DOIUrl":"https://doi.org/10.18061/BHAC.V3I1.6678","url":null,"abstract":"Background: Meditation is likely to be a useful intervention for anxiety and depression, and is increasingly common as a clinical intervention and informal practice among university students. However, meditation dropout rates are high, and it is likely that perceived barriers to meditation play a role. While neuroticism is known to predict dropout, there has been no study relating personality traits to these barriers.Aim: To better understand the barriers to meditation practice that university students experience.Methods: We used online survey data to analyze the relationship between personality traits, whether students practice meditation, time spent on academic and other work, and university students’ perception of barriers to meditation.Results: We found a nonlinear relationship between neuroticism and perceived barriers; the number of perceived barriers increased with increased neuroticism but eventually flattened out. Participants who meditate perceive more barriers than those who do not. We found no relationship between time spent in other activities and perception of barriers.Conclusions: Those students who would benefit most from meditation may have the most trouble continuing. Clinicians applying meditation as an intervention in a university setting should be ready to work with students on barriers to practice.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133844509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Kennison, C. Lamb, Judy L. Ponder, L. Turner, Aryn C. Karpinski, L. Dzurec
Background: As incoming students grapple with stress and traumatic experiences at alarming rates, faculty and institutions are increasingly promoting resilience and self-care activities. Expressive writing (EW) may be an underutilized self-care practice for addressing students' stressful or traumatic experiences.Aim: This pilot study aimed to describe the effects of an expressive writing (EW) intervention on participants' mental and physical health and stress levels.Methods: The study design was mixed methods. The convenience sample of 32 undergraduate participants were assigned, every other one, to either an EW intervention group who wrote about a stressful or traumatic experience (n = 18), or a neutral writing (NW) group (n = 14) who wrote about trivial topics. Data regarding sample characteristics, cortisol level, quality of life, and impact of the EW intervention were collected via a demographic survey, the SF-36v2® Health Survey (Maruish, 2011), salivary sampling and exit survey, respectively.Results: Comparison of SF-36v2® pre- to post-test demonstrated higher gains in mental health in the experimental group, relative to the control group. Fourteen (44% of total group) reported that they would recommend EW to a friend to help with stressful or traumatic experiences.Conclusions: EW may support first year undergraduates' self-care related to addressing past or current stressful or traumatic situations.
{"title":"Expressive Writing: A Self-Care Intervention for First Year Undergraduates","authors":"M. Kennison, C. Lamb, Judy L. Ponder, L. Turner, Aryn C. Karpinski, L. Dzurec","doi":"10.18061/BHAC.V3I1.6796","DOIUrl":"https://doi.org/10.18061/BHAC.V3I1.6796","url":null,"abstract":"Background: As incoming students grapple with stress and traumatic experiences at alarming rates, faculty and institutions are increasingly promoting resilience and self-care activities. Expressive writing (EW) may be an underutilized self-care practice for addressing students' stressful or traumatic experiences.Aim: This pilot study aimed to describe the effects of an expressive writing (EW) intervention on participants' mental and physical health and stress levels.Methods: The study design was mixed methods. The convenience sample of 32 undergraduate participants were assigned, every other one, to either an EW intervention group who wrote about a stressful or traumatic experience (n = 18), or a neutral writing (NW) group (n = 14) who wrote about trivial topics. Data regarding sample characteristics, cortisol level, quality of life, and impact of the EW intervention were collected via a demographic survey, the SF-36v2® Health Survey (Maruish, 2011), salivary sampling and exit survey, respectively.Results: Comparison of SF-36v2® pre- to post-test demonstrated higher gains in mental health in the experimental group, relative to the control group. Fourteen (44% of total group) reported that they would recommend EW to a friend to help with stressful or traumatic experiences.Conclusions: EW may support first year undergraduates' self-care related to addressing past or current stressful or traumatic situations.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133429359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Despite the many campus-based wellness programs and services offered through entities such as student services, many U.S. students lack the strategies, skills, or support systems to manage stress or change pre-existing behaviors, resulting in unhealthy behaviors and poor overall wellness. Since patterns developed during this time can form a solid foundation for future health behaviors, there is a need to develop and design wellness programs that stimulate positive health-behavior change.Aim: The purpose of this study was to assess student wellness of college students at a four-year public university to inform campus-based health programs, events, and services.Methods: An anonymous, single-structured survey was administered at an on-campus event (N = 225). The instrument covered six dimensions of wellness: physical wellness, social wellness, intellectual wellness, emotional wellness, spiritual wellness, and environmental wellness.Results: Significant differences for gender were found in the dimensions of social wellness, emotional wellness, and physical wellness. Females reported higher levels of social and emotional wellness, while males reported higher levels of physical wellness. Differences in age for emotional wellness, and year of study for physical wellness were also found.Conclusions: Findings provide insight to direct interventions and programs that would enhance students' wellness knowledge and behaviors.
{"title":"Examining Student Wellness for the Development of Campus-Based Wellness Programs","authors":"A. Franzidis, S. M. Zinder","doi":"10.18061/BHAC.V3I1.6575","DOIUrl":"https://doi.org/10.18061/BHAC.V3I1.6575","url":null,"abstract":"Background: Despite the many campus-based wellness programs and services offered through entities such as student services, many U.S. students lack the strategies, skills, or support systems to manage stress or change pre-existing behaviors, resulting in unhealthy behaviors and poor overall wellness. Since patterns developed during this time can form a solid foundation for future health behaviors, there is a need to develop and design wellness programs that stimulate positive health-behavior change.Aim: The purpose of this study was to assess student wellness of college students at a four-year public university to inform campus-based health programs, events, and services.Methods: An anonymous, single-structured survey was administered at an on-campus event (N = 225). The instrument covered six dimensions of wellness: physical wellness, social wellness, intellectual wellness, emotional wellness, spiritual wellness, and environmental wellness.Results: Significant differences for gender were found in the dimensions of social wellness, emotional wellness, and physical wellness. Females reported higher levels of social and emotional wellness, while males reported higher levels of physical wellness. Differences in age for emotional wellness, and year of study for physical wellness were also found.Conclusions: Findings provide insight to direct interventions and programs that would enhance students' wellness knowledge and behaviors.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114557055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aim: To provide a brief review of health concerns associated with a sedentary lifestyle and summarize some of the benefits of walking, with specific focus on the value of dog-walking programs as a means to improve health and wellness for the student nurse.Methods: A professor within the School of Nursing and Doctor of Veterinary Medicine collaborated to review research on the benefits of dog walking and interventions utilizing dogs to increase and sustain physical activity in their owners and those that enjoy the companionship a dog can provide.Results: Dog walking is an intervention to increase activity among student nurses due to companionship and the sense of obligation dogs provide. Research suggests that dog owners are more physically active with subsequent health benefits for both owners and dogs. Animal assisted therapy programs within the university setting can link students with dogs to improve physical activity.Conclusion: Dog walking has benefits to both people and dogs. Nursing faculty can develop physical activity programs within their institution that incorporate walking a dog to enhance physical activity among student nurses. Further research is needed to empirically evaluate effectiveness of dog walking in the student nurse population.
{"title":"Evaluation of Dog Walking Programs to Promote Student Nurse Health","authors":"Morgan Yordy, E. Graff","doi":"10.18061/BHAC.V3I1.6573","DOIUrl":"https://doi.org/10.18061/BHAC.V3I1.6573","url":null,"abstract":"Aim: To provide a brief review of health concerns associated with a sedentary lifestyle and summarize some of the benefits of walking, with specific focus on the value of dog-walking programs as a means to improve health and wellness for the student nurse.Methods: A professor within the School of Nursing and Doctor of Veterinary Medicine collaborated to review research on the benefits of dog walking and interventions utilizing dogs to increase and sustain physical activity in their owners and those that enjoy the companionship a dog can provide.Results: Dog walking is an intervention to increase activity among student nurses due to companionship and the sense of obligation dogs provide. Research suggests that dog owners are more physically active with subsequent health benefits for both owners and dogs. Animal assisted therapy programs within the university setting can link students with dogs to improve physical activity.Conclusion: Dog walking has benefits to both people and dogs. Nursing faculty can develop physical activity programs within their institution that incorporate walking a dog to enhance physical activity among student nurses. Further research is needed to empirically evaluate effectiveness of dog walking in the student nurse population.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131085577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Ready to Move (RTM), a university worksite wellness program, was implemented to get employees moving more and sitting less by combining student health coaching and activity trackers (AT’s).Aim: This article provides program specifics and survey data outcomes to facilitate ideas for university faculty, staff and student collaboration. The intent of the article is to provide an example of how academic classes can contribute to employee worksite wellness programming within a university.Methods: Twelve cohorts (2015 - 2017) comprised of 295 university employees received Fitbit Flex ATs and health coaching from students enrolled in a physical activity (PA) behavioral interventions class during a 10-week program. The employees met with their student coach eight times to learn how to use their AT and set movement goals. Employee’s completed self-reported surveys on average PA days and PA confidence pre/post program.Results: Findings revealed RTM significantly impacted employees average number of PA days and their confidence in ability to sustain PA. Employee qualitative comments revealed RTM instilled the importance of utilizing ATs combined with student engagement made the experience enjoyable and effective.Conclusion: RTM’s combination improved employee movement outcomes and provided additional programming ideas for the employee wellness program at a large Midwestern university.
{"title":"Ready to Move: A Unique University Worksite Wellness Initiative","authors":"M. Deinhart, Carol Kennedy-Armbruster","doi":"10.18061/BHAC.V3I1.6591","DOIUrl":"https://doi.org/10.18061/BHAC.V3I1.6591","url":null,"abstract":"Background: Ready to Move (RTM), a university worksite wellness program, was implemented to get employees moving more and sitting less by combining student health coaching and activity trackers (AT’s).Aim: This article provides program specifics and survey data outcomes to facilitate ideas for university faculty, staff and student collaboration. The intent of the article is to provide an example of how academic classes can contribute to employee worksite wellness programming within a university.Methods: Twelve cohorts (2015 - 2017) comprised of 295 university employees received Fitbit Flex ATs and health coaching from students enrolled in a physical activity (PA) behavioral interventions class during a 10-week program. The employees met with their student coach eight times to learn how to use their AT and set movement goals. Employee’s completed self-reported surveys on average PA days and PA confidence pre/post program.Results: Findings revealed RTM significantly impacted employees average number of PA days and their confidence in ability to sustain PA. Employee qualitative comments revealed RTM instilled the importance of utilizing ATs combined with student engagement made the experience enjoyable and effective.Conclusion: RTM’s combination improved employee movement outcomes and provided additional programming ideas for the employee wellness program at a large Midwestern university.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"41 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121009342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Owens, Carol Kottwitz, Jane A. Tiedt, Jeffery L. Ramirez
Background: Achieving work-life balance can be a challenge for academic faculty members. The multifaceted demands and expectations of the role can affect faculty satisfaction and the ability to attain work-life balance. The ever-changing trends in higher education, including technology and online education modalities provide additional factors that can inhibit faculty satisfaction and work-life balance.Aims: This paper explores barriers to achieving work-life balance such as cognitive dissonance, emotional dissonance and burnout. Understanding barriers is essential to developing strategies to promote work-life balance.Methods: An integrated review of the literature on life balance of academic faculty in all disciplines using multiple online databases.Conclusion: Strategies, organized around mentoring and self-care, include promoting physical health, connecting socially, and practicing mindfulness as a cognitive approach can help counteract work-place stressors and help in achieving work-life balance.
{"title":"Strategies to Attain Faculty Work-Life Balance","authors":"J. Owens, Carol Kottwitz, Jane A. Tiedt, Jeffery L. Ramirez","doi":"10.18061/BHAC.V2I2.6544","DOIUrl":"https://doi.org/10.18061/BHAC.V2I2.6544","url":null,"abstract":"Background: Achieving work-life balance can be a challenge for academic faculty members. The multifaceted demands and expectations of the role can affect faculty satisfaction and the ability to attain work-life balance. The ever-changing trends in higher education, including technology and online education modalities provide additional factors that can inhibit faculty satisfaction and work-life balance.Aims: This paper explores barriers to achieving work-life balance such as cognitive dissonance, emotional dissonance and burnout. Understanding barriers is essential to developing strategies to promote work-life balance.Methods: An integrated review of the literature on life balance of academic faculty in all disciplines using multiple online databases.Conclusion: Strategies, organized around mentoring and self-care, include promoting physical health, connecting socially, and practicing mindfulness as a cognitive approach can help counteract work-place stressors and help in achieving work-life balance.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127973388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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