Literaturnachweis - Detailanzeige
| Autor/inn/en | Kushner, Richard I.; Hartigan, Phyllis |
|---|---|
| Titel | An Evaluation of the Impact of a Wellness Course in the Undergraduate Psychology Curriculum. |
| Quelle | (1983), (26 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Anxiety; College Freshmen; Course Evaluation; Course Objectives; Health Education; Higher Education; Life Style; Prevention; Program Effectiveness; Psychology; Self Concept; Stress Management; Wellness |
| Abstract | Wellness and holistic health models, which focus on life style as a major component of long term health, are thriving throughout the United States. To evaluate the impact of an undergraduate psycholgoy course dealing with health enhancement, wellness, and prevention issues, 24 college freshmen enrolled in one of two courses for a 10-week period: a psychology class focusing on wellness, stress awareness and management; and a philosophy class focusing on the self. Pre- and post-tests were administered to assess life style habits (Lifestyle Assessment Questionnaire), self-concept (Tennessee Self Concept Scale),and anxiety/stress (State-Trait Anxiety Inventory, Mood Adjective Checklist, and Somatic Complaint Checklist). The control subjects also completed the Relaxation Rating Scale Survey evaluating the stress awareness and management components of the course. An analysis of the results showed that little change occurred for either the treatment or control groups from pre- to post-testing. Factors which may account for the lack of gains were the short intervention period, the measures used, constraints on students' ability to change life style behavior given the university setting, and the nature of the undergraduate program. Data collected on the Relaxation Rating Scale Survey suggest the value of stress management training and the need to further explore and evaluate the impact of health promotion programs for students. (The Relaxation Rating Scale Survey is appended.) (BL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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