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Journal articles on the topic 'College wellness'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Beauchemin, James, Todd Gibbs, and Paul Granello. "Wellness Promotion Courses in University Settings: A Review of the Outcome Research." Building Healthy Academic Communities Journal 2, no. 1 (June 20, 2018): 36. http://dx.doi.org/10.18061/bhac.v2i1.6344.

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Background: Improving college student wellness continues to be a challenge due to concerns related to lifestyle, unhealthy behavior, and lack of accessible supports, often resulting in poor academic performance and high drop-out rates. As a result there has been an increase in wellness-promoting academic courses across colleges and universities with the goal of helping students to establish healthy lifestyle behaviors.Aim: This article critically reviews the existing literature related to college courses designed to promote student wellness.Methods: This scoping review examines research related to courses designed to improve wellness within the college student population between the years 2000-2017 using multiple electronic databases. Results: Review findings include a lack of rigorous research designs, lack of integration of evidence-based models of wellness, challenges associated with consensus conceptualizations of wellness, fidelity, and replicability of wellness-related courses.Conclusions: Wellness as an emerging paradigm continues to gain attention in the literature, particularly related to college students. However, there is a need for more rigorous study designs, examination of mechanisms of change, and consensus related to conceptualizations of wellness and component definitions to inform wellness-promotion efforts, and ultimately support health-enhancing change within the existing lifestyle culture on college campuses.

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Strand, Bradford Neil, James Egeberg, and Arupendra Mozumdar. "The Prevalence and Characteristics of Wellness Programs and Centers at Two-Year and Four-Year Colleges and Universities." Recreational Sports Journal 34, no. 1 (April 2010): 45–57. http://dx.doi.org/10.1123/rsj.34.1.45.

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Because the lifestyles of college students can often lead to unhealthy consequences, campus wellness programs can be instrumental in encouraging students to improve their health behaviors. The purpose of this study was to investigate the prevalence and characteristics of campus wellness programs and centers. A web-based survey was developed and emailed to wellness representatives at 241 colleges and universities in the nine states that make up the Central District Association of the American Alliance for Health, Physical Education, Recreation, and Dance (CDA-AAHPERD). Findings indicated that 64.7% of two-year institutions and 78.9% of four-year institutions had a wellness program. In addition, 68.6% of two-year institutions and 84.0% of four-year reported having a wellness center. The type of institution had no significant difference to the prevalence of wellness programs or centers. The prevalence of wellness centers may be increasing on college campuses. Respondents reported that they will be expanding or building new wellness facilities in the next five years. Twenty-seven percent of two-year institutions and 33.3% of four-year institutions will be expanding their wellness centers in the next five years. Building wellness centers also appears to be a development on college campuses as 16.7% of two-year institutions and 22.2% of four-year institutions reported that they have plans for new wellness centers within the next five years. Two-year institutions were compared with four-year institutions concerning the services, associations, and activities provided by wellness programs. Chi-square analysis and Fisher's exact test were performed and found more similarities than differences.

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Christianson, Jenna, Kendra Kattelmann, Kristin Riggsbee, Lauren Moret, Melissa J. Vilaro, Melissa D. Olfert, Anne E. W. Mathews, Makenzie Barr, and Sarah Colby. "Promoting Wellness on College Campuses." Topics in Clinical Nutrition 34, no. 2 (2019): 125–37. http://dx.doi.org/10.1097/tin.0000000000000169.

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Thornton, L. Jay, and Sharon Johnson. "Community College Employee Wellness Programs." Community College Journal of Research and Practice 34, no. 12 (October 26, 2010): 966–76. http://dx.doi.org/10.1080/10668920801980989.

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Sivik, Scott J., Elizabeth A. Butts, Kris K. Moore, and Sheila A. Hyde. "College and University Wellness Programs." NASPA Journal 29, no. 2 (January 1, 1992): 136–42. http://dx.doi.org/10.1080/00220973.1992.11072255.

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6

Lothes II, John. "Teaching Wellness in a College Physical Education Course: Pre/Post Outcomes over the Semester." Building Healthy Academic Communities Journal 4, no. 1 (May 22, 2020): 28. http://dx.doi.org/10.18061/bhac.v4i1.7267.

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Background: Over the years, college student wellness has become an issue of concern. This study reports the results that physical education classes and effects they on college student overall wellness over the course of a semester.Aim: This study examines the pre/post outcomes of a physical education course on 12 dimensions of wellness from the start of the semester to the end of the semester.Methods: College students (N = 1,497) taking a PED101 were assessed at the beginning (pre) and end (post) of the semester for wellbeing outcomes according to the Wellness Inventory. Quantitative outcomes from the Wellness Inventory were compared pre/post as well as demographic variables (e.g., gender and health status).Results: All 12 dimensions of wellness showed increases from the start of the semester to the end of the semester. The results found statistically significant changes between the pre and post assessments for all dimensions of wellness outcomes. There were also significant changes between the pre and post assessments when investigating differences based on sex and health status.Conclusion: PED101 courses can be useful interventions to help move college students towards wellness.

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Khubchandani, Jagdish, and Timothy R. Jordan. "Undermined Determinant of a College’s Success." Californian Journal of Health Promotion 7, no. 2 (December 1, 2009): 102–10. http://dx.doi.org/10.32398/cjhp.v7i2.2018.

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Our society has taken college employees' health and wellbeing for granted and has not recognized that many of the economic, intellectual and artistic accomplishments in American life are in large part due to the invaluable contributions of college employees. The health and wellbeing of college employees is an underappreciated area of intervention for worksite health promotion. In comparison to the corporate world, service industries and the manufacturing industries, the wellness of college employees is often at the bottom of the priority list for the health and wellness of the workforce in the United States. This commentary calls for an increased involvement of health educators in college employee health and wellness promotion programs, wellness initiatives, policy changes and research.

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Nair, Julie McCulloh. "Measures of Wellness in Young Adult College Students: An Integrative Review." Journal of Nursing Measurement 26, no. 1 (May 2018): E28—E52. http://dx.doi.org/10.1891/1061-3749.26.1.e28.

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Background and Purpose: Wellness behaviors typically form during the college years, making wellness evaluation crucial during this time frame. Instruments often assess health rather than wellness. Thus, the purpose of this integrative review is to identify and evaluate instruments measuring wellness among young adult college students. Methods: Google Scholar, CINAHL, PubMed, MEDLINE, PsycINFO, ERIC, and other databases were searched yielding 350 studies initially. Results: Seven studies met inclusion criteria and were retained for this review. Reliability and validity is reported in each study with ongoing analysis. Homogeneous samples were reported in each study, and administering concurrent instruments created feasibility issues. Conclusions: A summary of instruments measuring wellness in young adult college students is provided. However, few wellness instruments exist in this population. Thus, further development is needed.

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Ratanasiripong, Paul, and Adrian Rodriguez. "Promoting Wellness for Thai College Students." Journal of College Student Development 52, no. 2 (2011): 217–23. http://dx.doi.org/10.1353/csd.2011.0028.

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Yuen, Hon K., Sarah W. Becker, Michelle T. Ellis, and Joi Moses. "Prevalence and characteristics of campus-based employee wellness programs among United States accredited colleges and universities." Work 68, no. 4 (April 27, 2021): 1049–57. http://dx.doi.org/10.3233/wor-213435.

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BACKGROUND: Employee wellness programs (EWPs) aim to support positive changes in employees’ modifiable behavioral health risk factors for disease prevention and management. OBJECTIVE: This study described the prevalence and characteristics of EWPs in US accredited college and university campuses. METHODS: Identification of the prevalence of EWPs and programming activities offered in 3039 accredited higher education institutions/campuses, and characteristics of these institutions/campuses were conducted, mainly through searching the institution’s web page. RESULTS: Overall, 36%of the institutions/campuses offered EWPs, with a significantly larger percentage of 4-year public colleges/universities providing EWPs and wellness programming activities than the 4-year private colleges/universities and community colleges. When limiting the institutions/campuses to 4-year colleges and universities with at least 500 employees, the percentage of these institutions/campuses offering EWPs increased to 57.7%, which was comparable to the findings in the literature. The percentage of the institutions/campuses offering wellness programming activities ranged from 18.1%for injury prevention and ergonomics to 30.2%for stress management. The percentage of institutions/campuses offering injury prevention and ergonomics was significantly lower than the percentage of institutions/campuses offering other typical wellness activities. CONCLUSIONS: The prevalence of EWPs offered in accredited college and university campuses do not meet the national goal of 75%, which was set by Healthy People 2010.

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Govus, Andrew D., Aaron Coutts, Rob Duffield, Andrew Murray, and Hugh Fullagar. "Relationship Between Pretraining Subjective Wellness Measures, Player Load, and Rating-of-Perceived-Exertion Training Load in American College Football." International Journal of Sports Physiology and Performance 13, no. 1 (January 1, 2018): 95–101. http://dx.doi.org/10.1123/ijspp.2016-0714.

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Context:The relationship between pretraining subjective wellness and external and internal training load in American college football is unclear.Purpose:To examine the relationship of pretraining subjective wellness (sleep quality, muscle soreness, energy, wellness Z score) with player load and session rating of perceived exertion (s-RPE-TL) in American college football players.Methods:Subjective wellness (measured using 5-point, Likert-scale questionnaires), external load (derived from GPS and accelerometry), and s-RPE-TL were collected during 3 typical training sessions per week for the second half of an American college football season (8 wk). The relationship of pretraining subjective wellness with player load and s-RPE training load was analyzed using linear mixed models with a random intercept for athlete and a random slope for training session. Standardized mean differences (SMDs) denote the effect magnitude.Results:A 1-unit increase in wellnessZscore and energy was associated with trivial 2.3% (90% confidence interval [CI] 0.5, 4.2; SMD 0.12) and 2.6% (90% CI 0.1, 5.2; SMD 0.13) increases in player load, respectively. A 1-unit increase in muscle soreness (players felt less sore) corresponded to a trivial 4.4% (90% CI −8.4, −0.3; SMD −0.05) decrease in s-RPE training load.Conclusion:Measuring pretraining subjective wellness may provide information about players’ capacity to perform in a training session and could be a key determinant of their response to the imposed training demands American college football. Hence, monitoring subjective wellness may aid in the individualization of training prescription in American college football players.

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LaFountaine, Janna. "Student Athlete Wellness: Gender Perspectives." Journal of Coaching Education 2, no. 2 (January 2009): 24–44. http://dx.doi.org/10.1123/jce.2.2.24.

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A study of wellness aspects among college student athletes at a mid-sized, church-related, undergraduate, liberal arts college in the upper Midwest was conducted during the 2006-2007 school year. The students were asked by their coaches and team leaders to complete the Wellness Evaluation of Lifestyle tool online. The study sample consisted of 273 college athletes, of which 131 were female and 142 were male. Female college athletes had the highest scores in the following areas: exercise, friendship, and love. The lowest areas were: spirituality, stress Management, nutrition and total wellness. The female athletes scored lower in 14 out of the 20 wellness behavior categories than the male athletes. In the areas of sense of worth, leisure and stress management, female athletes scored significantly lower than the male athletes. Male athletes scored the highest in the areas of exercise, sense of worth and friendship. Male athletes recorded their lowest scores in spirituality, nutrition, work and total wellness. The implications of this study for athletic programs indicate a need to address the specific needs of female athletes compared to male athletes, particularly tactics for dealing with stress, building self-esteem and the use of leisure activities.

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Forrester, Scott. "Benefits of Collegiate Recreational Sports Participation: Results from the 2013 NASPA Assessment and Knowledge Consortium Study." Recreational Sports Journal 39, no. 1 (April 2015): 2–15. http://dx.doi.org/10.1123/rsj.2015-0005.

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This study reports the results from the 2013 National Association of Student Personnel Administrators (NASPA) Assessment and Knowledge Consortium. Students ( N = 33,522) from 38 different colleges and universities across the United States completed the Recreation and Wellness Benchmark instrument. Using Astin's Theory of Student Involvement (1984), this study sought to determine if there were significant differences between different depth and breadth levels of participants' campus recreational sports involvement/participation on student retention, health and wellness, and student learning outcomes. Heavy Users placed significantly more importance on campus recreational sports facilities and programs when deciding to continue at their college/university, and felt they had increased or improved every health and wellness and student learning outcome from their participation in campus recreation significantly more when compared with Moderate, Light, and Non-Users. Findings from this nationwide study demonstrate the value of collegiate recreation to the college and university experience.

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Warehime, Shane, Danae Dinkel, Abby Bjornsen-Ramig, and Ashley Blount. "A Qualitative Exploration of Former College Student-Athletes’ Wellness." Physical Culture and Sport. Studies and Research 75, no. 1 (October 1, 2017): 23–34. http://dx.doi.org/10.1515/pcssr-2017-0018.

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AbstractCollege student-athletes (SAs) may experience difficulties while transitioning from college, which could reduce their overall wellness. However, it is essential to understand positive transition experiences and outcomes, as this can guide future research and intervention efforts. The purpose of this study was to explore the factors that led to higher levels of wellness in former SAs. Semi-structured interviews guided by the Indivisible Self Model were completed with former SAs (n = 12). Overall, participants displayed high levels of wellness - most prominently in terms of work and exercise. Many SAs perceived their current wellness was equal, if not better compared to when they were SAs. These results illustrate examples of successful transitions of former SAs, which can guide future research and interventions.

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Lothes II, John, and Rachel Kantor. "Wellness and Motivation in a Physical Education Course Over a Semester: Examining the Interaction Effects that Motivation has on Wellness Outcomes." Building Healthy Academic Communities Journal 5, no. 1 (June 10, 2021): 65–86. http://dx.doi.org/10.18061/bhac.v5i1.8046.

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Objective: This study reports the results that physical education classes have on college students' overall wellbeing and motivation over the course of a semester. This study examines the pre/post outcomes of a physical education course on 12 dimensions of wellness and motivation from the start of the semester to the end of the semester.Participants: College students (N = 1193) taking Physical Education 101 (PED101) over the course of a semester.Methods: Beginning (pre) and end (post) of the semester assessments for wellbeing and motivation were conducted using the Wellness Inventory. Quantitative outcomes from the Wellness Inventory were compared pre/post as well as demographic variables (e.g., gender & exercise frequency). Regression analysis was also conducted to examine how motivation may affect wellness. Results: All 12 dimensions of wellness and motivation showed increases from the start of the semester to the end of the semester. Motivation was also positively correlated with increases in wellness scores. The results found statistically significant changes between the pre- and post-assessments for all dimensions of wellness outcomes and motivation scores. There were also significant changes between the pre- and post-assessments when investigating differences based on sex.Conclusion: PED101 courses can be useful interventions to help move college students towards wellness.

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Robino, Ariann, and Thomas Foster. "Psychosocial Predictors of Wellness in College Students." Adultspan Journal 17, no. 1 (April 2018): 3–13. http://dx.doi.org/10.1002/adsp.12049.

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Tatum, Beverly Daniel. "Launching a Wellness Revolution at Spelman College." Childhood Obesity 10, no. 2 (April 2014): 93–94. http://dx.doi.org/10.1089/chi.2014.1024.

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Kampf, Stephen. "Impact of College Recreation Centers on Enrollment." Recreational Sports Journal 34, no. 2 (October 2010): 112–18. http://dx.doi.org/10.1123/rsj.34.2.112.

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College recreation facilities have served a role of providing students an outlet for recreation and wellness activities. New facilities provide campuses state-of-the-art, modern equipment and venues for programming. Old and outdated facilities are sometimes seen as a detriment to a campus as it relates to recruitment of new students. Colleges and universities with newer facilities flaunt these buildings in an attempt to boost or sustain enrollment numbers. This study attempts to draw some parallel to the age of a college recreation center and enrollment numbers.

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Cardinal, Marita K., Kim A. Rogers, and Bradley J. Cardinal. "Inclusion of Dancer Wellness Education Programs in U.S. Colleges and Universities: A 20-Year Update." Journal of Dance Medicine & Science 24, no. 2 (June 15, 2020): 73–87. http://dx.doi.org/10.12678/1089-313x.24.2.73.

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During the 1990s dancer wellness education began to be codified and understood empirically in U.S. colleges and universities. Those efforts stemmed from a burgeoning knowledge base in dance medicine and science that continues to evolve. However, the current status of dancer wellness education remains largely undocumented. The purpose of this study was to explore the inclusion of dancer wellness education in U.S. colleges and universities. The results were derived from a cross-sectional study of 199 higher education dance administrators at 4-year institutions that were selected using stratified random sampling procedures with data collected through an online survey. Seventy-two participants (36.18%) completed at least part of the survey, and of those 62 (86.11%) completed the entire survey. The majority of dance programs were undergraduate-only (71%), not accredited by the National Association of Schools of Dance (67%), and emphasized dance performance and choreography (89%). Sixty percent offered a formal dancer wellness program, 70% had at least one dancer wellness specialist on faculty, and 20% offered training programs to become dancer wellness specialists. Fewer than half (42.19%) preferred their faculty to have college or university level study in dancer wellness, and only 17.19% required it. Of 11 possible curricular topics, the typical undergraduate program included 64.52% and the typical graduate program 51.87%. Regardless of program level, the top five topics were anatomy, kinesiology, somatics, dance conditioning, and dance injuries. The average school offered 58% of identified supplementary programs at "high levels." Only modest differences were found between programs based on degree level, accreditation status, or program affiliation. Although some positive trends in the evolution of dancer wellness education have occurred over the last two decades, there remains a need for ongoing advocacy and widespread implementation in U.S. colleges and universities.

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DeNysschen, Carol A., Catherine Cardina, James J. Sobol, Bridget Zimmerman, and Alexander Gavronsky. "Health, wellness, and fitness training." International Journal of Police Science & Management 20, no. 1 (March 2018): 66–79. http://dx.doi.org/10.1177/1461355718756412.

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Law enforcement can be a physically and mentally demanding occupation. It is well known that health and fitness is highly related to job performance, career longevity and safety. There is insufficient research on the development of higher education-based coursework in criminal justice programs that emphasize the development of healthful behavior patterns and physical fitness. The purpose of this study was to determine if successful completion of a 14-week health education and fitness training course would increase participants’ physical fitness and capabilities to perform essential physical fitness tasks needed for a career in law enforcement. Fifty-one college students participated in a health promotion program that included multiple components of wellness such as physical fitness, exercise principles, healthy eating behaviors, goal setting and stress management. Results indicated that a college-based health promotion course can successfully prepare physically fit and police academy-ready criminal justice graduates that have an educational foundation in healthy lifestyle.

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Arif, Sally, Kelly Moran, Ana Quinones-Boex, and Shareen El-Ibiary. "Student Stress Management and Wellness Programs among Colleges of Pharmacy." INNOVATIONS in pharmacy 12, no. 2 (April 30, 2021): 14. http://dx.doi.org/10.24926/iip.v12i2.3478.

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Objective: To describe the programmatic stress-related interventions that colleges of pharmacy are providing for their students. Methods: A paper-based questionnaire was distributed to 80 college teams who attended two consecutive offerings of the American Association of Colleges of Pharmacy institute focused on promoting student well-being. The five-part questionnaire consisted of: 1) tracking and assessment of perceived student stress levels, 2) the types and formats of stress-coping interventions that are offered, 3) the measured impacts of any stress-coping interventions, 4) the level of faculty/staff training and involvement in student stress remediation, and 5) institutional demographics. Results: Of the 40 college teams responding to the survey there were similar numbers of private (44%) and public (56%) institutions. More than half (57.5%) reported measuring student stress levels. The most common interventions offered were counseling (95%), academic advising (82%), physical exercise support (77%), and relationship building activities (70%). Topics offered in the curriculum were most often related to handling substance abuse (50%), time-management (45%), and finances (40%). A majority (79.5%) of schools reported they do not offer formal training on student stress and mental health to faculty and staff and do not formally assess the impact of stress and coping interventions. Conclusion: Colleges of pharmacy are addressing student stress and well-being, yet variability exists in terms of assessment, interventions, and didactic offerings. Multiple barriers to improvement remain and mediating barriers and determining assessments for coping and interventions may be next steps for Colleges of Pharmacy.

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Royal, Kenneth D., Keven Flammer, Luke Borst, Jeffrey Huckle, Hillary Barter, and Jennifer Neel. "A Comprehensive Wellness Program for Veterinary Medical Education: Design and Implementation at North Carolina State University." International Journal of Higher Education 6, no. 1 (November 21, 2016): 74. http://dx.doi.org/10.5430/ijhe.v6n1p74.

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Research in veterinary medical education has illustrated the challenges students face with respect to mental and emotional wellness, lack of attention to physical health, and limited opportunities to meaningfully engage with persons from different backgrounds. In response, the North Carolina State University College of Veterinary Medicine has adopted a comprehensive wellness program available to all members of the college community. The wellness program is based on a ‘house system’ learning community model and focuses on five broad outcome categories: intellectual growth; mental and emotional health; social distance reduction; cultural competence; and physical health. This case study paper describes the development and implementation of the model at this institution.

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Miller, C., K. Bethmann, A. Dissen, N. Kardan, and P. Policastro. "College Wellness Program Effective in Increasing Students’ Physical Activity, Wellness Awareness, and Nutrition Knowledge." Journal of the American Dietetic Association 107, no. 8 (August 2007): A96. http://dx.doi.org/10.1016/j.jada.2007.05.261.

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PANG, Jofy. "Life Satisfaction and Wellness in Chinese College Students." Asian Journal of Physical Education & Recreation 13, no. 2 (December 1, 2007): 43–48. http://dx.doi.org/10.24112/ajper.131831.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese. This study aims to identify the relationship between life satisfaction and wellness in Chinese college students. A survey design was used. Based on the analysis of 338 sets of data, a significant and positive relationship between life satisfaction and wellness was established. In addition, students were found to be least satisfied with their living environment and most satisfied with their relationship with friends. Of the five dimensions of wellness, students scored the lowest in the physical dimension. 本文目的是探討本港大學生的生活滿足感與身心康盛的關係。透過分析收回的338份問卷，結果顯示同學之生活滿足感與其身心康盛有顯著的正面關係，而本港的大學生對朋輩關係之滿意程度最高，對生活環境之滿意程度則最低。在五項身心康盛的自我評估範疇中，本港大學生在身體康盛的得分最低。

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Montalto, Catherine P., Erica L. Phillips, Anne McDaniel, and Amanda R. Baker. "College Student Financial Wellness: Student Loans and Beyond." Journal of Family and Economic Issues 40, no. 1 (September 24, 2018): 3–21. http://dx.doi.org/10.1007/s10834-018-9593-4.

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Schaben, Jodee A., and Stacy Furness. "Investing in college students: the role of the fitness tracker." DIGITAL HEALTH 4 (January 2018): 205520761876680. http://dx.doi.org/10.1177/2055207618766800.

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Fitness trackers are becoming a popular way to encourage physical activity and impact health behaviors. Although many college students may own and use fitness trackers, they remain a high-risk group in terms of rates of obesity and lack of physical activity. In this study, college students were provided with fitness trackers to self-monitor step count. Pre- and post-measures of body composition, resting heart rate and blood pressure, knowledge of physical activity behaviors and perception of wellness were used to determine the impact of the fitness trackers. The research was completed in two phases: phase one with completely voluntary participation and phase two as a part of a required general education wellness course. Results did not indicate a significant change in step count over 12 weeks nor did they show positive change in body measurements; however, there were indicators of activity benefits. Knowledge and perception of wellness were not positively impacted in the voluntary study; however, when the education component was required, some increases in knowledge and perception of wellness were shown in the general education course. Many lessons were learned in the study that should be considered when planning future research with fitness trackers in the college-age setting.

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Franzidis, Alexia F., and Steven M. Zinder. "Examining Student Wellness for the Development of Campus-Based Wellness Programs." Building Healthy Academic Communities Journal 3, no. 1 (May 29, 2019): 56. http://dx.doi.org/10.18061/bhac.v3i1.6575.

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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.

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Biber, Duke Dunkin. "Facilitating Social-Emotional Learning in the Workplace." International Journal of Whole Person Care 6, no. 2 (August 14, 2019): 26. http://dx.doi.org/10.26443/ijwpc.v6i2.204.

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The purpose of this commentary is to explain the integration of social emotional learning in higher education with faculty and staff. The University of West Georgia has established an applied holistic wellness lab, the Wolf Wellness Lab, that aims to facilitate social emotional learning for faculty and staff. The Wolf Wellness Lab was founded upon the National Wellness Institute’s framework of holistic health, including emotional, occupational, spiritual, intellectual, social, and physical health promotion. The Wolf Wellness Lab provides a variety of education, services and trainings for faculty and staff that can serve as a model for other universities, businesses, and community centers to facilitate SEL. The Wolf Wellness Lab has helped create an identity of social emotional learning and overall wellness in the department, college, and university at large, and such an identity and culture are often needed for successful and long-term healthy change. This commentary will discuss specific resources provided for faculty and staff that promote a culture of wellness.

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Oliver, Michael D., Subimal Datta, and Debora R. Baldwin. "Wellness among African-American and Caucasian students attending a predominantly White institution." Journal of Health Psychology 24, no. 12 (February 1, 2017): 1637–45. http://dx.doi.org/10.1177/1359105317694484.

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The wellness movement is growing on college campuses; however, the examination of race is lacking. We examined aspects of physical and emotional well-being as a function of race in 197 college students at a predominantly White institution. Results revealed racial differences on diet, F(1, 196) = 7.537, p = 0.007 and resilient coping, F(1, 196) = 8.614, p = 0.004. Furthermore, regression analyses revealed that the association between stress and coping was moderated by race ( F(1, 196) = 8.196, p = 0.005), demonstrating that Whites and Blacks experience and cope with stressors in differing ways. Findings of this study suggest that race is an influential factor of wellness and subsequent well-being in college students.

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Christianson, Jenna, Kendra Kattelmann, Lauren Moret, Kristin Riggsbee, Melissa Vilaro, Melissa D. Olfert, Anne Mathews, Makenzie Barr, and Sarah Colby. "College Campus Wellness Programs: Identifying and Addressing the Health Needs of College Students." Journal of Nutrition Education and Behavior 50, no. 7 (July 2018): S110. http://dx.doi.org/10.1016/j.jneb.2018.04.146.

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Agans, Jennifer P., Oliver W. A. Wilson, and Melissa Bopp. "Required Health and Wellness Courses: Associations With College Student Physical Activity Behavior and Attitudes." Journal of Physical Activity and Health 17, no. 6 (June 1, 2020): 632–40. http://dx.doi.org/10.1123/jpah.2019-0362.

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Objective: To assess the extent to which college student physical activity behaviors and attitudes are associated with enrollment in required, but self-selected, health and wellness courses. Participants: Data were analyzed from 1473 undergraduate students (60% women) taking health and wellness courses at a large northeastern university. Methods: Demographic characteristics and activity levels at the time of course enrollment were assessed in relation to course selection and activity levels after course completion. One-way analysis of variance tests were used to assess the differences in the characteristics of students enrolling in different types of health and wellness courses, and paired samples t tests were used to assess the differences in physical activity and related attitudes from the time of enrollment to the end of the semester. Results: Course selection was predicted by demographic characteristics and precourse activity levels. Overall, no significant change in activity levels was observed over the course of one semester, although some effects were observed within certain types of activities. Conclusions: When given the option, college students appear to select health and wellness courses that match their current activity levels. These courses do not significantly change the average student’s behavior or attitudes about physical activity.

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Walters, Scott T., Elizabeth Miller, and Emil Chiauzzi. "Wired for wellness: e-Interventions for addressing college drinking." Journal of Substance Abuse Treatment 29, no. 2 (September 2005): 139–45. http://dx.doi.org/10.1016/j.jsat.2005.05.006.

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Choi, Wonchan, and Besiki Stvilia. "How do college students choose mobile health/wellness applications?" Proceedings of the American Society for Information Science and Technology 51, no. 1 (2014): 1–4. http://dx.doi.org/10.1002/meet.2014.14505101115.

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Jones, Lani V., Suran Ahn, and Keith T. Chan. "Expanding the Psychological Wellness Threshold for Black College Women." Research on Social Work Practice 26, no. 4 (September 22, 2014): 399–411. http://dx.doi.org/10.1177/1049731514549631.

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Fullagar, Hugh H. K., Andrew Govus, James Hanisch, and Andrew Murray. "The Time Course of Perceptual Recovery Markers After Match Play in Division I-A College American Football." International Journal of Sports Physiology and Performance 12, no. 9 (October 2017): 1264–66. http://dx.doi.org/10.1123/ijspp.2016-0550.

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Purpose:To investigate the recovery time course of customized wellness markers (sleep, soreness, energy, and overall wellness) in response to match play in American Division I-A college football players. Methods:A retrospective research design was used. Wellness data were collected and analyzed for 2 American college football seasons. Perceptions of soreness, sleep, energy, and overall wellness were obtained for the day before each game (GD–1) and the days after each game (GD+2, GD+3, and GD+4). Standardized effect-size (ES) analyses ± 90% confidence intervals were used to interpret the magnitude of the mean differences between all time points for the start, middle, and finish of the season, using the following qualitative descriptors: 0–0.19 trivial, 0.2–0.59 small, 0.6–1.19 moderate, 1.2–1.99 large, <2.0 very large. Results:Overall wellness showed small ES reductions on GD+2 (d = 0.22 ± 0.09, likely [94.8%]), GD+3 (d = 0.37 ± 0.15, very likely), and GD+4 (d = 0.29 ± 0.12, very likely) compared with GD–1. There were small ES reductions for soreness between GD–1 and GD+2, GD+3, and GD +4 (d = 0.21 ± 0.09, likely, d = 0.29 ± 0.12, very likely, and 0.30 ± 0.12, very likely, respectively). Small ES reductions were also evident between GD–1 and GD+3 (d = 0.21 ± 0.09, likely) for sleep. Feelings of energy showed small ESs on GD+3 (d = 0.27 ± 0.11, very likely) and GD+4 (d = 0.22 ± 0.09, likely) compared with GD–1. Conclusion:All wellness markers were likely to very likely worse on GD+3 and GD+4 than on GD–1. These findings show that perceptual wellness takes longer than 4 d to return to pregame levels and thus should be considered when prescribing training and/or recovery.

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Midden, Karen Stoelzle, and Mark Hamley. "Undergraduate Involvement in Master Planning the Anishinabe Culture and Wellness Center." HortScience 40, no. 4 (July 2005): 1138D—1138. http://dx.doi.org/10.21273/hortsci.40.4.1138d.

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A cooperative project between Turtle Mountain Tribal Community College and Southern Illinois University (SIU) completed a master plan for the Anishinabe Culture and Wellness Center in Belcourt, N.D. The project involved four SIUC undergraduate landscape horticulture students and the researcher visiting the 100-acre site, students and faculty of the Community College, as well as residents of the reservation. The purpose of the project was to: 1) explore developing a distance learning landscape horticulture program as a model project; 2) offer hands-on learning experience for the undergraduates; and 3) develop a master plan for a cultural, wellness, and environmental educational center. Developing the master plan involved four stages conducted by SIUC and Turtle Mountain participants. This included an inventory of the site and surrounding area, visiting classes at Turtle Mountain Tribal College, and interviewing numerous people from the reservation. An analysis was completed to review desired activities, such as a native plant garden, medicine wheel garden, pow wow site, and an outdoor kitchen, in relation to physical and observed features of the site. Environmental concerns, including water quality of the lake, were also addressed in the analysis. A master plan was completed after design concepts were explored. Future goals to complete the Anishinabe project include educational workshops and seeking funds to implement the master plan. Participants felt that the learning exercise for this model project was rewarding and successful. Therefore, SIUC and Turtle Mountain will continue to develop distance learning opportunities for students and potentially invite other tribal colleges with an interest in landscape horticulture to be involved.

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Lothes II, John E., Debra A. Hrelic, and Amy Olsen. "Using Physical Education Courses to Help Increase Well-Being of RN-BSN Nursing Students: An Exploratory Analysis of Outcomes." Building Healthy Academic Communities Journal 4, no. 2 (November 6, 2020): 29. http://dx.doi.org/10.18061/bhac.v4i2.7409.

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Background: Student health and wellness has been a growing concern over the years. Evidence is showing that behaviors and health patterns developed in college tend to hold through the years after graduation.Aim: To examine the pre-post wellness outcomes of nursing students taking a physical education course in an online accelerated Registered Nurse-Bachelor of Science Nursing (RN-BSN) program at a university in the Southeast region of the United States.Methods: An online course with incorporated physical activities and tutorials was designed based on the Travis Wellness Inventory to teach about 12 different dimensions of wellness. Students completed modules that addressed different aspects of wellness. Wellness was assessed using the Wellness Inventory and pre-post outcomes were examined. Results: The results found statistically significant changes between the pre and post assessments for all dimensions of wellness outcomes. There were also significant changes between the pre and post assessments when investigating differences based on gender with females improving on all 12 dimensions and males on 4.Conclusion: Introductory Physical Education (PED101) courses may be useful in improving wellness and reducing stress and turnover for RN-BSN students.

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Rohe Milton, Paul, Lisa Roth, Erin Porter, and Pepsi Hutton. "The Fitness and Wellness IQ: Measuring College Student Learning in Campus Recreation Fitness and Wellness Programs." Journal of SPORT 1, no. 1 (2012): 91–107. http://dx.doi.org/10.21038/sprt.2012.0114.

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Johnson, Jeannine, Connie Bauman, and Sarah Pociask. "Teaching the Whole Student: Integrating Wellness Education into the Academic Classroom." Student Success 10, no. 3 (December 16, 2019): 92–103. http://dx.doi.org/10.5204/ssj.v10i3.1418.

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College students are increasingly reporting higher stress, which can negatively influence their personal and intellectual development. Greater academic challenges and new social experiences in college may be accompanied by stressors like mental health issues, family concerns, or financial pressures. To help students manage stress, institutions typically provide resources through health services, student life or student affairs, recreation departments, or other entities that operates primarily outside the academic program. Recently, some institutions have integrated wellness education into the academic curriculum, leveraging the power of the classroom to deliver important lessons about accessible, evidence-based wellness strategies. Here we investigate if a first-year interdisciplinary writing class designed to help students learn about physical and mental wellbeing actually improved students’ awareness of their wellbeing and their confidence as first year learners. We share details of the course design, evidence of student learning, and advice for incorporating wellness content throughout the curriculum.

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Spurgeon, Shawn L. "Wellness and College Type in African American Male College Students: An Examination of Differences." Journal of College Counseling 12, no. 1 (March 2009): 33–43. http://dx.doi.org/10.1002/j.2161-1882.2009.tb00038.x.

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Makubuya, Timothy, Yvette Kell, Cyprian Maro, and Zhankun Wang. "Campus Wellness Facility, Student Contentment and Health." Recreational Sports Journal 44, no. 1 (April 2020): 60–66. http://dx.doi.org/10.1177/1558866120927322.

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Many U.S. college campuses have ways in which users’ lives can be enriched through wellness efforts. Provision of wellness and recreational services through a state of the art or newly renovated recreation and wellness facility is one avenue. The primary goal of this study was to determine the level of campus recreation facility satisfaction and utilization outcomes among student users at a Midwestern U.S. institution. The Recreation Wellness Survey was designed and its items were successfully tested for reliability using Cronbach’s α. Study results revealed that student perceptions of satisfaction in key areas predicted their development of healthy habits and overall satisfaction. The study highlights the necessity of satisfaction with key aspects of campus recreational facilities in the development of utilization outcomes among student users.

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Mayol, Mindy, Urska Dobersek, and Matthew D. Beekley. "Differences In Wellness Levels Between Division Ii Athletes’ Completion/non-completion History Of A College Wellness Course." Medicine & Science in Sports & Exercise 52, no. 7S (July 2020): 363. http://dx.doi.org/10.1249/01.mss.0000677732.17728.ce.

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D'Abundo, Michelle L., Cara L. Sidman, and Kelly A. Fiala. "Perceived Wellness, Exercise Motivation, and Relative Autonomy among College Students." Health Behavior and Policy Review 1, no. 5 (September 1, 2014): 373–80. http://dx.doi.org/10.14485/hbpr.1.5.3.

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Hritz, Nancy M., Cara L. Sidman, and Michelle D’Abundo. "Segmenting the College Educated Generation Y Health and Wellness Traveler." Journal of Travel & Tourism Marketing 31, no. 1 (January 2, 2014): 132–45. http://dx.doi.org/10.1080/10548408.2014.861727.

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Johnson, Kay L., and Stephanie R. Wernig. "Life directions: A comprehensive wellness program at a small college." New Directions for Student Services 1986, no. 34 (1986): 33–41. http://dx.doi.org/10.1002/ss.37119863405.

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Watson, Joshua C., and Daniel B. Kissinger. "Athletic Participation and Wellness: Implications for Counseling College Student-Athletes." Journal of College Counseling 10, no. 2 (September 2007): 153–62. http://dx.doi.org/10.1002/j.2161-1882.2007.tb00015.x.

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Shaulskiy, Stephanie, Kirstan Duckett, Lance Kennedy-Phillips, and Anne McDaniel. "Exploring Differences in College Student Financial Wellness by Institution Type." Journal of Student Affairs Research and Practice 52, no. 3 (July 3, 2015): 250–61. http://dx.doi.org/10.1080/19496591.2015.1035382.

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Preston, Deborah Bray, Geoffrey Walker Green, and Patricia A. Irwin. "An Assessment of College Health Nursing Practice: A Wellness Perspective." Journal of Community Health Nursing 7, no. 2 (June 1990): 97–104. http://dx.doi.org/10.1207/s15327655jchn0702_6.

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Dinger, Mary K., Parris R. Watts, Alex Waigandt, and Candy Whittet. "A Nationwide Survey of College and University Student Wellness Programs." Recreational Sports Journal 17, no. 1 (October 1992): 44–48. http://dx.doi.org/10.1123/nirsa.17.1.44.

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Beauchemin, James D. "Solution-Focused Wellness: A Randomized Controlled Trial of College Students." Health & Social Work 43, no. 2 (February 27, 2018): 94–100. http://dx.doi.org/10.1093/hsw/hly007.

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