Life Skills: An Academic Approach to Promoting Student Development: Life Skills: An Academic Approach to Promoting Student Development Pam Viele
University of California, Los Angeles
March 15, 2007 Session Overview: Session Overview Identify audience goals
Background of course
Overview of course curriculum
Examination of data
Discussion Profile of UCLA Undergraduates and their Mental Health: Profile of UCLA Undergraduates and their Mental Health At entry (Source: CIRP 2006)
46.8% report feeling depressed 'occasionally' or 'frequently' in the past year
86.7% report feeling 'overwhelmed by all I have to do' at least occasionally in the past year
53.3% anticipate that there is 'some' or a 'very good chance' that they will seek personal counseling while in college Profile of UCLA Undergraduates and their Mental Health: Profile of UCLA Undergraduates and their Mental Health During college (Source: 2006 Student Development Student Survey)
83.7% report finding balancing life demands 'very' or 'moderately' stressful.
23.7% report that they balance life demands 'not very well' or 'poorly.'
14.0% reported that emotional distress 'frequently' interfered with schoolwork
Mental Health Care Seeking: Mental Health Care Seeking 13.7% of Undergraduates report having sought mental health consultation in the past year (2006 SD Student Survey)
8.1% On Campus
3.2% Outside Provider
2.5% Both Impetus for Life Skills: Impetus for Life Skills Evidence of increasing stress, mental health concerns
Effects of social integration and emotional intelligence on persistence, retention and ability to manage change andamp; transition History of Life Skills: History of Life Skills
Designed to assist undergraduates in navigating the developmental challenges of the college years.
Three Primary Outcome Domains: Three Primary Outcome Domains Stress, Coping, andamp; Emotion Regulation
Interpersonal Relationships andamp; Communication Individual Learning Outcomes : Individual Learning Outcomes Understand the relationships between cognitive, social, and emotional competence, and use this knowledge to act in ways that promote effective functioning and healthy development.
Demonstrate the ability to effectively use various skills and techniques to manage stress in a healthy manner and promote positive well-being.
Understand the relationships between the developmental inputs that shape your identity and the developmental experiences that influence schemas, thoughts, feelings, and behaviors, and use this knowledge to act in ways that are congruent with your personal identity and goals.
Understand how communication styles impact varying cultural and interpersonal contexts and relationships.
Demonstrate an understanding of different communication skills and techniques in order to more effectively manage your interpersonal relationships.
Environmental Level Outcomes: Environmental Level Outcomes Imbed students in healthy sustainable social networks
Provide proactive context for identifying vulnerable students and fortifying their safety nets
Reach critical mass so that population wide effects can occur Life Skills Pedagogy: Life Skills Pedagogy 4 unit academic course; meets 2x week for 1hr 50 min
Pedagogy: discussion, individual andamp; group exercises, writing and reading assignments, 'situated in learner’s experience'
Instructor is a 'facilitator' not 'expert'
Assignments : Assignments % Grade
Assignment 1 Presentation – Stress andamp; Coping 15%
Assignment 2 Presentation – Identity Development 15%
Assignment 3 Paper - Communication 15%
Final Reflection Paper 15%
8 Weekly Experience Logs 15%
Attendance andamp; Participation 25% Outcomes Assessment: Outcomes Assessment Pre-Post test design
Administered to all students
Will focus on data from 05-06 AY
Overall response rate = 67%
Significance evaluated at the 99% confidence level (pandlt;.01)
Stress and Coping: Stress and Coping Increase:
Coping skills work well for me
Have healthy strategies for relieving stress
Have critical thinking skills necessary to solve problems
Frequency felt at peace/centered
Have to rely on self
Unable to successfully cope with change
Dwell on feelings
Academic Year 05-06 Data
RAND Mental Health Scales: RAND Mental Health Scales Increase:
Overall Mental Health Index
Academic Year 05-06 Data Identity Development: Identity Development Increase:
Important to be knowledgeable about cultural differences
Have friends who are different from me (ethnicity, sexual orientation, religion, etc.)
Dynamics in my family have shaped my development
Able to challenge aspects of my upbringing not supportive of my wellbeing
Have what it takes to succeed at UCLA
Can handle academic demands at UCLA
Academic Year 05-06 Data Communication and Relationships: Communication and Relationships Increase:
Confident communicating with others
Comfortable communicating about sex
Able to communicate needs in a romantic relationship
When upset, can articulate what is bothering me
Have skills to communicate needs to others
Academic Year 05-06 Data Communication and Relationships: Developing Community : Communication and Relationships: Developing Community Increase:
Easy for me to develop new friendships
Easy to make new friends at UCLA
Often anxious about meeting new people
Academic Year 05-06 Data
Communication and Relationships: Intergroup Dialogue : Communication and Relationships: Intergroup Dialogue Increase:
Confident communicating with people different from me
Confident in ability to address difficult situations/concerns with others
Frequency had in-depth conversations with:
Students of a different race/ethnicity
Students with differing political/religious views or values
Frequency tried to see issue from another’s perspective
Academic Year 05-06 Data
Future Assessment Steps: Future Assessment Steps Control Group for Quantitative
Self-Authorship study planned for 07-08
Permission to use student reflective papers/journals as documents for qualitative analysis of change during the quarter
Possibly pair with additional follow-up in subsequent quarters Student Voices: Student Voices This was the most the most valuable class I’ve ever taken at UCLA. Everyone who goes into this class comes out a better version of themselves. Healthier, more focused, more mature and better able to communicate, face daily stressors and face life responsibilities.
The most useful class I have taken here at UCLA. I feel more prepared to handle the outside world and be successful in it. I thought college was supposed to prepare me for the real world, this class did. Thank you for teaching this class and giving me the tools I need in the real world.
I learned so much this quarter about others and myself.
Questions? : Questions?