Life Skills: An Academic Approach to Promoting Student Development: Life Skills: An Academic Approach to Promoting Student Development Pam Viele Kristen McKinney Student Development 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 Identity Development 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% N=363 64.5% female 43.4% transfer 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 Decrease: 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 Psychological Wellbeing Positive Affect Decrease: Psychological Distress Depression 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 Decrease: 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 Qualitative Aspects 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?