a resilient community: do students use the skills they ... resilient community.pdfa resilient...

A Resilient Community: Do students

use the skills they learn in drop-in

psycho-educational workshops?

Chiaothong Yong, PsyD

Harry Warner, MA, LPCC-SAUCCCO Conference. June 2018.

2

Counseling and Consultation Service

AGENDA

• Workshop programs at OSU

• A survey on the effectiveness of workshops

• Survey results

• Implications

• Future directions

3

Psychoeducational workshops

• The art of allowing: Letting go of perfectionism

• Building mastery: Skills for a drama free life

• Mindful skills for stress management

• Beating anxiety

• Psychiatry


Workshops at OSU

4

Experiential workshops

• Art space: Creativity for the body, mind, and soul

• Dance it off: Mindfulness For The Body

• Yoga for wellness


Workshops at OSU

5


2017-2018

4386

2835

2065

3570

3682

3272

349

927 1422 109

Tables

Campus Events

External WS

Presence

CCS Overview

Internal WS

Consultation

Panels

Crisis/Debriefing

Interviews

Participants distributed across type of program

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Internal Workshops 16-17 to 17-18

Year 16-17 17-18

# of Workshops 217 178

# of Participants 3230 3273

Avg Participants 14.88 18.39

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Workshop Averages 13-14 to 17-18

3.01

11.26

18.38

0

5

10

15

20

25

Average number of participants

2013-2014

2014-2015

2015-2016

2016-2017

2017-2018

22.59

14.88

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Internal Workshops Breakdown FallFALL 2017 Sessions Avg # of

Participants

Total

Participants

Beating Anxiety 15 41.2 618

Mindfulness Stress mgt 11 12.27 135

Dance it Off 16 9.94 159

Building Mastery 12 15.17 182

Yoga for Wellness 5 11.2 56

Art Space 9 24.33 193

Perfectionism 14 17.14 240

Psychiatry Workshop 5 33.8 169

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Internal Workshops Breakdown FallSPRING 2018 Sessions Avg # of

Participants

Total

Participants

Beating Anxiety 15 25.47 382

Mindfulness Stress mgt 13 10.92 142

Dance it Off 15 9.67 145

Building Mastery 15 15.6 234

Yoga for Wellness 5 11.4 57

Art Space 12 15.33 184

Perfectionism 15 21.4 321

Psychiatry Workshop 4 14 56

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Basic infrastructure and logistics

• Workshops every weekday

• Staffing considerations

• Marketing

• Social justice considerations

• Find your carrots

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• Waitlisted students

• Disposition

• Experience for trainees

• Demonstration of services

• Funnel Requests

• Collaboration Opportunities

• Provides Infrastructure

• Not just for numbers


What are the comprehensive benefits of

providing workshops??

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Now that you have your workshop program….

How do we know it’s effective?

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Research Questions

1. Do students use the skills we teach them?

2. What skills are they using?

3. Who is coming to our workshops?

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Survey methods

• Pre- and post-workshop survey

• Online data collection via GoLink

• Qualitative and quantitative questions

• Incentivized for participation

• $ on to student’s BuckID (lucky draw)

• Facilitated by the Center for the Study of

Student Life

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Participants

• Pre-workshop

• n = 457 (377 after missing items)

• Post-workshop (2 weeks later)

• n = 121

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Demographics

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Demographics

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Demographics

19

Pre-Workshops


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Pre-Workshops

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Pre-Workshops

23


Post-Workshops

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What are the skills that students learned?

• Arts

• Physical

• Interpersonal

• Gratitude

• Mindfulness

• Cognitive

Post-Workshops – Qualitative Data

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• Coloring

• Doodling

• Making art

• Drawing

• Painting


Arts

• Create a zentangle

• Crafting

• Crocheting

• Finger painting

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• Breathing

• Deep breathing

• Exercising

• Yoga


Physical

• Dancing

• Eating 3 meals a day

• Getting a good night

sleep

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• Confrontation

• Being a better active

listener

• DEAR MAN exercise


Interpersonal

• Talking about the stress

• Talking to a friend

• Stop worrying about what

other people think about

me

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• Cycle of negative behavior changes

• Changing attitude at work

• Taking a step back to have a moment to myself

and to evaluate all of my alternatives

• Using a schedule for time management

• Think about the stressor before quickly reacting

so I would only do actions that benefited me and

not look for easy temporary solutions that would

hurt me in the long run


Cognitive

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• Trying to not think about myself as a result of my

actions (i.e., I’m a terrible business student”)

• Setting achievable goals

• Stopping to think about my overthinking and how

I’m blowing it out of proportion

• Taking a step back and think about the situation

from another perspective to help me cope

• Not thinking in black and white as much


Cognitive

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• Focusing

• Focus on the present

• Meditation

• Keep an open mind

with no self-judgment


Mindfulness

• Mindfulness exercise

• Full body scan

• Openness

• Sitting in the quiet and

listening to all the

sounds around me to

relax

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Gratitude

• Find something I did good

• Self-forgiveness

• Self-compassion (e.g., knowing that not

everything I do has to be exact and perfect)

• Not judging self

• Learning to accept life for what it is (i.e., being

more chill about the situation)

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• Presenters played a huge role:

• Engaging, fun, approachable, entertaining,

knowledgeable, use of examples,

examples were relatable

• Experiential:

• Hands-on workshops

• Content:

• Good visual presentation, practical

takeaways, informational

What did they like?

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• More depth/breadth about the skills

• More information (e.g., cause) about the

issues (e.g., perfectionism, anxiety)

• Temporary “solutions”

What else did they want from us?

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• Encouraging results:

• Students retained and used skills learned

from workshops

• Workshop topics

• Link top UCC presenting concerns to

workshops

• Increase minority students in attending

workshops

Outcome Implications

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• Do the skills students learn help them?

• Do workshops help meet clinical demand?

• How do workshops compare to short-term

skills based therapy or wellness coaching?

• Link pre/post respondents.

• Compare by demographic groups.

Future Questions / Directions

36


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