University 101 Programs




Eustress, De-Stress, We All Stress

Presentation Abstract
The "Eustress, De-Stress, We All Stress" presentation will allow students to reflect on how they currently manage their stress, and how they can improve upon it. Students will discuss in small groups and as a class, the common academic and personal life stressors they face here at the university, as well as discuss healthy and unhealthy ways of coping with their stress. Students will reflect on the various stigmas that prevent students from seeking help for mental health issues, and discuss ways to seek the help that they need. The class will learn how to use different stress management techniques.

University 101 Learning Outcomes

II a) Identify and use appropriate campus resources and engage in opportunities that contribute to their learning within and beyond the classroom.

Students will learn about the many resources on campus that help them cope with their stressors (i.e. counseling center, wellness offices, Changing Carolina Peer Leader program, and many other on-campus resources) .

I b) Identify and apply strategies to effectively manage time and priorities.

The presentation will help the students link their personal and academic stressors to their academic success. They will gain insight about external factors that may be causing them stress and how to focus on handling those stressors with resources. They will also be able to gain new coping skills to reduce the amount of stress they are experiencing, and skills to better handle academic stress. The students will walk away with a game plan on how to approach some of their major academic stressors.


Presentation Learning Outcomes
As a result of this presentation, students will be able to:
-Identify personal and academic sources of stress and reflect upon how students currently cope or react to stressors.
-Reflect on the stigmas that prevent students from seeking help for mental health issues and understand the importance of reaching out for health resources and services on-campus.
-Practice a stress management technique that they can utilize in their daily lives or other healthy coping methods they can also use to manage stress.

Presentation Outline
1) Presenter Introductions: 3-5 minutes

2) How Stressed Are You? Worksheet 8 minutes (Survey for each individual student to mark the stressors in their lives to see how much stress they are facing)

3) Stress Person 10 minutes (Small group discussion covering: signs/symptoms of stress for students, stressors that students face, unhealthy ways to cope, healthy ways to cope)

3) Campus Resources 5-7 minutes (Resources and services provided to students on-campus at USC)

4) Mental Health Norming: 7-10 minutes (Short video that discusses stigmas and allows students time to reflect on the stigmas that they see here at USC)

5) Guided Relaxation: 5 minutes (Presenter will play an audio file of a stress management/relaxation tool from an online library that the students will have access to)

6) De-Stress Notecard Reflection/Plan/Take-away: 3-5 minutes (Students will reflect and improve upon their original stress management technique they identified for themselves)

7) Announcements: 1-2 minutes

Presentation Length
50 minutes;

Presenter Training
The presenters are undergraduate peer leaders of the Student Health Services program called Changing Carolina Peer Leaders (CCPL). The peer leaders undergo an extensive application process in order to be selected to participate in the program. Once accepted, students must take a 3-credit academic course (HPEB301: Practicum in Health Education) and pass with a B average to be able to participate in the program and deliver presentations. The course content prepares the peer leaders in health and wellness topic areas as well as leadership development/skill builders.

In addition to the semester long course, peer leaders must attend a refresher training each fall for each presentation they will be delivering. This training covers content in the presentation, in addition to an overview of presentation and facilitation skills. Peer leaders also have weekly group meetings in which a skill builder is reviewed, as well as monthly continuing education meetings.

If Peer Leaders are not able to cover the materials, Graduate Students (GAs) for Healthy Campus Initiatives (HCI) and Professional Staff of HCI will be responsible for filling in for the Peer Leaders. The professional staff and graduate assistant are responsible for the training of the peer leaders for the presentations and know the material very well.