Lessons From a Student Resilience Project - Boston University
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Lessons From a Student Resilience Project
Karen Oehme, Ann Perko, Michelle Altemus, Elizabeth C. Ray, Laura Arpan,
James Clark
Journal of College Student Development, Volume 61, Number 3, May-June
2020, pp. 396-399 (Article)
Published by Johns Hopkins University Press
DOI: https://doi.org/10.1353/csd.2020.0037
For additional information about this article
https://muse.jhu.edu/article/757708
[ Access provided at 14 Jan 2021 18:21 GMT from Boston University School of Theology (+1 other institution account) ]On the Campus Dawn Johnson,
Lessons From a Student Resilience Project
Karen Oehme Ann Perko Michelle Altemus
Elizabeth C. Ray Laura Arpan James Clark
University educators struggle to provide effec- young adults transition to college using peer
tive assistance to students for the transition videos on overcoming common stressors,
to college life (Center for Collegiate Mental videos on resilience, skill-building activities,
Health, 2019). Like many other institutions, relaxation skills training, brief audio lectures
Florida State University, population 42,000, by mental health experts, and connections to
has grappled with how best to help students campus counseling and supportive resources.
meet these challenges. In 2018, the university The program is unique because it is trauma-
administration requested a new customized informed. The material presented explains how
approach: a universal psychoeducational childhood trauma can increase vulnerability
prevention program for all students, resulting to poor mental health and substance abuse
in the launch of a unique website called The problems, and guidance, resources, and support
Student Resilience Project (Oehme et al., 2019). are provided. Student success is characterized as
The design phase of the project included more than academic achievement. The website
an extensive literature review of the science of is part of a campus-wide Resilience Campaign
stress, trauma, and resilience, as well as testing to raise awareness of common challenges and
of and feedback from students on program individual strengths and capacities for growth.
content. Research on the experiences—
including adverse childhood experiences—and LitERAtuRE REviEw
developmental needs of young adults resulted
in a realistic portrayal of student struggles. The During a crucial time for young adult develop-
main goal of the project, launched in 2018, was ment (Chung & Hudziak, 2017), college
to increase students’ ability to manage stressful students report increased rates of stress (Ameri-
life events. As end users, students influenced can Psychological Association, 2018) and
all project content, style, and promotion. greater prevalence of mental health problems
Exercises and activities were grounded in an that can interfere with adjustment to student
evidence-informed approach to complement life, academic success, retention, and transi-
existing campus mental health services. tion into adult hood (Hunt & Eisenberg,
The program, required of all first-year 2010). Young adults face significant pressures
students but promoted to all students, helps including academic competition, debt, and
Karen Oehme is Director of the Institute for Family Violence Studies; Ann Perko is Director of Special Projects at
the Institute for Family Violence Studies; Michelle Altemus is a master’s student of social work; Elizabeth C. Ray is
a postdoctoral researcher; Laura Arpan is Professor of Communication; James Clark is Dean and Professor of Social
Work; each at Florida State University.
396 Journal of College Student DevelopmentOn the Campus
social pressures (Adams, 2012; Sungkok et al., with grief and loss, dealing with intrusive
2017), and many face the onset of mental thoughts, support for Students of Color,
health issues (Kessler et al., 2005). This and LGBTQ+ issues, among other topics. A
demographic (Generation Z) grew up with Learn New Skills section features relaxation
the internet and they are comfortable seeking and coping skills instruction, including
health information online (Rideout & Fox, musical relaxation, breathing techniques,
2018). A previous study showed that online mindfulness, sleep-aid audios, and reflective
education can provide health-related curricula writing. A resource section offers guidance
to students who are unlikely to seek formal for students with depression, anxiety, and
help (Ryan, Shochet, & Stallman, 2010). other personal and academic problems so they
One way that researchers suggest promoting can reach out for more help and counseling
resilience is to build up the components (Oehme et al., 2019).
of resilience, including self-efficacy, which Other sections include activities which
may help students prepare for new stressful encourage students to think about their
circumstances (Schwarzer & Warner, 2013). strengths and values. These are displayed on a
The Student Resilience Project promotes dashboard and highlighted as protective factors
protective skills that increase resilience (e.g., that can help students overcome challenges.
social support, sense of belonging, self-efficacy) The exercises are based on research indicating
and manage stress—a trigger for poor mental that people are more receptive to receiving
health (Karatekin & Ahluwalia, 2020) and mental health information after they have been
maladaptive coping (Forster, Grigsby, Rogers, reminded of their strengths and values (Arpan,
& Benjamin, 2018). Lee, & Wang, 2017). The project was promoted
using posters, buttons, a faculty guide, e-mail
PROgRAM COMPOnEnts notices, and social media. After viewing the
website, students were invited to complete a
Accessible on any device, the Student Resilience voluntary, anonymous online survey.
Project has an intentionally distinct look,
different from the Florida State University OutCOMEs
website. Focus groups helped delineate the
topics of most concern to students and More than 14,000 students have logged into
12 diverse student assistants helped the the project, which requires a Florida State
design team integrate bright animation, GIF University ID. As part of ongoing dissemi-
illustrations, and a Pop Art look. The “What I nation, implementation, and assessment
Wish I Knew” videos feature students talking there are several studies of student awareness,
about adjustment issues like homesickness, response, usage, and outcomes that are
breakups, and culture shock related to the ongoing. Multiple samples of data revealed
first semester in college. Researchers also that students responded positively to the
collaborated with faculty and staff from more website. They found it authentic, trustworthy,
than a dozen campus units to transform the and helpful to themselves and others (Oehme
rich expertise on campus into an accessible et al., 2019). Consistent with the design team’s
resource for students called Real Talk, brief candid approach to providing sensitive but
audio presentations by faculty experts in important information, students rated the
the TED Talks style. Real Talk features site as highly credible, which was positively
advice about frustration, tolerance, coping linked to their likelihood to return to the site
M–J ◆ / 397On the Campus
and recommending the site to others. More from other Florida State University sites, and
than 80% of survey respondents felt that if its organization is completely different from
they or other students followed the advice for the main FSU.edu website.
dealing with life stress, they could deal with Administrative Support. Researchers con-
such challenges. sider the top-down endorsement—by the
Students perceived the peer-to-peer videos upper administration, along with financial
to have high levels of restorative narrative support of the provost and endorsement by
qualities (Ray, Arpan, Oehme, Perko & Clark, the vice president for student affairs—to be
2019); students who perceived higher quality crucial. The university president spoke about
of the video narratives indicated they were the new project at dozens of events, beginning
likely to return to the site and recommend it with convocation and continuing in many
to others. Mental health interventions often presentations on and off campus. The provost
require ongoing support. Students indicated required that all electronic to-do lists for first-
that the project could help them locate campus year and transfer students contain prominent
resources and get help with challenges they reminders of the project and a link to it. The
might face. Google Analytics showed that one to-do list item was not cleared as completed
third of all website visitors were repeat users. until the student logged into the project and
viewed a minimum amount of content: 2
Lessons From the student Resilience videos, 2 audios, and 1 skill-building section.
Project Support from nontraditional sources—
Generation Z Input. Students advocated for those outside of the health-related campus
a website that looked distinct and unique units—most notably included the librarians
from the university website. Additionally, and library staff who embraced the project
students in focus groups told researchers they wholeheartedly. Their frequent exposure to
preferred frank content discussing issues such anxious students made library staff active
as the impact of binge drinking and societal advocates for the project because of its self-help
inequities, including racism and homophobia. nature and its goal of increasing self-efficacy.
Researchers wanted to increase project credi- With colorful slides for library computer
bility by addressing student concerns directly. screens, as well as classroom building lobbies,
The project was created to be able to respond the campus gym, and the preview screens of the
to community traumatic events; thus, imme- campus movie theatre, this modern electronic
diately after a mass shooting that killed an poster campaign minimized paper use while
instructor and a student near campus, the increasing student exposure to the project.
project directors launched a community Faculty/Staff Participation. In the first 6
violence resource section. Similarly, after months of the project, members of the research
a hurricane, guides for coping with the team were invited to more than 35 faculty and
aftermath of the storm were added. staff meetings to promote the project. One
Underutilization of University Website. meeting included 200 newly hired faculty.
Focus groups revealed that many students Individual faculty and student ambassadors
did not know about resources posted on promoted the project in classroom presenta-
the traditional university website or on tions and many wore buttons advertising the
academic and departmental unit web pages. project. We were surprised by the high level
The project’s memorable URL distinguishes it of support from faculty.
398 Journal of College Student DevelopmentOn the Campus
COnCLusiOn suggest that because of the near universality
of college student stress, resources should
Since the launch of this dynamic and evolving be available to every student and that bold
project, graduate and international students new tools designed with user input can help
have asked for (and received) new content for students facing such challenges.
their specific needs. Assessment continues with
a longitudinal study. Still, early outcomes have Correspondence concerning this article should be
broad implications. The most salient findings addressed to Karen Oehme at koehme@fsu.edu
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