AN ANALYSIS ON THE ACADEMIC PRESSURE OF THE ARCHITECTURE STUDENTS

A Research Paper
Presented to the Faculty of the
Senior High School
NORTHWESTERN UNIVERSITY
Laoag City

In Partial Fulfillment
of the Requirements for the
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CHAPTER I
THE PROBLEM AND ITS SETTING
Background of the Study
Life today has become increasingly complex and tension ridden. It is the era of speed, rapid
changes, never ending wishes and desires, which sometimes result in stress, anxiety, negativity and
depression. Stress is an integral part of life. It operates in almost every walk of life.

http://psychologicalresources.blogspot.com/2014/12/academic-stress-scale.html

For many undergraduate students, university life is a major transition in their lives since they are accorded the
chance to decide what to do without the undue influence of their parents. The students make various decisions
regarding all aspects of their lives such as academics, social life, and leisure activities (Baker, 2003). However,
amidst the new found freedom students have to struggle to meet the expectations of their parents which include
expectations related to their academic performance (Smith & Renk, 2007). In addition, society believes that
graduating from a high-ranking university is a “passport” to a good job, high salaries, and high social status (Ang &
Huan, 2006). As a result, the students are indirectly subjected to a variety of stressors mainly linked to academic
success (Sreeramareddy, Shankar, Binu, Mukhopadhyay, & Menezes, 2007).

The academic stress faced by most students is attributed to poor study habits, such as poor time management
(Macan, Shahani, Dipboye, & Phillips, 1990), studying for exams (Baldwin, Wilkinson, & Barkley, 2000), and
coursework (Robotham, 2008), which may eventually lead to poor academic performance. In order to overcome the
pressure from academic stress the students have to employ suitable coping strategies like in any other stressful
situation (Smith & Renk, 2007). There are various coping strategies used by students when experiencing academic
stress. Some resort to avoidant coping; alcohol/drug abuse, denial and behavioral disengagement; while others cope
actively through acceptance, planning, and positive reframing and taking the necessary steps to overcome the
academic stress (Sreeramareddy et al., 2007).

Academic performance is mainly a function of students’ study habits referring to the student’s way of study whether
systematic, efficient or inefficient (Abid, 2006). The study habits that influence the academic performance of a
student include: time management, setting realistic academic targets, setting rewards on completion of a task,
revision, organization of materials, and notes-taking during lectures (Fontana, 1995; Good & Brophy, 1986). Hence,
study habits are coping strategies used by students to overcome academic stress so that they can meet the demands
imposed on them by the academic environment. This is reaffirmed by studies (Struthers, Perry & Menec, 2000;
Aluja & Blanch, 2004) which show that study habits positively correlate with academic performance.

The academic performance of university students currently is explained in terms of success or failure of course
units, number of courses failed or passed (Goldfinch & Hughes, 2007), and the quality of the grades obtained in
terms of the Grade Point Average (GPA) or Cumulative Grade Point Average (CGPA) (Bernold, Spurlin, & Anson,
2007). In some Ugandan universities some students are experiencing poor academic performance for example in a
study conducted by Kyoshaba (2009) at Uganda Christian University, it was noted that while other students perform
well, a substantial number of students performed poorly. Mbarara University of Science and Technology (MUST) is
no exception to high failure rates. Over the past five years, many supplementary examinations were registered per
semester (Atibuni, 2012). This clearly shows the levels of academic performance of the undergraduates at that time.

However, there is limited knowledge about the MUST students’ academic-related stress levels and the study habits
that may partly explain the observed academic performance of the students. The main aim of this study, therefore,
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was to determine the effect of study habits and academic stress on the academic performance of undergraduate
students of Mbarara University of Science and Technology during their adjustment to university life.

Statement of the Problem

This research study analyze on the academic pressure among architecture students.
Specifically, this study seeks to answer the following specific problems:
1. What is the profile of the respondents as to:
a) Age;
b) Gender;
c) Year/Level and;
d) Religious affiliation?
2. What are the major sources of academic pressure of the respondents?

Theoretical Framework

Conceptual Framework
This study will flaunt on the socio- demographic profile of the respondents as to age,

gender, year/level and religious affiliation. Moreover, the major sources of academic pressure

will also be determined.

Scope and Limitation

This study will focus on the academic pressure among the architecture students. This is a

pure and will utilize the descriptive design. The socio-demographic profile of the respondents is

delineated to their age, gender, year/level and religious affiliation. Laoag City was chosen as the

locale of the study because of its strategic place as the center and capital of the province of Ilocos

Norte. Respondents of the study are the architecture students of Northwestern University within

the age bracket of 16 to 21 years old regardless of their gender who enrolled during the conduct

of the study.
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Significance of the Study

This research study therefore is beneficial to the following:
Health Institutions. This will obtain as valuable insights through the results of this study
as a basis in formulating and initiating health education programs and advocacy at their
respective endeavor.
Health Workers. The results of this study will be beneficial and useful among health
workers as this will provide them with a basis in the formulation, designing and initiating of a
more responsive and relevant health education programs and activities to those expectant
mothers. Moreover, will have a greater insights or information regarding the knowledge of
mothers on Obstetric and Newborn Danger Signs to the care of pregnant mothers thus; they
will have a foundation in the formulation of intervention measures in helping and guiding
husband and wife in the proper utilization of these materials.
Policy Makers. The results of this study can serve as a feedback and basis among policy
makers or legislatures in reviewing, revising and amending existing laws and policies on
maternal and child care if possible create appropriate laws or bills regarding this problem.
Non-Government Organizations (NGO’s). Various non-government organizations could
use the results of this study as a foundation and starting point in developing campaigns,
activities and strategies in promoting healthy maternal and child care.
Future Researchers. The results of the study will provide additional information and
insight to future researchers that will encourage and motivate them to conduct related or
follow-up studies in parallel with this research study.
Pregnant Mother. They would have a better view of enriching their knowledge towards
obstetric and newborn danger signs.

Definition of Terms
To promote a better and clearer understanding of the study the following terms are
herein listed with their corresponding meanings and definitions.
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Danger Signs. This pertains to the sign and/or symptoms like vaginal bleeding, edema
on the face and hands, headache, dizziness, blurred visions, and pallor that may threaten the
life of the mother or the baby during pregnancy.
Health Education. This is defined as the principle by which the pregnant mother learns
from the health care provider to behave in a manner conducive to the promotion, maintenance
or restoration of health during pregnancy.
Information Guide. This pertains to the teaching material for the mothers regarding
obstetric and newborn danger signs.
Knowledge on obstetric and newborn danger signs. This refers to the amount of
information the pregnant mother knows on the different obstetric and newborn danger signs.
Number of visit. It refers to the number of check-ups scheduled for pregnant women
during the time of pregnancy.
Socio- Demographic Profile. This term refers to the age, educational attainment, parity,
gravity and number of visit.
Educational Attainment. This refers to the highest education attained by the pregnant
mothers.

Parity.

Gravity.

Obstetric Danger signs.

Newborn danger signs

Dumalneg.

Mother.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents theories, literatures and studies that have an impact and
relevance on this study. These literatures and studies helped the researcher in the
conceptualization of the study.
Related Literature
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Causes of Stress on Students

http://www.stressmanagementblog.com/causes-of-stress/causes-of-stress-on-students-18/

Students experience great amounts of stress, whether teenagers or college age, in the family or
among their peers. Most adults have forgotten what it was like to experience the stress placed on
students, but students ride the roller coaster every day.

Stress in its positive form – eustress – is necessary, healthy, and enjoyable. However, the
negative form – distress – can be damaging if left unmanaged.

Causes of stress on students

Causes of stress on students include both positive and negative stress, but we will focus here on
the negative causes of stress on students.

1. Academics

Alphabetically first among the causes of stress on students is academic pressure. Simply tackling
more difficult assignments can demand stress management techniques. It might be wise for
teachers to introduce students to this stress with an assignment such as a “Causes of Stress on
Students Essay”•. Requiring students to interview older students and educators, as well as
research the Internet on the subject, could help them prepare for the stresses of academic
challenges.

2. Dating

Student life throughout high school and college is filled with thinking about dating, dating, trying
to date, failing to date, and being “dumped”•. The mating game is filled with eustress, but it also
involves distress, and is among the greatest causes of stress on students.

3. Environment

The school environment itself can be a cause of stress on students. Students moving into
secondary education find it challenging to constantly move around to classes. Those
matriculating to tertiary education are challenged with leaving home and establishing a new life
in a new setting. Both can cause stress on students.

4. Extracurricular

Colleges pressure high school students to engage in extracurricular activities such as choirs,
clubs, sports, band, or volunteer work. The presence of these on a student application can go far
toward acceptance. Once in college, extracurricular activities still cause stress on students, since
their presence on a job application is also an asset.

5. Peers
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Like dating, peer relationships can provide eustress or distress. As peers apply pressure in regard
to dress, behavior, choice of friends or music, and many other areas of life, that pressure can
become a huge cause of stress on students.

6. Workload

High school workloads, and later college workloads, are heavy for many students. For secondary
students planning on tertiary studies, high school grades are important. So is the number of
subjects. As a result, students may overload their schedules. In college, where a financial
investment has been made, students may overwork to reach their goals and benefit from the
money spent. Workloads at either level are causes of stress on students.

7. Time Management

A lack of time management also causes stress on students, whether secondary or tertiary.
Balancing academics, dating, peer activities, and home life can be difficult. Toss in a part-time
job, and the challenge increases.

8. Parental Pressure

Finally, students at either level experience stress from parental pressures. Parents want their
children to succeed in school. They want to see good grades, but they also want to see success in
life’s other areas. In their attempts to guide their children, parents can become one of the major
causes of stress on students.

It is wise for parents and others who work with students to take time to recognize the stresses
students face. If they then provide stress management techniques, they will do much to relieve
and encourage their students.

Common Causes of Stress Among Students

by FLORA RICHARDS-GUSTAFSON Last Updated: May 25, 2015

Stress is the body’s natural response to challenges. When a student experiences high levels of
stress or chronic stress, regardless of her age or grade, it can interfere with her ability to learn,
memorize, and earn good grades -- as well as lead to poor physical, emotional and mental health.
By learning about common stressors, a parent can help to mitigate negative or chronic stress in a
child’s life.

Poor Sleeping Habits

Students who don’t have healthy sleeping habits or don’t get enough sleep at night are more
likely to feel stressed than students who get plenty of sleep, according to the National Sleep
Foundation. Sleep allows a student’s body and brain to recharge, and it helps to keep the immune
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system strong. Inadequate amounts of sleep can make a child more aggressive and limit his
ability to learn, concentrate and solve problems. The National Sleep Foundation recommends
that young people sleep 8.5 to 9.25 hours per night, and that they maintain a regular sleep
schedule.

Academic Pressure

In preparation for standardized tests, more and more teachers are assigning homework to
children who are as young as six years old. In the "CQ Rearcher," professor Wendy A. Patterson
shares that education professionals suspect the state and federal academic standards placed on
schools and teachers to be the cause of an increased amount of stress experienced in the
classroom throughout elementary, middle and high school. According to Denise Clark Pope in a
February 2005 Stanford University report, the pressure that students feel from parents and
schools raises stress levels so high that some teachers regard student stress to be a "health
epidemic." To cope with the pressures, Clark Pope explains, some high-achieving students resort
to cheating or "finagling the system."

Full Schedules

Even those students who have not experienced an increased homework load may experience
stress due to overscheduling and overstimulation, according to Tom Loveless of the Brown
Center on Education Policy at the Brookings Institution. Loveless shares that full schedules can
stress a child’s brain and impair her ability to learn. While a teacher or parent may want to help a
child succeed by planning, for example, various worksheets, projects and extracurricular
activities, a child’s brain benefits from “boredom,” or free time, because it allows her to figure
out and develop her talents and identity. In the "CQ Researcher" publication, family therapist
Michael Gurian suggests allowing a child to be “bored” for one hour a day.

Poor Eating Habits

Poor nutrition and unhealthy eating habits can increase a student’s stress level, according to the
Physicians Committee for Responsible Medicine. Foods that can increase stress levels in
students include those that are high in fat, caffeine, sugar and refined carbohydrates, which is the
case with many types of convenience, processed and fast foods. Examples of stress-inducing
foods are sodas, energy drinks, donuts, candy bars, processed snack foods, white bread, and
French fries. A healthy diet that helps to reduce stress includes foods that are low in fat and high
in fiber and complex carbohydrates. Such foods include fruits, vegetables, whole grains, nuts and
lean proteins.

http://www.livestrong.com/article/133023-what-are-causes-stress-among-college-sudents/
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Managing Stress

http://www.campusmindworks.org/students/self_care/managing_stress.asp

College requires significantly more effort from students than high school. Once you enter
college, you will probably find that your fellow students are more motivated, your instructors are
more demanding, the work is more difficult, and you are expected to be more independent. These
higher academic standards and expectations are even more evident in graduate school. As a
result of these new demands, it is common for college students to experience greater levels of
stress related to academics.

Many students find that they need to develop new skills in order to balance academic demands
with a healthy lifestyle. Fortunately, the University of Michigan offers many resources to help
students develop these skills. Many students find that they can reduce their level of academic
stress by improving skills such as time management, stress management, and relaxation.

The Pros and Cons of Stress

Stress is anything that alters your natural balance. When stress is present, your body and your
mind must attend to it in order to return you to balance. Your body reacts to stress by releasing
hormones that help you cope with the situation. That in turn takes energy away from the other
functions of your brain, like concentrating, or taking action. There are two different sources of
stress: external triggers, like getting a poor grade or breaking up with your girlfriend/boyfriend,
and internal triggers, like placing high expectations on yourself.

Stress is a part of everyday life. There are many instances when stress can be helpful. A fire
alarm is intended to cause the stress that alerts you to avoid danger. The stress created by a
deadline to finish a paper can motivate you to finish the assignment on time. But when
experienced in excess, stress has the opposite effect. It can harm our emotional and physical
health, and limit our ability to function at home, in school, and within our relationships. But the
good news is that, since we are responsible for bringing about much of our own stress, we can
also do much to manage stress by learning and practicing specific stress-reduction strategies.

Click here to learn more about academic stress. This link will take you to information and
helpful tips including a study skills checklist.

Are you experiencing too much stress?

Here are a few common indicators:

 Difficulty concentrating
 Increased worrying
 Trouble completing assignments on time
 Not going to class
 Short temper or increased agitation
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 Tension
 Headaches
 Tight muscles
 Changes in eating habits (e.g., “stress eating”)
 Changes in sleeping habits

People with mental health disorders are more likely to notice that their specific symptoms
reemerge or grow worse during stressful times. In many cases, stress can act as the “spark” that
ignites a mental health episode. But this does not mean that every time you are busy or face a
difficult challenge you will have a mental health episode. Not everyone responds the same way
to potentially stressful circumstances. For example, during final exams many students feel very
overwhelmed and anxious, while others are able to keep their stress under control. If you are one
of the many people who have difficulty managing stress during difficult times, look for some
helpful tips below.

Ways of reducing and managing stress

 A feeling of control and a healthy balance in your schedule is a necessary part of

managing stress. Learning how to manage your responsibilities, accomplish your goals
and still have time for rest and relaxation requires that you practice time management
skills.
 Try setting a specific goal for yourself that will improve your mood and help you reduce
stress. Start by filling out a goal-setting worksheet.
 Avoid procrastination. Putting off assignments or responsibilities until the last minute
can create more mental and physical stress than staying on top of them.
Procrastination can affect many aspects of daily life, such as the quality of your work,
the quality of your sleep, and your mood. To learn more about procrastination, click
here.
 Exercise regularly. Physical activity can help you burn off the energy generated by stress.
 Practice good sleep habits to ensure that you are well-rested. Sleep deprivation can
cause many physical and mental problems and can increase stress.
 Try mindfulness meditation. Attend this workshop to learn a variety of ways to work
more skillfully with the stress and anxiety related to college life.
 Limit (or eliminate) the use of stimulants like caffeine, which can elevate the stress
response in your body.
 Pace yourself throughout the day, taking regular breaks from work or other structured
activities. During breaks from class, studying, or work, spend time walking outdoors,
listen to music or just sit quietly, to clear and calm your mind.
 11

 Start a journal. Many people find journaling to be helpful for managing stress,
understanding
emotions, and making decisions and changes in their lives.
 Realize that we all have limits. Learn to work within your limits and set realistic
expectations for yourself and others.
 Plan leisure activities to break up your schedule. Click here for a list of fun things to do
on campus.
 Recognize the role your own thoughts can play in causing you distress. Challenge beliefs
you may hold about yourself and your situation that may not be accurate. For example,
do you continuously fall short of what you think you “should” accomplish? When our
minds continuously feed us messages about what we “should” achieve, “ought” to be,
or “mustn't” do, we are setting ourselves up to fall short of goals that may be
unrealistic, and to experience stress along the way. Learn techniques for replacing
unrealistic thoughts with more realistic ones.
 Find humor in your life. Laughter can be a great tension-reducer.
 Seek the support of friends and family when you need to “vent” about situations that
bring on stressful feelings. But make sure that you don’t focus exclusively on negative
experiences; try to also think of at least three things that are going well for you, and
share those experiences.
 Try setting a specific goal for yourself that will improve your mood and help you reduce
stress. Start by filling out a goal-setting worksheet then help yourself stay on track by
using your weekly motivator worksheet.

Relaxation Techniques

Try one or more of the following techniques for relaxing your mind and body and reducing the
physical and psychological tension associated with stress. Research has shown that relaxation
techniques are an effective way to reduce not only stress but many of the symptoms associated
with mental health disorders.

Take the time to experiment with these techniques to find out which ones work best for you.
These quick and easy techniques can be used in many situations when you might experience
stress such as during class, while studying, at a party, at work, or when trying to fall asleep.

Breathing Exercise

Place one hand on your abdomen right beneath your rib cage. Inhale slowly through your nose,
drawing a deep breath into your lungs. Your chest should move only slightly, while your
stomach rises, pushing your hand up. As you exhale, just let yourself go and imagine your entire
body becoming loose and limp. It should take you twice as long to exhale as it does to inhale.
Practice three times per day for two to three minutes.

For more information and resources on this technique, click here.

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Progressive Muscle Relaxation

Pay a “mental visit” to your muscles, stopping at each area of the body from head to toe (or toe
to head), paying attention to individual areas where tension exists. As you pause at each area,
tense and relax each muscle, trying to release unnecessary tension. Spend a few more minutes on
those areas that seem to be holding the most tension.

For more information and resources on this technique, click here.

Visual (Guided) Imagery

Imagine tension flowing out of your body from top to bottom. Visualize tension draining down
your shoulders and arms and out through your fingertips into the air, down your thighs and legs,
and out through the soles of your feet into the ground. It’s also helpful to take a mental
“vacation,” imagining yourself in a pleasant, relaxing place such as on the beach or in the woods.
This can be a place where you’ve been or a place you’d like to be. Take time to imagine the
specific details of what you see, hear and feel in this place.

For more information and resources on this technique, click here.

Mindfulness

Most of us spend our days on ‘automatic pilot’, not noticing our thoughts, feelings or bodily
sensations. This can be especially true for students as they face frequent deadlines, decisions
about courses and majors, or relationship issues. Not noticing what you are experiencing can be
especially risky if you have a mental health disorder.

Being Mindful of Everyday Activities. Being aware or “mindful” allows you to focus on the
events of the moment, and on caring for yourself now, rather than dwelling on the past or
anticipating what might happen in the future. One expert in this discipline, Jon Kabat-Zinn,
defines mindfulness as “paying attention on purpose in a certain way without judgment.” As a
student, your life and your mind are often so busy that you forget to take notice of the everyday
occurrences that keep your senses ‘awake’. For example, as you walk across the Diag, you may
be lost in thought while drinking a latte. You may not be aware of how you arrived at your
destination or of the steam of the latte as you take a sip. Rather than allowing yourself to miss the
moment, pause, take a breath and notice what you are experiencing. Your experiences may be
pleasant and worth savoring. But even if they are unpleasant, you will be better able to cope if
you face your experiences directly and strive to live “in the moment.”

Practicing Mindfulness through Meditation. Mindfulness meditation, adapted from Buddhist

practices, is gaining acceptance in the West as a simple and effective way to keep your mind
focused on the present moment, observing your own thoughts and experiences as they occur,
without judging them. Practicing mindfulness meditation provides an opportunity to observe
your thoughts for what they are -- simply thoughts that come and go, rather than as facts.

How to practice mindfulness meditation:

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 Find a comfortable position.

 While focusing on your breathing, allow your thoughts, feelings, and physical sensations
to flow over you, entering and leaving your awareness at their own pace. Recognize
each sensation, but then let it fade away, allowing the next thought or feeling to enter
your mind. Continue to acknowledge each sensation, then let it go.
 You will likely find that your mind is very busy with thoughts about all kinds of things –
some pleasant, some unpleasant. Each time you notice that your mind has wandered,
gently and without judgment shift your awareness back to your breath.
 It can be most helpful to practice mindfulness for 30 minutes a day until you become
comfortable with the technique.

Tip: To learn more about mindfulness, check out this workshop based on the Mindfulness-Based
Stress Reduction program designed by Jon Kabat-Zinn. You will learn a variety of ways to work
more skillfully with the stress and anxiety related to college life.

The goal of mindfulness meditation is not to change your thoughts in any way, but simply to
notice them and as best you can, continuously returning to your breath. Learning mindfulness
meditation is similar to learning any new skill such as a language or playing a musical
instrument. There are downloadable sites available on the web for guided meditations. Keep it
simple. Be patient and kind with yourself. Do not expect that you will be able to “empty” your
mind of thoughts and enter a state of deep relaxation. The point of mindfulness meditation is to
simply and compassionately begin to notice. Try starting with ten minutes each day, setting a
timer to see what happens. Remember that each moment is a new opportunity to begin.

Although derived mainly from Buddhist traditions, mindfulness meditation is a practice anyone
can use regardless of your spiritual or religious beliefs. In fact most religions have a
contemplative practice. With practice, meditation can allow you to develop clarity in your
thoughts and feelings, decrease your negative thoughts, and promote a sense of peacefulness and
centeredness. You can also contact The University of Michigan Depression Center for
information on mindfulness-based cognitive group therapy for depression, which is an eight-
week course developed to prevent depression relapse.

Spirituality

Many people find comfort and strength in their spiritual or religious beliefs. Reflecting on your
personal values, ethics and beliefs through prayer, meditation, or other means can be a helpful
addition to the professional help you are receiving as part of your treatment plan. Click here to
visit the Association of Religious Counselors for information and a comprehensive list of
spiritual resources for U-M students.
 14

Relationships

Feeling connected and close to others is another important aspect of good mental health. Almost
every college student feels stressed or overwhelmed at times. Supportive relationships help make
these challenging times more manageable.

The symptoms of mental health disorders can make it difficult to start new relationships or to get
the most out of existing relationships. For example, anxiety can lead to feelings of insecurity that
others will not like you or are judging you negatively. Symptoms of depression such as
irritability or a desire to isolate can get in the way of developing and maintaining satisfying and
healthy relationships.

Although we may think we know how to distinguish between a healthy relationship and an
unhealthy one, creating and sustaining healthy relationships is not always simple. See the links
in the box at right to find resources about developing and maintaining healthy relationships. If
you find yourself struggling with interpersonal issues, psychotherapy may be helpful as well.

When you find yourself experiencing relationship conflicts that may require the assistance of an
outside person such as a mediator, the University has resources that can provide this assistance in
certain situations:

 For conflicts with your roommate, landlord or neighbors, contact University Housing.
This is an excellent resource for assistance with housing conflicts for students who live
on or off-campus.
 If you are living in off-campus housing, you can contact the Housing Information Office.
Set up specifically for students living off-campus, this office can provide a mediator who
will help you resolve conflicts with roommates, landlords, subletters, or neighbors.
 The Office of Student Conflict Resolution (OSCR) provides assistance and consultation
for any U-M student who believes their rights as a student have been violated.

Students with healthy, supportive relationships tend to have better mental health than those
without these ties. There are a number of opportunities on campus to meet students who share
similar interests and lifestyles.

 Residence Halls: Living in the residence hall can be a great way to meet and connect
with new people. Even when you don’t feel like going out, you can use meal times in the
cafeteria or hall activities as opportunities to engage with others. As a resident of a hall,
you will be invited to join in on many events such as movie screenings, concerts, and
sports events.
 Student Organizations: Joining a student organization can help you connect with other
students that share your interests. With a large student population, U-M has a student
organization to match almost any interest. To find a group with similar interests as your
own, visit Maize Pages, or attend Festifall or Northfest, large events held each year to
showcase student groups on campus.
 15

 Club sports: A great way to meet others with similar interests is to join a club sport or
exercise class that you enjoy. In addition to meeting people, you will get the extra
benefit of regular physical activity.
o Club Sports at U-M
o Group exercise classes on campus
 Student support services for LGBT student community: U-M offers support services for
the Lesbian, Gay, Bisexual and Transgender student community through the Spectrum
Center. Visit the Spectrum Center website for information about services, events, and
coming-out support groups.
 Mentor programs: Joining a mentoring program is a great opportunity for students to
get to know the campus and meet other students in similar situations through individual
pairings, small groups, and large group meetings all over campus. There are several
programs available for a variety of groups and schools such as nursing and kinesiology.
Participation in these programs is available to incoming students, transfer students,
upperclassmen, graduate students, and military veterans.
 Multi-Ethnic Student Affairs (MESA) Students of color may benefit by connecting with
students with similar ethnic and cultural backgrounds through social, intellectual, and
cultural gatherings. See the MESA website for more information.
 Spiritual and Religious groups and associations: Many spiritual and religious
associations hold various events for their members including social activities. These
activities can be an excellent way to stay connected to your faith while meeting others
with similar beliefs. Visit The Association of Religious Counselors to learn more about
the spiritual resources available to University of Michigan students and faculty.

Keys to Staying Socially Connected at U-M

 Participation. It is hard to feel a sense of belonging at college if you do not participate in

school or community activities. Even if you don’t see yourself as the “typical” college
student, you can find students at U-M with similar interests and experiences. But you
have to willing to look for them! The resources listed above can help.
 Balance. If you are a very serious student, or if you do not find people you connect with
right away, you may feel tempted to bury yourself in schoolwork rather than seeking out
relationships. Remember, there is much to learn and experience in college that can’t be
found in textbooks or research laboratories. Making social relationships a priority can
help make college a fulfilling as well as an educational experience.
 Quality over Quantity. There are many large social networks on-campus (e.g.,
fraternities/sororities, club sports, etc.). Some people feel very comfortable in these
large networks and enjoy having the opportunity to meet many new friends. Others feel
more comfortable among smaller groups of friends. If you fall into the latter group, you
may worry about not having enough friends or not being popular enough. Remember,
the number of friends you have is not nearly as important as the quality of your
relationships. Having one or two close friends may be all you need to have a healthy
social life.
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Exercise

There is strong evidence that regular physical activity reduces health risks and lessens the
symptoms associated with some common chronic mental health disorders.

What are some of the possible benefits of exercise?

 Reduced psychiatric symptoms

 Reduced stress resulting from burning off stress chemicals such as adrenaline
 Release of endorphins -- chemicals that have a naturally relaxing and calming effect on
the body
 Improved memory
 Increased energy
 Improved sleep
 Improved focus
 Better regulation of mood
 Weight loss
 Increased sense of accomplishment and self-esteem
 Distraction from negative thinking
 Additional opportunities to meet others with similar interests

The idea of exercising can be overwhelming for someone dealing with a mental health disorder.
It is important to remember that when it comes to physical activity, anything is better than
nothing! Start with whatever seems manageable. Even a ten minute walk can be helpful. You
will likely be able to increase the amount and frequency of physical activity slowly as you start
to feel better. Generally, doctors recommend about 20-30 minutes of exercise three to five times
per week, but it can be a good idea to talk with your own healthcare provider to decide what’s
right for you. Don’t try to make a huge change in your exercise routine all at once.

Nutrition

A healthy diet is a big part of any successful self-care plan. Nutrition has been linked with
emotional, physical, and cognitive health. Eating a healthy diet gives your brain and your body
the vitamins and minerals needed to stay well. However, healthy eating habits can be difficult
to maintain, especially if you have a mental health disorder. You’re not alone if you find yourself
experiencing changes in your appetite as a result of your disorder, or find yourself gaining
weight as a side effect of your psychiatric medication. Make sure you discuss concerns about
medication side effects or significant appetite changes with your healthcare provider.

Your diet affects:

 the brain neurochemistry that controls mood and response to stress

 the way your brain and body interact
 the higher brain functions that control learning, memory and intellectual functioning
 17

Whether deciding what, when or how much to eat, the key is balance. The strategies and tools
outlined here will help you develop a more balanced approach to eating, and to incorporate some
specific ideas that may lessen your mental health symptoms.

What am I eating now?

Making changes to how you eat is simple, but not easy. Breaking bad habits and establishing
new, healthy routines always requires patience. And because eating has both a physical and
emotional component (providing comfort, familiarity, and even recreation), developing an
achievable eating plan may be a particularly challenging part of your self-care plan.

To make a start, it’s good to first have a clear, honest picture of what you’re currently eating.
The best way to see how you’re using food is to keep a food diary for one week, writing down
what, when, and how much you’re eating. By also noting how you’re feeling at different points
during the day in your food diary, you’ll get an even more complete picture of how your
emotions and your eating behaviors may be interacting. See SuperTracker.usda.gov to complete
an online food diary.

What should my food plan look like?

The U.S. Department of Agriculture recently moved away from the traditional “food pyramid” in
favor of a new icon, called MyPlate. The MyPlate icon is easy to understand and it helps to
promote healthy food choices based on the 2010 Dietary Guidelines for Americans.

 The United States Department of Agriculture’s ChooseMyPlate website offers

personalized eating plans and interactive tools to help you plan and assess your food
choices based on American Dietary Guidelines.
 The U-M Healing Foods Pyramid reflects the University’s latest thinking about the
connection between what we eat and how we feel.

Tips for Healthy Eating

If you have a medical condition such as diabetes or food allergies, or other dietary restrictions
including those related to taking certain psychiatric medications, you should follow your
healthcare provider’s specific dietary recommendations.

Eat small and frequent meals. Small and frequent meals can help prevent you from getting too
hungry, which can lead to overeating. This approach also feeds your brain a steady supply of
glucose which helps to keep cravings at a minimum.

Keep a regular meal schedule. Eating on a regular schedule can also help prevent you from
getting too hungry, help you to plan for healthier meals, and help you get a good night’s sleep.
Here are some tips for developing a regular eating schedule:

 Schedule your classes so that you allow yourself enough time each day to have lunch
and dinner. Rushing between classes can often lead to unhealthy eating options and
habits.
 18

 If you are working a long day, make sure you take your lunch or dinner break regardless
of how busy you are. You are entitled to these breaks. Breaks can also help relieve
stress by giving you some downtime from the busy environment.
 Keep some healthy and easy-to-grab food options on hand for days when you know you
will not have time to take a break. This way you can bring the food with you wherever
you need to go and can still eat at or near your regular eating time. To avoid spending a
lot of money, invite your roommate/s to join in and split the costs with you.
 Schedule a regular time to have dinner with your friends in the residence hall cafeteria.
It always helps to have friends supporting these habits.
 Take turns with your friends making inexpensive dinners at each other’s
apartments/houses one or two times per week. Students who have busy academic
schedules, such as graduate students, may have difficulty finding time to see their
friends. This is also a great way to have a set time to catch up with them.
 Late dinners can’t always be avoided. If you do go out to eat late at night, ask your
server to wrap up half of your meal before you even get started. This can help to
prevent overeating late at night which may affect your quality of sleep.

Think ahead. Pack healthy snacks to avoid between-meal cravings.

Don’t skip breakfast. Skipping breakfast is associated with reduced problem solving ability,
lower energy and decreased motivation. Eating breakfast may also help you to manage your
hunger and food intake throughout the day.

Consider taking a multivitamin*. A standard multivitamin can help ensure an adequate daily
intake of vitamins and minerals that may improve mental health, including Vitamin 12 and Folic
Acid.

*Make your healthcare provider aware of any dietary supplements you might be considering, as
some have been shown to interact negatively with certain medications.

Try to include Omega-3 fatty acids in your diet. Research suggests that Omega-3s play a role
in many brain functions, from regulating mood to increasing cognitive abilities. Omega-3s can
be found in fish including tuna and salmon, or in fish oil supplements.

Aim for variety, and let color guide you. Ideally, your daily menu should include a “rainbow”
of fresh fruits and vegetables to ensure you’re getting a balanced mix of nutrients. For example,
eating plenty of leafy greens can help boost your intake of Folic Acid. Try to find a variety of
different colored fruits and vegetables that you enjoy and work them into your diet.

Remember that your beverage choices are as important as your food choices.

 Drinking plenty of water is recommended, to keep the body properly hydrated.

 Limit caffeinated beverages like coffee, soda, or energy drinks, which can have a
stimulating effect at first, only to be followed by a drop in energy level and mood. Here
are some suggestions for energy boosting snacks that can be better alternatives:
 19

o Fresh fruits like bananas, apples, or berries

o Yogurt with granola
o Low-fat cheeses
o Almonds and walnuts
o Hummus and red peppers
o Half of a sandwich
o A single-serving of popcorn
 Avoid alcohol which can act as a depressant and can interfere with your sleep patterns.

Know that all carbohydrates are not created equal. Processed sugars and refined
carbohydrates provide only a temporary feeling of increased energy and fullness. That initial
boost may be followed by a desire for more sweets and starches to prop up your mood and
energy level. A better choice is complex carbohydrates such as fruits, vegetables and healthy
grains to ensure maximum nutritional and digestive benefits with fewer “spikes” that can disrupt
brain chemistry.

Limit fast food and junk food. Both high sugar and high fat meals can have a negative effect on
mood. Use the list below for some ideas for snacks that taste good and also contain great
nutrients to fuel your body:

 Snack Ideas for the Busy College Student

Learn to listen to your body’s signals to know when to eat, and when to stop.

 Eat when you feel physical hunger.

 Try to eat slowly and mindfully. It takes several minutes for your body to signal fullness.
Enjoy each bite and avoid overeating by stopping before you feel full.

Regulate your portion size. Many of us tend to underestimate the amount of food we eat and
overestimate recommended portion sizes. Use the following tools for tips on regulating portion
sizes:

 MHealthy Nutrition Factsheet: Managing Your Portions

 MHealthy “The Great Plate”: Healthy Portion Guidelines

Don’t give up everything you enjoy. Give yourself permission to indulge on occasion.
Remember: everything in moderation.

Pulling it all together

Just as a food journal can help you assess your current eating habits, it can also help you to track
your progress as you adopt a “new” nutrition plan. A food diary can even be expanded to include
recording physical activity and adherence to your medication plan, and to chart the emotions you
experience during the day. All of this information gives you a clearer picture of how your self-
care activities are working together to help you manage your mental health disorder.
 20

Sleep

3 Things That Could Help You Sleep Better

1. Stop using all technology 30 min before bed- no cell phone- no lap top- no kindle. The
light block melatonin which can help you fall asleep. A 30 min wind down with
relaxation and reading (a paper book) can make it easier to fall asleep.
2. No caffeine after 3 PM.
3. Sleep only an hour longer during the weekend than your latest weekday wake-up time.

Facts About Sleep: (from the National Institutes of Health)

 College students are one of the most sleep-deprived populations.

 Research at Brown University has found that approximately 11% of students report
good sleep, while 73% report sleep problems.
 18% of college men and 30% of college women report having suffered from insomnia in
the past 3 months.
 Sleep deprivation in students has been linked to lower GPAs because sleep affects
concentration, memory and the ability to learn.
 The average adult sleeps less than seven hours each night, when most need eight or
more hours.
 More than one-third of adults report daytime sleepiness at least a few days per month
that interferes with work or social functioning.
 As many as 70 million Americans may be affected by chronic sleep loss or sleep
disorders.
 Learn more about the importance of sleep by watching these videos produced by CBS
News™:
o "Science of Sleep" Part 1
o "Science of Sleep" Part 2

Frequent Questions and Concerns about Sleep

Regular and restful sleep is essential for good health. Sleep helps you feel less stressed and even
helps you to maintain a healthy diet. College students often lead very busy and stressful lives.
Everyday activities such as going to class, working out, or working on a computer can strain
your mind and body. Sleep deprivation can affect important aspects of your mind and body such
as your mood, energy, ability to learn, memory, good judgment, reaction time and efficiency.

Sleep is a process with several distinct phases. At each phase, different physiological processes
take place:

 Deep and restful sleep helps to restore energy you expend during the day.
 Your brain is actively working while you sleep to create new pathways for areas such as
learning, memories and new insights.
 21

 Good sleep helps your body to fight off common infections by releasing key hormones
while you sleep.
 Sleep gives your heart and vascular system a rest by reducing your heart rate and blood
pressure.

Lack of quality sleep increases hormone levels which can affect mood and stress levels. It can
lead to problems with concentration, memory, judgment, problem solving and reaction time, and
worsen symptoms related to your mental health disorder. Your coping skills can also be
compromised if you are not feeling fully rested. Your academic performance can suffer due to
sleep problems. When your concentration is compromised, your energy level is low or you have
lowered memory retention, it may be harder to pay attention in class, harder to study, and
definitely more difficult to perform well on a test.

Sleep disruption is a common symptom of many mental health disorders. Those who have
Bipolar Disorder, for example, can have irregular sleep patterns which in turn can bring about or
worsen their depressive and manic episodes. Anxiety and depression can also make it very
difficult to relax and fall asleep. In addition, some psychiatric medications can alter sleep
patterns. Severe sleep problems may need special attention as part of treatment. Effective
medication and non-medication treatments for sleep problems are available. It is best to speak
with your healthcare provider for his/her recommendations based on your individual symptoms
and experiences.

Most adults need an average of eight hours of restful sleep per night. But this varies by
individual. The best way to determine the right amount of sleep for you is to spend one week
waking up naturally without an alarm clock. At the end of the week, average out the amount of
sleep you received each night. Use this sleep diary to help you keep track of your sleep during
this time.

Yes. Oversleeping can also lead to some of the same problems that result from sleep
deprivation. Sleeping too much has also been shown to increase the risk of heart problems,
obesity and cognitive impairment.

Research has shown that lack of sleep leads to insulin sensitivity which can lead to increased
cravings for high-calorie foods. This is especially important information for students who are
taking psychiatric medications that may increase appetite or those who have a medical condition
such as diabetes. Click here to read more about nutrition.

Tips for a good night’s sleep:

As a college student, there are many factors that may make maintaining a regular sleep schedule
difficult, such as living in the residence hall, studying for exams, late classes, and
socializing. Your daily habits and activities may affect how well you sleep. The demanding lives
of undergraduate and graduate students can make it challenging to maintain healthy daily habits.
Below are some suggestions for ways you can modify your daily routine to promote better sleep:
 22

Incorporate a small amount of time each day to be outside in daylight. Time spent outside
during the day helps to preserve your body’s sleep and wake cycles. There are many options on
campus for this:

 Walk to class.
 Study outside.
 Play a regular outdoor club sport.
 Sled in the Arboretum in winter.
 Relax in the sun with your friends.
 Organize a weekly walk outside with your friends to get benefits of both exercise and
sunlight.
 Work a job that allows you to be outside:
o Visit the student employment website for other outdoor job options for students
(both work-study and non work-study jobs).

Try to get some physical activity on most days. Exercise can promote more regular sleep and
wake patterns as well as reduce stress. It’s important to avoid exercise and other vigorous
activities three-to-four hours before going to bed to avoid awakening the body even more and
making it more difficult to fall asleep. To learn more about the benefits of exercise or to find
ideas for fun exercise options on and around campus, click here.

A regular meal schedule can also help you get a good night’s sleep. Eat smaller meals and be
especially careful to avoid heavy meals near bedtime. Your eating schedule may be dictated by
your class/work schedule or by the times when your friends are eating. Click here for tips for
achieving a regular eating schedule.

Limit Caffeine and Nicotine. Caffeine and nicotine are stimulants, which disrupt sleep. It is best
to stay away from these after lunchtime. If you are up late studying or just need a little more
energy, try a small energy-boosting snack instead of a caffeinated beverage. If you feel that you
have to have caffeinated coffee when you are up late studying, try to limit the amount of caffeine
by filling half your cup with decaffeinated coffee.

Avoid alcohol close to bedtime. Alcohol is disruptive to sleep, particularly if you have a mental
health disorder. Keep these facts about alcohol and sleep in mind when deciding when and how
much to drink:

 Sleep experts recommend avoiding alcohol at least four to six hours prior to bed.
 A common but inaccurate belief is that alcohol helps people sleep. Although it may help
people fall asleep faster, research has shown that alcohol disrupts sleep throughout the
night.
 Alcohol aggravates snoring and sleep apnea. Sleep apnea has been linked to chronic
medical conditions including hypertension and other cardiovascular diseases.
 Drinking alcohol while on medications, including psychiatric medications, can further
worsen sleeping problems and side effects.
 23

Practice time management with your school work. Worrying in bed about the next day or week
can keep you from falling asleep. Try to stay on top of your school work to decrease your overall
stress and worry, and to reduce last minute cramming. In addition, mentally plan for the next day
before getting into bed. Journaling before bed is a technique that some students find to be helpful
in addressing concerns before bed. See academic skill building for more information on topics
such as time management and study skills.

Avoid all-nighters. While all-nighters and late-night study sessions may appear to give you more
time to cram, they are also likely to drain your brainpower. Sleep deprivation hinders your ability
to perform complex cognitive tasks like those required on exams. And it is unlikely that you will
retain much information that you study while sleep-deprived. It is better to sleep the night before
an exam, even if it means studying for fewer hours. Remember: research has shown that a good
night of sleep is more beneficial for learning than staying up late cramming.

Avoid naps during the day. Staying up late and napping the next day is a common practice for
students. However, in addition to the problems associated with staying up late, sleeping during
the day for long periods will further disrupt your sleep pattern, leading to a vicious cycle. A short
nap during the day could be helpful, but work it into your regular schedule. Keep the nap to
about 30 minutes and try to do it at the same time each day before 3pm.

Don’t rely on weekend catch up. You may be tempted to rely on the weekend to “catch up” on
sleep that you missed during the week. Generally, this only worsens your sleep pattern. The best
solution is to get a regular amount of sleep as many nights as possible, and when necessary sleep
only an hour longer during the weekend than your latest weekday wake-up time.

Minimize Sleep Disruptions. Living in places like residence halls, apartments, houses or
fraternities/sororities with a large number of people can make it very difficult to control your
sleep environment. Your roommate might be up studying late with a light on, or your
housemates may decide to entertain until very late. You can be creative in finding ways to
reduce the disruptions that keep you from getting a good night’s sleep. Below are some
suggestions:

 Talk to your roommates about setting a regular sleep time so they can be respectful of
your need for a quiet environment.
 Purchase a white noise machine to block out unwanted sounds from within your own
room or even outside. Instead of or in addition to the white noise machine, ear plugs or
a small fan may be helpful.
 Use a sleep mask to block out any unwanted light. This could be a great compromise
with your residence hall roommate who may prefer to stay up later to study.
 Purchase a desk lamp for you and each roommate to avoid using the overhead lights
when one of you is sleeping.
 Create a comfortable sleeping area to improve your ability to fall asleep and stay asleep.
If you have the option, choose the pillows, mattress, and bedding that are most
comfortable for you.
 Keep the bedroom at a comfortable temperature (ideally, slightly cool), and well-
ventilated.
 24

Go to bed and wake up as close as possible to the same time every day. Having a set bedtime
and rising time will help your body get used to a sleeping schedule. Sleep only an hour longer
during the weekend than your latest weekday wake-up time, understanding that there may be
exceptions depending on your schedule. Talk with your roommates about how you can establish
a regular sleep routine in your residence hall room, apartment or house.

Use the bed only for sex and sleeping. Avoid doing other activities such as studying or
watching TV. This ensures that your body will not associate the bed with these activating tasks,
which can make it harder to fall asleep. If there are few options other than your bed for these
activities, reduce the level of intensity of the reading material or TV programs you select.

Go to bed only when you are sleepy. If you can’t fall asleep after 20 minutes, get out of bed and
do a relaxing activity outside of the bedroom until you feel sleepy again. Try deep breathing or
relaxation techniques if you are having trouble falling asleep due to stress or anxiety.

The more you know about your own sleep patterns and your own sleep needs, the more you can
use sleep as a tool to increase your productivity and help you manage the symptoms of your
mental health disorder. It may be helpful to track your sleep over the course of a week or two
using a sleep diary. You may not realize how some of your habits may be making it more
difficult for you to fall asleep or stay asleep.

If you are having persistent sleep problems regardless of what measures you take to improve
your sleep, or if you are concerned that you may have a sleep disorder, click here to learn more
about sleep disorders or talk to your care provider.

10 Causes of Stress (and How to Avoid Them)

What events cause the most stress and how can we avoid them?
By Adam Waude on 18th Mar, 2017

https://www.psychologistworld.com/stress/ten-causes-of-stress-how-to-avoid-them.php

Everyone encounters stressful situations on an almost daily basis, from minor pressures that we
hardly notice, to occasional traumatic situations which can cause ongoing stress. Many of us do
not realise that some forms of stress, known as eustress, can have a positive effect on our
performance, and instead refer to those experiences which cause us negative distress as stressful.

In recent decades, stress, its causes and our bodily response to stress have been the subject of
numerous psychological studies. Today, stressful events tend to fall into one of three key
categories:

 Acute - Short-term events which do not last long but if traumatic, can have a lasting impact on
us.
 25

 Episodic Stress - Situations which are also short-term but which we find ourselves in regularly,
such as rushing to work or other recurring stressful experiences in the workplace.
 Chronic - Ongoing stresses which last into the long-term. These may include the stress of illness
or the friction of a fractious relationship.

What are some common examples of these stressors, and what techniques can people use to
avoid them or reduce the stress that they cause?

Work Stressors

We spend much of waking lives at work, so it is perhaps unsurprising that the workplace is a key
source of stress. A survey published by the American Psychological Association in 2012 found
that as many as 70% of Americans reported suffering from workplace stress.1

Professional strain can take its toll on the individual concerned, but can also cost employers
dearly, with 13.5 million sick days estimated to have been linked to stress between 2007 and
2008 in the UK alone.2

Separating work-related tasks from leisure and family time, such as resisting the urge to catch up
with emails in an evening, can help prevent workplace stress from spilling into other areas of
your life.

Personal Appearance

Do you worry about spots, wrinkles, weight or balding? If you do, you are in good company.
Concerns over our personal appearance can have an exaggerated effect on people’s confidence
and their self image.

Take weight worries, for example. Whilst researching the sources of everyday stress,
psychologist Allen Kanner and his colleagues developed Hassles and Uplifts Scales, ranking
stressors in terms of their impact on people’s lives. Of those surveyed, more than half admitted to
worrying about their weight, placing it at the top of Kanner’s Hassles Scale (Kanner et al,
1981).3

A study published in the International Journal of Sport Psychology reported that undertaking
activities such as exercise can help boost self esteem in a study of middle-aged participants
(Alfermann and Stoll, 2000).4

Social

The pressure to conform and be seen to succeed in everyday life can encourage stress, and the
aspiration towards ideals and success nurtured in the media can be unrealistic and unhelpful.
Ideas of a desirable body image, for example, have been linked to both negative self images and
eating disorders.
 26

The stress created by our environment can also have lasting consequences. Iian Meyer of the
UCLA School of Law noted the effect that social pressures can have on health. Studying the
stress experienced by social minority groups who are commonly subjected to various forms of
prejudice, such as being excluded by the wider community, bullied or encouraged to internalise
discrimination, Meyer developed the concept of “minority stress”, the experience of which can in
turn lead to mental health problems (Meyer, 2007).5

Competition

Despite the health-related drawbacks of experiencing stress, it can also impact our performance
in more positive ways. The pressure we feel to meet a deadline, accomplish a goal or meet the
demands of a schedule, for example, can motivate us to improve our performance. In contrast to
the distress that we usually refer to as ‘stress’, this type of stress is known as eustress.

In competitive sports, eustress can encourage athletes to focus on training for a match and to
commit to practise when they would rather do other things, but we all experience it to some
degree in the form of pressures in everyday life, such as the need to pass exams at school.

Health Worries

Fears over one’s own health or the wellbeing of a relative or friend are a common cause of stress.

The experience of an illness, and the loss of control over events, can lead to persistent worry
about both the current and possible future situations. Paradoxically, the stress caused by health
worries can itself lead to problems and the body’s reaction to stress, General Adaptation
Syndrome, can have physical effects as we deplete our energy reserves to cope with a stressful
situation.

Life Changes

When moving homes, people will often tell you that moving home is one of the most stressful
events you will experience in your life. More generally, any situation which requires change,
positive or negative, requires us to adapt to new circumstances and can be a source of stress.
Such events can include leaving home, commencing a new job and starting a family.

Thomas Holmes and Richard Rahe produced an inventory of life-changing events known as the
Social Readjustment Rating Scale (SRRS) which, surprisingly, ranks the act of moving home
as the 28th most stressful life change. Far more severe are changed in relationships, such as a
partner’s death or separation (Holmes and Rahe, 1967).6

Financial Worries

Even outside of a recession, financial worries can affect us all and lead to unnecessary stress
which can be a burden to yourself and those close to you.
 27

Loans, ever-increasing bills, the ability to pay off credit cards, being able to live comfortably and
retire when we wish all contribute to a sense of financial insecurity.

Kanner’s Hassles Scale found that a feeling of not being able to pay bills and live comfortably,
as well as the burden of supporting others financially to be a key strain in our everyday lives
(Kanner et al, 1981).3

Whilst improved management of money can alleviate financial stress, the unique situation of
each individual makes a one-size-fits-all solution to this source of stress impossible. Left
unaddressed, however, financial worries can have a significant effect on our lives and can impact
on relations with close friends and family.

Relationships

Even the happiest of relationships can be a source of stress for both parties involved. Cohabiting
can bring a host of problems, from the loss of a personal ‘breathing space’ to having to adapt to
the different habits of a partner. Over time, these demands can impact on relationships and lead
to stressful arguments, leading to a vicious circle which can lead to break-ups. Yet, the Hassles
and Uplifts Scales (Kanner et al, 1981) rates good relations with partners and friends as the two
most significant factors which can help to improve our wellbeing and counteract life’s stresses.3

Whilst compromise is needed on both sides for a relationship to endure, it is a practise which
might not always lead to a reduction in stress for those involved and can even become the focus
of arguments. A study in the Journal of Marital and Family Therapy has, however, identified
“mindfulness” as a factor in reducing relationship stress (Barnes et al, 2007). This practise
requires an awareness of the feelings of the other partner and an understanding of the impact
one’s own actions might have on those around us.7

Bereavement

Understandably, the loss of a loved one can be one of the most painful experiences a person can
endure. The shock or enduring worry of losing a friend or relative can lead to stress, especially
when the person we lose is a relative or close friend.

Events during and shortly after loss, such as end-of-life care and funeral arrangements contribute
to stress and it can take a long time to adjust to not being able to meet or speak to the person, and
acceptance of the new circumstance is difficult.

Past Events

Past events can be a key source of stress. Whilst any danger a person has experienced may have
passed, the stress of the trauma can continue to affect them for many years afterwards. The U.S.
Department of Veteran Affairs estimates that around 50% of women experience a traumatic
event at least once in their life, and are more prone to be victims of sexual violence than men.
However, 60% of men also experience trauma, a difference which it attributes to males being
more likely to be involved in accidents.8
 28

Persistent stress which lasts long after a traumatic event has passed is often identified as Post-
Traumatic Stress Disorder (PTSD), a condition which the NHS estimates to affect a third of
people who experience trauma.9

Academic Pressure: 10 Tips for Handling Difficult Classes

http://study.com/articles/Academic_Pressure_10_Tips_for_Handling_Difficult_Classes.html

Meeting the Challenge

It's not uncommon for students to drop difficult classes out of fear of damaging their GPAs. But
some challenging classes are required for graduation, and others may be interesting enough to be
worth the hard work. Here are some strategies you can use to overcome academic pressure and
succeed in even the most advanced courses.

1. Know What Lies Ahead

You can reduce your stress significantly by knowing what you're up against ahead of time.
Carefully review the syllabus and assignment guidelines so you're not surprised by any of the
materials. One of the realities of hard classes is that they take extra effort, focus and time. Be
prepared to spend more time on these classes than others - which could mean staying in on the
weekends or turning down invitations to social events.

2. Plan Your Term

As you review the syllabus, start determining which topics will be the most challenging for you,
then map out a study plan for the whole term. Set small daily and weekly goals, and give
yourself extra time for the hardest readings and assignments. If you divide the work into doable
chunks, you'll find that the parts aren't nearly as overwhelming as the whole.

3. Refine Your Study Habits

Maybe you haven't had a difficult course before, or you're a natural student who doesn't often
struggle with schoolwork. Either way, many students cruise through their college careers with
bad study habits. Now that you're confronting a hard class, it's time for you to whip your study
strategies into shape. Get and use a daily planner. Set aside time for reading, writing and other
coursework each day, and give yourself rewards. Did you meet your daily study goals before
dinner? Go grab some sunshine and social time in the quad.
 29

4. Go to Class

Missing class is not a good idea, but attendance is imperative for a class you find challenging. By
not going to class you may miss out on notes and the lecture, both of which may include
important information for exams. Attending each class is an important step for success in your
most difficult courses.

5. Meet with Your Professor

Find out when your instructor has office hours, and make the effort to meet with him or her
outside of class. Tell the professor what you find challenging about the course, and ask if he or
she has any tips for helping you understand the more difficult material. Just knowing that there
are students struggling with some of the material may help the professor adjust the pace of the
course.

If you're having trouble understanding the professor in class, it may also help to specify which
aspects of his or her teaching strategy aren't working for you. Be very polite, but don't be afraid
to offer constructive criticism - you may find yourself helping the entire class by speaking up.

6. Form a Study Group

If you find a class exceptionally difficult, chances are other students do, too - but you can help
each other. When you study with a group, you gain insights from students who understand some
of your problem areas, and you can help others with the material you're comfortable with in
return. Just be careful to always turn in your own work and avoid violating any course rules.
Many professors allow students to study together but ask that you complete individual
assignments on your own.

7. Visit Your Learning Center

All colleges offer learning or tutoring centers that provide students with additional academic
support. Many even have separate centers or special hours for specific academic departments or
disciplines, such as math or natural sciences. Find out when and where you can get help with
your coursework, and make it a point to show up at least once a week. Even if you just sit there
by yourself finishing your homework, you'll find that simply knowing there's help a few feet
away will make things a lot less frustrating.

8. Seek Outside Help

Maybe you can't make your learning center hours, or there just isn't a tutor who can help with
your work. For some college students, outside tutoring can be a lifesaver. Look on your college
bulletin boards for professional services, or put out a request for help on your school's job
listings - you never know who might be able to help. Just be aware that private tutoring can be
expensive and isn't typically covered by financial aid.
 30

9. Lighten Your Load

We all have moments in life where we've bitten off more than we can chew. Even if you can't
drop your most difficult course, consider dropping another course that isn't required for
graduation. Clearing up extra time in your class and homework schedules for challenging courses
can make all the difference. And remember - dropping a course isn't always 'giving up.' Learning
your limits and how to effectively manage your time is an invaluable skill for school and life.

10. Fight Stress

Sometimes we make things harder on ourselves simply by worrying about them. It's important to
take some time for yourself to reduce your stress level and gain perspective on your workload.
Make sure you're getting enough sleep, eating well and making time for social activities.

CHAPTER III
METHODOLOGY

This chapter presents the research design, sources of data (locale of the study,
population and sampling), the research instrument and data collection techniques that will be
used and the tools for data analysis.
 31

Research Design
This study will make use of descriptive-correlational research design. According to
Castillo (2007), descriptive research describes the nature of a situation as it exists at the time of
the study, and to explore the causes of particular phenomena. Descriptive research involves
collection of data in order to test hypothesis or to answer questions concerning the current
status of the subject of the study. As to Polit and Hungler (2002), descriptive research is a
research study in which the main objective is to portray accurately the characteristics of
individuals, situation, or groups or frequency with which certain phenomena occurs. Descriptive
research includes the description, recording, analysis and interpretation of the present nature
and the process of phenomenon. On the other hand, correlational research attempts to
determine whether and to what degree, a relationship exists between two or more quantitative
variables. The purpose of correlational research is to establish relationship or lack of it or to use
relationships in making prediction.

Descriptive research design will be used in this study as it primarily aims to identify the
socio- demographic profile of the respondents and knowledge on obstetric and newborn
danger signs. Moreover, the correlation technique will be utilized to test the relationship
between the socio- demographic profile of the respondents and obstetric and newborn danger
signs.

Sources of Data
Locale of the Study. This research study will be conducted in Dumalneg, Ilocos Norte
Sample and Sampling Procedure. The population of the study will include mothers
within the age bracket of < 18 years old to > 35 years old who will be the primary source of
data. The secondary data needed in the study will be gathered from RHU of the said
municipality and from the Provincial Health Office (PHO).
 32

The respondents of the study will be chosen through purposive sampling and
snowballing by means of asking qualified respondents for other possible respondents within
their area.

Data Gathering Instrument

A structured questionnaire will be used in gathering of information from the

respondents. It is composed three parts. Part I deal with the socio- demographic profile of the

mothers as to age, educational attainment, parity, gravity and number of visit.

Part II deal with the level of knowledge on obstetric and newborn danger signs. The

given answers in the checklist have corresponding meaning as to how the respondents aware

on it. The numerical number of 3 with a descriptive evaluation of “Highly Knowledgeable”

means that it they fully aware on the obstetric and newborn danger signs. The numerical

number of 2 with a descriptive evaluation of “Moderately Knowledgeable” means that if they

know only some aspect of the obstetric and newborn danger signs. The numerical number of 1

with a descriptive evaluation of “Not Knowledgeable” means that if they does not know

anything about obstetric and newborn danger signs

The tool will undergo validation from experts. The suggestions from expert as well as

the thesis panel regarding the improvement of the instrument will be considered in the final

draft of the questionnaire before its distribution to the respondents. It is written in English and

was translated into the local dialect to ensure that accurate responses were elicited from the

respondents.

The instrument is subject for pre- testing among mothers within the age bracket of < 18
years old to > 35 years old. These will no longer be included as a respondent of the study. The
result of the pre-test will not form part of the study. All comments, suggestions will be
 33

incorporated to improve its construction and content as well as to ensure its validity and
reliability.

Data Gathering Procedure

Before the conduct of the study, the researcher will request for permission from school
authorities, the Municipal Mayor or the Municipal Health Officer and the Barangay Chairman.
Upon approval, list of mothers belonging to the age bracket of < 18 years old to > 35 years old
will be taken from the Rural Health Unit. Subsequently, the respondents of the study shall be
chosen purposively and snowball. After interview schedule will then prepared and finalized.
Then, structured questionnaire will be distributed by the researcher to the respondents. In the
administration of the questionnaire, the respondents shall be informed of the purpose of the
study to be conducted and required to personally answer the questionnaire. To ensure that all
items will be answered completely and correctly, directions will be explained clearly and that
their confidentiality and anonymity will be assured. The researcher will conduct an
unstructured interview along with the distribution of the questionnaire not only to facilitate
efficient answering of the questions but to supplement the information that will be derived
from their written responses to the questionnaire. This will in turn aid in the analysis of data of
the study.

Statistical Treatment

The frequency and percentage distribution will be used to answer sub-problem number
one which is the respondent’s socio-demographic profile.
The Weighted Average Mean (WAM) will be used to answer sub-problem number two
and three which is the knowledge of the respondents on obstetric and newborn danger signs.
The following evaluation will be used:
Descriptive Rating Scale
Highly Knowledgeable 2.40 – 3.00
Moderately knowledgeable 1.50 – 2.49
 34

Not Knowledgeable 1.00- 1.49

For sub-problem number four and five, Pearson Product Moment Coefficient of Correlation
(Pearson r) will be used in determining the relationship of the socio- demographic profile of the
respondents and the knowledge about obstetric and newborn danger signs.

CHAPTER III

METHODOLOGY

This chapter presents the research design, sources of data, locale of the study, population

and sampling, the research instrument and data collection techniques that will be used and the

tools for data analysis.

Research Design

The study will be utilizing the descriptive survey method of research design. According

to Castillo (2007), descriptive research describes the nature of a situation as it exists at the time

of the study, and to explore the causes of particular phenomena. Descriptive research involves

collection of data in order to test hypothesis or to answer questions concerning the current status

of the subject of the study. As to Polit and Hungler (2002), descriptive research is a research

study in which the main objective is to portray accurately the characteristics of individuals,

situation, or groups or frequency with which certain phenomena occurs. Descriptive research

includes the description, recording, analysis and interpretation of the present nature and the

process of phenomenon.
 35

Furthermore, Best (1996) mentioned that the descriptive survey often combines with

comparison of contrasting, measurement, classification, interpretation and evaluation which will

be appropriate to be used in the study.

With the intention to describe the nature of situation as it exists such as the health

promotion services available in BJMP Batac City, the researchers henceforth believes of the

propriety and suitability of such design adopted to the research on hand.

Sources of Data

Locale of the Study. This research study will be conducted at Bureau of Jail

Management and Penology, Batac City. A total of 92 inmates as of February 2013, Eighty Seven

(87) are male and Five (5) are female. They share five detention cells inside BJMP compound.

The five cells also include the cell for male and female detainees. It is located in Brgy 18

Magnuang, Batac City adjacent to Iglesia ni Cristo and residential houses.

Batac City Jail Management has a floor area of one hundred twenty eight (128) square

meter and composed of five (5) cells – four (4) cells for male offenders, one (1) cell for female

inmates, and each cell is provided with comfort rooms and double deck bunks.

The area where the jail is located has total land area of three thousand five hundred

(3,500) sq. m. donated by the City Government of Batac to the Batac City Jail during the

incumbency of Mayor Jesus Nalupta and to the Warden Mr. Jerry Palalay. Provided by which is

being utilized now as front main gate, sentry station, warden’s barracks, cooperative store,

receiving and search area for visitors.

It was awarded as Best District Jail for 2012.

 36

Population and Sample.

The population of the study will include all inmates who have been imprisoned for at

least one year. Research sample will be determined by obtaining the total list of prisoners from

the senior jail warden office. Out of the 93 prisoners as of December 2012 in BJMP, Batac City,

the researchers will make use of a purposive sampling technique in determining the sample of

the study this will allow the researchers to take those inmates recommended by the jail warden as

safe to interact with and who could give them necessary information to be the respondents of the

study.

Data Gathering Instrument

An interview guided – questionnaire will be used in gathering information from the

respondents. The instruments will be based from the instrument used by the researchers of an

undergraduate thesis entitled Health Promotion Services Available to the Prisoners of BJMP

Laoag, by the nursing students of Northwestern University, Laoag City.

Prior to the finalization of the questionnaire, the researchers again presented it to their

adviser and to some critics for their suggestion to improve its construction and content for its

validity.

The questionnaire will composed of three parts: Part I deals with the socio-demographic

profile of the respondents as to age, sex, civil status, educational attainment, religious affiliation

and length of stay in prison.

Part II will deal with the common ailments experienced by the inmates.
 37

Part III will deal with health promotion services available in the prison as to provisions

of health teachings to common ailment, hygienic materials, recreational services, proper food

and water services, and rest and sleep.

The tool will undergo validation from experts. The suggestions from the experts as well

as from the thesis panel regarding the improvement of the instrument will be considered in the

final draft of the questionnaire before its distribution to the respondents.

The instrument is subject for pre – testing among the inmates of Ilocos Norte Provincial

Jail (INPJ) who are currently imprisoned for at least one year. These respondents will no longer

be included as part of the respondents and the result of the pre-test will not form part of the

study. The researchers approached the jail warden of Ilocos Norte Provincial Jail (INPJ) to assist

the researchers in conducting their pre – test. The warden selected 10 prisoners that are safe for

the researchers to interact with. After the selection instructed and guided the respondents in

answering the questionnaires. While answering the questionnaire, the researchers explained

anything within the questionnaire that was deemed vague or unclear to the respondents. After

collecting the questionnaires, the researchers gathered the 10 prisoners together in order for the

researcher to ask follow – up questions as well as to seek further related information on their

study. All comments, suggestions will be incorporated to improve its construction and content as

well as to ensure its validity and reliability.

Data Gathering Procedure

Before gathering the data, permission to conduct the study will be sought from the

adviser and the Dean of the College of Allied Health Sciences, Department of Nursing. Upon

approval, a letter starting the intent to conduct a study at the BJMP, Batac City and to the City

Mayor’s office will be forwarded. After that, list of inmates who have been imprisoned for at
 38

least one year will be taken from the senior warden jail office. Subsequently, the respondents of

the study shall be chosen purposively to become the respondents of the study. Then, an interview

guided – questionnaire will be distributed by the researcher to the respondents. In the

administration of questionnaire, the respondents shall be informed of the purpose of the study to

be conducted and required to personally answer the questionnaire. To ensure complete and

immediate retrieval and validity of the answers, the questionnaire will be distributed personally

by the researcher to the respondents. Anonymity and confidentiality will be assured in order to

ensure that all items will be answered correctly.

Statistical Treatment

The data to be gathered will be described by frequency count and percentage.

Percentage (%) = (f/N) X 100

where;

f = frequency
n = number of respondents
 39

Northwestern University
THE VEDASTO J. SAMONTE SCHOOL OF GRADUATE STUDIES
Laoag City

March, 2017

Dear Respondents,
The undersigned is undertaking a research work entitled “Knowledge about Obstetric
and Newborn Danger Signs among Mothers of Dumalneg, Ilocos Norte”. Relative hereto, I have
constructed questionnaire to gather information primarily your knowledge and experience
concerning obstetric and newborn danger signs.
Your participation in this study by way of answering the questionnaire is very vital on
the result of this research.
Rest assured that your answer to the attached questionnaire shall be held confidential.
Thank you and God bless!

Respectfully yours,
 40

Ruffie John G. de la Cruz, R.N.

Researcher

Northwestern University
THE VEDASTO J. SAMONTE SCHOOL OF GRADUATE STUDIES
Laoag City

Questionnaire

Part I. Personal Information

Direction: Please supply and fill-out the space provided below with the needed data required in
each section/area to the best way you can.

1. Name ( Optional): ____________________________________

2. Age: __________________

3. Educational Attainment:

____ Elementary Undergraduate

____ Elementary Graduate
____ High School Undergraduate
____ High School Graduate
____ College Undergraduate
____ College Graduate

4. Parity : ____________
 41

5. Gravity: ___________

6. Number of Visit: _________