The purpose of this study was to examine the effectiveness of two models, namely an adaptable wellness programming model and an action research model, when creating and administering a stress management initiative for campus recreation settings that will have a positive effect on freshmen participants at the University of Tennessee. Eight freshmen from the University of Tennessee (6 females, 2 males) volunteered to complete a five week stress management initiative entitled the FROSH! (FResh Out of Stress, & Healthy!) Program which was based upon action research methodology. Program participants completed an exit interview and exit interview questionnaire after the program to determine if their levels of perceived stress had changed and to measure the effect that the program had on each individual. The Perceived Stress Scale was also administered before and after the program to detect any changes in perceived stress levels that participants experienced, but the sample size was too small to detect any significant changes in perceived stress levels. E. T. Stringer’s Categorizing and Coding procedure was used to decode responses from all meetings as well as from the exit interviews. Results indicate that the FROSH! Program was rewarding in various ways for participants, and 86% of participants said that their stress levels had lowered by the conclusion of the program. All participants thought that setting weekly goals was helpful in lowering their stress levels. Furthermore, the revised adaptable program model was perceived to be successful in creating the stress management initiative. It is recommended to increase the number of participants for future programs, and also to test the success of such action research-based wellness programs in campus recreation centers.

The purpose of this study was to examine the effectiveness of two models, namely an adaptable wellness programming model and an action research model, when creating and administering a stress management initiative for campus recreation settings that will have a positive effect on freshmen participants at the University of Tennessee. Eight freshmen from the University of Tennessee (6 females, 2 males) volunteered to complete a five week stress management initiative entitled the FROSH! (FResh Out of Stress, & Healthy!) Program which was based upon action research methodology. Program participants completed an exit interview and exit interview questionnaire after the program to determine if their levels of perceived stress had changed and to measure the effect that the program had on each individual. The Perceived Stress Scale was also administered before and after the program to detect any changes in perceived stress levels that participants experienced, but the sample size was too small to detect any significant changes in perceived stress levels. E. T. Stringer’s Categorizing and Coding procedure was used to decode responses from all meetings as well as from the exit interviews. Results indicate that the FROSH! Program was rewarding in various ways for participants, and 86% of participants said that their stress levels had lowered by the conclusion of the program. All participants thought that setting weekly goals was helpful in lowering their stress levels. Furthermore, the revised adaptable program model was perceived to be successful in creating the stress management initiative. It is recommended to increase the number of participants for future programs, and also to test the success of such action research-based wellness programs in campus recreation centers.

The purpose of this study was to explore and highlight positive psychological strengths that are required and, to a lesser extent, negative psychological factors that are to be eliminated in employees attending EAP in the public service in order to make the EAP beneficial and successful. EAPs in the public service have not been as successful as expected because employees drop-out prematurely and/or benefit minimally from attending their sessions. Through the use of a qualitative research approach, this study explored positive psychological strengths that played a significant role in assisting employees attending EAP to achieve their health goals. Research data was collected through the narratives and in-depth interviews from eight participants, who shared their EAP experiences with the researcher. The collected data was analysed through the use of content analysis and positive psychological strengths in the form of themes emerged. The themes were compared with the framework of positive psychology, which is known as the VIA classification system of strengths and virtues framework, in order to determine alignment or compatibility with it. In addition, a few negative emotions were also reported as having been experienced by the participants while attending EAP. The results of this study indicate that certain positive psychological strengths possessed by employees while attending EAP contributed significantly in making them benefit from their EAP consultations. Although a few negative emotions were also reported as having being present during the EAP consultation, they did not affect the progression and success of the EAP. An EAP intervention model is recommended herein for future use, in order to facilitate the success of EAP sessions. / Psychology / D. Litt. et Phil. (Psychology)

The purpose of this study was to explore and highlight positive psychological strengths that are required and, to a lesser extent, negative psychological factors that are to be eliminated in employees attending EAP in the public service in order to make the EAP beneficial and successful. EAPs in the public service have not been as successful as expected because employees drop-out prematurely and/or benefit minimally from attending their sessions. Through the use of a qualitative research approach, this study explored positive psychological strengths that played a significant role in assisting employees attending EAP to achieve their health goals. Research data was collected through the narratives and in-depth interviews from eight participants, who shared their EAP experiences with the researcher. The collected data was analysed through the use of content analysis and positive psychological strengths in the form of themes emerged. The themes were compared with the framework of positive psychology, which is known as the VIA classification system of strengths and virtues framework, in order to determine alignment or compatibility with it. In addition, a few negative emotions were also reported as having been experienced by the participants while attending EAP. The results of this study indicate that certain positive psychological strengths possessed by employees while attending EAP contributed significantly in making them benefit from their EAP consultations. Although a few negative emotions were also reported as having being present during the EAP consultation, they did not affect the progression and success of the EAP. An EAP intervention model is recommended herein for future use, in order to facilitate the success of EAP sessions. / Psychology / D. Litt. et Phil. (Psychology)