Stress The human physiological response to environmental College - PowerPoint PPT Presentation

10/30/2017 The Effect of the Leisure Activity of Coloring 15.8% of graduate students report anxiety impedes their on Post Test Anxiety in Graduate Level academic performance 20.4% reported stress as a factor as well Occupational Therapy Students Brittney Burton, OTS and Francie Baxter, OT, PhD, FAOTA As students struggle to adapt to college stressors, effective non-pharmacological methods of coping are in high demand Anxiety related diagnosis among graduate level students jumped from 14.3% in 2014 to 16.6% in 2016 Texas Woman’s University Research to study the effects of these November 2017 coping strategies is needed as well Stress and the Occupational Adaptation Model Stress The human physiological response to environmental College environment creates Graduate students have a demands that exceeds a person’s natural regulatory a demand for mastery desire to master it capacities Press for mastery or occupational challenge requires adaptation Post-test Anxiety Maladaptive response The subjective feeling of tension, = excitability, irritability, or restlessness that a student feels after taking a test Stress 1

10/30/2017 Literature Adaptive energy Curry & Kasser (2005) Van der Vennet & Serice (2012) Drake, Seabright, & Olson-Pupek (2014) Secondary level Primary level creative, subconscious Higher awareness Requires less Drains energy How can we expand on these findings? Coloring intricate energy quickly mandalas, plaid designs, Graduate health care students? and free form blank Control Group? Occupational therapists use pages reduces stress in Post-test Anxiety? meaningful and engaging activity to college students tap into secondary adaptive energy Affects on student efficacy? following an anxiety inducing stimulus. Purpose The purpose of this study is to examine the effect of the leisure activity of coloring on the anxiety levels of graduate level Methods occupational therapy students after taking a high stress exam. Quantitative, pre/posttest study This study also examines the effect of the leisure activity of coloring on the graduate student’s perceptions of their preparedness and Ethics Instrumentation Participants perceptions of their performance on the previous exam. Purposive convenience sample Texas Woman’s University Graphic Rating Scales for 41 Masters of occupational Hypothesis Institutional Review Board for Anxiety (pre-intervention) therapy students the protection of human Anxiety (post-intervention) 37 Female * 4 Male subjects Perceptions of test outcome It is hypothesized that engaging in the leisure activity of coloring for 20 First semester students Perceptions of preparedness 20 minutes after taking a high stress test will reduce post-test 21 Fourth semester students Permission received from anxiety and positively affect graduate student’s perceptions of their Ages 22 – 54 years Demographic form faculty to recruit students own preparedness and performance on the test. after their exams 2

10/30/2017 Procedures Procedures Participants were recruited immediately after a final exam in one of their didactic courses and randomly assigned to either a control Control group participants asked to converse with friends room or a leisure activity room for 20 minutes Data Collection occurred twice Leisure activity group participants were given a choice of -once for first-year cohort coloring medium and coloring sheet and asked to color -once for second year cohort quietly for 20 minutes Each participant was given a consent form to sign and asked to complete the Anxiety pre-test GRS immediately after entering their All participants completed the remaining GRS scales and assigned room demographic data form before leaving the room Change in Anxiety Level Over Time Data Analysis 6 5.23 Changes in anxiety from basal level for both groups 5 4.55 Repeated measures analysis of variance (ANOVA) 4 Followed by independent sample t tests to compare 2.8 * 3 to mean change between both groups 2.19 * 2 Independent sample t tests were also used to compare the participant’s perceptions of outcome 1 on previous test and perceptions of preparedness for the test SPSS v24 0 Control group Leisure group Pre-test Post-test <.05 set as significance *Indicates P <.05 vs. pre-test 3

10/30/2017 Mean Change in Anxiety Level Mean Efficacy Levels of Students After Intervention Control group Leisure group 0 -0.5 -1 -1.5 -1.75 -2 -2.5 -3 -3.05 * -3.5 *Indicates P <.05 vs. control group Discussion Theoretical Implications Our findings expand on research by Curry & Kasser in 2005 and the two replication studies in 2012 and 2014 Focused, creative leisure activities such as coloring allow the brain to The use of the leisure activity of coloring does show a process post-test anxiety in a productive and beneficial way ultimately significant difference between control group and leisure reducing anxiety activity group in reduction of anxiety levels after 20 minute intervention time period. Students can relegate stressful post-test ruminations to the secondary The results showed no significant difference in level of awareness associated with the adaptive response process of the perceptions of preparedness or performance on OA Model the test 4

10/30/2017 Limitations and Future Implications Conclusion Small sample size Convenience sample We conclude that the leisure activity of No consideration for mental health status coloring is an easily accessible and effective tool for the reduction of post-test anxiety No control for level of difficulty of the two in graduate level occupational therapy didactic exams leading up to the study students. Self-report measures of anxiety and efficacy Acknowledgements References Thank you Curry, N. A., & Kasser, T. (2005). Can mandalas reduce anxiety? Journal of American Art Therapy Sheetal Suchdev, OTS Association, 22(2), 81-85. http://dx.doi.org/10.1080/07421656.2005.10129441 Helped with developing research protocol, IRB write up, and data collection Drake, C. R., Searight, H. R., Olsen-Pupek, K. (2014). The influence of art-making on negative Research question, research design, research protocol, helping to develop the mood states in university students. American Journal of Applied Psychology, 2(3), 69-72. IRB and data collection. http://dx.doi.org/10.12691/ajap-2-3-3 Duica, L., Talau, R., Nicoara, D., Dinca, L., Turca, J., & Talau, G. (2012). “Stress-Anxiety-Coping” Wanyi Wang, PhD triad in medical students. Journal of Educational Sciences & Psychology, II (LXIV)(2), 96-104. Helped with research design prior to data collection, and data analysis post Flinn, J. T., Miller, A., Pyatka, N., Brewer, J., Schneider, T., & Cao, C. G. L. (2016). The effect of data collection stress on learning in surgical skill acquisition. Medical Teacher, 38(9), 897-903. http://dx.doi.org/10.3109/0142159X.2015.1114597 Along with the 6 students who worked together to insure appropriate distribution of participants and assessment packets along with monitoring the Please email Bnburton3@gmail.com for comprehensive citation list activities of the two groups. Alissa Pettit, Linde Brewer, Samantha Fulp, Jogesh Kamta, Brenda Martinez, Amarjot Kathuria, and Kristine Davis 5