Summary
Physical, mental, and emotional health is essential, especially when students are transitioning to a new life experience. Most PSIs (postsecondary institutes) have support to help improve student wellness. This can include individual counseling sessions, on-campus social events, or physical activities.
Snapshot
Introduction
Students will use the Circle Map strategy to think about what students stress about and why.
30 Second Spotlight
Students will share their expertise on health and wellness resources on campus using the 30 Second Spotlight strategy along with continuing the Circle Map strategy.
Campus Resource List
Students will determine what campus resources they want to explore further.
Goal Setting
Students will set health goals still using their Circle Map or use the optional SMART Goals strategy.
Next Steps
Students create a plan for “next steps” in accomplishing their goals in the last circle of their Circle Maps.
Materials List
Session Slides (attached)
Circle Map handout (attached; one per student)
Campus Resources List handout (attached; facilitator copies)
SMART Goal handout (attached; optional)
Pen/pencil
Preparation
Research Your Campus’ Resources
For the Campus Resource List section, research and fill in the Campus Resources List handout with examples of health and wellness resources on campus. The template provides suggested examples of what kind of programs/organizations to look for, but you will need to add where these resources can be found. Examples: a counseling center located in xxx hall and they are open xxx-xxx. Or a fitness gym located in xxx hall and they are open xxx-xxx. Print enough handouts so that each group of students has 2-3 copies of this handout.
Additionally, we suggest preparing a slide(s) of this information to display for students.
Introduction
10 Minute(s)
Use the provided Session Slides to facilitate this session. Display slide 1 and introduce the session by talking to students about how their physical, mental, and emotional health is important and is even more important when they are transitioning to a new life experience. Being aware of health and wellness can help alleviate anxiety and stress. Most PSIs (postsecondary institutes) have support systems to help improve their wellness. This can be individual counseling sessions, social events on campus, or physical activities.
Move to slide 2 and pass out copies of the attached Circle Map. First, have students think about the question: "What do students stress or worry about and why?" Then, transition to slide 3 and explain the Circle Maps strategy. In the first, outermost circle of the graphic organizer, ask students to jot down a few reasons why they think students might be stressed. These ideas should be brief and limited to single words or short phrases. If you see students struggling, guide them to think about examples from their personal, school, and/or social lives. Allow about five minutes for students to write down their ideas.
Afterwards, pair students with an Elbow Partner and invite them to share their ideas with each other. Ask students to add any new ideas they discuss with their partners to their graphic organizers using the same outermost ring. Have them choose two ideas they discussed to share with the group. Allow time for students to share ideas.
Tell students to keep their Circle Map handy, as they will continue to add to it throughout the session.
30 Second Spotlight
15 Minute(s)
Next, transition to slide 4 and invite students to think about the ways in which they have taken care of their own health and wellness while in college. Ask them to think about these questions:
What are some activities or things that you do to help with your own health and wellness?
What are some on campus health and wellness resources you have used while on campus?
Are there any specific clubs or classes offered on campus that can help with one's overall health and wellness?
Give students about two minutes to reflect on these questions. Transition to slide 5 and in the second ring of their Circle Maps, have students write down how they are already staying healthy on campus.
After two minutes, move to slide 6 and tell the students to share out using the 30 Second Spotlight strategy where students have thirty seconds to share everything they know about staying healthy while using campus resources.
Campus Resources List
20 Minute(s)
Display slide 7. Continue the class discussion, focusing on specific campus resources that are offered at the PSI and where they are located. Pass out copies of the attached Campus Resources List. Direct students to write down any health and wellness resources that sound reasonable or doable to them on the back of their Circle Map handout in the space provided. Call on volunteers to share what they wrote.
Conclude the conversation by discussing the following question with the class: How might focusing on physical coping strategies help with our emotional well-being?
Goal Setting
10 Minute(s)
Move to slide 8. Invite students to return to their Circle Map handout and write their responses in the third ring. These ideas should be brief and limited to single words or short phrases. Allow about five minutes for students to write down their ideas.
Next Steps
10 Minute(s)
Move to slide 9 and ask students to reflect on this session as a whole. Have students answer the following as a whole group discussion:
What benefits did you expect from attending that activity?
Was this activity helpful? Why or why not?
What are your next steps?
Move to slide 10. Using the fourth circle on the graphic organizer, have students write down their next steps.
Close the session with slide 11 reminding students that engaging with these resources early helps them form lifelong wellbeing habits they can rely on throughout the year, both on and off campus.
Research Rationale
Various postsecondary institutions have structures in place to help first-generation college students build support and structures during the first year so that they can continue their education and complete their degrees. Research illustrates that first-generation college students need connections with peers and faculty (Hallett et al., 2020; Payne et al., 2023), a sense of belonging within a community (Hallett et al., 2020; Kulp et al., 2021; Pratt et al., 2019), an understanding of the resources available (Payne et al., 2023), and an understanding of time management (Bolkan et al., 2021) and financial support (Demetriou et al., 2017). The goal of support structures at institutions “is to assist students in developing initial social connections that will help them feel a sense of belonging on campus” (Hallett et al., 2020, p. 236).
Sources
Bolkan, S., Pedersen, W. C., Stormes, K. N., & Manke, B. (2021). Predicting 4-year graduation: Using social cognitive career theory to model the impact of prescriptive advising, unit load, and students’ self-efficacy. Journal of College Student Retention: Research, Theory & Practice, 22(4), 655-675.
Demetriou, C., Meece, J., Eaker-Rich, D., & Powell, C. (2017). The activities, roles, and relationships of successful first-generation college students. Journal of College Student Development, 58(1), 19-36.
Hallett, R. E., Kezar, A., Perez, R. J., & Kitchen, J. A. (2020). A typology of college transition and support programs: Situating a 2-year comprehensive college transition program within college access. American Behavioral Scientist, 64(3), 230-252.
K20 Center. (n.d.). Circle maps. Strategies. https://learn.k20center.ou.edu/strategy/159
K20 Center. (n.d.). Elbow partners. Strategies. https://learn.k20center.ou.edu/strategy/116
K20 Center. (n.d.). 30 second spotlight. Strategies. https://learn.k20center.ou.edu/strategy/3748
Kulp, A. M., Pascale, A. B., & Grandstaff, M. (2021). Types of extracurricular campus activities and first-year students’ academic success. Journal of College Student Retention: Research, Theory & Practice, 23(3), 747-767.
Payne, T., Muenks, K., & Aguayo, E. (2021). “Just because I am first gen doesn't mean I’m not asking for help”: A thematic analysis of first-generation college students’ academic help-seeking behaviors. Journal of diversity in higher Education.
Pratt, I. S., Harwood, H. B., Cavazos, J. T., & Ditzfeld, C. P. (2019). Should I stay or should I go? Retention in first-generation college students. Journal of College Student Retention: Research, Theory & Practice, 21(1), 105-118.