Date: Wed, 19 Jul 2006 11:51:12 -0400

From: Maryse Uriodain <maryseuriodain@HOTMAIL.COM>

Subject: Re: Quality of Life Questionnaire

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Hi Jennifer,

Let me know if you get an answer to your e-mail. I would love to have the same questionnaire, I need it to conduct a study for my program.

Regards,

Maryse

>From: Jennifer White <jenniferwhite@MAIL.UNOMAHA.EDU>

>Reply-To: Jennifer White <jenniferwhite@MAIL.UNOMAHA.EDU>

>To: HEDIR-L@LISTSERV.SIU.EDU

>Subject: Quality of Life Questionnaire

>Date: Tue, 18 Jul 2006 14:52:41 -0500

>

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>Colleagues - I would like to know if anyone has recommendations for a

>good, easy to use, Quality of Life Questionnaire. I am looking at

>change in QOL over time (one year) as a result of a behavior change

>physical activity program in women.

>

>Thanks

>

>Jennifer L. White, Ph.D.

>Assistant Professor

>School of Health Physical Education and Recreation University of

>Nebraska @ Omaha

>6001 Dodge Street

>Omaha, Nebraska 68182-0216

>office 402-554-3251

>fax 402-554-3693

>jenniferwhite@mail.unomaha.edu

>

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#482

Date: Wed, 19 Jul 2006 19:23:13 -0700

From: Sarah Mart <smart@USFCA.EDU>

Subject: Results from request re: Research methods for studying stress and college students

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Here are the collected responses to my request about research methods for studying stress and college students that i posted to SHS, healthprom, HEDIR, and NASPA HHEKC listservs, along with sources from my own lit review.

thanks to everyone who replied.

****************************************************************************

************

The South Oaks Gambling Screen (SOGS) by Sheila Blume, MD and Henri Lesieur, Ph.D., covers the risk factors around gambling

The CAGE questions by John A. Ewing, MD, screens for alcohol problems

Kadison & DiGeronimo. College of the Overwhelmed: The campus mental health crisis and what to do about it

Calderon, K.S. & Hey, W.T. (2003). Employed student job stress: Measurement and implications for college personnel, Journal of Student Employment, 9 (1), 11-14.

Hey, W.T., Calderon, K.S. & Seabert, D. (2003). Student work issues:

Implications for college transition and retention, Journal of College Orientation and Transition, Spring,* *10 (2), 35-41.

Sarafino. E.P. & Ewing, M. (1999, September). The Hassles Assessment Scale for students in college: Measuring the frequency and unpleasantness of and dwelling on stressful events. Journal of American Health, 48, 75-83.

Cohen, Sheldon. "Measuring Stress: A Guide for Health and Social Scientists."

Perceived Stress Scale: You can easily obtain it online (google search) and do not need authorship approval. The reliability is quite high and affords different numbers of questions according to your time constraints. Validated on college students.The questions ask for student ratings of how often they feel or think about stress-related things in the past month and is easy to score.

Another instrument we have used to measure daily stressors was the Hassles Assessment scale. This instrument also intends to measure the stressors and the perceived severity of 117 stressors that occurred in the last month. A good resource for this scale and others related to stress would be the Sarafino article (listed above).

We have used NCHA in 2004 and 2006 (still awaiting our results but imagine they are similar to 2004) We developed our own instrument in 2001 which was a better tool for us and likely we will not use NCHA again. In 2004 and

2006 we hired an outside public health agency to do our qualitative research to better understand the stress issue. ...as you know, this is a tough

issue- espec given the culture of higher ed and trying to frame it from an institutional response/public health perspective.

We added some questions to our NCHA admin this year in hopes of finding some answers. We have also done focus groups and surveys in the past 4 years.

What we have come to more recently is: discussing the cumulative impact of the rest of the academic impediments list on stress. And determining what we can do (in regards to stress management) about the other top items on the list to reduce the overall experience of stress. What we realize is that stress is at the top of the list bc/so many of the other items on the list are contributors to stress or result from stress. They are inter-related, so we are asking what we can do about these other impediments to decrease the overall experience of stress.

Chandra A, Batada A. Exploring stress and coping among urban African American adolescents: the Shifting the Lens study. Prev Chronic Dis [serial online] 2006 Apr, cited July 18, 2006. Available from: URL:

Ross S, Niebling B, Heckert T. Sources of Stress Among College Students.

College Student Journal. 33(2) 1999: 312

Dusselier L, Dunn B, Wang Y, Shelley M, Whalen D. Personal, Health, Academic, and Environmental Predictors of Stress for Residence Hall Students. Journal of American College Health. 54(1), 2005, 15-24.

Cohen S, Kamarck T, Mermelstein R. A Global Measure of Perceived Stress.

Journal of Health and Social Behavior. 24 (4) 1983 385-396.

Gadzella B, Baloglu M. Confirmatory Factor Analysis and Internal Consistency of the Student-life Stress Inventory. Journal of Instructional Psychology. 28(2) 2001, 84.

Ames S, Offord K, Nirelli L, Patten C, Friedrich, Decker P, Hurt R. Initial Development of a New Measure of minor Stress for Adolescent: The Adolescent Minor Stress Inventory. 34(3) 2005, 207.

Trockel M, Barnes M, Egget D. Health-Related Variables and Academic Performance Among First-Year College Students: Implications for Sleep and Other Behaviors. Journal of American College Health. 49, 2000. 125-131.

Goldman C, Wong EH. Stress and the College Student. Education. 117(4) 1997:

604.

Misra R, McKean M, West S, Russo T. Academic Stress of College Students:

Comparison of Student and Faculty Perceptions. 34(2). 2000. 236.

Towbes L, Cohen L. Chronic stress in the lives of college students: scale

development and prospective prediction of distress. Journal of Youth and

Adolescence. 25(2) 1996, 199.

DeBerard M, Spielmans G, Julka D. Predictors of Academic Achievement and Retention among College Freshmen: A Longitudinal Study. College Student Journal. 38(1), 2004, 66.

Broman C. Stress, Race and Substance Use in College. College Student Journal. 39 (2) 2005, 340.

Hudd S, Dumlao J, Erdmann-Sager D, Murray D, Phan E, Soukas N, Yokozuka N.

Stress at college: effects on health habits, health status and self-esteem.

College Student Journal. 34(2), 2000, 217.

McEwen B. Stressed or stressed out: What is the difference? J Psychiatry Neurosci. 30(5) 2005, 315-318.

Fouladi R, Mccarthy C, Moller N. Continued Attachment to Parents: Its Relationship to Affect Regulation and Perceived Stress among College Students. Measurement and Evaluation in Counseling and Development. 33 (4) 2001. 198.

Deckro G, Ballinger K, Hoyt M, Wilcher M, Dusek J, Myers P, Greenberg B, Rosenthal D, Benson H. The Evaluation of a Mind/Body Intervention to Reduce Psychological Distress and Percieved Stress in College Students. Journal of American College Health. 50 (6) 2002, 281-287.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Sarah Mart, MS, MPH

Director of Health Promotion & Services

University of San Francisco

2130 Fulton Street, UC 201

San Francisco, CA 94117-1080

p 415.422.6702

e smart@usfca.edu

Educating Minds and Hearts to Change the World

S.Mart thought for the day:

Charity is to social justice as medical treatment is to primary prevention/health promotion.

One seeks to fill a gap that is harmful; the other strives to remove the reason the gap exists in the first place.

If one was 100% effective, there would be no need for the other...

both are important, and they are not the same thing.

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