Morehead State University
Highlighting the Successes and Challenges of Developing a Campus Wellness Program with Two Illustrative Vignettes: MSU4U Social Media Campaign and MSU4U International Support Group: STUDY 2 (Shifflet): Fostering Feelings of Greater Belongingness and Lower Burdensomeness Through the Development of an International Student Support Group Curriculum
Institution
Morehead State University
Faculty Advisor/ Mentor
Tara Holaday
Abstract
Thomas Joiner's (2005) Interpersonal Theory of Suicide suggests that the two constructs of thwarted belongingness and perceived burdensomeness are necessary and sufficient causes of suicidal desire. An intervention that would increase feelings of connection and lower feelings of burdensomeness would directly contribute to the Morehead State University Garret Lee Smith (GLS) Campus Suicide Prevention grant aims of creating a more resilient and connected campus community. The international student community is especially in need of such an intervention. This student group faces the unique stressors that accompany adapting to a new educational system and language. The first step in developing the curriculum was to ensure that it was appropriate for the intended audience. Support group members were given a survey to assess their interests and what they hoped to get out of the group meetings. The next step in developing the curriculum was to determine a way to incorporate American students into the weekly meetings. We assigned each week a theme (American culture, fashion, adjusting to college life in America, etc.) and invited American students with particular expertise and/or interest to be guests at the meetings. We encouraged each visitor to give suggestions for how the international students could become more involved with university activities related to the week’s topic. The incorporation of American students was a unique aspect of our support group curriculum. Focus group sessions with the international student attendees indicated that this was the most important contributor to increased feelings of connectedness. The issue of burdensomeness was directly addressed by incorporating volunteer activities into the curriculum. The international students spent time interacting with residents at a local nursing home and helping with community service projects. The theory driven approach to designing the support group curriculum produced large gains in perceptions of belongingness and significantly lowered feelings of burdensomeness.
Highlighting the Successes and Challenges of Developing a Campus Wellness Program with Two Illustrative Vignettes: MSU4U Social Media Campaign and MSU4U International Support Group: STUDY 2 (Shifflet): Fostering Feelings of Greater Belongingness and Lower Burdensomeness Through the Development of an International Student Support Group Curriculum
Thomas Joiner's (2005) Interpersonal Theory of Suicide suggests that the two constructs of thwarted belongingness and perceived burdensomeness are necessary and sufficient causes of suicidal desire. An intervention that would increase feelings of connection and lower feelings of burdensomeness would directly contribute to the Morehead State University Garret Lee Smith (GLS) Campus Suicide Prevention grant aims of creating a more resilient and connected campus community. The international student community is especially in need of such an intervention. This student group faces the unique stressors that accompany adapting to a new educational system and language. The first step in developing the curriculum was to ensure that it was appropriate for the intended audience. Support group members were given a survey to assess their interests and what they hoped to get out of the group meetings. The next step in developing the curriculum was to determine a way to incorporate American students into the weekly meetings. We assigned each week a theme (American culture, fashion, adjusting to college life in America, etc.) and invited American students with particular expertise and/or interest to be guests at the meetings. We encouraged each visitor to give suggestions for how the international students could become more involved with university activities related to the week’s topic. The incorporation of American students was a unique aspect of our support group curriculum. Focus group sessions with the international student attendees indicated that this was the most important contributor to increased feelings of connectedness. The issue of burdensomeness was directly addressed by incorporating volunteer activities into the curriculum. The international students spent time interacting with residents at a local nursing home and helping with community service projects. The theory driven approach to designing the support group curriculum produced large gains in perceptions of belongingness and significantly lowered feelings of burdensomeness.