Utilization of COPE in the College Population

Background: College is a major transition in the lives of many young adults. As early as 1997, Sax reported that stress and depression were on the rise among college students and that 9.7% of college freshmen experienced depressive symptoms. Mental health treatments are often geared to children or older adults. Objective: The objectives of this project were to (a) assess levels of anxiety and depression in identified at risk college students; (b) implement a new cognitive behavioral therapy (CBT)-based intervention; and (c) evaluate the effectiveness of the intervention on students’ levels of anxiety and depression and satisfaction with the intervention. Design: A one group pre and post-test was used. Results: The COPE project demonstrated improvement in depressive and anxiety symptoms in 100% of the project population as measured by the Beck Depression Inventory II and the State -Trait Anxiety Inventory. There were both statistical and clinical significance shown at the conclusion of the seven sessions. Conclusion: COPE is an effective tool for the young adult population to decrease symptoms of depression and anxiety. Implementation of evidenced based programs into the college experience could lead to less severe depression and anxiety

Ruth Lenore Hovermale Papers - Accession 193

The Ruth Lenore Hovermale Papers consists of correspondence, minutes, reports, photographs, program notes, financial records, teaching notes, and related records, mainly concerning her teaching and research as a home economist and her involvement with professional organizations and Women’s Clubs, including the South Carolina Home Economics Association and the South Carolina Council for the Common Good. Her papers contain extensive reference files on fashion, textiles, and clothing.https://digitalcommons.winthrop.edu/manuscriptcollection_findingaids/1175/thumbnail.jp

AN ARTS HIGH SCHOOL EXPERIENCE AND ITS RELATIONSHIP TO COLLEGE READINESS

The purpose of this study was to determine if a positive relationship exists between college readiness and a high school for the arts experience. This research focused on one arts high school in order to determine graduate perspectives on the overall importance of such an education and whether or not this style of learning was valuable preparation for college. This study used a mixed-method approach through the use of a quantitative survey with multiple rating items and qualitative open-ended questions and interviews. Influenced by the work of Daniel Pink, Elliot Eisner, Howard Gardner, and Eric Jensen concerning knowledge and skill transfer, and benefits of the arts, this study seeks to provide an understanding of graduates' ongoing perspectives on the value of an arts-rich education (Pink, 2005; Gardner, 2006; Jensen 2001). Of specific importance is how these experiences have influenced the formation of their well-being, education, and preparation for college. Is the arts high school experience a beneficial and realistic pathway to college preparedness? Ultimately, the study offers valuable suggestions moving forward as the individual school grows and data to guide in the development of other unique schools