promoting wellness to online employees and clients by

Promoting wellness to online employees and clients by innovative

Technology-enhanced activities: Transferability of ideas learned from

promoting student-faculty wellness in online higher education Matthea Marquart and Murali Nair

Friday, June 15, 2018, from 10:45-11:45 AM, in Metztil 29 Classroom

Please feel free to Tweet throughout this session:

#NSWM29 @MattheaMarquart

AGENDA 1 Welcome, agenda, introductions, objectives

2 Context: What is wellness?

3 Demonstration: Brief wellness activities that can be done online

4 Discussion: Wellness needs of online students/remote clients or employees, and examples of potential technology-enhanced activities, programs, and services: • Institutional/organizational level • Program/office level • Classroom/team level

5 Pair-share discussion: What’s applicable to you?

6 Wrap up and Q&A

Intro to your presenters

Matthea Marquart, MSSW Director of Administration, Online Campus, and Lecturer NSWM Policy Fellow 2017-18

Murali Nair, PhD Clinical Professor of Social Work Department of Social Change & Innovation

Special thanks

https://socialworkmanager.org/programs/nswm-policy-fellows/2017-2018-policy-fellows/

https://socialworkmanager.org/programs/nswm-policy-fellows/



















Intro to this session

Session objectives

Demonstrate brief wellness activities that can be done online

Discuss wellness needs of online students, virtual clients, and remote employees

Share technology-enhanced activities, programs, and services that can promote wellness, from online higher education and transferrable to organizations

Abstract:

Our evolving society at present includes technology-enhanced online education, workplaces, and human service providers. In this online environment, students, coworkers, and clients who do not see each other in person may be at risk of feeling a loss of community or a loss of support around holistic wellness. Schools working in the field of online higher education, including online social work education programs, have created diverse approaches to supporting online student – faculty wellness. These approaches may also be helpful for human service providers with virtual clients, organizations with remote employees, or consultants who lead virtual trainings.






6 Wrap up and Q&A

Wellness is . . . an active process of

becoming aware of and making choices

toward a more successful existence.

— National Wellness

Institute

Dimensional Model of Wellness

https://www.nationalwellness.org/page/Six_Dimensions



Integration of Wellness Dimensions






6 Wrap up and Q&A

Demonstration: 30-second mindfulness (Prof Nair)

Demonstration: Healing Sounds (Prof Nair)

Citation:

van Otterloo, N. D. M.,

Sudan, N., Lyons, M.,

& Nair, M. (2016,

August 25). Healing

Power of

Sound. International

Journal of Innovative

Research in Medical

Science, 1(06): 251-

259.

https://doi.org/10.2395

8/ijirms/vol01-i06/05

https://doi.org/10.23958/ijirms/vol01-i06/05











Demonstration: Evidence-based laughter (Prof Nair)

Superbrain yoga

Demonstration: Chair yoga (Prof Nair)






6 Wrap up and Q&A

Wellness Concerns for Adult Online Learners As noted by Quintiliani et al. (2012), adult learners are less healthy than younger students. Adult online learners are susceptible to specific health issues.

The following wellness concerns for adult online learners can be identified, including: • Too many commitments, “multiple responsibilities” (Muller, 2008) • Too much stress (Edwards-Hart & Chester) • Other emotional hurdles, like isolation, being overwhelmed or anxious (Muller,

2008) • Diet, nutrition, and exercise (Ryan et al., 2010) • Ergonomics and posture (Harvard Repetitive Strain Injury Action, 2003) • Prolonged sitting

What wellness needs have you observed for online students, or remote clients or employees?

Institutional level

School, department, or program level

Classroom level

Examples from online higher education

https://health.columbia.edu/

Wellness at

Columbia



https://bewell.usc.edu/

Wellness at

USC



https://engemannshc.usc.edu/stress-and-anxiety-apps/ https://www.calm.com/usc

Example: Institutional level

https://engemannshc.usc.edu/stress-and-anxiety-apps/








https://www.calm.com/usc

https://www.calm.com/usc

http://berkeleycollege.edu/ndlw2017.htm

Example: Institutional level



Self-Care Day started a little more 10 years ago, after I and the then Assistant Dean of Enrollment & Student Services, David Yam, noticed a trend of students 'hitting a wall' between weeks 6 and 10 of the term. This is when field education ramps up, midterm exams and papers are due, and the weather starts to shift to getting colder, which impacts all of our students. After having conversations with various students constituencies, it became clear that they would benefit from a day dedicated to self-care. We try to organize programming that not only offers an opportunity for students to relax and reset, but also to learn techniques such as meditation, journaling, yoga, aromatherapy, etc., that will assist students throughout the year. For online students, we have live streamed workshops, as well as have solicited some online only workshops. The 2017 Self-Care Day had a theme of narrative social work, and we live streamed the morning performance with Benaifer Bhada, as well as the panel discussion that followed. We also livestreamed the Mindfulness Meditation, Poetry Reading, and Does it Matter how We Sleep sessions. One of our full-time faculty who teaches residentially and online also hosted an online only workshop entitled "Let Me Read to You: Listening for Pleasure, Relaxation and Restoration." This year, we also had an online PAC Leader (orientation leader that works with students throughout the year) and we created a Zoom Pro account for her to host regular group check-in meetings. This gave new online students an opportunity to vent to a peer, solicit advice about classes and to solicit tips about navigating and managing the demands of the program. This PAC Leader would share with us any concerns that we would need to follow-up on as administrators, but it was clear from our check-ins with her, that the new students enjoyed having a point person and regular contact with a continuing student. We plan to again have OLC PAC Leaders next year, and hope to improve and offer additional administrative support to them. -- Karma Lowe, Director, Offices of Enrollment, Student Services & Financial Aid, CSSW

Example: School level

Example: School level

Example: Classroom level

Discussion Questions

• What wellness needs have you seen for online students, or remote clients or employees?

• Examples of potential supports and technology-enhanced activities, programs, and services to address these needs?

1. Institutional or organizational level 2. School, department, program, or

office level 3. Classroom or team level

Free tools for opening discussions on wellness, from the National Wellness Institute

https://www.nationalwellness.org/page/nwi_tools_download








6 Wrap up and Q&A

Pair-share discussion

• What are your key takeaways from today’s discussion?

• How might you adapt ideas from today’s discussion to fit your institution’s/organization’s unique circumstances?






6 Wrap up and Q&A

References Barr, B. (2014). Identifying and Addressing the Mental Health Needs of Online Students in Higher Education. Online Journal of Distance Learning Administration, 17(2), n2.

Crawley, A., & Fetzner, M. (2013). Providing Service Innovations to Students inside and outside of the Online Classroom: Focusing on Student Success. Journal of Asynchronous Learning

Networks, 17(1), 7-12.

Dare, L. A., Zapata, L. P., & Thomas, A. G. (2005). Assessing the needs of distance learners: A student affairs perspective. New Directions for Student Services, 2005(112), 39-54.

Horton, B. W., & Snyder, C. S. (2009). Wellness: Its impact on student grades and implications for business. Journal of Human Resources in Hospitality & Tourism, 8(2), 215-233.

Insel, P. & Roth, W. (2012). Wellness Worksheets. Columbus, OH: McGraw-Hill Companies, Inc.

LaPadula, M. (2003). A comprehensive look at online student support services for distance learners. The American Journal of Distance Education, 17(2), 119-128.

Nair, M. & Guerrero, E. (2013). Managing Time and Stress. In Nair, M. & Guerrero, E. (Eds.), Evidence Based Macro Practice in Social Work. Wheaton, IL: Gregory Publishing Company.

Nair, M. & Nair, U. (2013). Engaged Learning: Preparing for Professional Practice. Los Angeles, CA: Figueroa Press.

National Wellness Institute. https://www.nationalwellness.org/

Nichols, M. (2010). Student perceptions of support services and the influence of targeted interventions on retention in distance education. Distance education, 31(1), 93-113.

Noble, T., Wyatt, T., McGrath, H., Roffey, S., & Rowling, L. (2008). Scoping study into approaches to student wellbeing.

Osborn, Viola. (2001). Identifying at‐risk students in videoconferencing and web‐based distance education. American Journal of Distance Education, 15(1), 41-54.

Palmer-Schuyler, J. & Gardner, C. (2013). Student Wellness and Personal Change Projects in the Management Classroom. ABD Journal, 5(2).

Pesek, T., Reminick, R., & Nair, M. (2010). Healing Across Cultures & The Good Life: An Approach to Holistic Health. Boston, MA: Cengage Learning.

Raphael, A. (2006). A needs assessment: A study of perceived need for student services by distance learners. Online Journal of Distance Learning Administration, 9(2).

Russo-Gleicher, R. J. (2013). Qualitative Insights into Faculty Use of Student Support Services with Online Students at Risk: Implications for Student Retention. Journal of Educators Online, 10(1),

n1.

Ryan, M. L., Shochet, I. M., & Stallman, H. M. (2010). Universal online interventions might engage psychologically distressed university students who are unlikely to seek formal help. Advances in

Mental Health, 9(1), 73-83.

Scheer, S. B., & Lockee, B. B. (2003). Addressing the wellness needs of online distance learners. Open Learning, 18(2), 177-96.

Shea, P., & Armitage, S. (2003). Guidelines for creating student services online. WCET LAAP Project Beyond the Administrative Core: Creating Web-Based Student Services for Online Learners.

Boulder, Colo.: Western Cooperative for Educational Technologies. Retrieved from https://www.wiche.edu/pub/11627.

Sidman, C. L., D’Abundo, M. L., & Bullard, L. (2014). Comparison of College Students' Knowledge across Delivery Formats in a Required Physical Activity and Wellness Course. Journal of Online

Learning and Teaching, 10(4), 590.

Thompson, J. J., & Porto, S. C. (2014). Supporting wellness in adult online education. Open Praxis, 6(1), 17-28.

https://www.nationalwellness.org/

https://www.nationalwellness.org/

https://www.wiche.edu/pub/11627



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