Student Wellness Paper

One of the most intriguing things concerning higher level learning is the impact it can have on students, both Graduate and Undergraduate. The effects that the pressure to succeed in college can have on these students can vary, with both social and educational interactions molding the individual for their futures. A key ingredient in all these developing situations is stress: how it appears to the students and whether it will be a triumph or tragedy for them. This provides a unique opportunity for counselors to both mentor students, assessing their viability as future counselors, and to help them through this tumultuous time in college with their mental development. Researchers found that undergraduate students presented to counseling for issues

White and Franzoni (1990) found that these students demonstrated higher levels of psychopathology than did individuals in the general population. The ability to experience first-hand the benefits of counseling enables the students to really get into the path in which they have turned to travel on. It was also noted that just as other students, counseling students experienced the same amount of stress tied to social constructs and educational requirements but were more responsive to counseling due to interest in the overall subject as well as desire to solve the problem. Researchers of wellness among counseling students suggested that counselor education programs implement required counseling as part of the curriculum, which would ensure utilization of services (Lambie et al., 2009; Roach & Young, 2007). The benefits to requiring counseling for aspiring students will also allow for them to reach a proper balanced mindset in anticipation for their future careers and will isolate and help fix any underlying issues that may not have previously been

The mean age was 25 with the education level of the group being Graduate students attending 10 monitored sessions. The resulting data was reported with a split of three subscales from the Adult Self-Report(ASR; Achenbach & Rescorla, 2003) and two subscales constructed using criteria established in the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM; American Psychiatric Association, 1994). This displays a relatively even method of recording and analyzing the applicable data as it was provided to the monitoring counselors, with little chance for bias as well as a baseline for continued extrapolation. The results from the ASR, based on a 3-point scale, as well as the DSM-oriented scale, were used to assess behavioral problems in the students, which were then used by the counselors over the course of the therapy sessions to address and attempt to resolve the